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A Termination of Parental Rights (TPR) is a legal action that terminates all of a parents rights to make decisions for a child or to care for that child.

A Termination of Parental Rights may be voluntary or involuntary. All too often parents are pressured into relinquishing their rights based on allegations of abuse, neglect or abandonment. The consequences are significant and long lasting. A parent should never enter into such proceedings unrepresented. The result is often final.

Under Minnesota Statutes, a juvenile court may, upon petition, terminate ALL rights of a parent to a child. It may do so:



with the written consent of a parent who for good cause desires to terminate parental rights (Note: wishing to avoid a child support obligation is not "good cause);

if it finds that one or more of the following conditions exist:



that the parent has abandoned the child;

that the parent has substantially, continuously, or repeatedly refused or neglected to comply with the duties imposed upon that parent by the parent and child relationship, including but not limited to providing the child with necessary food, clothing, shelter, education, and other care and control necessary for the child's physical, mental, or emotional health and development, if the parent is physically and financially able, and either reasonable efforts by the social services agency have failed to correct the conditions that formed the basis of the petition or reasonable efforts would be futile and therefore unreasonable;

that a parent has been ordered to contribute to the support of the child or financially aid in the child's birth and has continuously failed to do so without good cause. This clause shall not be construed to state a grounds for termination of parental rights of a noncustodial parent if that parent has not been ordered to or cannot financially contribute to the support of the child or aid in the child's birth;

that a parent is palpably unfit to be a party to the parent and child relationship because of a consistent pattern of specific conduct before the child or of specific conditions directly relating to

the parent and child relationship either of which are determined by the court to be of a duration or nature that renders the parent unable, for the reasonably foreseeable future, to care appropriately for the ongoing physical, mental, or emotional needs of the child. It is presumed that a parent is palpably unfit to be a party to the parent and child relationship upon a showing that the parent's parental rights to one or more other children were involuntarily terminated or that the parent's custodial rights to another child have been involuntarily transferred to a relative under section 260C.201, Subd 11, paragraph (e), clause (1), or a similar law of another jurisdiction;

that following the child's placement out of the home, reasonable efforts, under the direction of the court, have failed to correct the conditions leading to the child's placement. It is presumed that reasonable efforts under this clause have failed upon a showing that:



(i) a child has resided out of the parental home under court order for a cumulative period of 12 months within the preceding 22 months. In the case of a child under age eight at the time the petition was filed alleging the child to be in need of protection or services, the presumption arises when the child has resided out of the parental home under court order for six months unless the parent has maintained regular contact with the child and the parent is complying with the out-of-home placement plan;

the court has approved the out-of-home placement plan required under section 260C.212 and filed with the court under section 260C.178;

conditions leading to the out-of-home placement have not been corrected. It is presumed that conditions leading to a child's out-of-home placement have not been corrected upon a showing that the parent or parents have not substantially complied with the court's orders and a reasonable case plan; and

reasonable efforts have been made by the social services agency to rehabilitate the

parent and reunite the family It should be noted that that parental right may be terminated prior to one year, or in the case of a child under age eight, prior to six months after a child has been placed out of the home.

It is also presumed that reasonable efforts have failed under this clause upon a showing that:



the parent has been diagnosed as chemically dependent by a professional certified to make the diagnosis;

the parent has been required by a case plan to participate in a chemical dependency treatment program;

the treatment programs offered to the parent were culturally, linguistically, and clinically appropriate;

the parent has either failed two or more times to successfully complete a treatment program or has refused at two or more separate meetings with a caseworker to participate in a treatment program; and

the parent continues to abuse chemicals.









that a child has experienced egregious harm in the parent's care which is of a nature, duration, or chronicity that indicates a lack of regard for the child's well-being, such that a reasonable person would believe it contrary to the best interest of the child or of any child to being in the parent's care;

that in the case of a child born to a mother who was not married to the child's father when the child was conceived nor when the child was born the person is not entitled to notice of an adoption hearing under section 259.49 and the person has not registered with the fathers' adoption registry under section 259.52;

that the child is neglected and in foster care; or

that the parent has been convicted of a crime listed in section 260.012, paragraph b,

clauses (1) to (3).



