All For Your Family

new book

All For Your Family

The fol­low­ing arti­cle in Huffington Post high­lights 26 things good par­ents should not do to avoid screw­ing up their kids. Today’s par­ents tend to dote, con­trol and live through their chil­dren. I just hap­pen to have a new book, hot off the press, which explains how par­ents can make these changes and why it is so impor­tant. It makes a per­fect present for new and not so new par­ents. I think you will all love the cover 🙂 

All For Your Family, by Sharon Youngman

Available on Amazon


The Home School Partnership




Good Parents, GREAT Students

The Home School Partnership

Currently, much is said and done about the pos­i­tive effect of the school and home part­ner­ship. Parents and teach­ers are encour­aged to com­mu­ni­cate. Parents are urged to get involved in their child’s school in a vari­ety of ways. Homework demon­strates to par­ents the mate­r­ial pre­sented in class as well as their child’s abil­i­ties in var­i­ous sub­jects.

It is an undis­puted fact that chil­dren ben­e­fit from a har­mo­nious and nur­tur­ing fam­ily life. Parents that set lim­its, encour­age respon­si­ble behav­ior and use active lis­ten­ing skills raise chil­dren that are more likely to be moti­vated and con­fi­dent in school and life.

Parents from mid­dle to high socioe­co­nomic groups are more likely to develop a par­ent­ing plan and seek out assis­tance from a vari­ety of sources such as fam­ily coun­sel­ing, books, videos, classes and spe­cial offer­ings from orga­ni­za­tions in which they are mem­bers. Parents from low socioe­co­nomic groups are less likely to seek assis­tance and more likely to tol­er­ate unhealthy pat­terns.

Schools and fam­i­lies will ben­e­fit when par­ents ele­vate their par­ent­ing skills.  Students and schools will see aca­d­e­mic improve­ment when we focus on the needs of the fam­ily in the home. This has been ignored for too long and though it seems appar­ent, lit­tle has been done to address this issue.

Our orga­ni­za­tion will address the long ignored con­nec­tion between healthy fam­i­lies and aca­d­e­mic suc­cess by actively reach­ing out to groups who may or may not have access to par­ent edu­ca­tion. We will not only seek out fam­i­lies in need, but offer flex­i­ble sup­port to insure that fam­i­lies ben­e­fit in sig­nif­i­cant ways. Our orga­ni­za­tion will engage with fam­i­lies uti­liz­ing direct instruc­tion strate­gies based on the needs of the par­tic­i­pants, rather than a struc­tured one size fits all cur­ricu­lum, result­ing in greater suc­cess for all par­tic­i­pants. Parents, chil­dren and com­mu­ni­ties will appre­ci­ate the imme­di­ate and long last­ing rewards from ele­vated par­ent­ing.

Parents will:

1-Develop a dis­ci­pline plan that is right for them.

2- Learn strate­gies that pro­mote respon­si­ble behav­ior

3- Increase their com­mu­ni­ca­tion skills by learn­ing to be an active lis­tener

4- Realize the ben­e­fits of parental unity

5- Be exposed to guide­lines for healthy devel­op­ment

Research to support our mission


The home envi­ron­ment has a greater impact on stu­dents’ school per­for­mance than socioe­co­nomic sta­tus.

Research from the University of Minnesota White (1982) ana­lyzed 101 stud­ies and con­cluded that the fol­low­ing aspects of the home envi­ron­ment had a greater impact than socioe­co­nomic sta­tus (SES) on stu­dents’ school per­for­mance: par­ents’ atti­tudes, guid­ance, and expec­ta­tions for their children’s edu­ca­tion; qual­ity of ver­bal inter­ac­tion; par­tic­i­pa­tion in cul­tural and learn­ing-related activ­i­ties; and over­all sta­bil­ity in the home. Background or con­tex­tual fac­tors may be use­ful in iden­ti­fy­ing tar­get stu­dents, those who are most likely to be at risk for not suc­ceed­ing in school. Under no con­di­tion, how­ever, should it be inferred that those social back­ground char­ac­ter­is­tics are the rea­son why stu­dents do not suc­ceed in school. Rather, the process-sta­tus dis­tinc­tion helps explain that there are high per­form­ing low-income stu­dents in our schools, and it illus­trates how increas­ing home sup­port for learn­ing is an alter­able vari­able through respon­sive inter­ven­tions.

A nur­tur­ing fam­ily with har­mony in the home will raise respect­ful and con­fi­dent chil­dren.

In an exam­i­na­tion of 2,699 youth, aged 11–20 years, from eight cul­tures, Scott, Scott, and McCabe (1991) showed that: (a) youth’s poor inter­per­sonal skills are asso­ci­ated with high parental pro­tec­tive­ness (e.g., author­i­tar­ian par­ent­ing), (b) youth hos­til­ity and aggres­sion are asso­ci­ated with parental puni­tive­ness, and © pos­i­tive self-esteem and low anx­i­ety for youth are asso­ci­ated with fam­ily har­mony and nutu­rance. These find­ings were sim­i­lar across the dif­fer­ent cul­tures

It has been shown that a pos­i­tive affec­tive rela­tion­ship between par­ents and chil­dren increases the like­li­hood that the child will ini­ti­ate and per­sist in chal­leng­ing and intel­lec­tual tasks (Estrada, Arsenio, Hess, & Holloway, 1987). Parent behav­iors related to cog­ni­tive devel­op­ment are amount of inter­ac­tion, pro­vid­ing sup­port in prob­lem-solv­ing activ­i­ties, and allow­ing chil­dren to explore (Ferguson, 1987; Portes, Franke, Alsup, 1984).

Children are more moti­vated to achieve when fam­i­lies reg­u­larly engage in con­ver­sa­tion and are emo­tion­ally sup­port­ive.

Redding (2000) iden­ti­fied Parent-Child Relationship [e.g., daily con­ver­sa­tion, vocab­u­lary devel­op­ment, expres­sions of affec­tion, cul­tural expe­ri­ences (libraries, zoos, muse­ums), and dis­cus­sions of books and news­pa­per events] as one of three fam­ily pat­terns that enhance pos­i­tive habits of learn­ing for youth. Children ben­e­fit from a par­ent-child rela­tion­ship that is ver­bally rich and emo­tion­ally sup­port­ive. Although busy fam­i­lies fall out of the habit of daily con­ver­sa­tion, the impor­tance of bi-direc­tional com­mu­ni­ca­tion is par­tic­u­larly impor­tant for ado­les­cents. Talking with older stu­dents about school­work is impor­tant for fos­ter­ing achieve­ment moti­va­tion (Bempechat, 2000). One study iden­ti­fied par­ent expec­ta­tions, talk­ing about school­work, pro­vid­ing learn­ing mate­ri­als, and learn­ing oppor­tu­ni­ties out­side of school as the most influ­en­tial fam­ily actions (Peng & Lee, 1992).


There is lit­tle sig­nif­i­cant sup­port for par­ents in need of guid­ance for par­ent­ing.

A study of African American and Latino/Latina Parents in the United States released in November 2004 revealed that a vast majority of African American and Latino/Latina parents are working hard to raise strong, healthy, and successful children and adolescents, and most feel they are doing well as parents. Yet they are doing so in the face of multiple challenges in their communities and society. Furthermore, most have little support beyond their immediate family to help them as parents. Those are the major conclusions of this study of 685 African American parents and 639 Latino/Latina parents in the United States by Search Institute and YMCA of the USA.

This study points to a major, often overlooked, challenge facing America’s parents: They are trying to undertake the critical task of parenting in a complex society with little or no support from their community. That challenge represents a real opportunity for YMCAs, schools, faith communities, social service agencies, and other organizations to more intentionally build relationships with parents in ways that both affirm their current efforts and provide the supports and guidance they need when things get tough.


School suc­cess starts at home.

In an arti­cle in Barrow’s Journal on August 11, 2008, a staff writer makes the fol­low­ing obser­va­tion:

The sin­gle fac­tor that will most influ­ence your child’s suc­cess is their fam­ily.
For a child to have a suc­cess­ful school year, a par­ent must be suc­cess­ful. Expecting a child to suc­ceed, pay­ing atten­tion to how and what he or she is doing in school, mak­ing sure he or she com­pletes assign­ments, send­ing the child to school ade­quately nour­ished and clothed and well rested and con­fi­dent that they are loved and val­ued. Children require dis­ci­pline and and need to be respect­ful to par­ents, their class­mates and teach­ers.
Today’s schools face myr­iad prob­lems, but the great­est chal­lenge is to edu­cate chil­dren bur­dened with dys­func­tional or semi-func­tional par­ents and homes. A hun­gry child is not ready to learn; a child trau­ma­tized by domes­tic vio­lence is ill equipped for suc­cess. Factors beyond the con­trol of teach­ers and schools have more impact on a child’s chances of suc­cess than most any­thing likely to occur in the class­room. Teachers and schools are not infal­li­ble, but most of the prob­lems asso­ci­ated with the edu­ca­tional sys­tems would dis­ap­pear if every par­ent did his or her job.
The job of edu­cat­ing chil­dren begins in the home. Teachers have the chil­dren seven hours a day, 180 days a year. What hap­pens dur­ing the other 17 hours of the school days and the other 185 days a year can have a pos­i­tive or neg­a­tive effect on the child’s chance of suc­cess in school. Nothing will help schools suc­ceed more than par­ents who pro­vide a safe and lov­ing envi­ron­ment, who take care of their kids’ phys­i­cal and emo­tional needs.
Good teach­ers are impor­tant to stu­dents, but good par­ents are cru­cial.

Families from low socioe­co­nomic groups have less access to par­ent­ing sup­port.

Although all fam­i­lies can ben­e­fit from sup­port with parenting,middle- and upper-income par­ents may have more oppor­tu­ni­ties for sup­port than their low-income coun­ter­parts. Such sources of sup­port pro­vide oppor­tu­ni­ties to meet with other par­ents, as well as to have other nur­tur­ing adults share in child care; they include preschools, baby-sit­ting co-ops, nan­rues, sports, music lessons, etc. These same sources of sup­port may not be avail­able to low-income fam­i­lies who, at the same time, may be deal­ing with addi­tional stres­sors. Low-income fam­i­lies face such chronic stres­sors as insuf­fi­cient income to meet basic needs, crime, sub­stan­dard hous­ing, and inad­e­quate health care [Hashima & Amato1994; Mueller & Patton 1995; Dubrow & Garbarino 1989].


Lack of parental involve­ment is the biggest prob­lem fac­ing pub­lic schools. 

The research of Rose, Gallup &Elam, 1997 as sited by the Michigan Department of Education.


Families whose chil­dren do well in school exhibit the fol­low­ing: daily rou­tines at home, under­stands lim­its and bound­aries at home, under­stand the ben­e­fits of hard work, com­mu­ni­cate with their par­ents.

Henderson, Anne T. and Nancy Berla. A New Generation of Evidence: The Family is Critical to Student Achievement. National Committee for Citizens in Education (1994). Reviewed 66 stud­ies involv­ing par­ent involve­ment and stu­dent achieve­ment . Concluded that when par­ents are involved in their children’s edu­ca­tion and pro­vide a home life that is focused on respect and respon­si­bil­ity, their chil­dren do bet­ter in school.




Research sup­ports our mis­sion, the need is clear, the work awaits and the ben­e­fits will be real­ized.