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Staveski, Sandra L., V. P. Parveen, Sai B. Madathil, Susan Kools, and Linda S. Franck. "Parent education discharge instruction program for care of children at home after cardiac surgery in Southern India." Cardiology in the Young 26, no. 6 (November 17, 2015): 1213–20. http://dx.doi.org/10.1017/s1047951115002462.
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AbstractIntroductionIn many developing countries, children with CHD are now receiving surgical repair or palliation for their complex medical condition. Consequently, parents require more in-depth discharge education programmes to enable them to recognise complications and manage their children’s care after hospital discharge. This investigation evaluated the effectiveness of a structured nurse-led parent discharge teaching programme on nurse, parent, and child outcomes in India.Materials and methodsA quasi-experimental investigation compared nurse and parent home care knowledge before and at two time points after the parent education discharge instruction program’s implementation. Child surgical-site infections and hospital costs were compared for 6 months before and after the discharge programme’s implementation.ResultsBoth nurses (n=63) and parents (n=68) participated in this study. Records of 195 children who had undergone cardiac surgery were reviewed. Nurses had a high-level baseline home care knowledge that increased immediately after the discharge programme’s implementation (T1=24.4±2.89; T2=27.4±1.55; p<0.005; 30 point scale), but decreased to near baseline (T3=23.8±3.4; ns) 4 months after the programme’s implementation. Nurse teaching documentation increased by 56% after the programme’s implementation. Parent knowledge scores increased from 1.76±1.4 for Cohort 1 to 3.68±0.852 for Cohort 2 (p<0.005; 0–4 scale) after the discharge programme’s implementation. Surgical-site infections decreased from 27% in Cohort 1 to 2% in Cohort 2 (p>0.05) after the programme’s implementation.ConclusionNurse, parent, and child outcomes were improved after implementation of the structured nurse-led parent discharge programme for parents in India. Structured nurse-led parent discharge programmes may help prepare parents to provide better home care for their children after cardiac surgery. Further investigation of causality and influencing factors is warranted.
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Burns, John N., and Suzanne M. Brown. "Keeping Children Safe parent education programme: improving access to parent education in the context of child protection." Children Australia 45, no. 2 (June 2020): 125–32. http://dx.doi.org/10.1017/cha.2020.23.
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AbstractThis article reports on an evaluation of the Keeping Children Safe parent education programme run in Central West New South Wales. The programme, conducted since 2004, and continuing today, primarily targets parents of children at risk and other vulnerable and disadvantaged families. The evaluation covers a 13-year period, from the first group held in May 2004 to February 2017. From the beginning, the authors strategically endeavoured to recruit and retain parents from the target group. Findings from the literature indicate that this group is difficult to engage and retain in parent education groups. Parents targeted for the groups in this study were generally not receiving parent education elsewhere. Using mixed methods, the facilitators have continuously evaluated the programme in terms of attendance rates, process and impact. The results of these evaluations show successful recruitment and retention of participants from the target group over the 13 years of the evaluation reporting period and indicate that the programme’s immediate impact on participants has been favourable. The findings complement other programme evaluations focusing on recruitment and retention to programmes in the child protection context and on hard-to-reach clients. The authors also argue the importance of education for parents about child abuse and neglect.
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Dawson-Squibb, John-Joe, and Petrus J. de Vries. "A comparative feasibility study of two parent education and training programmes for autism spectrum disorder in a low-resource South African setting." Autism 24, no. 8 (July 28, 2020): 2269–84. http://dx.doi.org/10.1177/1362361320942988.
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Despite the clear need for post-diagnostic parent/carer education and training in autism spectrum disorder, the evidence base is small, particularly in low-resource settings. Furthermore, few studies have examined the feasibility of intervention implementation. Here, we performed a comparative feasibility study of two Parent Education and Training programmes in a low-resource South African setting. EarlyBird/EarlyBird Plus, a UK-developed programme was compared to Autism Cares, a locally developed programme. The aims were to (1) examine acceptability, adaptation and perform limited efficacy testing and (2) use a multi-stakeholder panel and new autism spectrum disorder Parent Education and Training evaluation framework checklist to compare the programmes. A mixed-method, quasi-experimental design collected pre, post and 3-month follow-up data. Measures included standardised and custom-designed quantitative and qualitative data. In total, 18 parents participated in the EarlyBird/EarlyBird Plus programmes and 11 in Autism Cares. Strong parental acceptability for both programmes was found and adaptation suggestions were provided. Limited efficacy testing showed positive changes for parental stress, knowledge of autism spectrum disorder and child changes. The multi-stakeholder panel rated EarlyBird/EarlyBird Plus superior for next-step research based on implementation feasibility. Our findings contribute to the limited evidence base for autism spectrum disorder Parent Education and Training in low-resource environments and underline the need for evidence base of programmes to include not only intervention outcomes but also procedural and implementation outcomes. Lay Abstract After a diagnosis of autism, it is an important first step to give families information about autism and skills to help them support their child. These interventions are called Parent Education and Training programmes. Little is known about these programmes or if they can make a difference to families, particularly in countries with few autism resources. In this study, we compared two Parent Education and Training programmes in South Africa. EarlyBird/EarlyBird Plus was developed in the United Kingdom, and Autism Cares in South Africa. We wanted to know if parents found the programmes useful, and if any changes were required. We collected information from parents through questionnaires and interviews before and after the group. We also asked a panel of experts (including parents) to compare the programmes. In total, 18 parents attended the EarlyBird/EarlyBird Plus group and 11 attended the Autism Cares group. Parents found both programmes helpful and made suggestions for improvements. Parents showed less stress, more knowledge of autism, and saw improvements in their children. The expert panel rated EarlyBird/EarlyBird Plus as better because it was more supportive of parents and was seen as easier to run in the country. Our study showed that Parent Education and Training programmes are important, but that researchers must study not only the outcomes but also the implementation needs of these programmes.
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O’Brien, Wendy. "Making Parent Education Relevant to Vulnerable Parents." Children Australia 16, no. 2 (1991): 19–25. http://dx.doi.org/10.1017/s1035077200012414.
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Most packaged parent education programmes available in Victoria teach some underlying principles about children’s behaviour and offer specific skills or strategies for managing children. Whilst parent education is seen as an important part of a treatment plan for parents who have abused or neglected their children, these parents are rarely at a stage where they can make use of the information or strategies taught in the packaged programmes. Acutely vulnerable parents, who themselves have been hurt as children, must first heal some of their past before being able to learn and use new approaches to parenting. This paper considers the characteristics of acutely vulnerable parents and proposes some approaches that can be employed to assist these parents reach a point where they can respond to parent education and develop new positive ways relating to their children.
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Allan, June, and Cynthia Schultz. "Parent Education: Developments and Discrepancies." Children Australia 12, no. 4 (1987): 14–16. http://dx.doi.org/10.1017/s0312897000001624.
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ResumeThe effects of professional intervention in family life and relationships has been questioned by a number of writers who maintain that this involvement has led to the undermining of parental authority and a lessening of parental competence and confidence. By contrast, others see this involvement as supplying necessary skills to family members.Amongst the programmes which professionals have implemented are parent education programmes, many of which are conducted in groups and which are valued by both practitioners and writers. As part of the broader debate about the relationships between professionals and the family however, some critics suggest that parent education programmes can have adverse effects on parents' confidence in their parental role and on their self-reliance in deciding how best to raise their children.A research project is being put into effect in Melbourne to explore these issues.
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Kelly, Barbara, Carole Edgerton, Seonaid Graham, Elaine Robertson, and Barry Syme. "Parents and the Preschool PATHS (Promoting Alternative Thinking Strategies) curriculum." Journal of Children's Services 10, no. 3 (September 21, 2015): 231–41. http://dx.doi.org/10.1108/jcs-03-2015-0012.
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Purpose – The purpose of this paper is to consider evidence on the effectiveness of preschool social and emotional interventions in preschool contexts and focuses on the application of an implementation framework described in relation to the Preschool Promoting Alternative Thinking Strategies (PATHS) curriculum. Active parent involvement and engagement were not included in the implementation but preschool establishments spontaneously involved parents or parents sought involvement, creating innovations in delivery and context. The need for structured parent involvement and its impact are considered in relation to evidence on integrated programmes and different models of parent involvement. Design/methodology/approach – This paper reports on an interim evaluation of practitioners’ and parents’ experiences of the implementation processes, focusing on the involvement and engagement of parents. Findings – Evidence for the rationale for parent engagement in this context is substantiated. The Preschool PATHS curriculum is known to impact on children’s social competence, problem behaviour and, in the early school context, attainment. However the programme does not target parent skill directly or address parent behaviours that may affect children’s social competence and behaviour. It is suggested that the programme needs to be extended to provide structured input for parents via training and information similar to that provided for practitioners. A pilot study using integrated parent training material and supported by an implementation framework is advised. Originality/value – The paper describes a flexible, evidence-based framework supporting replicable processes useful to service providers across programmes and contexts. An “innovation” (a term used to describe deviations from programme fidelity or implementation standards) is explored which affected the creation of parallel parent involvement strategies but not the delivery of the programme itself which was carefully monitored. While adaptations and deviations are inevitable, some flag up areas where development or issues of contextual fit need to be addressed and might, as in this case, inform better integration of evidence and practice development.
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Butler, J., L. Gregg, R. Calam, and A. Wittkowski. "Parents’ Perceptions and Experiences of Parenting Programmes: A Systematic Review and Metasynthesis of the Qualitative Literature." Clinical Child and Family Psychology Review 23, no. 2 (December 10, 2019): 176–204. http://dx.doi.org/10.1007/s10567-019-00307-y.
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AbstractSupporting parents to meet the challenges of their caregiving role is identified as a public health concern and a priority in policies internationally. Quantitative research has established the efficacy of parenting programmes but less is understood about the key aspects that make interventions meaningful and helpful to families. We aimed to explore parents’ experiences and perceptions of parenting programmes in order to highlight the parent voice and identify key factors that parents perceive to be meaningful and improve our understanding of the acceptability and perceived benefits of parenting programmes. Six key electronic databases were searched systematically for qualitative research and eligibility for inclusion was established. A thematic synthesis was undertaken. Twenty-six studies were included, spanning 17 years of parenting research and involving 822 parents. Three main themes and nine subthemes were identified: (1) a family’s journey (prior to the parenting programme, outcomes (including changes in the parent, child and wider family) and post-intervention), (2) aspects perceived to be important or valuable (group leader or facilitator, programme content and delivery and value of the group) and (3) challenges or difficulties (barriers to engagement or attendance, programme content and suggestions for improvement). Reported outcomes of parenting programmes included changes in the parent alongside changes in the child and family more widely. Key recommendations to improve provision of accessible, clinically and cost-effective interventions for parents include ensuring high-quality training and supervision of facilitators, balancing flexibility and fidelity to ensure tailored content to meet individual needs, a sensitivity to parental adversity, the need for wider familial support and the availability of ongoing support following the end of a parenting programme.
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EID, NOURA M. S. "Childhood Obesity and the Basis for Child Nutrition Programmes in Kindergartens of Saudi Arabia." Current Research in Nutrition and Food Science Journal 7, no. 1 (April 18, 2019): 41–51. http://dx.doi.org/10.12944/crnfsj.7.1.05.
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Childhood obesity is increasing in the Middle East and across the globe, due to several environmental factors found in schools and at home. Therefore, implementing Child Nutrition Programmes in schools is essential to deliver nutrition education, school meals, and training to children, teachers and caregivers. We have designed a qualitative study on focus groups using interview-based questionnaires, which was applied to48 kindergartens, 20 parents, two bookstores and 12 global nutrition consulting companies. SPSS 21 was used to analyse the frequency and percentages of the data. This study focused on the barriers and factors that will contribute to the successful implementation of Child Nutrition Programmes in the kinder gardens of Saudi Arabia. Furthermore, the respondents showed positive attitudes towards developing child nutrition programmes with the following activities: nutrition education for children, training/workshops for teachers and parents and meal planning for healthy meals at home. According to global consulting companies, the greatest obstacles to the delivery of nutrition programmes to educational institutions are lack of awareness, cost coverage and high resistance and reluctance. Parent pressure, marketing uniqueness and awareness generation should be addressed prior to the programme’s implementation to facilitate programme appreciation and parental acknowledgement. Finally, support from the government and non-government organisations will facilitate the successful implementation of the Child Nutrition Programmes thereby reducing the incidence of childhood obesity in the kinder gardens of Saudi Arabia.
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McGeechan, Grant James, Michelle Baldwin, Keith Allan, Gillian O’Neill, and Dorothy Newbury-Birch. "Exploring young women’s perspectives of a targeted support programme for teenage parents." BMJ Sexual & Reproductive Health 44, no. 4 (July 16, 2018): 272–77. http://dx.doi.org/10.1136/bmjsrh-2018-200106.
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ContextTeenage parents and their children are at risk of poorer outcomes than older mothers, and their peers.ObjectiveEvaluate participants' experiences of a targeted teenage parent support programme.DesignA qualitative study was conducted to gain feedback from participants of a locally commissioned teenage parent support programme. Four focus groups were held with participants attending the programme in different areas of the county, and analysed using applied thematic analysis.ParticipantsTeenage mothers aged 16–19 years from vulnerable backgrounds (n=18) attending a teenage parent support programme in County Durham.ResultsTwo major themes emerged from the analysis focusing on factors influencing enrolment and continued engagement and how the programme leads to personal development for mother and child.The majority of participants felt that the group fostered a supportive environment and led to a reduction in social isolation. The provision of free transport and childcare onsite was seen as a key component of the service without which many would not have been able to attend.DiscussionThe programme appeared effective at increasing the emotional and social capabilities of teenage mothers. It had a positive impact on parents’ engagement in education and employment, as well as impacting on children’s social development.ConclusionsTargeted support programmes have the ability to increase social and emotional capabilities of teenage mothers and their children. They can increase engagement in education and employment for teenage mothers. The provision of transport and free child care places can enhance engagement in such programmes.
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CHEUNG, SIU-KAU. "PARENT EDUCATION PROGRAMMES IN HONG KONG: ARE THEY EFFECTIVE?" Hong Kong Journal of Social Work 35, no. 01n02 (January 2001): 85–96. http://dx.doi.org/10.1142/s0219246201000079.
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The study examined whether participants of parent education programmes in Hong Kong experienced gains in parental efficacy, parental empathy, availability of social support, and parenting satisfaction as a result of programme attendance. A single-group pre- and post-programme design was adopted. Data from 130 mother participants showed that they had positive gains in the four dimensions. However, mothers aged 40 and above and those with more than one child did not experience higher parenting satisfaction after the programme. Results also indicated that among the three instrumental variables, social support was the most crucial determinant of parenting satisfaction. Implications for social work practice were discussed. 这项研究主要在探讨家长在参加亲职教育活动後，在作为家长的效能感、对子女的同理心、能得到的支持和作为家长的满足感四方面，是否会有得益。研究采用单组活动前和活动后的设计，参与者包括130名女性家长。结果显示，家长在活动后，在四方面均有显著的提升。 但是他们的获益也因其背景有所分别。对於四十岁以上的家长和那些有多过一名子女的家长，他们在活动後并没有加强了作为家长的满足感。另外，结果指出，家长在过程中是否获得更多支持，是影响他们作为家长的满足感的最重要因素。作者就这些结果，提出了一些实务的启示。
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Farrington, David P., and Brandon C. Welsh. "Saving Children from a Life of Crime: the Benefits Greatly Outweigh the Costs!" International Annals of Criminology 52, no. 1-2 (2014): 67–92. http://dx.doi.org/10.1017/s0003445200000362.
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SummaryThis article reviews some of the most effective programmes for saving children from a life of crime, and also presents the results of cost-benefit analyses of some of these programmes. The best programmes include general parent education in home visiting programmes, parent management training, pre-school intellectual enrichment programmes, child skills training, Functional Family Therapy, Multidimensional Treatment Foster Care and Multisystemic Therapy. Communities That Care is a useful overarching programme. Most of these programmes have been shown to reduce crime and save money. The time is ripe to establish national agencies in all countries which will advance knowledge about early risk factors (from longitudinal studies) and about effective developmental interventions (from randomized experiments and cost-benefit analyses).
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Axford, Nick, David P. Farrington, Suzy Clarkson, Gretchen J. Bjornstad, Zoe Wrigley, and Judy Hutchings. "Involving parents in school-based programmes to prevent and reduce bullying: what effect does it have?" Journal of Children's Services 10, no. 3 (September 21, 2015): 242–51. http://dx.doi.org/10.1108/jcs-05-2015-0019.
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Purpose – The purpose of this paper is to describe how and why school-based programmes to prevent or reduce bullying involve parents, and what impact involving parents has on bullying. Design/methodology/approach – A review of relevant literature, in particular systematic reviews and meta-analyses. Findings – The logic of involving parents in school-based bullying prevention programmes is that this increases the likelihood of parents first, telling schools that their child is being bullied, which in turn enables the school to act appropriately, and second, being able to address bullying-related issues effectively at home. Parent involvement is associated with a reduction in bullying but further research is needed to determine if it is a causal factor. Programmes tend not to include a parenting education and support element, despite negative parenting behaviour being associated with children being a victim or a bully/victim. Practical implications – There is good reason to involve parents in school-based bullying prevention. Given the parenting risk factors for bullying perpetration and victimisation, bullying prevention programmes could also usefully offer parenting education and support. Originality/value – The paper focuses exclusively on the role of parents in school-based bullying prevention programmes. It articulates the logic of involving parents and summarises the impact of parent involvement.
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Hickey, Grainne, Sinead McGilloway, Yvonne Leckey, and Ann Stokes. "A Universal Early Parenting Education Intervention in Community-Based Primary Care Settings: Development and Installation Challenges." Education Sciences 8, no. 4 (October 20, 2018): 178. http://dx.doi.org/10.3390/educsci8040178.
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Prevention and early intervention programmes, which aim to educate and support parents and young children in the earliest stages of the family lifecycle, have become an increasingly popular policy strategy for tackling intergenerational disadvantage and developmental inequality. Evidence-based, joined-up services are recommended as best practice for achieving optimal outcomes for parents and their children; however, there are persistent challenges to the development, adoption and installation of these kinds of initiatives in community-based primary health care settings. In this paper, we present a description of the design and installation of a multi-stakeholder early parenting education and intervention service model called the Parent and Infant (PIN) programme. This new programme is delivered collaboratively on a universal, area-wide basis through routine primary care services and combines standardised parent-training with other group-based supports designed to educate parents, strengthen parenting skills and wellbeing and enhance developmental outcomes in children aged 0–2 years. The programme design was informed by local needs analysis and piloting to establish an in-depth understanding of the local context. The findings demonstrate that a hospitable environment is central to establishing interagency parenting education and supports. Partnership, relationship-building and strategic leadership are vital to building commitment and buy-in for this kind of innovation and programme implementation. A graduated approach to implementation which provides training/education and coaching as well as organisational and administrative supports for practice change, are also important in creating an environment conducive to collaboration. Further research into the impact, implementation and cost-effectiveness of the PIN programme will help to build an understanding of what works for parents and infants, as well as identifying lessons for the development and implementation of other similar complex prevention and intervention programmes elsewhere. This kind of research coupled with the establishment of effective partnerships involving service providers, parents, researchers and policy makers, is necessary to meeting the challenge of improving family education and enhancing the capacity of family services to help promote positive outcomes for children.
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Dawson-Squibb, John-Joe, Eugene L. Davids, Ashley J. Harrison, Maggie A. Molony, and Petrus J. de Vries. "Parent Education and Training for autism spectrum disorders: Scoping the evidence." Autism 24, no. 1 (May 9, 2019): 7–25. http://dx.doi.org/10.1177/1362361319841739.
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Empowering families of children with autism spectrum disorder through education and training is best practice. A wide range of Parent Education and Training programmes are delivered around the globe, but there is limited knowledge about the characteristics of these programmes, or about the research methods and outcomes used to evaluate them, particularly in countries outside the United States. We, therefore, performed a scoping review of all peer-reviewed Parent Education and Training publications outside the United States. A search was conducted between March and May 2017. Four reviewers extracted data and performed a mixed-methods quality appraisal of publications. Thirty-seven publications representing 32 unique programmes were identified. Publications described a highly diverse range of Parent Education and Training programmes across 20 countries and all continents except South America. The majority were group-based, but varied significantly in goals, modalities and duration. The majority of studies (86.4%) reported positive outcomes in relation to the core study objectives and only two studies reported some negative findings. Quality appraisal rated only 27% of studies to have met all the methodological quality criteria. Implementation factors such as manualisation, fidelity and cost were commented on infrequently. In spite of the clear need for Parent Education and Training programmes, our findings show that the research evidence-base in autism spectrum disorder outside the United States is relatively small, non-representative and in need of methodological quality improvements.
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Özdemir, Metin. "How much do we know about the long-term effectiveness of parenting programmes? Advances, shortcomings, and future directions." Journal of Children's Services 10, no. 2 (June 15, 2015): 120–32. http://dx.doi.org/10.1108/jcs-02-2014-0016.
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Purpose – Parenting programmes are seen as feasible and cost-effective in preventing early behavioural problems in children and adolescents. A number of studies have concluded that such programmes are effective in reducing child problem behaviours and improving the skills and well-being of parents. Nevertheless, less is known about long-term programme effects. The paper aims to discuss these issues. Design/methodology/approach – A non-meta-analytic discussion. Findings – Long-term evaluations of parenting programmes suffer from a number of methodological weaknesses resulting in an inability to make robust causal inferences about child and parent outcomes in the longer term. The current evidence is favourable but is likely to be biased by methodological weaknesses. There is a need for more studies of greater methodological strength to obtain conclusive evidence that would guide empirical research, practice and policy. Originality/value – The paper discusses weaknesses in long-term evaluations of parenting programmes and highlights concrete future directions towards improving the quality of study design, evaluation and data analysis.
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Rodrigo, María José, Ana Almeida, Christiane Spiel, and Willem Koops. "Introduction: Evidence-based parent education programmes to promote positive parenting." European Journal of Developmental Psychology 9, no. 1 (January 2012): 2–10. http://dx.doi.org/10.1080/17405629.2011.631282.
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Webster-Stratton, Carolyn, and Tracey Bywater. "Incredible partnerships: parents and teachers working together to enhance outcomes for children through a multi-modal evidence based programme." Journal of Children's Services 10, no. 3 (September 21, 2015): 202–17. http://dx.doi.org/10.1108/jcs-02-2015-0010.
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Purpose – The purpose of this paper is to explore the utility of an evidence-based suite of programmes, The Incredible Years (IY), to enhance outcomes for children using a parent-teacher partnership model. Design/methodology/approach – A review of the broad evidence base for the IY parent, teacher and child programmes, uniquely focusing on the inter-relationships between home and school contexts. Findings – Evidence suggests that it is beneficial to parents, teachers and children to deliver IY programmes applying a multi-modal approach. Originality/value – This paper, read in conjunction with other contributions in this volume, demonstrates the growing viability of partnership strategies that support children, their families and teachers to enhance school readiness, and promote positive child outcomes.
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Tang, Dan Dan, Mogana Dhamotharan, and Mohd Nazri Abdul Rahman. "Unveiling Malaysian parents’ perspectives on existing quality of early childhood care and education." Perspectives of Science and Education 49, no. 1 (March 1, 2021): 318–28. http://dx.doi.org/10.32744/pse.2021.1.22.
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Introduction. Early childhood care and education is majorly concerning around the world. Malaysian government has formulated childhood care and education national policy and legal framework to protect the rights of childhood. However, the Education Blueprint of Malaysia acknowledged that serious problems still remain with the quality of education and the investment in education is not as high as expected. The objective of the study is to investigate parents' perspectives of quality ECCE programs with regard to center characteristics of environment, teachers, principals, curriculum as well as parent's communication and involvement opportunities. Materials and methods. Study has selected mix method approach where parent perspectives of existing quality of early childhood care and education (ECCE) in the selected states of Malaysia been obtained. The 629 questionnaires samples were distributed among the parent 's having a child in a pre-school and 22 parents took part in the focus group interviews, designed to elicit their perspectives of ECCE programs with regard to center characteristics, environment, teachers, principals, and curriculum as well as parent involvement and communication opportunities Results. Demographically results shows 60.8% female and 39.2% male participants have contributed with 32% age 31-35 years old, about 38.1% Malay followed by 32.2% Chines and 18% Indian ethnicity races were part of this study. The standard deviation analysis indicated that Parents’s perceptive on Centre Characteristics is (M=4.039, SD= 0.796) Parents’ Views on Environment (M=3.582, SD=0.953); Parents’ Views on Teachers and Principals (M=4.197, SD=0.731) Parents’ Views on Curriculum ((M=3.735, SD=0.771) and Parents’ Views on Parent Communication and Involvement Opportunities (M=4.171, SD=0.630). The overall statistical analysis shows parents’ perceptive is satisfactory on the quality of ECCE programmes. Conclusion. Study has concluded that parents have found ECCE programmes much effective where children not only enjoy but their learning improves. Parents have appreciated the quality of hygiene level and facilities in pre-school are up to the mark and standard but further can be improved. Quality of curriculum should have multilingual instruction and play based teaching and learning is suggested by the parent’s to improve.
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Fossum, Sturla, John Kjøbli, May Britt Drugli, Bjørn Helge Handegård, Willy-Tore Mørch, and Terje Ogden. "Comparing two evidence-based parent training interventions for aggressive children." Journal of Children's Services 9, no. 4 (December 9, 2014): 319–29. http://dx.doi.org/10.1108/jcs-04-2014-0021.