In an action involving an American Indian child, sections 260.751 to 260.835 and the Indian Child Welfare Act, United States Code, title 25, sections 1901 to 1923, control to the extent that the provisions of this section are inconsistent with those laws.





A termination of parental rights requires a high standard of proof and must be proven by clear and convincing evidence. Any person with knowledge of the circumstances may seek to terminate parental rights. The end result of a termination is that the all rights of the parent may be terminated but it does not extinguish that parents responsibility to pay any past balance for child support.



By: Maury D. Beaulier

About the Author:

expertvillage asked:

Washing hands is an important lesson for kids. Get tips for helping them wash hands properly in thisfree video series about keeping your kids mentally and physically healthy. Expert: Denise Urban Bio: Denise has a BA in psychology and two Masters degrees. She is an LPC(Licensed Professional Counselor). Filmmaker: Travis Waack

of Light asked:


My 5 year old daughter starts school next year and my ex and I can't seem to agree on the best parenting arrangement. I have proposed a week on week off arrangement as I feel this would provide more stability. She prefers a mid week handover. Which of these options would be better for my daughter?

According to Wikipedia, mono parents are parents without partners in raising a child or children. Thus, a mono parent is one who raises his or her bud solely and lonely, spouseless.

Illustrations on mono parents will be at variance from place to place. Each societal mannerism treats and classifies them to their accord.

Treatment of mono parents modify according to where they are put up. Mono parents in urban areas are dealt with in a more positive manner in contrast to those from rural areas.

Mono parenting has become a widespread scenario in today's lifestyle. But not all cultures receive this change in the way of living, with a positive outlook.

Mono parents- Their practicality

The mother or father is left to raise the bud, companionless, due to various causes and reasons.

They are singled out due to reasons like annulment, mutual separation (break-up), one of them is imprisoned or has kicked the bucket.

The so called parent, who raises the bud, is not necessary to be blood related to that bud. The DNA affirmation does not really count to classify him or her as a mono parent.

Parenting singly is a mere option opted by the person, if the bud is not his or her organic child. Opting to raise another person's bud is an aristocratic gesture.

As per the latest research, mono parents should get hold of their bud either legally or by adopting or by getting pregnant, unnaturally, or by becoming the surrogate mother.

Thus, mono parenting is a personal option, depending on one's own individuality. Bringing up a kid is a strenuous task and a costly affair, considering the present standard of living. Mono parenting might not always be successful.

In a few places, where the lifestyle of people is still passé, mono parents are regarded pariah. The reason is that, in those days, parenting children who are not born to them or raising a kid companionless, was considered as sin.

Mono parenting – Today's Fashion

Latest reports, taken in US, states that, on normal standards, thirty percent of the kids are raises in households of mono parents.

Parents, who are single, are dominantly mothers. The impact of mono parenting is more dawned upon mothers who are singled out. But, mono parents in fatherly figures, are also on a rise.

The male being a mono parent is a widespread scenario in Muslim dominated areas, due to the fact that they are yet to acknowledge the capability of a woman.

According to the 2002 poll taken in US, kids growing under the father's in charge was around ten plus five percent of parenthood. But this data has increased one tenth, over the decade.

Thus, its is inferred that in the 20th century, male gender shouldering the responsibility of raising a child was not prominent and such a scenario has changed adversely, as the lifestyle of people shifted.

Mono parenthood

Flow through the life, is what our living preaches us. Mono parenting has become a common gesture in our day to day life. Accept the change. Live the way you want.

Mono parenting, a sin, has become passé. The kids raised parents are not seen indifferently now. In fact, present regulations are in favor of such parents and children and the kids are protected from close minded people, by these legislations.

Nowadays, mono parenthood has become a part and parcel of the societal mannerisms. In fact, mono parents are acknowledged and appreciated for their strength of will and aristocratic gesture.



By: Abhishek Agarwal

About the Author:

beckerinstituteinc asked:

Fred Becker shares tips for saying NO to your child

"There are only two lasting bequests we can hope to give our children. One is roots; the other, wings.” - Hodding Carter

All parents want their children to develop into well adjusted adults, respected as much for the integrity of their character as for their professional skills. This doesn't just happen overnight. It takes years of patient guidance, consistent discipline and above all, an abundance of love that is tangible to the child even during the worst periods in their growing up - and believe me, there will be many of those, before you can sit back and say with relief, "My work is done".

