The effect of active parental consent on the ability to generalize the results of an alcohol,tobacco, and other drug prevention trial to rural adolescents

The authors report the effect of active parental consent on sample bias among rural seventh graders participating in a drug abuse prevention trial. Students obtaining active consent from their parents to complete the survey were of higher academic standing, missed fewer days of school, and were less likely to participate in the special education program at their school as compared to students who did not return a parental consent form. However, students with consent were not significantly different from students whose parents actively declined. The sample obtained under active parental consent represents students less at risk for problem behaviors than would have been obtained under passive consent procedures.     

Characteristics of responding-, nonresponding- and refusing-parents in an adolescent lifestyle choice study.

The acquisition of a random sample is one of the many methodological problems that arise when conducting research with adolescent populations. Frequently, due to ethical considerations associated with collecting data from adolescents, active parental consent procedures are required. The current study examined characteristics of parents who consented, refused consent, or did not respond to an active consent request for their children to participate in a large-scale study of adolescent lifestyle behaviors. Results indicated nonresponding-parents were more likely to be employed than consenting-parents. Further, differences were found for a number of attitudinal variables and about the importance of adolescent research. There were significant differences between refusing-parents, and consenting- and nonresponding-parents who were similar in their attitudes toward adolescent research. The findings suggest that nonresponding-parents are characteristically more similar to consenting-parents than to refusing-parents, which supports the use of passive consent procedures as a reasonable alternative to requiring active parental consent in adolescent research.     

How does active parental consent influence the findings of drug-use surveys in schools?

This study examines the impact of passive and active parental consent procedures on the type of adolescents participating in a school-based survey examining substance use. Schools recruited from a random sample of metropolitan schools were assigned to passive or active parental consent condition. Results showed that participation rates in active consent schools were lower than in passive consent schools for junior students (60% vs. 80%) but not senior students. Although consent condition had limited impact on prevalence estimates among older students, among younger students estimates of cannabis use and ecstasy use were higher in the passive consent condition than the active consent condition. Active consent procedures introduce some degree of selection bias into studies of adolescents' substance use and may compromise the external validity of prevalence estimates produced, especially among younger students.     

A Comparison of Methods of Increasing Parental Consent Rates in Social Research

Previous research on children requiring written parental consenthas indicated that this requirement reduces samples to halfthe size they might otherwise be and results in overrepresentationof whites and underrepresentation of blacks. Within the courseof a four-year study, four methods were utilized to increaseparental consent rates, particularly for black students. Allmethods increased consent rates. Providing an incentive to theparents increased consent rates significantly more for the whitestudents than for the black students, while communication withthe children and incentives to the children resulted in consentrates which were more similar for the two racial groups. Communicationwith the parents was the most effective method for both blackand white children, but was also the most time consuming.     

A comparison of methods to obtain active parental consent for an international student survey

Many school-based research efforts require active parental consent for student participation. Maximizing rates of consent form return and agreement is an important issue, because sample representativeness may be compromised when these rates are low. This article compares two methods for obtaining active parental consent: return of consent forms in the mail versus return by students to their classrooms. The methods were tested in a pilot study of 46 schools (1,058 students), with half of the schools randomly allocated to each of the alternative methods. A hierarchical nonlinear model of consent form return and agreement rates suggests that the student-delivered method is more successful at producing higher rates of consent form return and agreement to participate in the study, after controlling for school-level characteristics. The authors discuss the findings and their implications for other researchers engaged in school-based research with adolescents.     

The impact of child obesity on active parental consent in school-based survey research on healthy eating and physical activity

Previous studies have shown that active consent procedures result in sampling bias in surveys dealing with adolescent risk behaviors such as cigarette smoking and illicit drug use. To examine sampling bias from active consent procedures when the survey topic pertains to childhood obesity and associated health behaviors, the authors pair data obtained from both active and passive consent procedures. The authors find that parents of children who are overweight or at risk for being overweight are significantly less likely to give active consent. In addition, parents of children enrolled in lower grades are more reluctant to consent to participate.     

