parents

Pandemic has brought all together a new environment of working and compelled all the off line educational institutions to become online educational platforms and strengthen their online resources. We need to understand online platforms as universities, institutes, schools, colleges or any educational institute which are working online and providing degrees, certificates, diplomas for several courses and programs. In different researches related to online education and Covid -19, investigations addressed student’s perspective or teachers perspective. Literature review has showed the gap in exploring the turnaround strategies inspired by the parent’s perspective for online education especially with respect to young children (Age group 8 to 12 years). Apart from literature review and analysis of secondary data from websites and search engines, qualitative research was undertaken to know about parent’s views in general about the online platforms and particularly about WHJ (White Hat Junior). The focused group discussion and the indepth interviews revealed very useful information with regard to Online educational platforms and especially WHJ in relation to Covid -19 times. Findings relate to awareness, acceptability, perception change, costs, safety issues, etc. It has brought out elaborately in this case based research, how parents expectation may impact the turnaround strategies of their wards’ online educational platforms. In different researches related to online education and Covid -19, investigations addressed student’s perspective or teacher’s perspective.

Objective:  The goal of this study was to find out, through qualitative research, how high school parents see the pros and cons of online education during the COVID-19 epidemic. Methods: The sample for the present study included several of mothers of male and female Tehran high school students. For data analysis, Braun and Clarke's (2021a) thematic analysis model-based methodology was utilized. Results: The data revealed a comprehensive theme composed of two major themes, one with six sub-themes and the other with two sub-themes: 1) psychological capital with self-others care, self-efficacy beliefs, psychological resilience, hope, coping measures, and self-loving causal attributions sub-themes; and 2) technological capital with technology ethics and cultural literacy of technology sub-themes. Conclusion:  In addition, both practical and theoretical implications for the parental character strengths model were examined.

Objective: The purpose of this research is to investigate facilitating factors in dealing with parenting challenges of 18 parents who have children with attention-deficit/ hyperactivity disorder. Methods: The research is a qualitative study. The context includes all parents referred to the Mofid psychiatric clinic of the Children's Medical Center in Tehran. The purposive and accessible sampling method was employed. Data was collected through semi-structured interviews like the preliminary questions (1- What were your initial reasons for consulting a child psychiatrist? Please describe your experience in the doctor's office. Interviewee number 3: "The teacher and school counselor recommended that we see a psychiatrist"), main questions (1- What problems or challenges are you facing in your relationship with your child? What strategies are you adopting to deal with these challenges? Interviewee number 4: "I have accepted that many of my child's behaviors are unintentional and influenced by illness, and I must have more patience and tolerance towards them). Moreover, the qualitative data analysis of the study also utilized thematic analysis. Results: The findings showed that there are six main factors from the parent's point of view to overcoming the challenges related to their children: 1- Drug treatment, 2- Parents' personality traits, 3- Parents' awareness, 4- Parents' interaction and cooperation, 5- Lack of secrecy, 6- teachers and trainers’ roles. Conclusion: Therefore, parent awareness workshops about children's behavior and participation in parenting sessions, as well as parents' lack of secrecy and interaction with school, are the solutions that can be useful in facilitating overcoming parenting challenges.