Many people equate an abundance of love with spoiling their child. I think that perhaps they have not understood what the term LOVE means, especially as it relates to a child. Let us start with what it is not:

1) Love is not over-indulging your child, giving in to every whim of his/hers because you feel guilty, tired, afraid you would lose your temper or scared that your kid may not love you.

2) Love is not harshly disciplining your children for every little broken rule in the mistaken belief that you are doing it for their good and if you don't punish them often and hard, a life of turmoil and misery beckons.

3) Love is not protecting your kids from the natural heart aches that come with growing up - whether it is a friend's betrayal, loss of a pet or loved one, not getting something deeply longed for.

4) Love is not using emotional blackmail at any time or for any reason in order to control them and get them to do what you want them to do.

Love that is most beneficial to children is one that focuses on them and accepts them for the unique individuals that they are. To be a truly loving parent, we need to learn to be a bit dispassionate about our kids. Even the most well meaning of parents tend to forget this. Unbiased love for your children helps you to focus on the child, rather than the fact that he/she belongs to you. You then learn to accept the possibilities and limitations of each of your children and to marvel at their individual potential. If there are no pre-conceived expectations, there is less pressure on the child and there are no feelings of disappointment in the parent. When children sense that they are not being measured against their siblings or friends, their confidence grows, there are less disciplinary issues and above all, they feel valued for themselves. Learning to love our kids this way is one of the hardest lessons in parenting; it being so natural to think in terms of "My Children" with the emphasis on "My" rather than on "Children".

Good parenting is a skill honed through trial and error. Most parents are so concerned about being good parents that they tend to over compensate for their perceived inadequacies. They tend to overlook the fact that most kids prefer laughter, a home filled with warmth and understanding and parents whom they can trust and turn to in times of trouble rather than being inundated with designer clothes, shoes and toys. How often do we hear the complaint that kids now-a-days are too obsessed with material things. Perhaps it is time we, as parents, ask ourselves how much we have contributed to our children's obsessions. A lot of people seem to have lost faith in their ability to be good parents, mistakenly thinking that they should always be infallible. What we must never lose sight of is that for the most part, we do get it right and that our love for our children will guide our parental instincts. Problems arise only when we do not learn from our mistakes. Children seem to have an infinite capacity to forgive their parents if they know or feel that their mothers and/or fathers are trying to do their very best for them.

Parents are only human - a fact that is often ignored by our kids and even more so, by ourselves. It is alright to get angry or depressed, irritated or to just want some time to yourself. What is not alright is to let these feelings affect your behaviour towards your children. How you handle your emotions is a good indicator of how your kids will manage theirs when they grow up. Rather than pretend that everything is fine, it would be better if you explained to your kids that you are upset about something and that you need sometime to work through the problem. Not only will the children be relieved that they are not the reason for your turmoil, they will probably try hard not to upset you further. Explaining the rationale for your actions to your children in terms they can understand teaches them empathy, alleviates their concerns that they are the cause of your distress and shows them how negative emotions should be handled.

Most parents have a hard time trying to decide whether or not they should shield their young children from the harsh facts of life. War, famine, death - these are constantly in the news. Closer to home it might be the prolonged illness or death of a close relative, friend, or even a pet, the break up of a close friendship, divorce, losing a job or home. There is no guarantee that life will always be smooth sailing and the sooner children are taught to face such situations with equanimity, the more resilient they will be when, as adults, they have their own misfortunes to face.

Parenting can be stressful, it is often under valued and unglamorous yet it can be and very often is uplifting and provides some of our most precious memories. If we remember to relax and enjoy our kids, love them for who they are, try to inculcate a strong personal value system from a very early age, revel in their accomplishments and be a constant source of support for them, we can be sure of doing a pretty good job. There is, of course, the added bonus of our own self improvement as we try to be more like the person we want our children to emulate.



By: Naresh Belliyappa

About the Author:

Want to successfully raise your children after divorce? Communication is a must! Though many divorcing couples would like nothing better than to sever ties, former spouses do become co parents. And clearly some co parenting situations are stressful. The negotiation process, which may have failed during the marriage, is dissolved. Many of the responsibilities of the past are gone with the onset of divorce; however, one remains. Co parenting your children is an ongoing, life-long job.

