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Sample records for parenting group curriculum

  1. Counseling Group Curriculum for Parents on Bullying

    Science.gov (United States)

    Lamanna, John; Shillingford, M. Ann; Parrish, Mary-Frances; Sheffield, Rebecca

    2010-01-01

    This article discusses the impact of bullying on K-12 students and the importance of collaborative partnerships between home and school in decreasing the dramatic effects of student bullying behaviors. The authors present a six-week, research-based, small group curriculum specifically developed for professional school counselors to support parents…

  2. Developing A Food Allergy Curriculum for Parents

    Science.gov (United States)

    Vargas, Perla A.; Sicherer, Scott H.; Christie, Lynn; Keaveny, Maureen; Noone, Sally; Watkins, Debra; Carlisle, Suzanna K; Jones, Stacie M

    2014-01-01

    Food allergy (FA) is potentially severe and requires intensive education to master allergen avoidance and emergency care. There is evidence suggesting the need for a comprehensive curriculum for food allergic families. This paper describes the results of focus groups conducted to guide the development of a curriculum for parents of food allergic children. The focus groups were conducted using standard methodology with experienced parents of food allergic children. Participants were parents (n=36) with experience managing FA recruited from allergy clinics at two academic centers. Topics identified by parents as key for successful management included as expected: 1) early signs/symptoms, 2) “cross-contamination”, 3) label-reading, 4) self-injectable epinephrine; and 5) becoming a teacher and advocate. Participants also recommended developing a “one pageroad map” to the information, and to provide the information early and be timed according to developmental stages/needs. Suggested first points for curriculum dissemination were emergency rooms, obstetrician and pediatrician offices. Participants also recommended targeting pediatricians, emergency physicians, school personnel, and the community-at-large in educational efforts. Parents often sought FA information from non-medical sources such as the Internet and support groups. These resources were also accessed to find ways to cope with stress. Paradoxically, difficulties gaining access to resources and uncertainty regarding reliability of the information added to the stress experience. Based on reports from experienced parents of food allergic children, newly diagnosed parents could benefit from a comprehensive FA management curriculum. Improving access to clear and concise educational materials would likely reduce stress/anxiety and improve quality of life. PMID:21332804

  3. Group Work with Abusive Parents.

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    Kruger, Lois; And Others

    1979-01-01

    Social work students conclude from an experience that parents can consider alternative means of disciplining children when they participate in a parent group that is comfortable and when attendance is promoted by provision of tangible services. Parents achieved increased sense of self-worth and learned appropriate ways of expressing anger. (Author)

  4. Pasos Adelante (Steps Forward): A Resiliency Enhancement Curriculum for Preschoolers and Their Parents. Volume 1: Preschool Curriculum. Volume 2: Parent Curriculum.

    Science.gov (United States)

    Peck, Lucy; And Others

    This guide presents a curriculum designed to promote resiliency in Hispanic preschool children whose parents are undergoing treatment for substance abuse, and includes a 12-week parent and child component. The curriculum focuses on increasing cultural awareness, motor skills, language skills, early childhood coping strategies, and social…

  5. Parenting for Yourself and Your Child. A Parenting Curriculum for High Risk Families. Neglectful and Abusive Parents: Curriculum Development and Pilot Program. Final Report.

    Science.gov (United States)

    Bourque, Janet

    Developed for use by parent educators and others working with high risk, abusive, or neglectful families, this curriculum guide is intended to enable and facilitate the growth of this target population in key parenting learning and skill areas. Section 1 provides an overview of the manual, offers suggestions for home visits following each class…

  6. Focus groups: a useful tool for curriculum evaluation.

    Science.gov (United States)

    Frasier, P Y; Slatt, L; Kowlowitz, V; Kollisch, D O; Mintzer, M

    1997-01-01

    Focus group interviews have been used extensively in health services program planning, health education, and curriculum planning. However, with the exception of a few reports describing the use of focus groups for a basic science course evaluation and a clerkship's impact on medical students, the potential of focus groups as a tool for curriculum evaluation has not been explored. Focus groups are a valid stand-alone evaluation process, but they are most often used in combination with other quantitative and qualitative methods. Focus groups rely heavily on group interaction, combining elements of individual interviews and participant observation. This article compares the focus group interview with both quantitative and qualitative methods; discusses when to use focus group interviews; outlines a protocol for conducting focus groups, including a comparison of various styles of qualitative data analysis; and offers a case study, in which focus groups evaluated the effectiveness of a pilot preclinical curriculum.

  7. Group Projects and the Computer Science Curriculum

    Science.gov (United States)

    Joy, Mike

    2005-01-01

    Group projects in computer science are normally delivered with reference to good software engineering practice. The discipline of software engineering is rapidly evolving, and the application of the latest 'agile techniques' to group projects causes a potential conflict with constraints imposed by regulating bodies on the computer science…

  8. Parents, Peer Groups, and Other Socializing Influences.

    Science.gov (United States)

    Vandell, Deborah Lowe

    2000-01-01

    Critically examines three propositions of Harris' group socialization theory (1995, 1998) related to parents' long-term effects on children's psychological characteristics, peer groups' influences, and the nature of dyadic relationships. Maintains that available evidence is more consistent with a model of multiple socialization agents. Proposes a…

  9. A Handbook for Helping Parents "Group."

    Science.gov (United States)

    Bell, Catherine; And Others

    A home based project serving special needs children 0 to 5 years old in a rural area developed a mothers' group designed to increase parents' self esteem, decrease their isolation, and provide more information about their child's development. An introductory section outlines general assumptions of the group and describes a sequence of activities…

  10. Parent Group Education to ENABLE “Barrio” Parents

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    Herman Curiel

    2014-04-01

    Full Text Available This paper describes a 1960s “War on Poverty” parent group education program that brought together three national private voluntary agencies with federal funding by the Office of Economic Opportunity (OEO. Project ENABLE (Education Neighborhood Action for a Better Living Environment sought to direct professional efforts to help/empower the poor and societal members of ethnic minority groups. Group education as a preventive modality was used to strengthen parents’ problem solving skills in their roles both as parents and as community leaders. The author describes his group leadership role together with that of the indigenous case aides who helped direct/enable the collective power of a group of poor Spanish speaking Mexican origin families living in barrios (neighborhoods of a major metropolitan southern city. Project ENABLE embraced a strengths-based perspective characteristic of social work’s historical empowerment traditions. Despite its brief existence, Project ENABLE functioned as a demonstration program in 62 communities across the United States. Ironically, its prevention focus and demonstration nature served to undermine its ability to compete with other OEO initiatives like Head Start and job training programs. The author cites a combination of historical and logistic factors that contributed to the short life and ultimate demise of a once promising outreach program.

  11. Guia para Padres: Acceso a los Grupos de Padres (Accessing Parent Groups: A Parent's Guide).

    Science.gov (United States)

    Interstate Research Associates, McLean, VA.

    This guide, in Spanish, notes the value of parent groups for parents of children with disabilities, as they offer parents a place and a means to share information, give and receive emotional support, and work as a team to address common concerns. Typical activities of a parent group are listed, and ways of identifying parent groups that exist…

  12. Parents' Networking Strategies: Participation of Formal and Informal Parent Groups in School Activities and Decisions

    Science.gov (United States)

    Wanat, Carolyn L.

    2010-01-01

    This case study examined parent groups' involvement in school activities and their participation in decision making. Research questions included the following: (1) What is the nature of parent groups in schools? (2) What activities and issues gain parent groups' attention and participation? (3) How do parent groups communicate concerns about…

  13. Extended parental care in communal social groups

    Directory of Open Access Journals (Sweden)

    Stephen H. Forbes

    2002-11-01

    Full Text Available Recent developments in social insect research have challenged the need for close kinship as a prerequisite for the evolution of stable group living. In a model communal bee species, Lasioglossum (Chilalictus hemichalceum, previous allozyme work indicated that groups of cooperating adult females are not relatives. Yet at any given time, not all group members perform the risky task of foraging. We previously hypothesized that tolerance for non-foragers was a component of extended parental care, previously known only for kin based social systems. DNA microsatellites were used to study colony genetic structure in order to test this hypothesis. Microsatellite polymorphism was substantial (He = 0.775. Overall intracolony relatedness, mainly of immatures, was low but significant in nine, late season nests (r = 0.136 plus or minus0.023, indicating that broods contain five to six unrelated sib ships. Detailed analyses of kinship between pairs of individuals revealed that most pairs were unrelated and most related pairs were siblings. Mothers are absent for 89-91% of the developing immature females, and 97% of developing males. Alternatively, 46% of adult females had neither sibs nor offspring in their nests. These findings indicate that the extended parental care model applies broadly to both kin based and nonkin based social systems in the Hymenoptera.

  14. Parents, peer groups, and other socializing influences.

    Science.gov (United States)

    Vandell, D L

    2000-11-01

    Three propositions that are central to J. R. Harris's group socialization theory (1995, 1998) are considered in this review. These propositions are as follows: (a) Parental behaviors have no long-term effects on children's psychological characteristics, (b) peer groups are the primary environmental influence on psychological functioning, and (c) dyadic relationships are situation-specific and do not generalize. The evidence that J. R. Harris has outlined in support of each of these propositions is reviewed, as is additional empirical research not considered by J. R. Harris. Serious limitations to each proposition are identified. The available evidence is more consistent with a model of multiple socialization agents. An expanded research agenda that permits a more definitive test of J. R. Harris's propositions and social relationship theory is proposed.

  15. Group treatment for parents of the adult mentally ill.

    Science.gov (United States)

    McLean, C S; Greer, K; Scott, J; Beck, J C

    1982-07-01

    Support and education groups for the families of the mentally ill have been in existence for at least 20 years. The authors describe a group treatment program established in 1979 for parents of chronically mentally ill individuals living in the community. The goal was to help parents become less overprotective, critical, and hostile so that clients would relapse less frequently and improve their social functioning during their time in the community. The groups provided parents with information and support. Some of the results of the groups include the implementation of new hospital procedures, more effective parenting, and a parent-initiated alliance on behalf of the mentally ill in the locality.

  16. Emergency Medicine Curriculum: Complications of Pregnancy Small Group Module

    Directory of Open Access Journals (Sweden)

    Linda L Herman

    2017-07-01

    Full Text Available Audience: This curriculum, created and implemented at Kaweah Delta HCD emergency medicine program, was designed to educate our emergency medicine (EM residents, PGY-1 to PGY-3, as well as medical students and attending physicians. Introduction: Obstetrical (OB emergencies pose a unique challenge to the EM physician. Given the relative rarity of these presentations within the Emergency Department (ED, it is important that residents are educated in a comprehensive manner to ensure understanding and retention.1 The exact prevalence of emergency department (ED visits that are associated with complications of pregnancy is unknown, but they are likely a sizeable portion of the patient population of the ED. Also, many hospitals in rural areas have closed their labor and delivery units due to higher operating costs and lack of available medical personnel.2 New models of high-quality teaching that ensure retention of clinically rare, but critical presentations are required. There is a body of research that suggests a small-group discussion model rather than traditional lecture-based content may improve learner engagement and retention. This model encourages active learning, which requires simultaneous instructor and learner engagement.3, 4, 5, 6, 7 Studies have revealed that the application of knowledge through case studies, personal interaction with content experts, and integrated questions are effective learning strategies for emergency medicine.3 The small group discussion classroom is facilitated by content experts with personal experience in the topic at hand. Objectives: We aim to teach the presentation and management of pregnancy complications through interactive teaching during small group discussions concerning patient cases. This curriculum utilizes resources chosen by education faculty, study questions, actual experience, and small group discussions in place of a traditional lecture-based format. In doing so, a goal of the curriculum is to

  17. The Parenting Questionnaire: An Inventory for Assessing Outcomes of Adlerian Parent Groups.

    Science.gov (United States)

    Tiffany, Jeanne; Tollefson, Nona

    This study field tests and evaluates the Parenting Questionnaire, an instrument designed to assess parental attitudes and behavior, based on the child-raising theories of Dreikurs and Dinkmeyer and the Adlerian model for parent study groups. Dreikurs and Adler stress the purposive nature of children's behavior or misbehavior, and teach parents to…

  18. Adherence to Treatment in a Behavioral Intervention Curriculum for Parents of Children with Autism Spectrum Disorder

    Science.gov (United States)

    Moore, Timothy R.; Symons, Frank J.

