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- W2243374368 abstract "The Culture and Psychology of Alliance Parents send their children to school. Teachers teach other people’s children. As adults, parents and teachers loom large in the lives of young people, influencing the development of their talents and skills, self-confidence and values, ambitions and achievements. Creating and sustaining respectful and healthy alliances between parents and the school is critically important to fostering good communication and trusting relationships among the adults, all with the welfare of the children in mind. As we know, however, building such alliances is no easy matter. The particular culture of the school, the cultural backgrounds of each family, and the myriad psychological dynamics that exist within each individual and the groups of which they are a part give shape and meaning to the ways such partnerships are supported or thwarted, helped or hindered. All schools have cultures. And all cultures have values, beliefs, and practices that have the potential to give their members a sense of belonging and identification. Those very same cultural values, beliefs and practices also have their counterparts that can alienate and undermine that very sense of belonging and identification. The meanings these practices and beliefs have for their members contribute significantly to the formation of a coherent—or incoherent— sense of who they are as people in that community. Within each culture, there is, then, also a tension between its core values and their opposites. Trust exists in relation to mistrust. Cooperation stands against competition. Help lives in relationship to hindrance. And" @default.
- W2243374368 created "2016-06-24" @default.
- W2243374368 creator A5024893705 @default.
- W2243374368 date "2005-05-01" @default.
- W2243374368 modified "2023-10-18" @default.
- W2243374368 title "Everything to Help and Nothing to Hinder: Grandiosity, Ambivalence, and Boundaries in the Alliance Between Parents and the School" @default.
- W2243374368 cites W1553975380 @default.
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- W2243374368 doi "https://doi.org/10.1086/589170" @default.
- W2243374368 hasPublicationYear "2005" @default.
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