9 5 Challenges And Barriers To Connecting With Families

Bonisiwe Shabane
-
9 5 challenges and barriers to connecting with families

There are many benefits that are gained for a family and child when the family is engaged and connected with the teacher and/or the school. At the same time, we also know that there are barriers to family engagement, and many parents cannot or do not become engaged or connected in their child’s schooling experiences. These barriers can be on the part of the school or the family. Some barriers result from limited resources but can also stem from the beliefs, perceptions, and attitudes of families and school staff. Some common examples stem from a lack of teacher time because of other responsibilities and teachers seeing family engagements just another task to complete (Baker et al., 2016). There are also teachers who do not understand or seek to understand a parent’s communication style or work to build those relationships.

This mismatch may be the result of cultural or language differences, teachers’ misperceptions of the parents’ abilities, limited family resources such as time or lack of transportation, parents’ lack of comfort, and not feeling... Some parents may have had negative school experiences that cloud their ability to make positive connections, or they may be unfamiliar with American culture and expectations around family engagement in schools. There also may be a belief from families that teachers only connect with “bad news.” This one-way communication system does not allow for opportunities to share information. From the teacher’s perspective, some teachers may not feel respected by a parent or may feel that a family has challenged their authority or questioned decisions (Arce, 2019). Mobility in urban areas can also challenge connections due to the more frequent movement of families. Finally, many families may simply not see the value of being engaged with their child’s education and do not believe they could have any meaningful role in their child’s schooling.

Each one of these barriers can be mediated through building an invested interest on both sides, clear and intentional communication, relationship development, and an attitude of partnership. There are barriers, however, that present a more complicated challenge. It is important to begin thinking about building a collection of resources or a resource file that you can offer to families when barriers are identified and/or disclosed. It is important to learn about safety and structure for children and families and how to offer nonjudgmental support. Parents and teachers benefit when families are involved in their child’s education. However, there are barriers that prevent this.

These barriers include limited resources, time constraints, cultural and language differences, and negative past experiences, and more. There is a template for a resource list at the end of this text. \( \newcommand{\vecs}[1]{\overset { \scriptstyle \rightharpoonup} {\mathbf{#1}} } \) \( \newcommand{\vecd}[1]{\overset{-\!-\!\rightharpoonup}{\vphantom{a}\smash {#1}}} \) \( \newcommand{\dsum}{\displaystyle\sum\limits} \) \( \newcommand{\dint}{\displaystyle\int\limits} \)