After divorce, parents sometimes feel free to express themselves and make individual parenting choices. This parenting isolation, however, puts children in a difficult situation. Children who are raised in two homes with two distinctive styles can become confused and emotionally unsettled. Parents need to remain in contact, which isn’t so easy if parents don’t like each other. At times, recommending contact is like forcing a child to eat broccoli.

Many therapists recommend email communication for co parents. Writing an email can be non-threatening— if done properly. "Properly" is the key word here. I have spent years being copied on emails that frankly shocked me. Thus, to co-parent properly via email, parents can use a format that I call Kid News. Here’s what it might look like:

Kid News

School: Grades, homework, incidents at school, forms that need to be filled out etc. Health: Colds, doctors’ appointments, dentist, counseling, moods, puberty etc. Financial: Payments due or parenting plan division of costs for activities, medical etc. Schedule Changes: Upcoming changes to the current schedule, changes in your child’s plans, residential and holiday times etc. Vacations: Clarification of times and plans - phone numbers etc. Upcoming Events: Social, school, extracurricular or sport activities in which your child has expressed an interest.

Each family will have different items in their "Kid News." Issues can be added as they arise. There are, however, two things to keep in mind. Firstly, children do best when they travel home to home rather than planet to planet. That is to say, that a consistent daily schedule is important. For instance, if while at mom’s home the child does his homework right after school, it is best if he does his homework after school at dad’s house too. If the schedule can be kept as consistent as possible, then the children will flow from one home to the other with ease.

Secondly, children have moods, develop phobias, and change developmentally rather quickly. "Kids News" can be a place to share concerns or observed changes. Finally, it is important to note that this is not the forum to discuss issues between parents. A line must be drawn between your personal relationship and your co-parenting responsibilities.

To make this work, parents pick a day to send their news based on the parenting plan schedule. If you drop off the children to their other home on Sunday night, send the Kid News on Monday. Write the newsletter using only the facts: "David had a cold this weekend. He rested and seems to be doing fine now." Or "Julie gave me a form for school pictures. I copied it and put the form back in her backpack." And be sure not to give instructions to the other parent like, "Make sure you give David his cough syrup at night." You can say, "He slept well when he was given cough syrup at night." Co parents must realize their range of influence over the other parent is limited. In my experience most parent-to-parent challenges are due to the desire for control over the other parent.

Both parents need to send news from their personal perspective and experience with the children. Always respond to the other parent’s news. Check through each item to see if a response is needed and, if not, thank the other parent for the effort. This will limit needless email contact. Finally, if you are the parent who is interested in Kid News and the other is not, continue to write. The other parent’s behavior should not influence the way you do your job.

Copyright 2008 Parent Education Group - Reprints Accepted - Two links must be active in the bio. The article homepage: http://www.familyauthority.com/articles/divorce_support.html



By: Laura Doerflinger, MS, LMHC

About the Author:

expertvillage asked:

Ways to stop a crying baby; learn about teething and crying babies in this free child care video with parenting tips for newborns and infants. Expert: Alisha Folkman Bio: Alisha Folkman is a mother of two and has worked at the Verde Valley Medical Center for nearly five years. Filmmaker: Dixon Gillette

.vato. asked:


I'm not talking about you personally. I'm talking about parents in general as a whole. Do you think parents (even when their children are at a young age) practice foresight? Do you think parents really take that responsibility to heart--almost like a job--and do their best?

Now, I’m talking about you. How do you feel about parenting books in general? What is your main concern as a parent? Do you think the parents who do not take parenting seriously will some day have an effect on your own children?

I’m just curious. I’ve been noticing more and more my own awareness of parenting. I’ve been really nervous (as I’m sure many parents are) about what I do now and the effects it will have on my children later. By all means, I’m confident about my parenting abilities and I’m always trying to improve but it’s so hard to figure out fact from fiction when there are so many “experts” out there.

Do you choose to follow an "expert's" advice? If so, which one and why?