“I'll Give You the World”: Socioeconomic Differences in Parental Support of Adult Children

Research has shown that parents with higher socioeconomic status provide more resources to their children during childhood and adolescence. The authors asked whether similar effects associated with parental socioeconomic position are extended to adult children. Middle‐aged parents (N = 633) from the Family Exchanges Study reported support they provided to their grown children and coresidence with grown children (N = 1,384). Parents with higher income provided more emotional and material support to the average children. Grown children of parents with less education were more likely to coreside with them. Parental resources (e.g., being married) and demands (e.g., family size) explained these patterns. Of interest is that lower income parents provided more total support to all children (except total financial support). Lower income families may experience a double jeopardy; each grown child receives less support on average, but parents exert greater efforts providing more total support to all their children.     

The impact of a written parental consent policy on estimates from a school-based drug use survey

The authors examine differences between mean, variance, and correlation parameter estimates derived from a full school-based sample and subsamples restricted by the provision of parental consent. A total of 1,607 students at 21 continuation high schools and 1,192 students at 3 traditional high schools completed a survey containing variables related to sociodemographics, drug use, mental health, and violence. The employment of a researcher-initiated home-telephone-call procedure substantially increased the parental response rate over a student-/school-assisted consent method. The subsamples restricted by the written consent criterion showed some small biases in estimates of sociodemographic variables but little or no biases on measures related to mental health, drug use, or violence measures. The augmentation of the written consent samples with verbally consented students reduced observed biases.     

Parental financial support and filial responsibility in emerging adulthood: a comparative study between the United States and South Korea

Why do parents provide considerable financial support to their children in college? How do college students feel about their parental financial support and how does it differ between American and Korean cultural contexts? Based on multiple group analysis, we tested the impact of family income and parents’ education on parental tuition and living expenses supports, which in turn affects college students’ perception of filial responsibility across the United States and South Korea. Participants included 179 American college (AC) students from Syracuse University and 268 Korean college (KC) students from Yonsei University Wonju. We found that family income was significantly related to an increase in parental tuition and living expenses supports for both AC and KC students. However, parents’ education was significantly related to an increase in parental tuition and living expenses supports for AC students, but not for KC students. In addition, parental tuition support was related to an increase for filial responsibility, and parental living expenses were related to a decrease in filial responsibility in KC students, but not for AC students. These results indicate that the association between parental financial support and college students’ perception of filial responsibility differs across American and Korean cultural contexts.     

Differential attrition rates and active parental consent.

Active parental consent in survey research poses ethical and practical concerns. One common argument against the requirement of active consent procedures is its effect on participation rates. There is additional concern that higher risk groups may be underrepresented in the final sample. Empirical support of differential attrition, however, is lacking. In the current multisite longitudinal study, passive consent procedures were approved for the collection of pretest data. For subsequent years of data collection, active parental consent procedures were required. In this article, we use the pretest data to examine demographic, attitudinal, and behavioral differences between those students for whom active consent was provided and those for whom active consent was either denied or for whom no response was received. The results indicate that active consent procedures produce deleterious effects on participation rates and lead to an underrepresentation of at-risk youth in the sample.     

Active parental consent in school-based research: how much is enough and how do we get it?

Active parental consent policies have been blamed for low participation rates and selection bias (i.e., loss of "high-risk" youths) in school-based studies. In this article, the authors describe active consent procedures that produced an overall active consent rate of 79% in a sample of more than 4,500 middle school students attending 29 schools in seven cities across the United States. Consent rates, however, varied considerably both within and between schools. To better understand factors associated with active parental consent rates, the authors examined district-level, school-level, and teacher-specific effects on consent rates.     

Factors influencing middle and high schools' active parental consent return rates

The authors examined factors influencing the return rates for attempting to collect active parental consent forms from 21,123 students in the 7th through 10th grades in 41 middle and high schools. Overall return rates from middle schools were higher than from high schools. Schools that offered high levels of staff support for collecting consent forms had higher return rates. Procedures where the consent form was attached to a school form that parents had to complete and return to the school yielded the highest return rate. Implications for how researchers can obtain a high parent consent form return rate are discussed.     