\( \newcommand{\dlim}{\displaystyle\lim\limits} \) ������O���0_c��<a�[w��ѥE����^W*h���RI6�8���@�Ƞ��3�O�2��r��G3�טB�Y�~��C���1�0c�04�*�F����u���W�\7�:3��#e�����Da�#�b��G�Em��ں���`����z��Av���4��!��r�@(��L2��-�w*n���ރ�V�_�1���M ܗ�0ٖ?�8��o_�gB�"���%54�2�$L�!�°�7��#X�Qk� W�?���׸�]M��_��£q�Ƶ9�Ч�aSĒ������U;*@� t�ր�,ޏ�3t�p�S�ң�0�݂��Q�y:�q}����<�)S��|����i��6#��Z? ��tǺ�����7���!l�6����'�asyDE����,� �E��$�\iAK3�F6�.�W���b�����}�u�DbS��ق��3M}�(U*ع��zW'D0�Α�}��� �l� endstream endobj 48 0 obj <>/Font<>/ProcSet[/PDF/Text]/XObject<>>>/Rotate 0/StructParents 26/TrimBox[0.0 0.0 504.0 720.0]/Type/Page>> endobj 49 0 obj [98 0 R 97 0 R 96 0 R 95 0 R... Qb-�z=��*4He�� �Y���*v�C�B<�M׉C���nl�%��aQ� EN�Tj|�6�֍|������/,NS� �%ϋ '[t�x��Qǣ��x�������������Z�<�\�� c�� ����B͚K��5��P��]%�O.h�n�s|�*.�*����g(���q�ˋa�*7����0t׾s� ����S�� Ă�l@��SQ�]�9�-���3toV��ik��B�B���LRk)���[H����]O���j{��X2��y���ц�y�6b�S �׾A�N��{�7?J�?�Tn {&�h�WJ+�N���~�je��$���eCVt>5����M'��8�c���A�z�J�ڎoY] {�2 �;�D� ���y�6���� )�l R� 6j��^we�Ļ2W�X.��i��X�r�`֏�M==�8���Q�ns�D^��a��{��� ���q�����L���"!�Q<�!���Vs��Z�@T�X}��t+��u��]�]�(�^��T��G��G�V�%.�ÏDŽ�Gg]w�uzFCbm 돊1+��&N���{$a!i�!؏u C}R($��ū��L5^Q w�?��n�]��`R�h���DJM��"S�Ev��hb<�� O5 ��<�r���^��� ���N��a���JWV-�ө�@����8�f�I�N_�c��������J���L�å�M�Zt���c���@���Eg\5��y�� �?fóȤMs��5geS3x�)+F��`�$��("�^6+�1��/�R���+��qi��Ӄ�����Z#� gJoQM"j!�K�B�ܡ�����}�苾T�0b�b�>S���0y�K��Vj���F�����mk���� ����(1��%�ig��+ҞJ�[��Q���8�(ઢA^��O<}���@�H]��]��d�= �2*����j� �t`� ۫�O?qn(��\������`�4���y�2��DY�f.�p�k! m�Z 2ט�����J��ϰ�F�G���� ���i�X�[�q�#��o� �%��"���wr����~ ȚFE�����U!�ڨp��O�����#�V���?�^���,�6�æA�g߼>����dT<��({�ua�1�y���Y ^U�6;�~< ��A�ot#�:E�w$��,��8����kN2��0� �"��@M2�bqM�0����-q�u�W��:�W��r��j����L�H`�}E;C���7�[�0#�z��SD��#5��r�ߘ���6-�����w���� ���9-������E׷��s�:jTx=�BTL���ypٕ,HΘ�0 ��u@/%Q��s���hS{ls=�� �3eR ���Zotɭnt"l^���d�"�f �b��lY�����&��Gl�*�CU��"Ħ�h0�V����Ӣ�KPd�_+��R�(���t�|v,��N=h� >�0�(�h��}ol2��a<�^/,�7E�4�����WD1ze��-� r0��E�n��Ψ�fm�6=Q٨���he�z(&��a�H�v(�D�&'�$��S�]sϦ�{�]r۩]Rϔ �}��a��F�$c�t&ٷ�.����v#Pʊ[Y�-PU��DXO�z�])�)[�Ơ��t��`/���B����BMх�'��!���V�y�vM<�|�Ɍ9�ջ�5H��N�X�g��l��TݟG�Z���8�)��`� ֯�j�Uİg_Po�9 ��$���b�ܻ1LV)��&�qG���1�&Zӄ��E����3�� ��v��Rk�-q�����c�\}�p�܍���xN���B��v��x2A^�_�i��ԫ!�� g�6&�c#yQWT�"#���ξn![��Ġ"�#�r�@N*J�H'�q��Ar�X���#u� ��,���s?�-�Gn�=�����5����iN�EG������F�ew�y�,O���'��U�M<���/n ���ܖ51 ����S�7 ��j �;��v����Ga��>/Font<>/ProcSet[/PDF/Text]>>/StructParents 0/Subtype/Form>>stream H���M �0 ���9�׵~��1pS�`ಃ����A���"�vP$�����^\���'U}��;e�x�F�U��(!