Page 168 - Petelin, Ana, et al. 2019. Eds. Zdravje otrok in mladostnikov / Health of Children and Adolescents. Proceedings. Koper: University of Primorska Press
P. 168
avje otrok in mladostnikov | health of children and adolescents 166 ents. One teacher explained: “This is mostly parents whose children have been
formally assessed and have a decree that entitles them to adaptations/…/ and
they think that the teachers have to do it all and they don’t work with the kids at
home” (T3). In contrast, there was the other group of parents who were (over-
ly) enthusiastic and actively engaged. However, they sometimes lacked insight
into their children’s abilities and insisted on regular (sometimes daily) interac-
tions with the teachers.
The collaboration between parents and teachers was influenced by (1) the
presence of initiative, motivation, and will; (2) awareness of the possibilities;
(3) the parents’ values. The teachers recognized that parents with self-initiative
looked for additional services and assistance to complement the work done by
the school. Awareness of possibilities was often linked with the parents’ level
of education. One teacher reported: “When the parents are educated, they know
exactly/…/where they have to go; when something will happen; they know the
time frames/…/ They expect meetings; they suggest adaptations/…/ They provide
their ideas” (T37). In contrast, less informed parents, “do not have specific sug-
gestions/…/ However, they are very grateful for everything and think that that’s
that. They don’t complicate” (T37). The participants also expressed that the child
is a “reflection of the family’s values” (T32). One participant elaborated: “We see
a mirror image in a way that whatever is happening at home, is also happening
in the school environment” (T19).
The teachers’ answers suggested that there were numerous difficulties
that affected the collaboration between teachers and parents, including: (1) al-
ways searching for the teacher’s mistakes; (2) disrespecting the teacher; (3) ig-
noring the teacher’s professional autonomy; (4) difficulty accepting the child’s
abilities and having unrealistic expectations; (5) use of manipulation; (6) fo-
cusing on the grades only; (7) over-protecting the child; (7) not performing the
parenting role.
Examples of positive collaboration were noted as well. One teacher said
that the best scenario included “working hand in hand or having one oar in the
one hand and the other oar in the other hand so we can jointly row the boat with
the child in” (T3). Successful stories happened when the parents acted responsi-
bly, respected the teacher, and openly communicated with them. Most impor-
tant in this process were the following: (1) good information exchange; (2) de-
veloping trust and rapport; (3) consistency; (4) having a coordinated routine,
both at school and at home. A successful collaboration created a well-balanced
triangle, consisting of teachers, parents, and the child.
Collaboration between occupational therapists and parents
Parents emerged as the most important theme. They had a crucial role in the de-
velopment of collaboration between the occupational therapist and the school.
Five categories were developed around this theme: (1) first contact, (2) commu-
formally assessed and have a decree that entitles them to adaptations/…/ and
they think that the teachers have to do it all and they don’t work with the kids at
home” (T3). In contrast, there was the other group of parents who were (over-
ly) enthusiastic and actively engaged. However, they sometimes lacked insight
into their children’s abilities and insisted on regular (sometimes daily) interac-
tions with the teachers.
The collaboration between parents and teachers was influenced by (1) the
presence of initiative, motivation, and will; (2) awareness of the possibilities;
(3) the parents’ values. The teachers recognized that parents with self-initiative
looked for additional services and assistance to complement the work done by
the school. Awareness of possibilities was often linked with the parents’ level
of education. One teacher reported: “When the parents are educated, they know
exactly/…/where they have to go; when something will happen; they know the
time frames/…/ They expect meetings; they suggest adaptations/…/ They provide
their ideas” (T37). In contrast, less informed parents, “do not have specific sug-
gestions/…/ However, they are very grateful for everything and think that that’s
that. They don’t complicate” (T37). The participants also expressed that the child
is a “reflection of the family’s values” (T32). One participant elaborated: “We see
a mirror image in a way that whatever is happening at home, is also happening
in the school environment” (T19).
The teachers’ answers suggested that there were numerous difficulties
that affected the collaboration between teachers and parents, including: (1) al-
ways searching for the teacher’s mistakes; (2) disrespecting the teacher; (3) ig-
noring the teacher’s professional autonomy; (4) difficulty accepting the child’s
abilities and having unrealistic expectations; (5) use of manipulation; (6) fo-
cusing on the grades only; (7) over-protecting the child; (7) not performing the
parenting role.
Examples of positive collaboration were noted as well. One teacher said
that the best scenario included “working hand in hand or having one oar in the
one hand and the other oar in the other hand so we can jointly row the boat with
the child in” (T3). Successful stories happened when the parents acted responsi-
bly, respected the teacher, and openly communicated with them. Most impor-
tant in this process were the following: (1) good information exchange; (2) de-
veloping trust and rapport; (3) consistency; (4) having a coordinated routine,
both at school and at home. A successful collaboration created a well-balanced
triangle, consisting of teachers, parents, and the child.
Collaboration between occupational therapists and parents
Parents emerged as the most important theme. They had a crucial role in the de-
velopment of collaboration between the occupational therapist and the school.
Five categories were developed around this theme: (1) first contact, (2) commu-