The schooling repayment hypothesis for private transfers: evidence from the PROGRESA/Oportunidades experiment

The schooling repayment hypothesis for private transfers predicts a positive relationship between the amount of parental investment in children’s education and the amount that adult children transfer to their parents. We provide evidence on the repayment motive using data from the Mexican conditional cash transfer program PROGRESA/Oportunidades (PO). PO pays a transfer to parents for sending their children to school. Thus, if private transfers from adult children to parents are in part repayment for parental schooling investments made in the past, then PO should decrease these transfers—parents were already exogenously compensated by the government for sending their kids to school and not to work. Exploiting the exogenous variation in the amount of cash transfers a household receives from PO for sending its children to school, we compare the private transfers received in 2007 by parental households who had children 0–16 in 1997 and started receiving the programs’ benefits in 1998 with the transfers received by similar parental households who started receiving benefits in 1999. Results suggest a repayment motive exists. That is, PO is causing adult children to transfer less resources to their parents.     

Teenagers’ Internet Use and Family Rules: A Research Note

The Internet poses challenges to parents who want their children to take advantage of online resources but also want to protect their children from questionable content. Using data from 749 dyads of American parents and their teenage children with Internet access, this study finds that the majority of parents report regulating their teenage children's Internet use, but parents report more monitoring (61%) than teens report (38%). Multivariate regression analyses indicate fathers, younger parents, parents who use the Internet with their children, and parents with younger teens engage in a higher level of parental monitoring. This study provides a first look at parental monitoring of children's Internet use and points to the need to study family rules from both parents’ and children's perspectives.     

Active parental consent in school-based research. An examination of ethical and methodological issues

To date, most school-based research has used passive parental consent. However, the Family Privacy Protection Act of 1995 aims to change these requirements. The proposed legislation requires written parental consent if minors are to be asked "sensitive" questions as part of any program or activity funded in whole or in part by the federal government. This act is representative of a growing trend toward restricting research involving minors. Whether or not this act is passed by Congress, two lines of concern are highlighted by this legislation. The first deals with ethical issues surrounding consent procedures. For instance, are parental rights compromised when active consent is not mandated? A second line of inquiry pertains to the effect of active consent procedures on response rates and sample bias. In this article, the authors discuss ethical issues surrounding passive and active consent procedures and then report response rates from two projects in which active consent procedures were implemented.     

Transmission ehrenamtlichen Engagements im Elternhaus – Ergebnis von Sozialisation oder Statustransmission?Intergenerational Transmission of Volunteering – Socialization and Status Transmission Effects Disentangled

This paper focuses on the extent and mechanisms of intergenerational transmission of volunteering in Germany. A possible explanation of intergenerational transmission of volunteering is based on the influence of parental socialization during formative years of adolescence (aged 14–17 years). Respectively, parents can set role models by volunteering themselves which can be observed and imitated by their children due to social learning process which may have long lasting effects even after leaving parental home. However, social, cultural and financial resources provided by parents can also facilitate or impede volunteering. The social status of parents can influence the volunteering of parents as well as the children, and serve insofar as mediator of intergenerational transmission processes and respectively may overlap the socialization effect. Drawing on the German Socio Economic Panel Data (1984–2011) this study aims to disentangle socialization and status transmission processes. The analysis shows a clear positive correlation between parental volunteering during the formative period of its children and young adult’s volunteering now, even controlling for parental and children’s education and social status of parents. Thus, the results are consistent with socialization hypothesis and do not support the status transmission hypothesis.     

Social Exclusion and Parental Incarceration Impacts on Adolescents' Networks and School Engagement

Although prior research links parental incarceration to deleterious outcomes for children during the life course, few studies have examined whether such incarceration affects the social exclusion of children during adolescence. Drawing on several lines of scholarship, the authors examined whether adolescents with incarcerated parents have fewer or lower quality relationships, participate in more antisocial peer networks, and feel less integrated or engaged in school. The study applies propensity score matching to survey and network data from a national sample of youth. Analyses indicated that children with incarcerated parents have more antisocial peers; the authors found limited evidence that parental incarceration adversely impacts peer networks and school integration domains. The results suggest that the impacts of parental incarceration on adolescents' social lives have less to do with isolation than with the types of peers adolescents befriend. Findings provide support for the idea that parental incarceration may adversely affect children's social exclusion.     

Ethical Issues in Coparent Counseling

Coparent counseling is a method of helping moderate- and high-conflict divorced or separated parents improve their shared caretaking of their children. Because it is a relatively new modality, its practitioners face ambiguity and uncertainty in their efforts to practice ethically. In the present article, information and recommendations are provided regarding confidentiality, separate meetings with parents, interactions with attorneys and the court, meetings with the children, insurance billing, competence, and informed consent.