�����‡Íp7��]��n��� �o���Wۿ}P��#5���hO�<�� I�4-���P��K��9#���X� � CBz�7W(�)�u�N���/��B��%�t����> endobj... F���> &}�*.R��In9��u��]�x%�c.�F%�:�u*5(����z�D�#VSb���̋���a _��2W�ѹ�0K�Z�t��(.&��!��'��Ǻ������RLQcz���Z��s�5���x�3����9���!� *��u����|?����/vS��UW���,)��>Me�:���ن�Q�I�)P��s�7��7�}����[���?��{��v��؛ĝ��.e�� ��5���{h�ԕp���^�hLLb�=��Pd����ُgsa�v���'�^��R�6�.��E39�dI��@�ĵ���kް��*:h%������݀���Ӡ9X��x��˅}hDv �=���@&g"B�›�� �O����jH�Yn�1��&,����#��EBU =H�C+�A�����fU� 2b$B@�_5�XLe,��g���� o��l�w��7�O�֐�ijL�@����Ϭ�U�$���\u���ی�&x0�7:�J2���~f��ws��Rt�U�#��");�o��B�ףG� ��� �0|(�PE��X�Z��I-#;����R����܉�l���/���!�%�]�i9 �V�55����{�Aɲ��ĄVeJ3,9F��U�A�#hL�X�@�Ϸ��<�F�� a7��"�?<�UU��E���PR�u)(`��z�\�t%pK �JIr (J��w2<�ጤ�����y����·�w5���ğo���k?�;7�k���� RQ9�N�����ˋG;9��i����o��G���즼���[j@����;�c�#�oPU��+�of�&�i��0a2 *ਭ�6�O����7��%.�����xB��L��m��z����&�B�1W�y�����Y���p .9sћa��+p$�9�TaW� Pְ��ψ����'�Ƴ3�Er�jrt�AM� 5b�����s�J�B#*��=)�J�@yO h�dB�A %5�J�ip�:C��\X 9�,h���n0.����� !��uuw�����G����%��Dͪ{2Z�7}�OJ�i��F"�-�?@�-!PJ���ufvؙݹ��mΜ�93�3��;�``� �%�5115UI 16� +}i�|G����<����v�)��*�0t#�L��ر�|�Ya �5d�I�Rܸ�!6�Tp������,�2��Ba�Wۏ�k������#���F,�� ���(��#�n�/������֮�B�g@��(�$)(�����j��L�����9�C�a��5�%�����ԩ�����dheedr*�%�Ӎ�����`��%��������t3��7�cx�� !]��þ�7�o�H���[�KK��<�,{�|�$�m��ԗ���g]4[�x��>� M�O��Q��������b3� ]�D��-X2���AY��ڭw��2��:?��X�㕞� =V�n݅t�uQ... 2|4D �n�a� �<5, `٤��%�E�~��g��B���݃�f��G�k�׶o��,M�NUІ�'Y|�����2���,qX��,n���gt�bQ�ơ��@�1����0�o�4+��j.��O�������GS��EP�`>墹\dK%��H F�Vq4n�:O�|����W}6<���$v�la��X�ݬ&��U�a_�[��Y�P���!=n���I�󢶴+��C,��Z���i�u]'���>�����9�U��乏��`vj �э��q����ؖp&��p(���ՅeC��S}02�{9w�A�+8� �4aC��I�'0$��/��B���;�^$[h������V�`�|jY���L ww+�����a��~����H/] ��T:� � �Eى��xѕ������I� ��������)�P�X[~�UyQ��6w����������?JѸ�T��b33���� d��[�Nq��b#nB��Maw��Q)������[�[�����F~ � [d[S�T?_8��aQ>�Lj�����ǒN�8��(��ic���Рu�%��������p\��M�g�C/�x2�n����۴Ӧ!$i�0n�-a�LH2 d��3�`#[>u[�J�]i%�jݲ.K�e����8�; �m�dZ2��6��В�kf������~�χ �5~���0!:M ؞U��줜A"�n.���Lz8�*gj�-}�,/]9�QS�9��G堽A/GG4O���W�P6���1���x���n;�$�s�pzY~$]|L���ΙCmc����:F��0���C#��?ڥ�#��x������.���xi|���d0�@�7��a�'��`������[�?���W5�ֶ�mm0h]-H7��W��^�GPw"w�K!#d��_C�Q$�O���a���l8A��He �"Q��֗zߢ=�#!����h:�0�k�-^��]�OMaVp��iqw)+&Ϡ��z#^����#���W��XE��Y:@�+��)˺�n-�j#�����'P�>rN8WbFa&� *��j�\�0.���-��_*E��X�Ċ*S���7�u2�~8Ԡ�����_�Z\NH:�)1l0b�� �_�� ��(�AMmaJ׍�w��׻A���?j�����n��5�Rn�d�� ��RV�˜��!P�S��Ö&� �B��I �r �~#?=�)�NJQ(I�~9�b@�����y�Hg_���d6�����") S�2��.YG;Uy���|{IM�-��oM��Y�լ4'�m��#�.�Q=f�g[�Zs�ׅ��v}ۑ���s����n��b� �s� ����ref+ �v��57���yl�����.{��ÆA\�WҘH�H�LKc�O��wEu�su��ure-�0` �N�X{�Z@H��6��X�� ����8�'�"#1� S>?jUֽ���&�b...