ABSTRACT

The importance of parental involvement as an accelerating and motivating factor in their children’s education is a worldwide-accepted fact. This research project provides an in depth explanation along with specific reasons, the importance of parents’ involvement in their children’s education. It also discusses the parenting techniques, their types and their consequences if neglected. It also describes the ways to measure the outcome of the positive parental involvement. Furthermore, it mentions the teachers involvement and the difficulties faced by the teachers in getting parents involved in their children’s (this is further supported by the examples of two teachers who with their deliberate efforts won the parents over to devote their maximum attention towards their children), single-parent involvement, children’s own efforts to improve their academic levels and joint home-school based interventions. A detailed analysis of the different main ideas is given, based on the findings from other research surveys and projects.

INTRODUCTION:

Parental involvement can be seen to fall into three types: 1) Behavioral, 2) Intellectual and 3) Personal. The research explores the effect of multi-dimensional participation of parents and the resulting progress of children in their studies when different parental resources were dedicated to them. Actively participating parents help their children in their academic development by going to schools and participating in open houses. By keenly observing the behavior of their children they can rightly judge the kind of behavior or the allocation of resources required by their children. Such caring parents can also motivate teachers to become more attentive towards a particular student, thus maintaining the cycle of parent-teacher involvement. Encourage Building up cognitive and perception abilities in a child are a major concern in the upbringing of the child. The way the parents involve their children in cognitive learning is by exposing them to different cognitively stimulating activities and materials such as books, electronic media and current events at home. This helps the child to practice all sorts of language comprehending skills at the school. The results show a remarkably positive behavior at the school and with peers.

Two parenting processes namely the Supportive Parenting (SP) and Harsh Parenting (HP) helped a lot in the research of parental involvement in their children’s education. By adjusting the levels of supportive parenting, different levels of successful outcomes were observed. Supportive parenting in even kindergarten students yielded positive results. Four measures of supportive parenting were used in the study, they were:

1. Proactive teaching.

2. Calm discussion in disciplinary encounters.

3. Warmth.

4. Interest and involvement in peer activities.

The assessments were conducted when children entered kindergarten and when they reached grade 6. There was a factor noted to hinder children’s development: family adversity. It was the result of a multipurpose negative process that included the risk of low socio-economic status, single-parenting and family stress. Child maladjustments were found to be more common in families with such adversities. No matter how much negative impacts were cast, SP was found to overcome the risks associated with family adversity. SP was strongly related to adjustment procedures in grade 6 children who had single parent family or experienced low socio-economic status (SES) in their early childhood.

In a way to socialize their children, parents adopted the techniques of calm discussion and proactive teaching. They helped lessen the behavioral problems by carrying long discussions with their children, cultivating in them a sense of respect, calmness and peace of mind. Mothers also participated actively in reducing the peer stress among their children. It is also a widely accepted fact that supportive parenting plays an important role in the children’s development of empathy, prosocial behavior and emotional competence. On the negative side, the absence of supportive parenting may be related to the development of internal problems such as anxiety and depression.

Lack of the necessary parental care and attention is the main factor for the subsequent rise in the percentage of juvenile delinquency (crime among children). The absence of parental instructions causes children to develop irreversible behavioral and emotional problems. They in order to seek attention, resort to crimes thinking that in this way they could fulfill their wishes. They may revert to uncontrolled violence if not kept an eye upon. Such criminal activities cannot be brought to a halt until their distressing symptoms of low self-esteem, depression, dysphonic mood, tension and worries, and other disturbances are relieved. And the importance of parents’ role in this regard cannot be over-emphasized.

In an effort to describe parental involvement, many researchers use a term “Transition”(Lombardi, Joan). “Transition” is used to describe the time period in which children move from home to school, from school to after school activities, from one activity to another within a pre-school, or from pre-school to kindergarten. The untiring endeavors of teachers in the phenomenon of transition cannot be ignored. They prepared the children and their parents to face the problems of adjusting to elementary school programs that had different psychology, teaching styles and structure than the programs offered at the kindergarten level. In the elementary level schools the teachers had to face serious challenges in motivating the parents to take interest in their children’s activities. The teachers adopted different methods to involve the parents in day-to-day classroom and home activities. They used to send notes, invitation of parent-teacher meetings, invitation of parental guidance sessions and training sessions, continuously directing the parent’s attention towards their children. Patricia Brown Clark suggests that it is very important to keep the line of communication between teachers and parents open, so that the parents can interact with the teachers and get up to date information of their children’s school activities. One way to involve parents is to schedule school events and arranging classroom activities such as volunteering for libraries, acting as classroom aides or efficiently organizing lunch breaks. The teachers also opt for making phone calls at the children’s houses to keep in touch with the parents and getting to know the extent to which they are contributing towards the welfare of their children. Apart from the above activities, the teachers also assign home activities for both the parents and their children so that the parents remain indulged in their children and the children get to study at home. However, it was a bad and disappointing experience for the teachers when many of the parents failed to respond as expected. Many of the parents were so overwhelmed with their official work that they could hardly take out some time for their beloved children.