    2011-01-01

    Parents (N = 21) of children with autism spectrum disorders responded to a survey on adherence to skills instruction and problem behavior management strategies they had previously been observed to master in a standardized training curriculum based on the principles of applied behavior analysis. Survey items were guided by existing models of and…

  19. Separation and Relating in a Parent-Toddler Group Setting

    Science.gov (United States)

    Navridi, Evanthia; Navridis, Klimis; Midgley, Nick

    2012-01-01

    Parent-toddler groups constitute a primary intervention programme whose target is to support and encourage the parent-toddler relationship. Toddlerhood is a developmental period when major, crucial changes take place regarding how children function, as well as their relationship to their parents (especially to their mother). The present paper…

  20. Fuzzy classification of phantom parent groups in an animal model

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    Fikse Freddy

    2009-09-01

    Full Text Available Abstract Background Genetic evaluation models often include genetic groups to account for unequal genetic level of animals with unknown parentage. The definition of phantom parent groups usually includes a time component (e.g. years. Combining several time periods to ensure sufficiently large groups may create problems since all phantom parents in a group are considered contemporaries. Methods To avoid the downside of such distinct classification, a fuzzy logic approach is suggested. A phantom parent can be assigned to several genetic groups, with proportions between zero and one that sum to one. Rules were presented for assigning coefficients to the inverse of the relationship matrix for fuzzy-classified genetic groups. This approach was illustrated with simulated data from ten generations of mass selection. Observations and pedigree records were randomly deleted. Phantom parent groups were defined on the basis of gender and generation number. In one scenario, uncertainty about generation of birth was simulated for some animals with unknown parents. In the distinct classification, one of the two possible generations of birth was randomly chosen to assign phantom parents to genetic groups for animals with simulated uncertainty, whereas the phantom parents were assigned to both possible genetic groups in the fuzzy classification. Results The empirical prediction error variance (PEV was somewhat lower for fuzzy-classified genetic groups. The ranking of animals with unknown parents was more correct and less variable across replicates in comparison with distinct genetic groups. In another scenario, each phantom parent was assigned to three groups, one pertaining to its gender, and two pertaining to the first and last generation, with proportion depending on the (true generation of birth. Due to the lower number of groups, the empirical PEV of breeding values was smaller when genetic groups were fuzzy-classified. Conclusion Fuzzy

  1. SELF-HELP GROUPS FOR PARENTS WITH MENTALLY RETARDED CHILDREN

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    Vaska STANCHEVA-POPKOSTADINOVA

    1997-09-01

    Full Text Available This presentation concerns a group for parents of mentally retarded children.A group of these parents receives professional help and environmental support. The parents are encouraged to assume responsibility in the everyday life educational process of their children.As Baker / 1980 / states: “ If parents cope better on daily basis with the child who has mental retardation, not only the child but also the parents would benefit”.Taking part in the group gave the parents:· the opportunity to meet other parents with the same children;· to talk to other parents and feel less isolated;· to share information and experiences, skills and ideas;· the opportunity to listen to the needs and problems of other parents;· to change the ways of working to meet the child’s needs;· share information about the possibilities of education and services;· parents are encouraged to meet together to support one another;· parents need a special approach to many problems existing in their families.· the education in the group puts the beginning of the work with the parents.The idea is to gather the efforts of specialists from different fields and to establish multi-disciplinary group aiming to work with the parents and create a good collaboration and partnership between them in order to improve the living conditions and services to the retarded persons.This paper reports on the development, evaluation and dissemination of the program for education of parents with mentally retarded children. At the Symposium we will be able to present the results of the effectiveness of the education.

  2. Success Skills Curriculum for Teen Single Parents. Bulletin No. 96142.

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    Hendon, Sarah, Ed.; And Others

    This guide contains the materials required to teach a 36-hour program of competency-based instruction designed to meet the needs of teen single parents who require additional skill building before entering the job market or a job training program. The course is divided into 4 learning modules that cover 18 competencies as follows: taking…

  3. Facebook: The Use of Social Media to Engage Parents in a Preschool Obesity Prevention Curriculum.

    Science.gov (United States)

    Swindle, Taren M; Ward, Wendy L; Whiteside-Mansell, Leanne

    2018-01-01

    This study investigated the use of Facebook to deliver health-related education materials to augment a preschool classroom-based obesity prevention curriculum. Cross-sectional, mixed methods (descriptive and interviews). Head Start classrooms administered by 2 large agencies (1 rural and 1 urban). Convenience sample of parents in 13 classrooms (cohort 1, 3 classrooms; cohort 2, 10 classrooms). Delivery of nutrition education curriculum content using social media (Facebook). Qualitative interviews assessed barriers and facilitators to Facebook use. Parent views, likes, and comments were measured to reflect parent engagement with Facebook. Content analyses (qualitative data) and descriptive statistics (quantitative data). Family access (views) and interaction (comments and likes) with the posts varied based on type and content of posts. Rural families were more active. Barriers to parental Facebook engagement included a desire to see more posts from classroom teachers, lack of time, and misunderstanding about privacy protections. Facilitators of parental Facebook engagement included perceived utility of the content and social support. Facebook was found to be a feasible platform to provide nutrition education and facilitated varying levels of parental engagement. Lessons learned and implications for prevention and intervention programming are offered. Copyright © 2017 Society for Nutrition Education and Behavior. Published by Elsevier Inc. All rights reserved.

  4. Barriers to first time parent groups: A qualitative descriptive study.

    Science.gov (United States)

    Barrett, Norma; Hanna, Lisa; Fitzpatrick, Owen Vincent

    2018-06-19

    First-time parents' groups are offered to new parents in Australia to support their transition to parenthood. Not all parents avail of the service, some cease attendance, and fathers are under-represented. In the present descriptive, qualitative study, we examined first-time mothers' perspectives on the barriers to parental participation in the groups. Semi-structured interviews were conducted with a sample of eight first-time mothers in a regional city in Victoria, Australia. Interviews revealed groups were perceived as sites strongly reinforcing traditional social norms of parenting. From this central theme, six gendered subthemes emerged as barriers to attendance. Barriers to mothers included non-normative mothering narratives, such as experiencing stillbirth or having a disabled child, perceived dissonance in parenting ethos, and group size. Barriers to fathers, as perceived by mothers, included groups as female spaces, dads as a minority, and female gatekeeping. A multi-faceted approach is required to change the common perception that groups are for mothers only. Groups need to be more inclusive of different parenting experiences and philosophies. Segregated groups might better address the needs of both parents. Further research is required to capture fathers' perspectives. © 2018 John Wiley & Sons Australia, Ltd.

  5. Managing parental groups: personal impact of a group leadership course for child healthcare nurses.

    OpenAIRE

    Lefevre, Åsa; Lundqvist, Pia; Drevenhorn, Eva; Hallström, Inger

    2017-01-01

    AIMS AND OBJECTIVES: To investigate the experience and personal impact of a group leadership course for child healthcare nurses.BACKGROUND: During their child's first year, all parents in Sweden are invited to participate in parental groups within the child health service; however, only 49% choose to participate. Despite extensive experience, child healthcare nurses find managing parental groups challenging and express a need for training in group dynamics and group leadership.DESIGN: The stu...

  6. Examining Parents' Preferences for Group and Individual Parent Training for Children with ADHD Symptoms.

    Science.gov (United States)

    Wymbs, Frances A; Cunningham, Charles E; Chen, Yvonne; Rimas, Heather M; Deal, Ken; Waschbusch, Daniel A; Pelham, William E

    2016-01-01

    Parent training (PT) programs have been found to reduce some behavioral impairment associated with children's attention deficit hyperactivity disorder (ADHD) as well as improve parenting competence, but poor uptake and participation by parents are formidable barriers that affect service effectiveness. We used a discrete-choice experiment (DCE) to examine how parent preferences for treatment format (i.e., group vs. individual) might influence their participation in PT. Participants were 445 parents seeking mental health services for children with elevated symptoms of ADHD in Ontario, Canada. Parents completed a DCE composed of 30 choice tasks used to gauge PT format preference. Results showed that 58.7% of parents preferred individual PT; these parents were most interested in interventions that would make them feel more informed about their child's problems and in understanding-as opposed to solving-their child's problems. A minority of parents (19.4%) preferred group PT; these parents were most interested in active, skill-building services that would help them solve their child's problems. About one fifth of parents (21.9%) preferred the Minimal Information alternative (i.e., receiving neither individual or group PT); these parents reported the highest levels of depression and the most severe mental health problems in their child. Results highlight the importance of considering parent preferences for format and suggest that alternative formats to standard PT should be considered for multiply stressed families.

  7. Food Parenting Measurement Issues: Working Group Consensus Report

    OpenAIRE

    Hughes, Sheryl O.; Frankel, Leslie A.; Beltran, Alicia; Hodges, Eric; Hoerr, Sharon; Lumeng, Julie; Tovar, Alison; Kremers, Stef

    2013-01-01

    Childhood obesity is a growing problem. As more researchers become involved in the study of parenting influences on childhood obesity, there appears to be a lack of agreement regarding the most important parenting constructs of interest, definitions of those constructs, and measurement of those constructs in a consistent manner across studies. This article aims to summarize findings from a working group that convened specifically to discuss measurement issues related to parental influences on...

  8. Engaging Urban Parents of Early Adolescents in Parenting Interventions: Home Visits vs. Group Sessions.

    Science.gov (United States)

    Finigan-Carr, Nadine M; Copeland-Linder, Nikeea; Haynie, Denise L; Cheng, Tina L

    2014-01-01

    Interventions targeting parents of young children have shown effectiveness, but research is lacking about best practices for engaging parents of early adolescents. Low levels of enrollment and attendance in parenting interventions present major problems for researchers and clinicians. Effective and efficient ways to engage and collaborate with parents to strengthen parenting practices and to promote healthy development of early adolescents are needed. This exploratory mixed methods study examined the feasibility of three methods of engaging parents in positive parenting activities. Participants were parents of youth ages 11-13 enrolled in three urban, public middle schools in neighborhoods characterized by high rates of community violence. Families ( N = 144) were randomized into one of three interventions: six home sessions, two home sessions followed by four group sessions, or six group sessions. The majority of parents were single, non-Hispanic, African American mothers. Urban parents of middle school students were more likely to participate in home visits than in group sessions; offering a combination did not increase participation in the group sessions. As only 34% of those who consented participated in the intervention, qualitative data were examined to explain the reasons for non-participation.

  9. The Influence of Selected Leadership Variables on the Effectiveness of Curriculum Planning Groups.

    Science.gov (United States)

    Farrell, Glen Michael

    This study evaluated whether effectiveness in curriculum planning groups is raised by involving a professional adult educator as a nondirective, information giving group member, or by training group chairmen in discussion leadership skills. Group effectiveness was measured by member satisfaction with the group product, satisfaction with…

  10. Curriculum

    Directory of Open Access Journals (Sweden)

    Robi Kroflič

    1997-12-01

    Full Text Available Modern curriculum theories emphasize that if we understand the curriculum as a real core substance of education. We have to bear in mind, when planning the curriculum, the whole multitude of factors (curricula which have an influence on the educational impact. In the field of andragogy, we especially have to consider educational needs, and linking the strategies of instruction with those of learning. The best way of realizing this principle is the open strategy of planning the national curriculum and process-developmental strategy of planning with the microandragogic situation. This planning strategy is S1m1lar to the system-integration strategy and Jarvis's model of negotiated curriculum, which derive from the basic andragogic principle: that the interests and capacities of adults for education increase if we enable them to cooperate in the planning and production of the curriculum.

  11. Group psychotherapy for parents of patients with schizophrenia.

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    Gruber, Ema N; Kajević, Milka; Agius, Mark; Martić-Biocina, Sanja

    2006-11-01

    During a four-month period, the authors provided group psychotherapy combining psychodynamic, supportive and psycho-educational approaches. The aim was to investigate whether this approach would enable parents of patients with schizophrenia to re-establish their psychic balance and the balance of the whole family system by reducing high expressed emotion. The following tools were administered: a socio-cultural questionnaire, MMPI and PIE psychological tests and two questionnaires for group evaluation. The socio-cultural questionnaire showed that the group of parents is heterogeneous. MMPI profiles showed truthful answers and well organized thinking; there were no psychopathological symptoms. The PIE test showed increased dimensions of sociability and trust. The dimensions of fear, sorrow and anger were decreased. Combinations of primary emotions (marked sociability and high self-protection) show that the parents are cautious, responsible and tend to feel guilt. The parents evaluated the group work as interesting and helpful and the group as a place where the parents can overcome the stigma of the disease that affects them, get information, find help and friends and find a way out of their social isolation. This combined approach changes the emotional profile of parents, reduces high expressed emotions (fear, sorrow and anger) in parents and helps re-establish their psychic balance and the balance of the whole family system.

  12. Parent Group Training Programs in Juvenile Courts: A National Survey

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    Windell, James O.; Windell, Ellen A.

    1977-01-01

    This survey of juvenile courts across the country indicates that only one of five courts have a parent group program and few use procedures reported in the growing literature relating to changing the behavior of agressive children. (Author)

  13. Parent and adolescent effects of a universal group program for the parenting of adolescents.

    Science.gov (United States)

    Chu, Joanna Ting Wai; Bullen, Pat; Farruggia, Susan P; Dittman, Cassandra K; Sanders, Matthew R

    2015-05-01

    There is growing support for the large-scale implementation of parenting programs for the prevention of child behavior disorders and child maltreatment in younger children. However, there is only limited evidence on the efficacy of parenting programs in modifying risk and protective factors relating to adolescent behavior problems. This study examined the efficacy of Group Teen Triple P (GTTP), an eight-session parenting program specifically designed for parents of young adolescents. Seventy-two families with adolescents aged between 12 and 15 years were randomly assigned to either GTTP (n = 35) or a care as usual (CAU) control condition (n = 37). Compared to CAU parents, parents who received GTTP reported significant improvements in parenting practices, parenting confidence, the quality of family relationships, and fewer adolescent problem behaviors at post-intervention. Several of the parent-reported effects were corroborated by reports from adolescents, including decreases in parent-adolescent conflict and increases in parental monitoring. Adolescents whose parents participated in GTTP also reported significantly fewer behavioral problems than adolescents in the CAU condition. Many of these improvements were maintained at 6-month follow-up.

  14. Focus Groups to Reveal Parents' Needs for Prenatal Education

    OpenAIRE

    Dumas, Louise

    2002-01-01

    Focus group interviews are a useful qualitative research technique to obtain data from small groups about their opinions, attitudes, and/or feelings on a given subject. This particular technique has been used in Western Quebec in order to reveal the opinions, needs, and feelings of health professionals and future parents concerning prenatal education. As part of the region's priorities for 2002, all future parents in this part of the province were to be offered prenatal, government-paid, comm...

  15. The impact of group training about parenting styles on maternal attitudes toward parenting styles.

    Science.gov (United States)

    Zandiyeh, Zahra; Zare, Elaheh; Hedayati, Batool

    2015-01-01

    Parenting style is one of the most important and effective factors in training and growth of children and adolescents and the method that parents communicate with their children is an effective factor on family contact models. The aim of this study was to determine the impact of group training about parenting styles on maternal attitudes that were admitted to Isfahan Imam Ali (AS) health care center in 2013. This was an experimental study, which was conducted on a random sample of 25 mothers referred to this health care center. They were divided into two groups (experimental and control). The experimental group received five sessions of group training, and the control group received a booklet about parenting styles. The used tool in this study was the Bamerind Parenting Style Questionnaire that was completed by the mothers before and after the intervention and finally, their obtained scores were compared with each other. The results of the present study showed that the mean score of attitude toward easy-going style in test group was less than the control group after intervention (P = 0.045). The mean score of attitude toward authoritative style in the experimental group was less than control group after intervention (P = 0.037) and the mean score of attitude toward authoritative style in the experimental group was more than the control group after intervention (P = 0.011). Group training can be an appropriate method in changing maternal attitudes toward parenting styles.

  16. Managing parental groups: personal impact of a group leadership course for child healthcare nurses.

    Science.gov (United States)

    Lefèvre, Åsa; Lundqvist, Pia; Drevenhorn, Eva; Hallström, Inger

    2017-02-01

    To investigate the experience and personal impact of a group leadership course for child healthcare nurses. During their child's first year, all parents in Sweden are invited to participate in parental groups within the child health service; however, only 49% choose to participate. Despite extensive experience, child healthcare nurses find managing parental groups challenging and express a need for training in group dynamics and group leadership. The study was designed as a controlled study with a pretest/post-test design where the participants form their own control group. A group leadership course was given to 56 child healthcare nurses and evaluated in a pre- and postintervention questionnaire, a course evaluation and an interview with the course leaders. The child healthcare nurses felt their group leadership skills were strengthened and the majority (96%) felt that the course had changed their way of leading parental groups. They felt that the group leader role had been clarified and that they had obtained several new tools to use in their groups. Clarifying the role of group leader and adding knowledge about group leadership and dynamics seems to have increased the self-confidence for child healthcare nurses in group leadership. Improved confidence in group management might motivate the child healthcare nurses to further develop parental groups to attract the parents who currently choose not to participate. © 2016 John Wiley & Sons Ltd.

  17. The impact of group training about parenting styles on maternal attitudes toward parenting styles

    OpenAIRE

    Zandiyeh, Zahra; Zare, Elaheh; Hedayati, Batool

    2015-01-01

    Background: Parenting style is one of the most important and effective factors in training and growth of children and adolescents and the method that parents communicate with their children is an effective factor on family contact models. Objectives: The aim of this study was to determine the impact of group training about parenting styles on maternal attitudes that were admitted to Isfahan Imam Ali (AS) health care center in 2013. Materials and Methods: This was an experimental study, which ...

  18. Children of Mentally Ill Parents Participating in Preventive Support Groups: Parental Diagnoses and Child Risk

    NARCIS (Netherlands)

    Santvoort, F. van; Hosman, C.M.H.; Doesum, K.T.M. van; Janssens, J.M.A.M.

    2014-01-01

    In the Netherlands, preventive support groups are offered to children of mentally ill parents. Given the variety of parental diagnoses it might be questionable if offering a standardized program for all these children is the most effective response. While no overall knowledge exists about the type

  19. Parent-only Group Cognitive Behavioral Intervention for Children with Anxiety Disorders: A Control Group Study.

    Science.gov (United States)

    Salari, Elham; Shahrivar, Zahra; Mahmoudi-Gharaei, Javad; Shirazi, Elham; Sepasi, Mitra

    2018-04-01

    Parents play an important role in development and continuation of anxiety disorders in children. Yet the evidence on parent contribution in cognitive behavioral therapy (CBT) for childhood anxiety is limited. This open randomized trial examined the effectiveness of a parent-directed group CBT to manage children with anxiety disorders. Parents of 42 children aged 6-12 with primary anxiety disorders were allocated to a six, two-hour weekly intervention and a wait-list (WL) control. The Revised Children's Manifest Anxiety, Children's Depression Inventory, Strengths and Difficulties Questionnaire-Home Version, Depression-Anxiety-Stress Scale, Children Global Assessment Scale, and Global Relational Assessment of Functioning were used to assess children's and parents' functioning and emotional symptoms. Parents completed consumer satisfaction questionnaire. Parents in the CBT group reported significant improvement in their depressive symptoms (p=0.006) and the family functioning (p=0.04), as well as reduction in children's emotional symptoms (p=0.007). Clinician rating of children's functioning showed significant improvement in the CBT group(p=0.001). There was no significant difference in children rating of their anxiety within groups from pre- to post-intervention. Parents were satisfied mostly with the intervention. A brief parent-only CBT based intervention can be effective in the management of childhood anxiety.

  20. Effectiveness of a Group-Based Program for Parents of Children with Dyslexia

    Science.gov (United States)

    Multhauf, Bettina; Buschmann, Anke; Soellner, Renate

    2016-01-01

    Parents of children with dyslexia experience more parenting stress and depressive symptoms than other parents. The purpose of this study was to evaluate the effects of a cognitive-behavioral group-based program for parents of dyslexic children on parenting stress levels, parent-child homework interactions and parental competencies. 39 children…

  1. Food parenting measurement issues: working group consensus report.

    Science.gov (United States)

    Hughes, Sheryl O; Frankel, Leslie A; Beltran, Alicia; Hodges, Eric; Hoerr, Sharon; Lumeng, Julie; Tovar, Alison; Kremers, Stef

    2013-08-01

    Childhood obesity is a growing problem. As more researchers become involved in the study of parenting influences on childhood obesity, there appears to be a lack of agreement regarding the most important parenting constructs of interest, definitions of those constructs, and measurement of those constructs in a consistent manner across studies. This article aims to summarize findings from a working group that convened specifically to discuss measurement issues related to parental influences on childhood obesity. Six subgroups were formed to address key measurement issues. The conceptualization subgroup proposed to define and distinguish constructs of general parenting styles, feeding styles, and food parenting practices with the goal of understanding interrelating levels of parental influence on child eating behaviors. The observational subgroup identified the need to map constructs for use in coding direct observations and create observational measures that can capture the bidirectional effects of parent-child interactions. The self-regulation subgroup proposed an operational definition of child self-regulation of energy intake and suggested future measures of self-regulation across different stages of development. The translational/community involvement subgroup proposed the involvement of community in the development of surveys so that measures adequately reflect cultural understanding and practices of the community. The qualitative methods subgroup proposed qualitative methods as a way to better understand the breadth of food parenting practices and motivations for the use of such practices. The longitudinal subgroup stressed the importance of food parenting measures sensitive to change for use in longitudinal studies. In the creation of new measures, it is important to consider cultural sensitivity and context-specific food parenting domains. Moderating variables such as child temperament and child food preferences should be considered in models.

  2. Parents' experiences of parental groups in Swedish child health-care: Do they get what they want?

    Science.gov (United States)

    Lefèvre, Åsa; Lundqvist, Pia; Drevenhorn, Eva; Hallström, Inger

    2016-03-01

    Almost all parents in Sweden are invited to parental groups organized by the child health service (CHS) during their child's first year, but only 40% chose to attend. The aim of this study was to describe parents' experiences of participating in these parental groups. A total of 143 parents from 71 different parental groups at 27 child health-care (CHC) centres in one Swedish county completed an online questionnaire. A majority of the parents found the parental groups to be meaningful and more than 60% met someone in the group who they socialized with outside the meetings. Parents wanted a greater focus on child-related community information, existential questions, relationships and parenting in general. Group leadership seems to be of significance to how parents in a group connect and whether the parental role is affected. Making CHC nurses more aware of the topics parents desire could help them meet parents' needs. Education and training in group dynamics and group leadership could be of value in further improving the high-quality service CHC nurses already offer parents. More knowledge is needed about what would attract those parents who do not participate. © The Author(s) 2014.

  3. Computer-mediated support group intervention for parents.

    Science.gov (United States)

    Bragadóttir, Helga

    2008-01-01

    The purpose of this study was to evaluate the feasibility of a computer-mediated support group (CMSG) intervention for parents whose children had been diagnosed with cancer. An evaluative one-group, before-and-after research design. A CMSG, an unstructured listserve group where participants used their E-mail for communication, was conducted over a 4-month period. Participation in the CMSG was offered to parents in Iceland whose children had completed cancer treatment in the past 5 years. Outcome measures were done: before the intervention (Time 1), after 2 months of intervention (Time 2) and after 4 months of intervention (Time 3) when the project ended. Measures included: demographic and background variables; health related vulnerability factors of parents: anxiety, depression, somatization, and stress; perceived mutual support; and use of the CMSG. Data were collected from November 2002 to June 2003. Twenty-one of 58 eligible parents participated in the study, with 71% retention rate for both post-tests. Mothers' depression decreased significantly from Time 2 to Time 3 (pcomputer technology for support is particularly useful for dispersed populations and groups that have restrictions on their time. Computer-mediated support groups have been shown to be a valuable addition to, or substitute for, a traditional face-to-face mutual support group and might suit both genders equally.

  4. Group therapy for selective mutism - a parents' and children's treatment group.

    Science.gov (United States)

    Sharkey, Louise; Mc Nicholas, Fiona; Barry, Edwina; Begley, Maire; Ahern, Sinead

    2008-12-01

    To evaluate the feasibility and effectiveness of group therapy for children with selective mutism and their parents. Five children (mean age 6.1 years) with a diagnosis of selective mutism were administered group therapy over an 8-week period. Parents simultaneously attended a second group, aimed at providing education and advice on managing selective mutism in everyday situations, and in the school environment. At post-treatment, all children increased their level of confident speaking in school, clinic and community settings. Parents indicated a reduction in their own anxiety levels, from pre- to post-treatment on self-rating scales. Findings support the feasibility and effectiveness of group therapy for children with selective mutism and their parents.

  5. Individual and group based parenting programmes for improving psychosocial outcomes for teenage parents and their children

    Science.gov (United States)

    Barlow, Jane; Smailagic, Nadja; Bennett, Cathy; Huband, Nick; Jones, Hannah; Coren, Esther

    2014-01-01

    Background Parenting programmes are a potentially important means of supporting teenage parents and improving outcomes for their children, and parenting support is a priority across most Western countries. This review updates the previous version published in 2001. Objectives To examine the effectiveness of parenting programmes in improving psychosocial outcomes for teenage parents and developmental outcomes in their children. Search methods We searched to find new studies for this updated review in January 2008 and May 2010 in CENTRAL, MEDLINE, EMBASE, ASSIA, CINAHL, DARE, ERIC, PsycINFO, Sociological Abstracts and Social Science Citation Index. The National Research Register (NRR) was last searched in May 2005 and UK Clinical Research Network Portfolio Database in May 2010. Selection criteria Randomised controlled trials assessing short-term parenting interventions aimed specifically at teenage parents and a control group (no-treatment, waiting list or treatment-as-usual). Data collection and analysis We assessed the risk of bias in each study. We standardised the treatment effect for each outcome in each study by dividing the mean difference in post-intervention scores between the intervention and control groups by the pooled standard deviation. Main results We included eight studies with 513 participants, providing a total of 47 comparisons of outcome between intervention and control conditions. Nineteen comparisons were statistically significant, all favouring the intervention group. We conducted nine meta-analyses using data from four studies in total (each meta-analysis included data from two studies). Four meta-analyses showed statistically significant findings favouring the intervention group for the following outcomes: parent responsiveness to the child post-intervention (SMD −0.91, 95% CI −1.52 to −0.30, P = 0.04); infant responsiveness to mother at follow-up (SMD −0.65, 95% CI −1.25 to −0.06, P = 0.03); and an overall measure of parent

  6. The Linear Algebra Curriculum Study Group Recommendations for the First Course in Linear Algebra.

    Science.gov (United States)

    Carlson, David; And Others

    1993-01-01

    Presents five recommendations of the Linear Algebra Curriculum Study Group: (1) The syllabus must respond to the client disciplines; (2) The first course should be matrix oriented; (3) Faculty should consider the needs and interests of students; (4) Faculty should use technology; and (5) At least one follow-up course should be required. Provides a…

  7. More than teacher directed or child initiated: Preschool curriculum type, parent involvement, and children's outcomes in the child-parent centers.

    Directory of Open Access Journals (Sweden)

    Elizabeth Graue

    2004-12-01

    Full Text Available This study investigated the contributions of curriculum approach and parent involvement to the short- and long-term effects of preschool participation in the Title I Chicago Child-Parent Centers. Data came from the complete cohort of 989 low-income children (93% African American in the Chicago Longitudinal Study, who attended preschool in the 20 Child-Parent Centers in 1983-1985 and kindergarten in 1985-1986. We found that implementation of an instructional approach rated high by Head Teachers in teacher-directed and child-initiated activities was most consistently associated with children’s outcomes, including school readiness at kindergarten entry, reading achievement in third and eighth grades, and avoidance of grade retention. Parent involvement in school activities, as rated by teachers and by parents, was independently associated with child outcomes from school readiness at kindergarten entry to eighth grade reading achievement and grade retention above and beyond the influence of curriculum approach. Findings indicate that instructional approaches that blend a teacher-directed focus with child-initiated activities and parental school involvement are origins of the long-term effects of participation in the Child-Parent Centers.

  8. The Impact of Gestalt Group Psychotherapy on Parents' Perceptions of Children Identified as Problematic.

    Science.gov (United States)

    Little, Linda F.

    Gestalt therapy respects parents' perceptions of their children and does not attempt to train parents to become therapists for their children. To examine the impact of Gestalt group psychotherapy on parents' perceptions of children identified as problematic, an experimental group of 10 parents participated in 10 2-hour Gestalt sessions. A group of…

  9. [Prevention groups for school-age children of mentally ill parents ("Auryn Groups")].

    Science.gov (United States)

    Dierks, H

    2001-09-01

    Children of psychiatrically ill parents have a high risk themselves to develop a psychiatric illness in adulthood. Prevention aims at strengthening the resilience of these children and reducing psychosocial risk factors. This article found and describes a theoretical concept of prevention groups for children in schoolage (7-16 years) whose parents are psychiatrically ill. First practical experiences are depicted. The Hamburgian model of prevention works with closed and temporary limited groups of children as well as with the parents. It is based on supporting the children's existing coping strategies and the children are encouraged to exchange their individual experiences of the relationships within their families. One conclusion was, that the main thematic emphasis varied considerably depending on the age of the children.

  10. Parenting Predictors of Early-Adolescents' Health Behaviors: Simultaneous Group Comparisons across Sex and Ethnic Groups

    Science.gov (United States)

    Windle, Michael; Brener, Nancy; Cuccaro, Paula; Dittus, Patricia; Kanouse, David E.; Murray, Nancy; Wallander, Jan; Schuster, Mark A.

    2010-01-01

    The purpose of this study was to evaluate the invariance of predictive relations across early-adolescent sex and ethnic groups regarding parenting factors and externalizing and internalizing problems and victimization. Data (n = 598; 54% female) from a triethnic (Hispanic, non-Hispanic white, and non-Hispanic black) probability sample of fifth…

  11. Effectiveness of Group Positive Parenting Program (Triple P) in Changing Child Behavior, Parenting Style, and Parental Adjustment: An Intervention Study in Japan

    Science.gov (United States)

    Fujiwara, Takeo; Kato, Noriko; Sanders, Matthew R.

    2011-01-01

    The purpose of this study is to investigate the effectiveness of a group-based family intervention program known as the Group Positive Parenting Program (Triple P), with families in Japan. Reductions in children's behavioral problems, changes in dysfunctional parenting practices, and affects on parenting adjustment were examined. Participants of…

  12. A model parent group for enhancing aggressive children's social competence in Taiwan.

    Science.gov (United States)

    Li, Ming-Hui

    2009-07-01

    This paper presents a semi-structured psychoeducational model of group work for parents of aggressive children based on concepts of co-parenting and bidirectionality. The group was developed for enhancing five Taiwanese aggressive children's social competence by promoting positive interactions within family. Topics covered in the group included identifying parenting styles, forming parental alliances, fostering parent-child mutual initiations/mutual compliances, establishing parent-child co-regulation, and responding to aggressive children's negative emotions. Pre- and post-group comparisons suggested the effectiveness of the group model.

  13. Balancing Work and Family. A Working Curriculum To Assist Vocational Parent and Family Educators in Designing and Delivering Employer-Sponsored Work and Family Seminars.

    Science.gov (United States)

    Burns, Mary Dooley; And Others

    This curriculum guide was developed to help vocational teachers and family educators to design and deliver employer-sponsored seminars for employees as well as community-based adult education programs. The curriculum is intended to help working parents improve their ability to meet their personal wants and needs as well as the demands of their…

  14. Family and School Influences on Youths' Behavioral and Academic Outcomes: Cross-Level Interactions between Parental Monitoring and Character Development Curriculum.

    Science.gov (United States)

    Top, Namik; Liew, Jeffrey; Luo, Wen

    2017-01-01

    The authors examined the joint (interactive) roles of the Second Step curriculum (a validated social-emotional learning and bullying prevention program; Committee for Children, Seattle, WA) and parenting practices on students' behavioral and academic outcomes in Grades 5-8. Participants were 763 parents and their children from 22 schools (8 control and 14 treatment). A 2-level random coefficient model was conducted to assess the effect of parental monitoring on school outcomes, as well as the interaction between character development curriculum and parental monitoring. Results indicated that parental monitoring was a significant predictor of school behaviors and school grades. Furthermore, the Second Step curriculum moderated the relationship between parental monitoring and problem behaviors, prosocial behaviors, and grades at school. Specifically, in schools without the Second Step curriculum parental monitoring predicted higher school grades but had no impact on students' school behaviors. By contrast, in schools with the Second Step curriculum, parental monitoring predicted fewer problem behaviors as well as more prosocial behaviors. The study results highlight the joint influences of the family and the school in children's behavioral and academic trajectories. Results have implications for education and intervention, including improving the school climate, student behaviors, and learning or achievement.

  15. A media literacy nutrition education curriculum for head start parents about the effects of television advertising on their children's food requests.

    Science.gov (United States)

    Hindin, Toby J; Contento, Isobel R; Gussow, Joan Dye

    2004-02-01

    To evaluate whether a media literacy nutrition education curriculum about the effects of television advertising on children's food choices influenced the behavior, attitudes, and knowledge of Head Start parents. Participants were a convenience sample of 35 parents from Head Start programs. This study used a pretest-posttest, comparison condition-intervention condition design. The 35 parents participated in both a four-week food safety curriculum (to serve as an educational placebo, comparison condition) that was followed immediately by a four-week media literacy nutrition education curriculum (intervention condition). Evaluation measures included parents' understanding of the persuasive techniques of commercials; ability to distinguish between truths and claims in advertising; and outcome expectations, values, self-efficacy, and behaviors in relation to talking about television advertisements with children while co-viewing or in response to purchase requests in the grocery store. Paired t tests, analysis of covariance, and chi(2) analyses were used. The media literacy nutrition education intervention curriculum had significant effects in terms of Head Start parents' understanding television advertising (Padvertisements (PTV mediation behaviors (P<.001), and understanding of, and ability to read, food labels (P<.001). Results suggest that a media literacy nutrition education curriculum can be easily conducted by dietitians. Dietitians can modify the curriculum to teach parents how to critically analyze many other forms of media (supermarket magazines, brochures, newspapers, Web sites) that sell nutrition misinformation to the public.

  16. Parents' experiences of being in the Solihull Approach parenting group, 'Understanding Your Child's Behaviour': an interpretative phenomenological analysis.

    Science.gov (United States)

    Vella, L R; Butterworth, R E; Johnson, R; Law, G Urquhart

    2015-11-01

    Empirical evidence suggests that the Solihull Approach parenting group, 'Understanding Your Child's Behaviour' (UYCB), can improve child behaviour and parental well-being. However, little is known about parents' in-depth experience of participating in the UYCB programme. This study provides an in-depth qualitative evaluation of UYCB, focussing on possible moderating factors and mechanisms of change that may inform programme development. Ten parents (eight mothers and two fathers), recruited from seven UYCB groups across two locations, were interviewed within 7 weeks of completing the group and again 10 months later. Data were analysed using interpretative phenomenological analysis. Four themes were identified: 'Two Tiers of Satisfaction', 'Development as a Parent', 'Improved Self-belief' and 'The "Matthew Effect"'. In summary, the majority of parents were immensely satisfied at both completion and follow-up: they valued an experience of containment and social support and perceived improvement in specific child difficulties, their experience of parenting, their confidence and their coping. Most parents appeared to have developed more reflective and empathic parenting styles, with self-reported improved behaviour management. Theoretical material was well received, although some struggled with technical language. Positive outcomes appeared to be maintained, even reinforced, at follow-up, and were associated with having few initial child difficulties, perceiving improvement at completion and persevering with the recommendations. Two participants, whose children had the most severe difficulties, perceived deterioration and felt that the group was insufficient for their level of difficulties. Through in-depth analysis of parental experiences, UYCB appears to achieve its aims and communicate well its theoretical principles, although change may also occur through processes common to other group programmes (e.g. social support). Recommendations, stemming from the

  17. From thought to action: young parents' reasons for participation in parenting support groups at child welfare centers.

    Science.gov (United States)

    Hjelte, Jan; Sjöberg, Magdalena; Westerberg, Kristina; Hyvönen, Ulf

    2015-01-01

    In this article the focus is on young parents' engagement process in relation to participation in parenting support groups carried out at child welfare centers. This qualitative study focuses not only on young parents' reasons for participating or not participating in parenting support groups during different phases in their engagement process, but also on examining the circumstances that may contribute to such changes. The results show that these reasons can be divided into four categories: the staff, other participants, the social network, and practical circumstances. It also appears that these reasons change between different phases of their engagement process. Primarily three different circumstances contributed to variation in parents' reasons: difficulty in predicting the value of participation, increased closeness in relationships with staff and other parents, and the specific life phase in which young parents find themselves. The results have important implications for policy makers and practitioners in their work in formulating and updating parenting support; they also indicate what may be important to focus on in the recruitment of young parents, and also what may be crucial in regard to them completing their engagement in parent support groups.

  18. Parental Homework Completion and Treatment Knowledge during Group Parent-Child Interaction Therapy

    Science.gov (United States)

    Ros, Rosmary; Graziano, Paulo A.; Hart, Katie C.

    2017-01-01

    The purpose of this study was to examine how parental homework completion, session attendance, and treatment knowledge influenced parenting practices and confidence in using learned skills during behavioral parent training (BPT). Parents of 54 preschoolers (M[subscript age] = 5.07, 82% Hispanic/Latino) with externalizing behavior problems…

  19. The value of evaluating parenting groups: a new researcher's perspective on methods and results.

    Science.gov (United States)

    Cabral, Judy

    2013-06-01

    The aim of this research project was to evaluate the impact of the Solihull Approach Understanding Your Child's Behaviour (UYCB) parenting groups on the participants' parenting practice and their reported behaviour of their children. Validated tools that met both the Solihull Child and Adolescent Mental Health Service (CAMHS) and academic requirements were used to establish what changes, if any, in parenting practice and children's behaviour (as perceived by the parent) occur following attendance of a UYCB parenting group. Independent evidence of the efficacy of the Solihull Approach UYCB programme was collated. Results indicated significant increases in self-esteem and parenting sense of competence; improvement in the parental locus of control; a decrease in hyperactivity and conduct problems and an increase in pro-social behaviour, as measured by the 'Strength and Difficulties' questionnaire. The qualitative and quantitative findings corroborated each other, demonstrating the impact and effectiveness of the programme and supporting anecdotal feedback on the success of UYCB parenting groups.

  20. Food parenting measurement issues: Working group consensus report

    Science.gov (United States)

    Childhood obesity is a growing problem. As more researchers become involved in the study of parenting influences on childhood obesity, there appears to be a lack of agreement regarding the most important parenting constructs of interest, definitions of those constructs, and measurement of those cons...

  1. Examining Parents’ Preferences for Group and Individual Parent Training For Children with ADHD Symptoms

    Science.gov (United States)

    Wymbs, Frances A.; Cunningham, Charles E.; Chen, Yvonne; Rimas, Heather M.; Deal, Ken; Waschbusch, Daniel A.; Pelham, William E.

    2015-01-01

    Parent training (PT) programs have been found to reduce some behavioral impairment associated with children’s attention deficit hyperactivity disorder (ADHD) as well as improve parenting competence, but poor uptake and participation by parents are formidable barriers that affect service effectiveness. We used a discrete choice experiment (DCE) to examine how parent preferences for treatment format (i.e. group versus individual) might influence their participation in PT. Participants were 445 parents seeking mental health services for children with elevated symptoms of ADHD in Ontario, Canada. Parents completed a discrete-choice experiment (DCE) composed of 30 choice tasks used to gauge PT format preference. Results showed that 58.7% of parents preferred individual PT; these parents were most interested in interventions that would make them feel more informed about their child’s problems and in understanding—as opposed to solving—their child’s problems. A minority of parents (19.4 %) preferred group PT; these parents were most interested in active, skill-building services that would help them solve their child’s problems. About one-fifth of parents (21.9 %) preferred the Minimal Information alternative (i.e. receiving neither individual or group PT); these parents reported the highest levels of depression and the most severe mental health problems in their child. Results highlight the importance of considering parent preferences for format, and suggest that alternative formats to standard PT should be considered for multiply stressed families. PMID:25700219

  2. Lost in translation: a focus group study of parents' and adolescents' interpretations of underage drinking and parental supply.

    Science.gov (United States)

    Jones, Sandra C; Andrews, Kelly; Berry, Nina

    2016-07-13

    Reductions in underage drinking will only come about from changes in the social and cultural environment. Despite decades of messages discouraging parental supply, parents perceive social norms supportive of allowing children to consume alcohol in 'safe' environments. Twelve focus groups conducted in a regional community in NSW, Australia; four with parents of teenagers (n = 27; 70 % female) and eight with adolescents (n = 47; 55 % female). Participants were recruited using local media. Groups explored knowledge and attitudes and around alcohol consumption by, and parental supply of alcohol to, underage teenagers; and discussed materials from previous campaigns targeting adolescents and parents. Parents and adolescents perceived teen drinking to be a common behaviour within the community, but applied moral judgements to these behaviours. Younger adolescents expressed more negative views of teen drinkers and parents who supply alcohol than older adolescents. Adolescents and parents perceived those who 'provide alcohol' (other families) as bad parents, and those who 'teach responsible drinking' (themselves) as good people. Both groups expressed a preference for high-fear, victim-blaming messages that targeted 'those people' whose behaviours are problematic. In developing and testing interventions to address underage drinking, it is essential to ensure the target audience perceive themselves to be the target audience. If we do not have a shared understanding of underage 'drinking' and parental 'provision', such messages will continue to be perceived by parents who are trying to do the 'right' thing as targeting a different behaviour and tacitly supporting their decision to provide their children with alcohol.

  3. Novel Emergency Medicine Curriculum Utilizing Self-Directed Learning and the Flipped Classroom Method: Gastrointestinal Emergencies Small Group Module

    Directory of Open Access Journals (Sweden)

    Andrew King

    2017-01-01

    Full Text Available Audience and type of curriculum: This curriculum created and implemented at The Ohio State University Wexner Medical Center was designed to educate our emergency medicine (EM residents, PGY-1 to PGY-3, as well as medical students and attending physicians. Introduction/Background: Gastrointestinal (GI emergencies comprise approximately 12% of emergency department (ED visits.1 Residents must be proficient in the differential diagnosis and management of the wide variety of GI emergencies. The flipped classroom curricular model emphasizes self-directed learning activities completed by learners, followed by small group discussions pertaining to the topic reviewed. The active learning fostered by this curriculum increases faculty and learner engagement and interaction time typically absent in traditional lecture-based formats.2-4 Studies have revealed that the application of knowledge through case studies, personal interaction with content experts, and integrated questions are effective learning strategies for emergency medicine residents.4-6 The Ohio State University EM Residency didactic curriculum recently transitioned to a “flipped classroom” approach.7-10 We created this innovative curriculum aimed to improve our residency education program and to share educational resources with other EM residency programs. This proposed curriculum utilizes an 18-month curricular cycle. The flipped classroom curriculum maximizes didactic time and resident engagement, fosters intellectual curiosity and active learning, and meets the needs of today’s learners. 3,6,11 Objectives: We aim to teach the presentation and management of GI emergencies through the creation of a flipped classroom design. This unique, innovative curriculum utilizes resources chosen by education faculty and resident learners, study questions, real-life experiences, and small group discussions in place of traditional lectures. In doing so, a goal of the curriculum is to encourage self

  4. Parenting capacity assessment for the court in a multifamily group setting

    Directory of Open Access Journals (Sweden)

    Roberta Di Pasquale

    2016-11-01

    Full Text Available Parenting capacity assessment in court evaluations is a particularly complex task, given that it is necessary to consider the vast array of distinct and interrelated aspects and abilities which represent parenting, as well as the elevated number of contextual levels that influence parenting quality. The perspective we want to introduce regards the potentiality of the multifamily group as the elective observational setting in parenting capacity assessment.

  5. Comparing Web, Group and Telehealth Formats of a Military Parenting Program

    Science.gov (United States)

    2016-06-01

    materials are available upon request: • Online questionnaire for baseline data collection (9 pages) • Online parent survey for time point 1 (69 pages...web-based parenting intervention for military families with school-aged children, we expect to strengthen parenting practices in families and...AWARD NUMBER: W81XWH-14-1-0143 TITLE: Comparing Web, Group and Telehealth Formats of a Military Parenting Program PRINCIPAL INVESTIGATOR

  6. Lesson Learned from Leading an Anger Management Group Using the "Seeing Red" Curriculum within an Elementary School

    Science.gov (United States)

    Sportsman, Emily L.; Carlson, John S.; Guthrie, Kelly M.

    2010-01-01

    Four fourth-grade boys participated in an anger management group using "Seeing Red: An Anger Management and Peacemaking Curriculum for Kids" facilitated by a school psychology intern and her supervisor (J. Simmonds, 2003). The group met for 30 min weekly for a total of 14 sessions. Lessons consisted of practicing skills and strategies related to…

  7. Parenting Stress through the Lens of Different Clinical Groups: a Systematic Review & Meta-Analysis

    Science.gov (United States)

    Mendez, Lucybel; Graziano, Paulo A.; Bagner, Daniel M.

    2017-01-01

    Research has demonstrated an association between parenting stress and child behavior problems, and suggested levels of parenting stress are higher among parents of children at risk for behavior problems, such as those with autism and developmental delay (ASD/DD). The goal of the present study was to conduct a systematic review of parenting stress and child behavior problems among different clinical groups (i.e., ASD/DD, chronic illness, with or at-risk for behavioral and/or mood disorders). We also examined demographic and methodological variables as moderators and differences in overall levels of parenting stress between the clinical groups. This systematic review documents a link between parenting stress and child behavior problems with an emphasis on externalizing behavior. One-hundred thirty-three studies were included for quantitative analysis. Parenting stress was more strongly related to child externalizing (weighted ES r = 0.57, d = 1.39) than internalizing (weighted ES r = 0.37, d = 0.79) problems. Moderation analyses indicated that the association between parenting stress and behavior problems was stronger among studies which had mostly male and clinic-recruited samples. Overall, parenting stress levels were higher for parents of children with ASD/DD compared to parents of children from other clinical groups. Findings document the association between parenting stress and child behavior problems and highlight the importance of assessing parenting stress as part of routine care and throughout behavioral intervention programs, especially for groups of children at high risk for behavior problems, such as children with ASD/DD, in order to identify support for both the parent(s) and child. PMID:28555335

  8. Novel Emergency Medicine Curriculum Utilizing Self-Directed Learning and the Flipped Classroom Method: Genitourinary Emergencies Small Group Module

    Directory of Open Access Journals (Sweden)

    Andrew King

    2017-07-01

    Full Text Available Audience: This curriculum, created and implemented at The Ohio State University Wexner Medical Center, was designed to educate our emergency medicine (EM residents, PGY-1 to PGY-3, as well as medical students. Introduction: In 2013, there were over 6 million Emergency Department visits in the United States which resulted in a primary diagnosis of the genitourinary system. This represents 5.2% of all Emergency Department visits.1 Residents must be proficient in the differential diagnosis and management of the wide variety of genitourinary emergencies. This flipped classroom curricular model emphasizes self-directed learning activities completed by learners, followed by small group discussions pertaining to the topic reviewed. The active learning fostered by this curriculum increases faculty and learner engagement and interaction time typically absent in traditional lecture-based formats.2-4 Studies have revealed that the application of knowledge through case studies, personal interaction with content experts, and integrated questions are effective learning strategies for emergency medicine residents.4-6 The Ohio State University Wexner Medical Center EM Residency didactic curriculum recently transitioned to a “flipped classroom” approach.7-10 We created this innovative curriculum aimed to improve our residency education program and to share educational resources with other EM residency programs. Our curriculum utilizes an 18-month curricular cycle to cover the defined emergency medicine content. The flipped classroom curriculum maximizes didactic time and resident engagement, fosters intellectual curiosity and active learning, and meets the needs of today’s learners. 3,6,11 Objectives: We aim to teach the presentation and management of genitourinary emergencies through the creation of a flipped classroom design. This unique, innovative curriculum utilizes resources chosen by education faculty and resident learners, study questions, real

  9. Novel Emergency Medicine Curriculum Utilizing Self-Directed Learning and the Flipped Classroom Method: Psychiatric Emergencies Small Group Module

    Directory of Open Access Journals (Sweden)

    Andrew King

    2017-07-01

    Full Text Available Audience: This curriculum created and implemented at The Ohio State University Wexner Medical Center was designed to educate our emergency medicine (EM residents, PGY-1 to PGY-3, as well as medical students and attending physicians. Introduction: In 2007, there were 12 million adult Emergency Department visits for mental health and substance abuse complaints. This represents 12.5% of all adult emergency department visits.1 Residents must be proficient in the differential diagnosis and management of the wide variety of psychiatric emergencies. The flipped classroom curricular model emphasizes self-directed learning activities completed by learners, followed by small group discussions pertaining to the topic reviewed. The active learning fostered by this curriculum increases faculty and learner engagement and interaction time typically absent in traditional lecture-based formats.2-4 Studies have revealed that the application of knowledge through case studies, personal interaction with content experts, and integrated questions are effective learning strategies for emergency medicine residents.4-6 The Ohio State University EM Residency didactic curriculum recently transitioned to a “flipped classroom” approach.7-10 We created this innovative curriculum aimed to improve our residency education program and to share educational resources with other EM residency programs. Our curriculum utilizes an 18-month curricular cycle to cover the defined emergency medicine content. The flipped classroom curriculum maximizes didactic time and resident engagement, fosters intellectual curiosity and active learning, and meets the needs of today’s learners. 3,6,11 Objectives: We aim to teach the presentation and management of psychiatric emergencies through the creation of a flipped classroom design. This unique, innovative curriculum utilizes resources chosen by education faculty and resident learners, study questions, real-life experiences, and small group

  10. [Co-ordinate groups: reflexion in the light of the National Curriculum Guidings of the Nursing Graduation Course].

    Science.gov (United States)

    Munari, Denise Bouttelet; Fernandes, Carla Natalina da Silva

    2004-04-01

    The goal of this reflexion is to discuss about the necessary nurse characteristics as group co-ordinater and analyse, in the New National Curriculum Guidings of the Nursing Graduation Course, aspects that are necessary in this specific knowledge. For this, we base on the specific literature about the subject and in the official document of MEC about the Curriculum Guidings. It was possible to identify many points where this knowledge seams necessary to the development of the nurse abilities and competences in the management of people, groups and teams, even so signalize some indicators to make stronger the professional formation in this direction.

  11. With or without the group: Swedish midwives' and child healthcare nurses' experiences in leading parent education groups.

    Science.gov (United States)

    Forslund Frykedal, Karin; Rosander, Michael; Berlin, Anita; Barimani, Mia

    2016-12-01

    The aim of the study was to describe and to understand midwives' and child healthcare nurses' experiences of working with parent education groups through their descriptions of the role and what they find rewarding and challenging in that work. Data were collected through three open-ended questions from a web survey: 'How do you refer to your role when working in parent education?', 'What is the biggest challenge or difficulty for you when working in parent education?' and 'What is most rewarding when working in parent education?' The answers were analysed by using qualitative content analysis and correlation analysis. The results show that the midwives and child healthcare nurses either included or excluded the group when describing their role as leaders and their influence on parents. The same applies to what they found rewarding and what was difficult and challenging for them in working with the groups. Primarily, the leaders who excluded the group expressed a lack of competence on a professional level in managing groups and using the right teaching methods to process the knowledge content. One important question to deal with is how to best support midwives and nurses in child healthcare to be prepared for working with parent education groups. One obvious thing is to provide specialized training in an educational sense. An important aspect could also be providing supervision, individually or in groups. © The Author 2015. Published by Oxford University Press. All rights reserved. For Permissions, please email: journals.permissions@oup.com.

  12. Support Group for Parents Coping with Children with Type 1 Diabetes.

    Science.gov (United States)

    Pate, Tanja; Rutar, Miha; Battelino, Tadej; Drobnič Radobuljac, Maja; Bratina, Nataša

    2015-06-01

    Type 1 diabetes is one of the most common chronic diseases in childhood. Active parental involvement, parental support in the diabetes management and family functioning are associated with optimal diabetes management and glycemic control. The purpose of this study was to assess parental satisfaction with participation in the group and their perceptions of the impact of the intervention on living and coping with childrens T1D. A sample of 34 parents of children with T1D participated in this trend study. The participants' experience and satisfaction with support group was measured by a self- evaluation questionnaire, designed for the purpose of the present study. Quantitative data show that parents were overall satisfied with almost all measured items of the evaluation questionnaire (wellbeing in the group, feeling secure, experiencing new things, being able to talk and feeling being heard) during the 4-year period. However, parents from the second and third season, on average, found that the support group has better fulfilled their expectations than the parents from the first season (p = 0,010). The qualitative analysis of the participants' responses to the open-ended questions was underpinned by four themes: support when confronting the diagnosis, transformation of the family dynamics, me as a parent, exchange of experience and good practice and facing the world outside the family. The presented parent support group showed to be a promising supportive, therapeutic and psychoeducative space where parents could strengthen their role in the upbringing of their child with T1D.

  13. Learning from the Experts: A Thematic Analysis of Parent's Experiences of Attending a Therapeutic Group for Parents of Children with Learning Disabilities and Challenging Behaviour

    Science.gov (United States)

    Thompson-Janes, Emily; Brice, Samuel; McElroy, Rebecca; Abbott, Jennie; Ball, June

    2016-01-01

    The Confident Parenting group is a therapeutic group for parents of children with learning disabilities and challenging behaviour, which is informed by the principles of behavioural theory and acceptance and commitment therapy. Parent's experiences of the group were elicited through participation in a large focus group which followed a…

  14. Reliability of the Emotion-Related Parenting Styles Scale across Gender and Parent Status Groups

    Science.gov (United States)

    Dunstan, Debra A.; Anderson, Donnah L.; Marks, Anthony D. G.

    2015-01-01

    Research Findings: Emotional and social competence are critical to a child's current and future well-being. A. D. Paterson et al. (2012) studied a sample of mothers and proposed that an adult's approach to the socialization of a child's emotions can be summarized in his or her parenting style as measured by the Emotion-Related Parenting Styles…

  15. Parenting Behavior, Quality of the Parent-Adolescent Relationship, and Adolescent Functioning in Four Ethnic Groups

    Science.gov (United States)

    Wissink, Inge B.; Dekovic, Maja; Meijer, Anne Marie

    2006-01-01

    The cross-ethnic similarity in the pattern of associations among parenting behavior (support and authoritative and restrictive control), the quality of the parent-adolescent relationship (disclosure and positive and negative quality), and several developmental outcomes (aggressive behavior, delinquent behavior, and global self-esteem) was tested.…

  16. Children of mentally ill parents-a pilot study of a group intervention program.

    Science.gov (United States)

    Christiansen, Hanna; Anding, Jana; Schrott, Bastian; Röhrle, Bernd

    2015-01-01

    The transgenerational transmission of mental disorders is one of the most prominent risk factors for the development of psychological disorders. Children of mentally ill parents are a vulnerable high risk group with overall impaired development and high rates of psychological disorders. To date there are only a few evidence based intervention programs for this group overall and hardly any in Germany. We translated the evidence based Family Talk Intervention by Beardslee (2009) and adapted it for groups. First results of this pilot study are presented. This investigation evaluates a preventive group intervention for children of mentally ill parents. In a quasi-experimental design three groups are compared: an intervention group (Family Talk Intervention group: n = 28), a Wait Control group (n = 9), and a control group of healthy children (n = 40). Mean age of children was 10.41 years and parental disorders were mostly depressive/affective disorders (n = 30), but a small number also presented with Attention-Deficit/Hyperactivity Disorder (n = 7). Children of mentally ill parents showed higher rates of internalizing/externalizing disorders before and after the intervention compared to children of parents with no disorders. Post intervention children's knowledge on mental disorders was significantly enhanced in the Family Talk Intervention group compared to the Wait Control group and the healthy control group. Parental ratings of externalizing symptoms in the children were reduced to normal levels after the intervention in the Family Talk Intervention group, but not in the Wait Control group. This pilot study of a group intervention for children of mentally ill parents highlights the importance of psycho-education on parental mental disorders for children. Long-term effects of children's enhanced knowledge about parental psychopathology need to be explored in future studies.

  17. Personality development of the adolescent: Peer group versus parents

    African Journals Online (AJOL)

    The aim was firstly to determine if peers and parents had a different impact on the personality development of the adolescent. A second aim was to determine if gender played a role in this regard. An empirical investigation was carried out involving 98 learners from Grades 8 to 11 (53 boys and 55 girls). The respondents ...

  18. Personality Development of the Adolescent: Peer Group "versus" Parents

    Science.gov (United States)

    Bester, Garfield

    2007-01-01

    The aim was firstly to determine if peers and parents had a different impact on the personality development of the adolescent. A second aim was to determine if gender played a role in this regard. An empirical investigation was carried out involving 98 learners from Grades 8 to 11 (53 boys and 55 girls). The respondents completed instruments…

  19. Effective Group Work for Elementary School-Age Children Whose Parents Are Divorcing.

    Science.gov (United States)

    DeLucia-Waack, Janice; Gerrity, Deborah

    2001-01-01

    Parental divorce is the issue of most concern for elementary school children. This article describes interventions for children-of-divorce groups for elementary school children. Suggests guidelines related to goal setting; securing agency and parental consent; leadership planning; recruitment, screening, and selection of members; group member…

  20. Padres Maltratadores: Grupos de Autoayuda (Abusive Parents: Self-Help Groups).

    Science.gov (United States)

    Intebi, Irene V.; Groisman, Adriana E.

    1991-01-01

    Causes of child abuse by parents are discussed. A therapy program in Buenos Aires (Argentina) for abusive parents is described. The program utilizes self-help groups as part of the therapeutic plan and has found them to be promising. Referral, types of interactions with the groups, and short-, medium-, and long-term objectives are discussed. (BRM)

  1. Reducing Preschoolers' Disruptive Behavior in Public with a Brief Parent Discussion Group

    Science.gov (United States)

    Joachim, Sabine; Sanders, Matthew R.; Turner, Karen M. T.

    2010-01-01

    This study examined the efficacy of a brief 2-h discussion group for parents of preschool children that show disruptive behavior on shopping trips. Forty-six parents with children aged 2-6 years were randomly assigned to either the intervention condition or a waitlist control group. Significant intervention effects were found for measures of…

  2. Online group course for parents with mental illness: development and pilot study.

    Science.gov (United States)

    van der Zanden, Rianne A P; Speetjens, Paula A M; Arntz, Karlijn S E; Onrust, Simone A

    2010-12-19

    Children of parents with mental illness (COPMI) are at greater risk of developing mental disorders themselves. Since impaired parenting skills appear to be a crucial factor, we developed a facilitated 8-session preventative group course called KopOpOuders (Chin Up, Parents) delivered via the Internet to Dutch parents with psychiatric problems. The goal was to promote children's well-being by strengthening children's protective factors via their parents. To reach parents at an early stage of their parenting difficulties, the course is easily accessible online. The course is delivered in a secure chat room, and participation is anonymous. This paper reports on (1) the design and method of this online the group course and (2) the results of a pilot study that assessed parenting skills, parental sense of competence, child well-being, and course satisfaction. The pilot study had a pre/post design. Parenting skills were assessed using Laxness and Overreactivity subscales of the Parenting Scale (PS). Sense of parenting competence was measured with the Ouderlijke Opvattingen over Opvoeding (OOO) questionnaire, a Dutch scale assessing parental perceptions of parenting using the Feelings of Incompetence and Feelings of Competence subscales. Child well-being was assessed with the total problem score, Emotional Problems, and Hyperactivity subscales of the Strengths and Difficulties Questionnaire (SDQ). Paired samples t tests were performed, and Cohen's d was used to determine effect sizes. Intention-to-treat analyses and analyses of completers only were both performed. Course satisfaction was evaluated using custom-designed questionnaires. The sample comprised 48 parents with mental illness. The response rate was 100% (48/48) at pretest and 58% (28/48) at posttest. Significant improvements were found on PS Laxness and Overreactivity subscales (P children were not in the clinical range at both pretest and posttest. The mean course satisfaction score was 7.8 on a 10-point scale

  3. Quality of faculty, students, curriculum and resources for nursing doctoral education in Korea: a focus group study.

    Science.gov (United States)

    Kim, Mi Ja; Lee, Hyeonkyeong; Kim, Hyun Kyung; Ahn, Yang-Heui; Kim, Euisook; Yun, Soon-Nyoung; Lee, Kwang-Ja

    2010-03-01

    The rapidly increasing number of nursing doctoral programs has caused concern about the quality of nursing doctoral education, including in Korea. To describe the perceived quality of Korean nursing doctoral education in faculty, student, curriculum and resources. Focus group. Fourteen Korean nursing doctoral programs that are research focused and include coursework. Four groups of deans, faculty, students and graduates; students completed three semesters of doctoral program; and graduates completed doctoral programs within the most recent 3 years. Focus groups examined the strengths and weaknesses of faculty, students, curriculum, and resources. Faculty strengths were universities' recognition of faculty research/scholarship and the ability of faculty to attract extramural funding. Faculty weaknesses were aging faculty; high faculty workload; insufficient number of faculty; and teaching without expertise in nursing theories. Student strengths were diverse student backgrounds; multidisciplinary dissertation committee members, and opportunities to socialize with peers and graduates/faculty. Students' weaknesses were overproduction of PhDs with low academic quality; a lower number and quality of doctoral applicants; and lack of full-time students. Curriculum strengths were focusing on specific research areas; emphasis on research ethics; and multidisciplinary courses. Curriculum weaknesses were insufficient time for curriculum development; inadequate courses for core research competencies; and a lack of linkage between theory and practice. Resources strengths were inter-institutional courses with credit transfer. Weaknesses were diminished university financial support for graduate students and limited access to school facilities. Variations in participant groups (providers [deans and faculty] vs. receivers [students and graduates]) and geographical location (capital city vs. regional) were noted on all the four components. The quality characteristics of faculty

  4. Early Experiences Matter: A Relationships-Based Curriculum for the Birth-to-Three Age Group

    Science.gov (United States)

    Ebbeck, Marjory; Warrier, Sheela; Goh, Mandy

    2018-01-01

    The paper discusses some research findings in Singapore that investigated if a relationships-based curriculum extended the active involvement of the infants, toddlers, and young children (up to the age of three) in their learning. Using a relationships-based curriculum, a study conducted over a year involved the use of a well-tested, traditional…

  5. Engaging Stakeholders in Curriculum Development

    Science.gov (United States)

    Wood, Jo Nell

    2010-01-01

    This article investigates the importance of parent and community engagement in curriculum development, along with curriculum leadership, engaging stakeholders, and the importance of curriculum. Parent and community member engagement is examined in light of curriculum committee participation as reported by Missouri superintendents. Survey responses…

  6. Alternative Methods of Communication to Improve Parents' Involvement in and Knowledge of the Curriculum

    Science.gov (United States)

    Bright, Lisa M.

    2013-01-01

    Studies have examined methods of communication between home and school and the resulting impact on parents' satisfaction and students' academic achievement. However, there is insufficient information concerning the use of technology to support parental involvement, especially in the area of social media. Drawing from overlapping spheres of…

  7. Commentary on "Lessons Learned from Leading an Anger Management Group Using the "Seeing Red" Curriculum in an Elementary School"

    Science.gov (United States)

    Hoover, Sally

    2010-01-01

    This commentary responds to "Lessons Learned From Leading an Anger Management Group Using the "Seeing Red" Curriculum in an Elementary School," E. L. Sportsman, J. S. Carlson, and K. M. Guthrie's (2010/this issue) account of an anger control intervention's implementation and effectiveness in an elementary school setting. The accompanying article…

  8. Filipino students' reported parental socialization of academic achievement by socioeconomic group.

    Science.gov (United States)

    Bernardo, Allan B I

    2009-10-01

    Academic achievement of students differs by socioeconomic group. Parents' socialization of academic achievement in their children was explored in self-reports of 241 students from two socioeconomic status (SES) groups in the Philippines, using a scale developed by Bempechat, et al. Students in the upper SES group had higher achievement than their peers in the middle SES group, but had lower scores on most dimensions of parental socialization of academic achievement. Regression analyses indicate that reported parental attempts to encourage more effort to achieve was associated with lower achievement in students with upper SES.

  9. "It's Good to Teach Them, but … They Should Also Know When to Apply It": Parents' Views and Attitudes towards Fiji's Family Life Education Curriculum

    Science.gov (United States)

    Varani-Norton, Eta

    2014-01-01

    A Family Life Education (FLE) curriculum was introduced in Fiji schools in 2010 in response to concern about increasing teenage pregnancies and young people's vulnerability to sexually transmitted infections and other health and social problems. However, conservative and suspicious parental attitudes towards FLE have been an obstacle. The need for…

  10. La Evolucion del Curriculo de las Matematicas: Un Folleto para los Padres de Familia. (The Changing Mathematics Curriculum: A Booklet for Parents).

    Science.gov (United States)

    California State Dept. of Education, Sacramento.

    This booklet, written in Spanish, provides a guide for parents to help their children become successful in school mathematics. The information is divided into four sections: (1) important facts about the mathematics curriculum and mathematics instruction; (2) expectations about participation, calculators, cooperative learning, dialogue, and…

  11. Group Cognitive Behavioral Treatment for Parents and Children At-Risk for Physical Abuse: An Initial Study

    Science.gov (United States)

    Runyon, Melissa K.; Deblinger, Esther; Steer, Robert A.

    2010-01-01

    To compare the relative efficacy of two types of group cognitive-behavioral therapy for treating the traumatized child and at-risk or offending parent in cases of child physical abuse (CPA), 24 parents and their children were treated with Combined Parent-Child Cognitive Behavioral Therapy (CPC-CBT) and 20 parents were treated with Parent-Only CBT.…

  12. Parental presence on neonatal intensive care unit clinical bedside rounds: randomised trial and focus group discussion

    Science.gov (United States)

    Boswell, Danette; Broom, Margaret; Smith, Judith; Davis, Deborah

    2015-01-01

    Background There are limited data to inform the choice between parental presence at clinical bedside rounds (PPCBR) and non-PPCBR in neonatal intensive care units (NICUs). Methods We performed a single-centre, survey-based, crossed-over randomised trial involving parents of all infants who were admitted to NICU and anticipated to stay >11 days. Parents were randomly assigned using a computer-generated stratified block randomisation protocol to start with PPCBR or non-PPCBR and then crossed over to the other arm after a wash-out period. At the conclusion of each arm, parents completed the ‘NICU Parental Stressor Scale’ (a validated tool) and a satisfaction survey. After completion of the trial, we surveyed all healthcare providers who participated at least in one PPCBR rounding episode. We also offered all participating parents and healthcare providers the opportunity to partake in a focus group discussion regarding PPCBR. Results A total of 72 parents were enrolled in this study, with 63 parents (87%) partially or fully completing the trial. Of the parents who completed the trial, 95% agreed that parents should be allowed to attend clinical bedside rounds. A total of 39 healthcare providers’ surveys were returned and 35 (90%) agreed that parents should be allowed to attend rounds. Nine healthcare providers and 8 parents participated in an interview or focus group, augmenting our understanding of the ways in which PPCBR was beneficial. Conclusions Parents and healthcare providers strongly support PPCBR. NICUs should develop policies allowing PPCBR while mitigating the downsides and concerns of parents and healthcare providers such as decreased education opportunity and confidentiality concerns. Trial registration number Australia and New Zealand Clinical Trials Register number, ACTRN12612000506897. PMID:25711125

  13. The parent-adolescent relationship education (PARE) program: a curriculum for prevention of STDs and pregnancy in middle school youth.

    Science.gov (United States)

    Lederman, Regina P; Mian, Tahir S

    2003-01-01

    The Parent-Adolescent Relationship Education (PARE) Program, designed for parents and middle school students, focuses on strengthening family communication about sexual issues and behaviors to help prevent teen pregnancy, human immunodeficiency virus (HIV), and other sexually transmitted diseases (STDs). The program includes content about reproduction, STDs and Acquired Immune Deficiency Syndrome (AIDS), contraception, sex risks, and safe-sex behaviors. The course uses social learning and cognitive behavioral concepts to enhance decision-making, refusal, and resistance skills. A randomized treatment or control group design is used to assign parent-child dyads to an experimental education group (social learning) or an attention-control group (traditional didactic teaching). Three post-program maintenance or booster sessions are held at 6-month intervals and at times prior to peak teen conception periods to reinforce the knowledge and skills learned. Pre- and posttests for parents and students assess group differences in parental involvement and communication, contraception, sex attitudes and intentions, sex behaviors (initiation of sexual intercourse, frequency, number of partners, contraceptive practices, refusal skills), and the incidence of pregnancy.

  14. Effect of a group intervention for children and their parents who have cancer.

    Science.gov (United States)

    Kobayashi, Mariko; Heiney, Sue P; Osawa, Kaori; Ozawa, Miwa; Matsushima, Eisuke

    2017-10-01

    Although support programs for children whose parents have cancer have been described and evaluated, formal research has not been conducted to document outcomes. We adapted a group intervention called CLIMB®, originally developed in the United States, and implemented it in Tokyo, Japan, for school-aged children and their parents with cancer. The purpose of this exploratory pilot study was to examine the feasibility, acceptability, and impact of the Japanese version of the CLIMB® Program on children's stress and parents' quality of life and psychosocial distress. We enrolled children and parents in six waves of replicate sets for the six-week group intervention. A total of 24 parents (23 mothers and 1 father) diagnosed with cancer and 38 school-aged children (27 girls and 11 boys) participated in our study. Intervention fidelity, including parent and child satisfaction with the program, was examined. The impact of the program was analyzed using a quasiexperimental within-subject design comparing pre- and posttest assessments of children and parents in separate analyses. Both children and parents experienced high levels of satisfaction with the program. Children's posttraumatic stress symptoms related to a parent's illness decreased after the intervention as measured by the Posttraumatic Stress Disorder-Reaction Index. No difference was found in children's psychosocial stress. The Functional Assessment of Chronic Illness Therapy scores indicated that parents' quality of life improved after the intervention in all domains except for physical well-being. However, no differences were found in parents' psychological distress and posttraumatic stress symptoms. Our results suggest that the group intervention using the CLIMB® Program relieved children's posttraumatic stress symptoms and improved parents' quality of life. The intervention proved the feasibility of delivering the program using manuals and training. Further research is needed to provide more substantiation

  15. A Preliminary Investigation of Toughlove: Assertiveness and Support in a Parents' Self-Help Group.

    Science.gov (United States)

    Klug, Wayne

    This study examined Toughlove, the controversial self-help organization for parents and out-of-control adolescents. Six small group Toughlove meetings containing an average of 8 members for each were observed, and questionnaires were completed by 75 Toughlove parents from 8 states. Variables examined include the roles of empathy, assertiveness…

  16. From Intent to Enrollment, Attendance, and Participation in Preventive Parenting Groups

    Science.gov (United States)

    Dumas, Jean E.; Nissley-Tsiopinis, Jenelle; Moreland, Angela D.

    2007-01-01

    Applying the Theory of Planned Behavior (TPB) to the process of engagement in preventive parenting groups, we tested the ability of family and child measures to predict intent to enroll, enrollment, attendance, and quality of participation in PACE (Parenting Our Children to Excellence). PACE is a prevention trial testing the efficacy of a…

  17. Parenting and Preschool Child Development: Examination of Three Low-Income U.S. Cultural Groups

    Science.gov (United States)

    Whiteside-Mansell, Leanne; Bradley, Robert H.; McKelvey, Lorraine

    2009-01-01

    We examined the impact of parenting behaviors on preschool children's social development in low-income families from three cultural groups: European American (n = 286), African American (n = 399), and Hispanic American (n = 164) using Spanish as the primary language in the home. Observed parenting behaviors of stimulation, responsivity, and…

  18. Groups for Parents with Intellectual Disabilities: A Qualitative Analysis of Experiences

    Science.gov (United States)

    Gustavsson, Marie; Starke, Mikaela

    2017-01-01

    Background: Parents with intellectual disabilities (IDs) are often socially isolated and need support. Materials and Methods: This qualitative study is based on participant observations of a group for parents with with intellectual disabilities. Data were categorized and interpreted in the framework of social capital and symbolic interactionism.…

  19. Ethnic Group Differences in Early Head Start Parents Parenting Beliefs and Practices and Links to Children's Early Cognitive Development

    Science.gov (United States)

    Keels, Micere

    2009-01-01

    Data from the Early Head Start Research and Evaluation study were used to examine the extent to which several factors mediate between- and within-ethnic-group differences in parenting beliefs and behaviors, and children's early cognitive development (analysis sample of 1198 families). The findings indicate that Hispanic-, European-, and…

  20. Longitudinal Associations between Parenting and Youth Adjustment in Twelve Cultural Groups: Cultural Normativeness of Parenting as a Moderator

    Science.gov (United States)

    Lansford, Jennifer E.; Godwin, Jennifer; Al-Hassan, Suha M.; Bacchini, Dario; Bornstein, Marc H.; Chang, Lei; Chen, Bin-Bin; Deater-Deckard, Kirby; Di Giunta, Laura; Dodge, Kenneth A.; Malone, Patrick S.; Oburu, Paul; Pastorelli, Concetta; Skinner, Ann T.; Sorbring, Emma; Steinberg, Laurence; Tapanya, Sombat; Alampay, Liane Peña; Uribe Tirado, Liliana Maria; Zelli, Arnaldo

    2018-01-01

    To examine whether the cultural normativeness of parents' beliefs and behaviors moderates the links between those beliefs and behaviors and youths' adjustment, mothers, fathers, and children (N = 1,298 families) from 12 cultural groups in 9 countries (China, Colombia, Italy, Jordan, Kenya, Philippines, Sweden, Thailand, and the United States) were…

  1. Reducing Schoolchildren With Reactive Aggression Through Child, Parent, and Conjoint Parent-Child Group Interventions: A Longitudinal Outcome Effectiveness Study.

    Science.gov (United States)

    Fung, Annis Lai Chu

    2017-10-10

    This study was the first to evaluate the effectiveness of three different group interventions to reduce children's reactive aggression based on the social information processing (SIP) model. In the first stage of screening, 3,734 children of Grades 4-6 completed the Reactive-Proactive Aggression Questionnaire (RPQ) to assess their reactive and proactive aggression. Respondents with a total score of z ≥ 1 on the RPQ were shortlisted for the second stage of screening by qualitative interview. Interviews with 475 children were conducted to select those who showed reactive aggression featuring a hostile attributional bias. Finally, 126 children (97 males and 29 females) aged 8 to 14 (M = 9.71, SD = 1.23) were selected and randomly assigned to one of the three groups: a child group, a parent group, and a parent-child group. A significant Time × Intervention effect was found for general and reactive aggression. The parent-child group and child group showed a significant drop in general aggression and reactive aggression from posttest to 6-month follow-up, after controlling for baseline scores, sex, and age. However, the parent group showed no treatment effect: reactive aggression scores were significantly higher than those in the child group at 6-month follow-up. This study has provided strong evidence that children with reactive aggression need direct and specific treatment to reconstruct the steps of the SIP involving the selection and interpretation of cues. The intervention could help to prevent severe violent crimes at the later stage of a reactive aggressor. © 2017 Family Process Institute.

  2. Disappointment and adherence among parents of newborns allocated to the control group

    DEFF Research Database (Denmark)

    Meinich Petersen, Sandra; Zoffmann, Vibeke; Kjærgaard, Jesper

    2014-01-01

    among parents of newborns who were randomized to the control group, but also a broad expression of understanding and accepting the idea of randomization. The trial staff might use the model of reactions in understanding the parents' disappointment and in this way support their motives for participation......BACKGROUND: When a child participates in a clinical trial, informed consent has to be given by the parents. Parental motives for participation are complex, but the hope of getting a new and better treatment for the child is important. We wondered how parents react when their child is allocated...... to achieve saturation. Thematic analysis was used to identify themes across the data sets. RESULTS: The parents reported good understanding of the randomization process. Their most common reaction to allocation was disappointment, though relief was also seen. A model of reactions to being allocated...

  3. The Autism MEAL Plan: a parent-training curriculum to manage eating aversions and low intake among children with autism.

    Science.gov (United States)

    Sharp, William G; Burrell, T Lindsey; Jaquess, David L

    2014-08-01

    Feeding problems represent a frequent concern reported by caregivers of children with autism spectrum disorders, and growing evidence suggests atypical patterns of intake may place this population at risk of nutritional and/or related medical issues, including chronic vitamin and mineral deficiencies, poor bone growth, and obesity. This combination of factors emphasizes a clear need to identify and disseminate evidence-based treatment of feeding problems associated with autism spectrum disorders. Behavioral intervention represents an effective treatment for chronic feeding concerns in this population; however, evidence has largely been established with trained therapists working in highly structured settings. This pilot study seeks to fill this gap in the literature by describing and evaluating the Autism MEAL Plan, a behaviorally based parent-training curriculum to address feeding problems associated with autism spectrum disorders. We assessed the feasibility of the intervention in terms of program content and study protocol (e.g. recruitment and retention of participants, assessment procedures), as well as efficacy in terms of changes in feeding behaviors. A total of 10 families participated in the treatment condition, and the program was evaluated using a waitlist control design (n = 9), representing the first randomized-control study of a feeding intervention in autism spectrum disorders. Results provide provisional support regarding the utility of the program, including high social validity, parent perception of effectiveness, and reduced levels of caregiver stress following intervention. Implications, limitations, and future directions for this line of research are discussed. © The Author(s) 2013.

  4. Children of mentally ill parents – a pilot study of a group intervention program

    Directory of Open Access Journals (Sweden)

    Hanna eChristiansen

    2015-10-01

    Full Text Available The transgenerational transmission of mental disorders is one of the most prominent risk factors for the development of psychological disorders. To date there are only a few evidence based intervention programs for this group overall and hardly any in Germany. We translated the evidence based Family Talk Intervention by Beardslee (2009 and adapted it for groups. In a quasi-experimental design three groups are compared: an intervention group (Family Talk Intervention group: n = 28, a Wait Control group (n = 9, and a control group of healthy children (n = 40. Children of mentally ill parents showed higher rates of internalizing/externalizing disorders before and after the intervention compared to children of parents with no disorders. Post intervention children’s knowledge on mental disorders was significantly enhanced in the Family Talk Intervention group and externalizing symptoms were reduced for this group as well. This pilot study of a group intervention for children of mentally ill parents highlights the importance of psycho-education on parental mental disorders for children. Long-term effects of children’s enhanced knowledge about parental psychopathology need to be explored in future studies.

  5. Parental illness perceptions and medication perceptions in childhood asthma, a focus group study

    NARCIS (Netherlands)

    Klok, Ted; Brand, Paul L.; Bomhof-Roordink, Hanna; Duiverman, Eric J.; Kaptein, Adrian A.

    Aim: Asthma treatment according to guidelines fails frequently, through patients' nonadherence to doctors' advice. This study aimed to explore how differences in asthma care influence parents' perceptions to inhaled corticosteroids (ICS). Methods: We conducted six semistructured focus groups,

  6. "From resistance to challenge": child health service nurses experiences of how a course in group leadership affected their management of parental groups.

    Science.gov (United States)

    Lefèvre, Åsa; Lundqvist, Pia; Drevenhorn, Eva; Hallström, Inger

    2017-01-01

    All parents in Sweden are invited to child health service (CHS) parental groups, however only 49% of the families participate. The way the parental groups are managed has been shown to be of importance for how parents experience the support and CHS nurses describe feeling insecure when running the groups. Lack of facilitation, structure and leadership might jeopardise the potential benefit of such support groups. This study describes CHS nurses' experiences of how a course in group leadership affected the way they ran their parental groups. A course in group leadership given to 56 CHS nurses was evaluated in focus group interviews 5-8 months after the course. The nurses felt strengthened in their group leader role and changed their leadership methods. The management of parental groups was after the course perceived as an important work task and the nurses included time for planning, preparation and evaluation, which they felt improved their parental groups. Parental participation in the activities in the group had become a key issue and they used their new exercises and tools to increase this. They expressed feeling more confident and relaxed in their role as group leaders and felt that they could adapt their leadership to the needs of the parents. Specific training might strengthen the CHS nurses in their group leader role and give them new motivation to fulfil their work with parental groups.  Clinical Trials.gov ID: NCT02494128.

  7. Parenting

    Science.gov (United States)

    ... parents, people are always ready to offer advice. Parenting tips, parents' survival guides, dos, don'ts, shoulds ... right" way to be a good parent. Good parenting includes Keeping your child safe Showing affection and ...

  8. Something for Everyone: Benefits of Mixed-Age Grouping for Children, Parents, and Teachers.

    Science.gov (United States)

    Theilheimer, Rachel

    1993-01-01

    Discusses the benefits of mixed-age grouping for children's social and cognitive development and reservations parents sometimes have about mixed-age groupings. Also discusses issues that teachers need to consider when implementing mixed-age groups: children's personal care routines; furnishings; children's language, motor, creative, and social…

  9. Development and Implementation of a Psychoeducational Group for Ghanaian Adolescents Experiencing Parental Divorce

    Science.gov (United States)

    Nkyi, