Abstract
Purpose. The purpose of this study was to determine if participation in the Comfort Zone project creates change in the behaviors of the parents and children in terms of student success at home and school. The second purpose was to determine the level of effective communication between the parents and children at Guardian Angel school, located in Pacoima, California. Key findings. (1) All fourteen participants understood that there were problems with communicating with each other (parent/child). (2) Two of the seven dyad participants have shared their Comfort Zone technique knowledge with other outside members of their family. (3) All fourteen participants were willing to change their communication behavior for the betterment of the family and themselves. (4) All seven parent participants shared that they have started to see a change in themselves, in how positive communication creates harmony with their family members. (5) All seven child participants care about communicating effectively with their family members. (6) All fourteen participants have shown positive communication growth through Comfort Zone techniques, their journal recording, and sharing at the group sessions. (7) All seven child participants were in the seventh grade and advanced to the eighth grade during this study. (8) All seven children participants developed a "like" or "love" for school, are eager to learn new things, and are now looking forward to high school. (9) All seven children participants learn to balance their time at school and at home when in relationship to homework, class work and chores at home. (10) All seven child participants desire to enter a community college or four-year college upon graduation from high school. (11) All seven families in this study faced tremendous challenges in communication with other family members. (12) All seven participants made major adjustments in their lives toward positive communication within their family. (13) All seven dyad participants shared a special bond with each other. (14) All seven dyad participants used strategies provided by the Comfort Zone. (15) All seven dyad participants appreciated the Comfort Zone implementation in their community and school. (16) Comfort Zone provided different perspectives on communication strategies in the family and school environment with a positive form, all participants agreed. Recommendations for further study. (1) A study determining how public schools could effectively excite "hard-to-reach" parents for involvement in parent and child support groups. (2) A study examining methods for both public and private schools can effectively incorporating other agencies and community organizations into their parent/child support group program. (3) A study comparing the perceptions of teachers, principals, and parents regarding effective strategies and types of parent/child support groups at the middle and high school level. (4) A study determining effective ways to overcome the inherent psychological and logistical barriers between parent and children support groups at the middle and high school level. (5) A study exploring sources of funds and how they are used by middle and high schools in support of parent and children support groups.