ERIC Number: ED471222
Record Type: RIE
Publication Date: 2003
Reference Count: N/A
TIPS Pamphlets for Parents.
Algozzine, Bob, Ed.; Ysseldyke, Jim, Ed.
This manual presents 99 one-sheet informational brochures designed to improve parenting skills for children with and without disabilities. Each brochure is in a format suitable for duplicating, folding, and distributing. Each brochure offers references to related brochures in the collection. Brochures are grouped under the following broad areas: (1) home and family involvement (e.g., education in the home, promoting family cooperation, supporting your child's needs); (2) school performance (e.g., achieving academic success, enhancing creativity, improving study skills); (3) social skills and self-esteem (e.g., building confidence, dealing with anxiety, developing self-esteem); (4) discipline and motivation (e.g., establishing routines, promoting initiative and perseverance); (5) personal health and safety (e.g., addressing alcohol use, managing stress); (6) independent living (e.g., coping with school transitions, increasing self-reliance); and (7) bilingual/multicultural concerns (e.g., becoming a literate family, knowing your parental rights). (DB)
Descriptors: Academic Education, Child Rearing, Disabilities, Discipline, Early Childhood Education, Elementary Secondary Education, Family Environment, Health Education, Independent Living, Motivation, Multicultural Education, Parent Child Relationship, Parent Education, Parent School Relationship, Parenting Skills, Safety Education
Sopris West, 4093 Specialty Place, Longmont, CO 80504 ($25). Tel: 303-651-2829; Fax: 888-819-7767 (Toll Free); Web site: http://www.sopriswest.com.
Publication Type: Guides - Non-Classroom
Education Level: N/A
Sponsor: National Center for Learning Disabilities, Inc., New York, NY.
Authoring Institution: Sopris West, Inc., Longmont, CO.
Note: Originally published as "Tactics for Improving Parenting Skills." Based on original material prepared by the editors, Saundra Deltac, Doris O'Shea, Larry O'Shea, and the staff of the Student Learning in Context Project at the University of Minnesota. See ED 386 908 for previous version.