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Purpose – The purpose of this paper is to explore whether the changes in externalising behaviour for young aggressive children differ between two evidence-based parent training (PT) programmes after treatment. The treatment formats between these programmes differ, and the authors were particularly interested in whether this influenced the results for participants with co-occurring problems (child variables such as heightened levels of attention and internalising problems, and parental variables such as marital status and education) and the consequent additional risk of poorer treatment outcomes. Design/methodology/approach – A comparison of the individual treatment programme “Parent Management Training – Oregon model” (PMTO) and the group intervention programme “The Incredible Years” (IY) basic training sessions. Outcomes were explored in matched samples from two earlier Norwegian replication studies. The participants were matched on pre-treatment characteristics using a quasi-experimental mis-matching procedure. Findings – There were no significant differences between the two interventions in parent ratings of externalising behaviours and the lack of differing effects between the two treatments remained when the co-occurring risk factors were introduced into the analyses. Research limitations/implications – The participants were matched on pre-treatment characteristics using a quasi-experimental mis-matching procedure. Practical implications – A possible implication of these findings is that parents should be allowed to choose the treatment format of their preference. Further, individual PT may be more appropriate in rural settings with difficulties in forming group interventions. Social implications – Treatment effects did not differ between these two evidence-based interventions. Originality/value – To the best of the knowledge independent comparisons of two evidence-based PT interventions are not previously conducted.
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Slusser, Wendelin, Michael Prelip, Janni Kinsler, Jennifer Toller Erausquin, Chan Thai, and Charlotte Neumann. "Challenges to parent nutrition education: a qualitative study of parents of urban children attending low-income schools." Public Health Nutrition 14, no. 10 (April 11, 2011): 1833–41. http://dx.doi.org/10.1017/s1368980011000620.
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AbstractObjectiveThe present study was undertaken to learn more about parents’ (i) knowledge regarding healthy foods, factors associated with food purchasing and preparation, and current nutrition education resources, (ii) barriers to and promoters for establishing healthy eating habits for children and families, and (iii) interest in participating in nutrition interventions.DesignFocus group interviews were conducted with parents of low-income children from the Los Angeles Unified School District (LAUSD).SettingLAUSD Title 1 elementary schools where 50 % or more of students are eligible for free/reduced-price meals.SubjectsSixty-four parents (93 % female; 84 % Hispanic/Latino) of elementary-school students.ResultsThe most common barriers to eating healthy foods were cost, difficulty in getting children to eat healthier foods and easy access to fast food. Parents had a basic knowledge about what foods are healthy and received most of their nutrition education through the media. Parents expressed a desire for nutrition classes and almost all of them said they would attend a nutrition programme at their child's school. Topic areas of interest included what to purchase, how to cook healthier foods, how to encourage their children to eat healthier and how to read food labels. Parents also requested classes that engage the whole family, especially fathers.ConclusionsParents in our study were interested in participating in nutrition education programmes. The information from these focus groups was used to design a parent nutrition education programme especially designed to respond to the needs of the LAUSD parents, the majority of whom are low-income and Hispanic/Latino.
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Brown, Felicity Louise, Koa Whittingham, Lynne McKinlay, Roslyn Boyd, and Kate Sofronoff. "Efficacy of Stepping Stones Triple P Plus a Stress Management Adjunct for Parents of Children with an Acquired Brain Injury: The Protocol of a Randomised Controlled Trial." Brain Impairment 14, no. 2 (August 22, 2013): 253–69. http://dx.doi.org/10.1017/brimp.2013.18.
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Paediatric acquired brain injury (ABI) is the most common cause of acquired disability in childhood. It frequently results in significant personality, cognitive, emotional and behavioural changes, and consequent impairment in independent functioning, education, employment and interpersonal relationships. Additionally, paediatric ABI impacts on the entire family system, with parents commonly reporting significant distress and adjustment difficulties. Despite this, there is currently limited research into effective programmes to support families following their child's ABI. This protocol describes a wait-list randomised controlled trial of a behavioural family intervention plus a parent stress management programme for paediatric ABI. Interventions will be conducted with parents in a group format, aiming to improve child outcomes by improving parenting behaviour and coping. Outcomes assessed will be: (i) child behaviour and emotional outcome as measured by parent and teacher reports; (ii) parental style and confidence; (iii) parental adjustment (stress, anxiety and depression symptoms); (iv) family functioning; (v) parent relationship; and (vi) parent psychological flexibility. Assessments will be via questionnaires conducted pre-, mid- and post- intervention, and at a 6-month follow-up. The theoretical basis, study hypotheses, methods and planned analyses are described.
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Lisinskienė, Ausra, and Saulius Sukys. "COACH’S ROLE IN ENCOURAGING PARENT–CHILD EDUCATIONAL INTERACTION IN SPORTS." Global Journal of Sociology: Current Issues 6, no. 1 (April 28, 2016): 01. http://dx.doi.org/10.18844/gjs.v5i1.293.
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The research into the educational effect of sport for youths aims at finding the ways for the coaches and parents to create a positive motivational environment for young athletes. Participation of family members in youth sports has a great effect on young athlete’s development and continuation of sports activities. In this background coaches have ample opportunities to influence parent–child relations and positive development of these relations. The coach can unite parents and children through sport, encourage their collaboration, act as a moderator, mediator, and counsellor. The article analyses the coaches’ influence on parent–child interaction in sports activities, as well as prerequisites for the effectiveness of such influence.The aim of the article is to reveal the coach’s role in encouraging parent–child interaction in sport activities. Objectives of literature review: 1) Analyse the factors of coaches’ role in encouraging parent–child interaction in sport activities; 2) reveal the importance of the coach’s competence for the stimulation of parent–child interaction in sport activities. Applied research methods: scientific literature analysis and generalization. Scientific literature analysis revealed the importance of the coaches’ role in encouraging parent–child interaction in sport activities in order to create a positive motivational environment for young athletes. A more or less positive training and education strategy used by the coach, the coach’s ability to create parental interest in the child’s sport, to build and maintain positive relationships between sport participants, solve ethical and social problems arising in the sporting environment have a significant influence on parent–child interaction. The effectiveness of the coach’s influence on parent–child interaction in the sporting environment largely depends on the coach’s basic professional skills and intrapersonal competencies acquired in higher sport education institutions, through growing work experience and various professional development programmes. In terms of methodological skills and intellectual proficiencies, the importance of metacognitive competency involving a coach’s reflection and the need for self–study is highlighted along with the importance and benefit of long–term educational programmes. Key–words: sports activities, educational interactions, parents, children, coaches, competences, sports coaching degree and certificate programmes.
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Dawson-Squibb, John-Joe, Eugene Lee Davids, and Petrus J. de Vries. "Scoping the evidence for EarlyBird and EarlyBird Plus, two United Kingdom-developed parent education training programmes for autism spectrum disorder." Autism 23, no. 3 (March 29, 2018): 542–55. http://dx.doi.org/10.1177/1362361318760295.
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EarlyBird and EarlyBird Plus are parent education and training programmes designed by the UK National Autistic Society in 1997 and 2003, having been delivered to more than 27,000 families in 14 countries. These group-based programmes aim to (1) support parents immediately after diagnosis of autism spectrum disorder, (2) empower parents, encouraging a positive perception of their child’s autism spectrum disorder and (3) help parents establish good practice. In the absence of any previous comprehensive review, we performed a scoping review of all peer-reviewed publications on EarlyBird/EarlyBird Plus. A search was conducted between February and June 2016 using EbscoHost, Sabinet, SAGE Journals, Directory of Open Access Journals, BioMed Central, Scopus, ScienceDirect and grey literature. Two reviewers independently screened titles and abstracts for inclusion. In total, 18 articles were identified: 16 from the United Kingdom and 2 from New Zealand. We reviewed the context, study populations, design, outcome measures, whether focus was on parental perception, parental change or child changes and programme feasibility. Strong parental support for the acceptability but lower level evidence of efficacy of EarlyBird/EarlyBird Plus was found. Future research should consider randomised controlled trials. There is no research on EarlyBird/EarlyBird Plus in low-resource settings; therefore, we recommend broader feasibility evaluation of EarlyBird/EarlyBird Plus including accessibility, cultural appropriateness and scalability.
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Tuncay, Seyma, and Fusun Gokkaya. "A meta review on parent training and therapies studies." Global Journal of Psychology Research: New Trends and Issues 10, no. 1 (March 31, 2020): 102–17. http://dx.doi.org/10.18844/gjpr.v10i1.4392.
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This study aims to review the studies which are evaluated the efficacy of parent training and parent therapies. This article is a systematic review, and a literature search was performed for all published studies from March to July 2019 parent training programmes that report any retention and dropout data. To accomplish the purpose of the study, we compiled the studies from different databases including the following: Academic Search Complete, Science Direct, Medline, Scopus, Mendeley, PubMed, Crossref and Google Scholar, which published between 1998 and 2018. ‘Parent, parent training, parent training-efficacy, parent behaviour, parental behaviour, parent training interventions, parental, parenting, parent education and parenting skills’ words were used to identify the related studies. In designing the research, we discussed the research features of the participants and groups, training programs, sessions, therapists, methods, materials, measurements and results. A total of 23 studies met the search criteria. According to the reviewed results, after the parent training and therapies, parents moved away from violence and embraced more positive behaviours, and the violence of children decreased. As a result, it was seen that parent training and therapies contributed positively to the relationship between parent and child.
Keywords: Parent, parent training, parent therapies, parent education, parent training efficacy.
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Jackson, Alun C., Rachel P.-T. Liang, Erica Frydenberg, Rosemary O. Higgins, and Barbara M. Murphy. "Parent education programmes for special health care needs children: a systematic review." Journal of Clinical Nursing 25, no. 11-12 (April 15, 2016): 1528–47. http://dx.doi.org/10.1111/jocn.13178.
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Churchill, Harriet, and Karen Clarke. "Investing in Parenting Education: A Critical Review of Policy and Provision in England." Social Policy and Society 9, no. 1 (December 9, 2009): 39–53. http://dx.doi.org/10.1017/s1474746409990182.
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Parenting education has been given an increasingly important role in government policies to address social exclusion. This paper examines the basis for investing in parenting programmes and reviews the various different types of parenting education provision. It discusses the evidence on the effectiveness of multi-component and group parenting programmes in modifying parent–child relationships and the outcomes for children and young people. The paper concludes that while such programmes appear to produce beneficial outcomes, it is important that they remain linked to a strategy that does not individualise the causes of social exclusion.
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McElvany, Nele, and Roel van Steensel. "Potentials and Challenges of Family Literacy Interventions: The Question of Implementation Quality." European Educational Research Journal 8, no. 3 (January 1, 2009): 418–33. http://dx.doi.org/10.2304/eerj.2009.8.3.418.
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Literacy interventions in the family context have great potential to promote reading development in children. However, the results of meta-analyses indicate that family-based approaches tend not to be as effective as expected. Although the effectiveness of family literacy interventions can be assumed to hinge largely on the quality of their implementation in families, this aspect has attracted surprisingly little research attention to date. This article identifies, analyses, and discusses aspects of implementation quality that may enhance or diminish the effectiveness of family literacy interventions. Data from two evaluation studies of programmes for kindergarten- and school-age children were used to examine three types of implementation variables (intensity and quality of parent-child activities; support and training provided for parents; participation). The results indicate possibilities for how implementation quality in all three areas can be improved. Implications for future family literacy programmes as well as for evaluation and implementation studies are discussed.
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Burton, Courtney L. "HPV immunisation: A review of parent and stakeholder attitudes on school-based programmes." British Journal of Child Health 1, no. 4 (August 2, 2020): 171–80. http://dx.doi.org/10.12968/chhe.2020.1.4.171.
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Aim: The purpose of this integrative review is to examine the benefits of school-based human papillomavirus (HPV) vaccination programmes in improving overall vaccine education and adherence among the recommended age groups. Methods: The review explores qualitative and quantitative research published between 2010 and 2019 on benefits and barriers to HPV school-based vaccination programmes and stakeholder attitudes influencing implementation in school settings. Results: A literature review was performed from a United States perspective among ten articles revealing five themes; vaccine knowledge deficit, parental and patient hesitancy, lack of provider recommendation, vaccine safety and side effect and association with increasing sexual activity. Conclusions: HPV-associated cancers and complications are considered a public health issue. However, stakeholder attitudes on school-based HPV vaccination programmes have shown a significant gap in clinical and vaccine knowledge. Moving forward, a multi-level approach through provider training and age-based recommendations among stakeholders is key in overcoming stigmas and barriers to improve vaccination education and uptake rates.
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Castro, Dina C., Bobbie B. Lubker, Donna M. Bryant, and Martie Skinner. "Oral language and reading abilities of first-grade Peruvian children: Associations with child and family factors." International Journal of Behavioral Development 26, no. 4 (July 2002): 334–44. http://dx.doi.org/10.1080/01650250143000229.
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This study investigated the relationship between selected child and family demographic characteristics (child age, child sex, child birth order, maternal education, and parent language status), family processes (parent-to-child reading at home, and parent expectations about child’s educational attainment), and preschool experience with poor Peruvian first-grade children’s oral language and reading abilities, and examined whether those factors help to explain differences among children living in poverty. First-grade students ( N = 137) of five schools in a poor neighbourhood of Lima, Peru participated in the study. Children were given picture vocabulary, verbal analogies, letter-word identification, and reading comprehension tests. Information about the children and their families was gathered through parent interviews. Children whose parents had higher expectations obtained higher scores on picture vocabulary, verbal analogies, letter-word identification and reading comprehension. Children who attended private and public preschools obtained higher scores in letter-word identification than those who did not attend preschool. These findings support previous research on the relevance of family beliefs, above and beyond sociodemographic variables, as contributors to children’s oral language and reading, and provide some evidence of the benefits of preschool among children living in poverty. Future research is recommended to identify the specific strategies used by low-income Peruvian parents with high expectations to support their children’s language and reading; and to determine the relationships between type and quality in Peruvian preschool programmes, and programme practices that may differentially affect children’s language and reading skills.
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Sheikh, Afzal, Sunil Vadera, Michael Ravey, Gary Lovatt, and Grace Kelly. "A social norms approach to changing school children’s perceptions of tobacco usage." Health Education 117, no. 6 (October 2, 2017): 530–39. http://dx.doi.org/10.1108/he-01-2017-0006.
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Purpose Over 200,000 young people in the UK embark on a smoking career annually, thus continued effort is required to understand the types of interventions that are most effective in changing perceptions about smoking amongst teenagers. Several authors have proposed the use of social norms programmes, where correcting misconceptions of what is considered normal behaviour lead to improved behaviours. There are a limited number of studies showing the effectiveness of such programmes for changing teenagers’ perception of smoking habits, and hence this paper reports on the results from one of the largest social norms programmes that used a variety of interventions aimed at improving teenagers’ perceptions of smoking. The paper aims to discuss this issue. Design/methodology/approach A range of interventions were adopted for 57 programmes in year nine students, ranging from passive interventions such as posters and banners to active interventions such as student apps and enterprise days. Each programme consisted of a baseline survey followed by interventions and a repeat survey to calculate the change in perception. A clustering algorithm was also used to reveal the impact of combinations of interventions. Findings The study reveals three main findings: the use of social norms is an effective means of changing perceptions, the level of interventions and change in perceptions are positively correlated, and that the most effective combinations of interventions include the use of interactive feedback assemblies, enterprise days, parent and student apps and newsletters to parents. Originality/value The paper presents results from one of the largest social norm programmes aimed at improving young people’s perceptions and the first to use clustering methods to reveal the impact of combinations of intervention.
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Aldridge, Judith, Jon Shute, Robert Ralphs, and Juanjo Medina. "Blame the Parents? Challenges for Parent-Focused Programmes for Families of Gang-Involved Young People." Children & Society 25, no. 5 (December 24, 2009): 371–81. http://dx.doi.org/10.1111/j.1099-0860.2009.00282.x.
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Bayer, Jordana, Harriet Hiscock, Katherine Scalzo, Megan Mathers, Myfanwy McDonald, Alison Morris, Joanna Birdseye, and Melissa Wake. "Systematic Review of Preventive Interventions for Children's Mental Health: What Would Work in Australian Contexts?" Australian & New Zealand Journal of Psychiatry 43, no. 8 (January 1, 2009): 695–710. http://dx.doi.org/10.1080/00048670903001893.
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In childhood, mental health problems primarily consist of behaviour and emotional problems. These affect one in every seven children (i.e. 200 000 in Australia). Left untreated, up to 50% of preschool problems continue through the childhood years. Because of their high prevalence, population-based approaches will be needed to reduce their associated burden. The aim of the present study was therefore to identify evidence-based preventive interventions for behavioural and emotional problems of children aged 0–8 years. Randomized controlled trials of preventive interventions for behavioural and emotional problems were located by searching standard clinical databases and systematic reviews. The authors determined which programmes were effective and ineffective, dividing the effective programmes into those with high or low risk of trial bias. Among effective programmes, the most promising for delivery in Australian contexts were identified, selected for their strength of evidence, sample comparability to Australia's population, and programme compatibility with Australia's service system. Around 50 preventive interventions have been evaluated in randomized controlled trials. Most targeted children's behavioural problems, and a few targeted emotional problems. Three US programmes have the best balance of evidence: in infancy, the individual Nurse Home Visitation Programme; at preschool age, the individual Family Check Up; at school age, the Good Behaviour Game class programme. Three parenting programmes in England and Australia are also worthy of highlight: the Incredible Years group format, Triple P individual format, and Parent Education Programme group format. Effective preventive interventions exist primarily for behaviour and, to a lesser extent, emotional problems, and could be disseminated from research to mainstream in Australia, ensuring fidelity to original programmes. Future research should develop programmes targeting emotional problems, and replicate effective programmes for behaviour problems in quality population translation trials. Randomized trial methods in staged roll-outs can determine population cost–benefits for children's mental health without delaying dissemination.
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Hickson, Joyce. "A Framework for Guidance and Counselling of the Gifted in a School Setting." Gifted Education International 8, no. 2 (May 1992): 93–103. http://dx.doi.org/10.1177/026142949200800206.
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This article describes differential guidance for the gifted and how the curriculum can be modified and adapted to promote self-realization. A major view is that guidance and counselling should be an integral and integrated part of the school programme. Parent education programmes are described as well as group approaches within the education system. Referral problems and related guidance intervention strategies are also presented. Three areas of special concern—gifted females, culturally diverse gifted children, and the handicapped gifted child—are also noted. The thesis of the article is that it is critically important for guidance and counselling personnel to have a framework for defining their role in working with the gifted within the educational setting.
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Reicks, Marla, Dennis Degeneffe, Koel Ghosh, Christine Bruhn, L. Suzanne Goodell, Carolyn Gunther, Garry Auld, et al. "Parent calcium-rich-food practices/perceptions are associated with calcium intake among parents and their early adolescent children." Public Health Nutrition 15, no. 2 (June 1, 2011): 331–40. http://dx.doi.org/10.1017/s1368980011001133.
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AbstractObjectiveThe study aimed to (i) segment parents of early adolescents into subgroups according to their Ca-rich-food (CRF) practices and perceptions regarding early adolescent CRF intake and (ii) determine whether Ca intake of parents and early adolescents differed by subgroup.DesignA cross-sectional convenience sample of 509 parents and their early adolescent children completed a questionnaire in 2006–2007 to assess parent CRF practices and perceptions and to estimate parent and child Ca intakes.SettingSelf-administered questionnaires were completed in community settings or homes across nine US states.SubjectsParents self-reporting as Asian, Hispanic or non-Hispanic White with a child aged 10–13 years were recruited through youth or parent events.ResultsThree parent CRF practice/perception segments were identified, including ‘Dedicated-Milk Providers/Drinkers’ (49 %), ‘Water Regulars’ (30 %) and ‘Sweet-Drink-Permissive Parents’ (23 %). Dedicated-Milk Providers/Drinkers were somewhat older and more likely to be non-Hispanic White than other groups. Ca intakes from all food sources, milk/dairy foods and milk only, and milk intakes, were higher among early adolescent children of Dedicated-Milk Providers/Drinkers compared with early adolescents of parents in other segments. Soda pop intakes were highest for early adolescents with parents in the Water Regulars group than other groups. Dedicated-Milk Providers/Drinkers scored higher on culture/tradition, health benefits and ease of use/convenience subscales and lower on a dairy/milk intolerance subscale and were more likely to report eating family dinners daily than parents in the other groups.ConclusionsParent education programmes should address CRF practices/perceptions tailored to parent group to improve Ca intake of early adolescent children.
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Tan, Cai, Jiayou Luo, Rong Zong, Chuhui Fu, Lingli Zhang, Jinsong Mou, and Danhui Duan. "Nutrition knowledge, attitudes, behaviours and the influencing factors among non-parent caregivers of rural left-behind children under 7 years old in China." Public Health Nutrition 13, no. 10 (March 3, 2010): 1663–68. http://dx.doi.org/10.1017/s1368980010000078.
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AbstractObjectiveTo explore and compare nutrition knowledge, attitudes and behaviours (KAB) between non-parent and parent caregivers of children under 7 years old in Chinese rural areas, and to identify the factors influencing their nutrition KAB.DesignFace-to-face interviews were carried out with 1691 non-parent caregivers and 1670 parent caregivers in the selected study areas; multivariate logistic regression models were used to identify the factors influencing nutrition KAB in caregivers.ResultsThe awareness rate of nutrition knowledge, the rate of positive attitudes and the rate of optimal behaviours in non-parent caregivers (52·2 %, 56·9 % and 37·7 %, respectively) were significantly lower than in the parent group (63·8 %, 62·1 % and 42·8 %, respectively). Multivariate logistic regression modelling showed that caregivers’ family income and care will, and children’s age and gender, were associated with caregivers’ nutrition KAB after controlling the possible confounding variables (caregivers’ age, gender, education and occupation).ConclusionsNon-parent caregivers had relatively poor nutrition KAB. Extra efforts and targeted education programmes aimed to improve rural non-parent caregivers’ nutrition KAB are wanted and need to be emphasized.
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Manu, Abubakar, Agnes M. Kotoh, Rexford Kofi Oduro Asante, and Augustine Ankomah. "Factors associated with parental communication with young people about sexual and reproductive health." Health Education 116, no. 6 (October 3, 2016): 595–610. http://dx.doi.org/10.1108/he-09-2015-0025.
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Purpose Available studies on parent-child communication about sexual and reproductive health in Ghana have largely focused on assessing communication frequency, barriers, and who communicates with whom within the family. The purpose of this paper is to examine parental and family contextual factors that predict parental communication with young people about sexual and reproductive health. Design/methodology/approach A cross-sectional interviewer-administered survey was conducted among 790 parents selected through a multistage sampling technique. The Cronbach’s α statistic was used to assess various parental and family contextual constructs on parent-child communication about sexual and reproductive health. Separate hierarchical multiple regression models for mothers and fathers were constructed to assess predictors of parental communication about sexual and reproductive health. Findings Nearly the same factors predicted mothers’ and fathers’ communication with young people about sexual and reproductive health matters. The predictors for both mothers and fathers included high socioeconomic status (SES), family religiousity, parent discipline, perceived parent sexual knowledge and parent trustworthiness. Parent permissiveness predicted only for fathers. Social implications Parental communication on sexual and reproductive health is influenced by high SES, family religiousity, parent sexual knowledge, parent discipline and trustworthiness. Interventional programmes on communication about sexual and reproductive health need to take cognisance of these factors to improve parent-child communication about sexual and reproductive health. Originality/value This paper adds to the limited evidence on parent-child communication about sexual and reproductive health in Ghana, by examining parental and family contextual factors that influence parental communication with young people about sexual and reproductive health.
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Moseley Harris, Barbara. "Exploring parents’ experiences: Parent-focused intervention groups for communication needs." Child Language Teaching and Therapy 37, no. 2 (May 31, 2021): 193–209. http://dx.doi.org/10.1177/02656590211019461.
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Perceptions of a convenience sample of 10 parents (one father, nine mothers) who had completed one or more group-based, parent-focused interventions for their children’s communication needs were explored during semi-structured interviews. Nine different intervention groups (EarlyBird programmes, early communication skills training, or Makaton training) were discussed. Inductive and grounded theory approaches were used during thematic analysis to focus on parents’ priorities. Themes identified were: (1) intervention purposes, including initial session purposes; (2) groups as supportive/safe spaces; (3) personal change (behaviours and self-perception); (4) challenges of groups; (5) costs and benefits, including emotional costs. Parents supported previously reported findings about changes in knowledge, understanding, and perception of their role. Parents provided insights into how changes occurred, including helpful processes and professional strategies. They described emotional impacts of parent-focused intervention, particularly parental guilt. Participants perceived peer groups as contributing safe spaces and opportunities, but also challenges. Two parents experienced reduced benefits due to significant individual differences relating to their child’s more complex needs. Participants confirmed some speech and language therapists’ (SLTs’) perceptions about how interventions work and challenged others. Key findings were that (1) parents’ experiences during intervention facilitate personal change; (2) parents experience personal costs and benefits of intervention; (3) peer groups contribute to intervention effectiveness. These findings indicated that parents experience significant personal impacts from parent-focused intervention groups, and that groups provide a specific intervention type that differs from individual input. Clinical implications are that professionals need awareness of impacts on parents to support effective intervention and avoid harm; peer groups can facilitate learning and parental agency; dissimilarity to peers can make group intervention inappropriate. Study limitations included fewer perspectives from parents of children with primary communication needs. Further exploration of interventions’ emotional impacts, how group processes support parental confidence and agency, and effects of individual differences on suitability of group intervention are suggested.
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Harji, Madhubala Bava, Kavitha Balakrishnan, and Krishnanveni Letchumanan. "SPIRE Project: Parental Involvement in Young Children’s ESL Reading Development." English Language Teaching 9, no. 12 (November 6, 2016): 1. http://dx.doi.org/10.5539/elt.v9n12p1.
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<p>Realising the clear dichotomy between schools and homes, the Malaysia government has now turned its attention to stakeholders and called for an increase involvement of parents, who are critical in transforming the education system.<strong><em> </em></strong>However, a clear line of demarcation continues to exist between the two prime educators of young children. Schools have yet to fully embrace the concept of active parental involvement, particularly in academic matters and have yet to design formalised programmes that provide avenues for active parental involvement. The six month Smart Partnership in Reading in English (SPIRE) formalised programme, which created a platform for non-native parents to play a more active role in developing early literacy skills in young children, particularly, reading skills in English language, was explored as an option. 25 non-native five year old children, 25 parents and the class teacher were involved in the programme. A rich ESL literacy environment was created both at school and homes by making a wide range of English storybooks and multimedia materials available for the children to be taken home. The parent-teacher partnership scaffold the children’s reading development. The teacher reads storybooks in school and the parents at home. Qualitative data gathered via interviews, home visits, meetings and informal conference provided evidence for parents’ positive attitudes towards reading English storybooks and towards being involved in their child’s reading development, a positive link between levels of parental involvement and reading development, and the plausibility of involving non-native parents through a formalised reading programme. The SPIRE programme explored in the Malaysian context can also be adopted in non English speaking countries for similar purposes.</p>
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Orkin, Julia, Nathalie Major, Kayla Esser, Arpita Parmar, Elise Couture, Thierry Daboval, Emily Kieran, et al. "Coached, Coordinated, Enhanced Neonatal Transition (CCENT): protocol for a multicentre pragmatic randomised controlled trial of transition-to-home support for parents of high-risk infants." BMJ Open 11, no. 7 (July 2021): e046706. http://dx.doi.org/10.1136/bmjopen-2020-046706.
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IntroductionHaving an infant admitted to the neonatal intensive care unit (NICU) is associated with increased parental stress, anxiety and depression. Enhanced support for parents may decrease parental stress and improve subsequent parent and child outcomes. The Coached, Coordinated, Enhanced Neonatal Transition (CCENT) programme is a novel bundled intervention of psychosocial support delivered by a nurse navigator that includes Acceptance and Commitment Therapy-based coaching, care coordination and anticipatory education for parents of high-risk infants in the NICU through the first year at home. The primary objective is to evaluate the impact of the intervention on parent stress at 12 months.Methods and analysisThis is a multicentre pragmatic randomised controlled superiority trial with 1:1 allocation to the CCENT model versus control (standard neonatal follow-up). Parents of high-risk infants (n=236) will be recruited from seven NICUs across three Canadian provinces. Intervention participants are assigned a nurse navigator who will provide the intervention for 12 months. Outcomes are measured at baseline, 6 weeks, 4, 12 and 18 months. The primary outcome measure is the total score of the Parenting Stress Index Fourth Edition Short Form at 12 months. Secondary outcomes include parental mental health, empowerment and health-related quality of life for calculation of quality-adjusted life years (QALYs). A cost-effectiveness analysis will examine the incremental cost of CCENT versus usual care per QALY gained. Qualitative interviews will explore parent and healthcare provider experiences with the intervention.Ethics and disseminationResearch ethics approval was obtained from Clinical Trials Ontario, Children’s Hospital of Eastern Ontario Research Ethics Board (REB), The Hospital for Sick Children REB, UBC Children’s and Women’s REB and McGill University Health Centre REB. Results will be shared with Canadian level III NICUs, neonatal follow-up programmes and academic forums.Trial registration numberClinicalTrials.gov Registry (NCT03350243).
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Hurst, Alison, Anna Price, Rebecca Walesby, Moira Doolan, Wendy Lanham, and Tamsin Ford. "Routine outcome monitoring of evidence-based parenting programmes: indications of effectiveness in a community context." Journal of Children's Services 9, no. 1 (March 12, 2014): 58–74. http://dx.doi.org/10.1108/jcs-09-2013-0030.
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Purpose – Despite an increasing policy focus, routine outcome monitoring (ROM) is not common practice in UK children's services. This paper aims to examine whether it is feasible and valid to use measures from ROM of evidence-based parenting programmes (EBPPs) to assess the impact of services and to drive service improvements through feedback mechanisms. Design/methodology/approach – This is a secondary analysis of ROM measures collected from a London clinic offering EBPPs over five years. Demographic information from referrals was compared for attendees and non-attendees. Changes in parent reported child behaviour were measured using the Strengths and Difficulties Questionnaire (SDQ), and a Visual Analogue Scale (VAS). Findings – No significant differences were found in socio-demographic characteristics of attendees and non-attendees. Statistically significant differences were found between pre- and post-scores on parent reported SDQ scores and VAS concerns, as well as the SDQ Added Value Score. The data collected did not allow for investigation of a dose-response relationship between the level of attendance and any improvement made. Originality/value – This study illustrates that ROM can provide useful information about the impact of EBPPs in a particular clinical context. Demographic data could support service managers to evaluate reach and uptake while evidence of improvements can be communicated back to parents and support future funding bids. Incomplete data limited the inferences that could be drawn, and collaborations between research centres and clinics may be a way to optimise the use of ROM to drive service improvement and innovation.
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Bukhalenkova, Daria, Aleksander Veraksa, Margarita Gavrilova, and Natalia Kartushina. "The Role of Russian Parents' Education in Developing Intuitive Theories of Parenting." Education & Self Development 16, no. 1 (March 31, 2021): 82–92. http://dx.doi.org/10.26907/esd16.1.07.
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Previous research in English-speaking countries has shown that parental education predicts significantly parental attitudes and theories about parenting which, in turn, guide parental interaction with their child and might impact the child’s mental development. However, to the best of our knowledge, there has been no research aimed at studying the role of parental education in shaping the views of Russian parents on their children’s education and development. The current study aimed to analyze the role of Russian parents’ education in their intuitive theories of parenting, by controlling for the region where the families live, and taking into account the age and sex of their child. Intuitive theories of parenting were studied using the Early Parental Attitudes Questionnaire (EPAQ). The sample consisted of 995 parents who have children aged 1 to 7 and live in Moscow, the Republic of Sakha (Yakutia) and Republic North Ossetia in Russian Federation. Two profiles of intuitive theories of parenting were identified. Differences and similarities in intuitive theories of parenting between regions, when controlling for parents' level of education were also identified. The results characterize modern parenthood in three geographically distant Russian regions and can be useful in understanding the profile of a modern parent, as well as for developing educational programmes aimed at self-development and increasing parental competence in Russian parents.
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Chan, Kara, Judy Yuen-Man Siu, and Albert Lee. "A school-based programme promoting healthy eating." Health Education Journal 79, no. 3 (October 5, 2019): 277–89. http://dx.doi.org/10.1177/0017896919880575.
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Objective: Many school-based health education programmes adopt a one-way, top-down communication approach that students tend to consider boring and ineffective. In contrast, this study tested a pilot school-based health education programme designed to engage students through the creation and production of health-related advertising. Design: Participatory action research. Setting: A secondary school located in the most deprived district in Hong Kong. Method: A 10-month health education programme was implemented which included health talks and a parent–child cooking workshop. The highlight of the programme was a contest to design a healthy eating public service announcement with professional production of the winning advertisement. A convenience sample of 67 secondary school students participated. Self-administered food diaries and focus group interviews were administered before and after the programme for evaluation. Results: Among all the health education activities conducted during the programme, the participating students found the advertisement design contest the most interesting. They appreciated the opportunity to see their creative ideas consolidated in a professional manner. Dietary patterns reported in food diaries did not show any significant change, but the post-programme focus group interviews reported a remarkable increase in healthy eating knowledge. There were some self-reported changes in dietary behaviours. Conclusion: In the digital age, engaging students in content creation is a possible way to interest them in adopting healthy eating behaviours.
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Leung, Cynthia, and Barbara Fung. "Non-custodial grandparent caregiving in Chinese families: implications for family dynamics." Journal of Children's Services 9, no. 4 (December 9, 2014): 307–18. http://dx.doi.org/10.1108/jcs-04-2014-0026.
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Purpose – The purpose of this paper is to understand the needs and experiences of Chinese families where grandparents were involved in the non-custodial care of their grandchildren. Design/methodology/approach – In total five grandparent focus groups and three parent focus groups were conducted. The data were analysed using the constant comparative method. Findings – Though most grandparents enjoyed their grandparent roles, there were differences in the perception of the grandparent role between grandparents and parents. Both grandparents and parents reported intergenerational conflicts on the management of the grandchildren, which was distressing for both parties. Practical implications – It was suggested that grandparent training programmes might be a viable strategy to support families. Originality/value – The study provided insights into family dynamics in the context of grandparent caregiving, child development, as well as children's services.
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Rok Simon, Mateja, Aleš Korošec, and Marjan Bilban. "The influence of parental education and other socio-economic factors on child car seat use." Slovenian Journal of Public Health 56, no. 1 (March 1, 2017): 55–64. http://dx.doi.org/10.1515/sjph-2017-0008.
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Abstract Introduction The behaviour of parents in ensuring car passenger safety for their children is associated with socio-economic (SE) status of the family; however, the influence of parental education has rarely been researched and the findings are contradictory. The aim of the study was to clarify whether parental education influences the use of a child car seat during short rides. Methods A cross-sectional survey was carried out in outpatient clinics for children’s healthcare across Slovenia. 904 parents of 3-year-old children participated in the study; the response rate was 95.9%. A self-administered questionnaire was used. A binary multiple logistic regression was applied to assess the association between parental unsafe behaviour as dependent variable, and education and other SE factors as independent variables. Results 14.6% of parents did not use a child car seat during short rides. Families where mother had low or college education had higher odds of the non-use of a child car seat than families where mother had a university education. Single-parent families and those who lived in areas with low or medium SE status also had higher odds of the non-use of a child car seat. Conclusions Low educational attainment influences parents’ behaviour regarding the non-use of a child car seat. Low parental education is not the only risk factor since some highly educated parents also have high odds of unsafe behaviour. All parents should therefore be included in individually tailored safety counselling programmes. SE inequalities could be further reduced with provision of free child car seats for eligible families.
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Flores, Cindy J., Anil Lakkundi, Joanne McIntosh, Peter Freeman, Amanda Thomson, Ben Saxon, Justine Parsons, Tracey Spigiel, Sarah Milton, and Bryony Ross. "Embedding best transfusion practice and blood management in neonatal intensive care." BMJ Open Quality 9, no. 1 (January 2020): e000694. http://dx.doi.org/10.1136/bmjoq-2019-000694.
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BackgroundTransfusion is a common procedure for neonates receiving intensive care management. Recognising a paucity of patient blood management (PBM) programmes in neonates, we aimed to embed blood management and best transfusion principles in the neonatal intensive care unit (NICU) by aligning local policies, providing targeted education and partnering with parents.MethodsPractice-based evidence for clinical practice improvement (PBE-CPI) methodology was used. Previous hospital accreditation audits were reviewed and a neonate-specific transfusion audit was developed. Audit was performed at baseline and repeated following the intervention period. NICU clinicians received targeted education in obtaining informed consent, prescription and safe administration of blood components during a ‘Blood Month’ awareness period. A neonate-specific parent handout about transfusion was developed in partnership with parents. A pilot video demonstrating a shared consent discussion was also developed to assist in the consent process. Parents’ knowledge, concerns and feedback regarding transfusion practice was sought at baseline (survey) and on project completion (experience trackers).ResultsNeonate-specific baseline transfusion audit showed inconsistent consent, monitoring and documentation processes in neonatal transfusions. Post-targeted education audit showed improvement in these parameters. The targeted PBM and transfusion-related education delivered during ‘Blood Month’ was well-received by staff. Parents’ feedback about the NICU transfusion consenting process was consistently positive. NICU medical and nursing clinicians (n=25) surveyed agreed that the parent handout was well set out, easy to understand and recommended that it be used to complement practice.ConclusionPBE-CPI tools aligned with Australian PBM guidelines for clinicians and parents were well-accepted by clinical stakeholders and were associated with practice improvement in PBM awareness and transfusion consent processes. This PBE-CPI project developed NICU-specific consent information, not previously available, by partnering with parents to ensure quality of care in transfusion practice. Adoption of this also helps to meet accreditation for Australian Blood Management Standards. These strategies and tools translate readily into other NICUs to embed and support best PBM and transfusion practice.
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Roy, Tanuka, and Suhita Chopra Chatterjee. "Coping with Genetic Disorder: A Sociological Understanding of Parent-Caregivers' Experiences." Illness, Crisis & Loss 13, no. 4 (October 2005): 315–31. http://dx.doi.org/10.1177/105413730501300403.
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Parent-caregivers (PACs) of Thalassaemic children face a variety of stress and strain. The article looks into the different experiences of PACs in a relatively underdeveloped setting in India characterized by poor medical and social support services. The problem is compounded by illiteracy and poverty of the PACs. The study highlights the different ways in which PACs cope with the existential crisis of illness in their lives. Central to coping, meanings play an important role. Hoping and normalization are other mechanisms which help them to confront the crisis. The findings indicate considerable differences in caregiving experiences according to PACs' education and religious background. These differences are also reflected in their awareness and preferences for different intervention programmes. The article concludes by indicating the need to develop culturally sensitive intervention strategies which can take into account these variations.
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Berger, Stuart. "How to develop and execute a public health agenda: From grass roots to legislation." Cardiology in the Young 27, S1 (January 2017): S101—S103. http://dx.doi.org/10.1017/s1047951116002316.
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AbstractRecent experiences with lay public cardiopulmonary resuscitation and use of ambulatory external defibrillators have been demonstrated to improve survival from out-of-hospital cardiac arrests from an abysmal 10% or less to as high as 30%. Though rare, sudden cardiac arrest in presumably healthy young people have been highly publicised over the last 25 years and have motivated the institution of school- and community-based programmes that facilitate first-responder resuscitation, including defibrillation. These efforts often begin at a grass roots level (usually parent-inspired advocacy groups) and through collaborative activities involving the schools, local businesses, and local administrative agencies are now having a meaningful impact in selected communities. The current focus of these activities is on school- and sports venue-based ambulatory external defibrillator programmes and formal cardiopulmonary resuscitation education in high schools. The extension of these programmes to the level of state mandates has been slower, and even when enacted, public funding has usually not been approved.
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Nystrand, Camilla, Lars Hultkrantz, Elin Vimefall, and Inna Feldman. "Economic Return on Investment of Parent Training Programmes for the Prevention of Child Externalising Behaviour Problems." Administration and Policy in Mental Health and Mental Health Services Research 47, no. 2 (October 19, 2019): 300–315. http://dx.doi.org/10.1007/s10488-019-00984-5.
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Abstract Economic models to inform decision-making are gaining popularity, especially for preventive interventions. However, there are few estimates of the long-term returns to parenting interventions used to prevent mental health problems in children. Using data from a randomised controlled trial evaluating five indicated parenting interventions for parents of children aged 5–12, we modeled the economic returns resulting from reduced costs in the health care and education sector, and increased long-term productivity in a Swedish setting. Analyses done on the original trial population, and on various sized local community populations indicated positive benefit–cost ratios. Even smaller local authorities would financially break-even, thus interventions were of good value-for-money. Benefit–cost analyses of such interventions may improve the basis for resource allocation within local decision-making.
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Renner, Lorna Awo, and Deborah McGill. "Exploring factors influencing health-seeking decisions and retention in childhood cancer treatment programmes: perspectives of parents in Ghana." Ghana Medical Journal 50, no. 3 (October 12, 2016): 149–56. http://dx.doi.org/10.4314/gmj.v50i3.6.
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Background: Developing countries such as Ghana have very poor childhood cancer survival rates. There is a need to determine reasons for late presentation and treatment abandonment which are major causes of poor survival. Understanding these issues could inform effective strategies for childhood cancer control in resource-constrained settings.Aim: To explore factors influencing parental decision-making for children with cancer in Ghana with regard to health seeking and retention in treatment, in order to provide information that will guide Public Health interventions for childhood cancer control.Method: This exploratory qualitative study was conducted based on an interpretative epistemology using a social constructionist approach. Purposive sampling of parents attending the Paediatric Oncology Unit, Korle Bu Teaching Hospital in Accra, Ghana was undertaken. Twelve semi-structured moderate interviews and two small focus group discussions with a total of seven participants were undertaken. Data analysis was through thematic content analysis.Results: Five major themes emerged. Knowledge and perceptions revealed a total lack of appropriate knowledge prior to diagnosis. Health-seeking behaviour was determined by interplay of individual and environmental factors. Orthodox medical treatment was largely perceived favourably. The impact of cancer on parents and children included psychological, physical and socioeconomic effects. Financial, spiritual and psychosocial support helped in coping. Parents recommended public education and health financing to address the major barriers.Conclusion: Broad social determinants and experiences influence parental decision making for children with cancer. This implies Health Promotion strategies with multi-sectorial involvement will be required for effective implementation of the National Strategy for Cancer Control.Funding: Funded by authorsKeywords: Childhood cancer, parent perspectives, Ghana
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Wong, Mei-Yee. "Understanding the educational value of the film Please Vote for Me: The case for a pedagogical course in citizenship education." Citizenship Teaching & Learning 14, no. 3 (October 1, 2019): 263–76. http://dx.doi.org/10.1386/ctl_00010_1.
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Abstract Studies have demonstrated the importance of citizenship education for preservice teachers; however, studies on citizenship education pedagogies in university programmes have been rare. This small-scale study furthers the discussions in western and Chinese literature regarding the documentary film Please Vote for Me. By using the film in a citizenship and moral education curriculum course, this study explored undergraduate students' perceptions of using the documentary film Please Vote for Me and their actual learning experiences and outcomes. Data were collected through student interviews, reflective journals and worksheets. The study revealed that, overall, the students appreciated learning by using documentary films; they learned reflection and critical thinking skills and about the concept of democracy. They also discussed the educational topics in the film and reflected on the expected teacher and parent roles of citizenship education. The study provides empirical evidence to supplement the literature on citizenship teaching and learning in teacher education by using a documentary film as a resource.