Interventions with fraternity men have been critiqued for an exclusive aim at decreasing negative behaviors and lacking consideration of male gender role socialization. The purpose of this study was to address those noted gaps in the literature. This study conducted an objectives-based evaluation of a strength-based, gender-sensitive program aimed at teaching fraternity men leadership skills. Findings indicated that participants were satisfied with the program and the six programmatic objectives were met such as increased self-awareness of leadership strengths and weaknesses, how gender norms influence leadership development, and how to connect men's health with leadership. Participants recommended that the program be more structured and to have a Greek co-instructor. Implications for practice and future research are discussed.
The success of students with disabilities in school and community largely relies on productive family professional partnerships (FPPs). The Individuals with Disabilities Education Act (IDEA, 2004) recognises the importance of family collaboration to student success by mandating that parents be involved in the Individualised Education Plan (IEP) process as full team members. While several previous studies examined the perspectives of parents of children with disabilities on partnerships with educators, less research exists on teacher perspectives on family professional collaborations. Additionally, there are even fewer studies that focus on teacher perspectives on partnerships with parents of children with autism, a disability category which continues to increase in prevalence. The present study contributes to the literature by examining teacher perspectives on factors that build and hinder positive partnerships with families of children with autism. Researchers surveyed 25 Special Education teachers and conducted additional individual interviews and open‐ended questionnaires to examine teachers' first‐hand experiences. Findings identified four common themes that educators felt helped and hindered collaborative relationships with families. Study results may lead to the development of specific family professional collaboration strategies that can be implemented and discussed in school districts, teacher trainings, pre‐service teacher education programs and family workshops.
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