Open AccessThis article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to... The images or other third party material in this article are included in the article's Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the article's Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from... To view a copy of this licence, visit http://creativecommons.org/licenses/by/4.0/. The current systematic review examined the similarities and differences between mothers’ and fathers’ reported barriers and facilitators to engaging in family-based interventions for child and adolescent behavioural problems (aged 2–17 years). Systematic searches of six electronic databases and grey literature alongside a two-way screening process identified twenty eligible qualitative studies from 2004 to 2019.

A thematic meta-synthesis identified similarities in major themes of psychological, situational, knowledge/awareness, programme/intervention, co-parenting, practitioner, and beliefs/attitudes factors, alongside group experiences and stages of engagement. However, differences emerged in subthemes related to parental, treatment, and service delivery factors that included individual ideologies of parenting, parental roles, and treatment participation; the role of mothers in facilitating engagement; and individual preferences... Overall, findings suggest that while mothers and fathers experience similar challenges to engagement, they can also experience distinct challenges which need to be addressed at the treatment outset to maximise engagement. The online version contains supplementary material available at 10.1007/s10578-022-01389-6. Keywords: Family-based interventions, Parental engagement, Barriers, Facilitators, Qualitative studies Behavioural problems in children and adolescents (herein referred to as children or child) represent the most common reason for referral to mental health services [1].

Early-onset behaviour problems are also associated with lifetime trajectories of antisocial behaviour, substance abuse, and mood disorders, suggesting that early intervention for such problems is critical to preventing a life course of poor mental... Research suggests that the development of child behaviour problems is perhaps most significantly influenced by parenting whereby dysfunctional, coercive, and inconsistent parenting behaviours represent risk factors for adverse developmental outcomes [3]. Conversely, research shows that family-based interventions reliably reduce behaviour problems associated with negative parenting [4, 5]. These findings have generated interest in disseminating family-based interventions into the community to reduce the occurrence of behaviour problems in children [6]. If you search Google for ways to find social connection, you might come across advice like “reach out to existing acquaintances,” “join a club,” or “get involved in your community.” This commonsense advice implies... While reaching out is certainly important, it’s often not enough on its own.

The truth is that we routinely encounter barriers that block our efforts to make and strengthen meaningful relationships. Some of these barriers are byproducts of our psychological makeup, while others are the result of unseen social forces. As a result, the path to connection is not always easy to navigate. In our new book Our New Social Life: Science-Backed Strategies for Creating Meaningful Connection, we explore seven key barriers to social connection and offer evidence-based strategies for overcoming them. We believe that, by addressing these obstacles, connection can happen more easily. So, what are these barriers?

Here’s a sneak peek. As humans, we have a hardwired need for social connection—and we live happier, healthier, and longer lives when we’re closely connected to others. Yet, in today’s world, socializing is often seen as a luxury rather than a necessity, which is why many of us push it to the bottom of our priority lists. We squeeze it in only after work, family obligations, and chores are done. Perhaps it’s no surprise, then, that the average American spends just 34 minutes a day socializing. Professionals who work with families facing adversity can play a crucial role in supporting children’s development and well-being.

The Raising Children Network (2024) provides a comprehensive guide for professionals to use to help them efficiently and realistically engage with families who are experiencing various challenges, including financial hardship, social isolation, and health... Families may encounter numerous difficulties, such as financial problems, frequent relocations, illness or disability, family violence, or substance misuse (Raising Children Network, 2024), that can impact parents’ ability to provide optimal care for their... In addition, these circumstances can hinder parents’ capacity to offer consistent, responsive care that is essential for children’s healthy development (Shonkoff et al., 2012). As a professional, using a family-centered approach can be very helpful in your work to provide support to families who face challenges. When professionals engage with families, they should strive to tailor supports to the unique circumstances of each family and collaborate with parents and children to develop strategies that address specific needs (Raising Children Network,... In addition, they should create and maintain a trusting environment, connect families with relevant resources, provide accurate and sensitive information, and empower parents with the skills and confidence to make informed decisions.

Using respectful and helpful communication strategies, such as active listening, can help build partnerships with families. Professionals should make their services welcoming and accessible to all families by considering individual factors such as language preferences, cultural backgrounds, and unique family needs (Raising Children Network, 2024). Incorporating flexible communication methods, such as phone calls, emails, and in-person meetings, can help accommodate families’ varying schedules and preferences. In addition, use clear and concise language and respect different family structures and perspectives (Blue-Banning et al., 2004). Families who are under stress may not seek help as they may feel embarrassed or intimidated, or they may believe that family-support services cannot help them or are not meant for them. Professionals can help bridge this gap by proactively reaching out to families, such as through short check-ins; making services feel meaningful, such as avoiding assumptions and using tailored wording; and being a reliable link...

When professionals understand and address the barriers that prevent families from accessing support, they are helping to ensure families in need receive essential help (Yoshikawa et al., 2012).

People Also Search

There Are Many Benefits That Are Gained For A Family

There are many benefits that are gained for a family and child when the family is engaged and connected with the teacher and/or the school. At the same time, we also know that there are barriers to family engagement, and many parents cannot or do not become engaged or connected in their child’s schooling experiences. These barriers can be on the part of the school or the family. Some barriers resu...

This Mismatch May Be The Result Of Cultural Or Language

This mismatch may be the result of cultural or language differences, teachers’ misperceptions of the parents’ abilities, limited family resources such as time or lack of transportation, parents’ lack of comfort, and not feeling... Some parents may have had negative school experiences that cloud their ability to make positive connections, or they may be unfamiliar with American culture and expectat...

Each One Of These Barriers Can Be Mediated Through Building

Each one of these barriers can be mediated through building an invested interest on both sides, clear and intentional communication, relationship development, and an attitude of partnership. There are barriers, however, that present a more complicated challenge. It is important to begin thinking about building a collection of resources or a resource file that you can offer to families when barrier...

These Barriers Include Limited Resources, Time Constraints, Cultural And Language

These barriers include limited resources, time constraints, cultural and language differences, and negative past experiences, and more. There is a template for a resource list at the end of this text. \( \newcommand{\vecs}[1]{\overset { \scriptstyle \rightharpoonup} {\mathbf{#1}} } \) \( \newcommand{\vecd}[1]{\overset{-\!-\!\rightharpoonup}{\vphantom{a}\smash {#1}}} \) \( \newcommand{\dsum}{\displ...

\( \newcommand{\dlim}{\displaystyle\lim\limits} \) ������O���0_c��<a�[w��ѥE����^W*h���RI6�8���@�Ƞ��3�O�2��r��G3�טB�Y�~��C���1�0c�04�*�F����u���W�\7�:3��#e�����Da�#�b��G�Em��ں���`����z��Av���4��!��r�@(��L2��-�w*n���ރ�V�_�1���M ܗ�0ٖ?�8��o_�gB�"���%54�2�$L�!�°�7��#X�Qk� W�?���׸�]M��_��£q�Ƶ9�Ч�aSĒ������U;*@� T�ր�,ޏ�3t�p�S�ң�0�݂��Q�y:�q}����<�)S��|����i��6#��Z? ��tǺ�����7���!l�6����'�asyDE����,� �E��$�\iAK3�F6�.�W���b�����}�u�DbS��ق��3M}�(U*ع��zW'D0�Α�}��� �l�

\( \newcommand{\dlim}{\displaystyle\lim\limits} \) ������O���0_c��<a�[w��ѥE����^W*h���RI6�8���@�Ƞ��3�O�2��r��G3�טB�Y�~��C���1�0c�04�*�F����u���W�\7�:3��#e�����Da�#�b��G�Em��ں���`����z��Av���4��!��r�@(��L2��-�w*n���ރ�V�_�1���M ܗ�0ٖ?�8��o_�gB�"���%54�2�$L�!�°�7��#X�Qk� W�?���׸�]M��_��£q�Ƶ9�Ч�aSĒ������U;*@� t�ր�,ޏ�3t�p�S�ң�0�݂��Q�y:�q}����<�)S��|����i��6#��Z? ��tǺ...