Moreover, for some parents their schoolings were not positive and character-boosting experiences, therefore they preferred to keep a distance from their children’s school as well. This made it really difficult and at times impossible for teachers to bring the parental involvement to the desired level. Nevertheless, the activities of two teachers proved greatly fruitful in making parents involved in their children. They were Carlos Valdez, an art teacher and 8th grade class sponsor, and Mike Hogan, the school’s band director. They did it by involving parents in music festivals and other school ceremonies. They proved to be great examples for the future teachers to come.

If the children’s academic development programs are to prove successful they must share two characteristics:

1) Developmentally appropriate practice:

A child’s academic progress is clearly reflected by the appropriate practice he/she administers while in school life. During transitions from pre-school to kindergarten, a child if given the exact developmentally appropriate practice tends to learn a great deal of language and playing skills. He develops a keen interest in exploring his environments and interacting (without hesitation) with his adults.

2) Supportive services:

These include the assistance that the school provides to low-income family students. The services include health care, childcare and community care. This strengthens the relation between school and children and creates a sense of security and confidence among the children. They get to learn that their communities are a part of their school since the school’s supportive services strive to help community development.

It is commonly believed that children are good self-teachers. Their self-initiated strategies help improve their expression, creativity, intellectual capabilities and extra-curricular skills. This idea is proved by the documentation of young children’s work provided by Reggio Emilia :

“The Reggio Emilia educators highlight young children’s amazing capabilities and indicate that it is through the unity of thinking and feeling that young children can explore their world, represent their ideas, and communicate with others at their highest level.”(Edwards, Pope. C, Springate, Wright.K)

The climax rests in the fact that how the parents would know that their sincere involvements are really proving worthwhile for their children. The answer lies in the attitude of the children. The degree of parental involvement can be judged by a child’s attitude towards his school subjects, his academic desires and achievements. There is a direct relationship between academic achievements and the attitude towards school. Schunk in 1981 had the following idea of aspiration or academic desires:

“Level of aspiration is defined as one’s subjective probability that he or she will reach a certain level of education.”(Abu, H. & Maher, M)

As a result children who received adequate parental concern were found to be much more confident in their academic desires and achievements than those who could not get the right amount of parental concern. The individual involvement of mothers and fathers also plays a vital role in the behavioral development of a child. Students from one-parent household were observed to show less positive attitude towards schools and studies as compared to students from two-parent households. One study aimed at investigating parental concern showed that despite mothers’ sincere endeavors, the role of fathers could not be ignored and both served as an important foundation for the future progress of the child. This can be proved from the following fact:

According to a recent report from the National Center for Educational Statistics (1997), compared to their counterparts, children with involved fathers are more likely to have participated in educational activities with their parents (e.g., to have visited a museum or a historical site with their parents in the past month), and are more likely to have access to multiple types of resources at home as well (as measured by the proportion of parents who belong to community or professional organizations, or regularly volunteer in the community). (Flouri, E. And Buchanan, A, Pg.142)

Also, the parental involvement has been discussed and implemented in terms of interventions or prevention programs, which are nothing but safety measures taken to assure healthy and perfect upbringing of the child. The study uses school-based and home-only intervention programs to find out the extent of intellectual capabilities found in children from different family backgrounds. The success of one school-based interventions can be proved from the following fact, which was a part of “Education Service Improvement Plan 2001-2005” of Edinburgh:

----The Scottish Executive Discipline Task Force, which studied the causes of poor behavior among pupils in schools produced a report of 'Better Behavior - Better Learning' in June 2001. The report included 36 recommendations for action, which were then turned into an Action Plan in 2002. Many of these have implications for the Education Authority. (Craig Millar Instep Project)



By: Alex Martin

About the Author: