This study aimed to evaluate the effectiveness of a School-Based Family Empowerment Psychoeducational Program on parental involvement and family interaction. A pre-test - post-test experimental design with a control group was employed. The sample consisted of 30 volunteer parents (26 mothers, 4 fathers) whose children were enrolled in state primary schools affiliated with the Ministry of National Education in the Turkish Republic of Northern Cyprus. Participants were randomly assigned to an experimental group (n = 15) or a control group (n = 15). The Family Interaction Patterns Scale was administered as a pre- and post-test measure. The intervention comprised eight 60-minute sessions delivered over four weeks within the school setting. Multivariate analyses indicated that participation in the psychoeducational program was associated with statistically significant increases in both parental involvement and family interaction scores in the experimental group compared to the control group (p 2 = .45-.55). These findings suggest that school-based empowerment-oriented psychoeducational programs may support family involvement and parent - child interaction within primary school contexts.
Konti et al. (Thu,) studied this question.
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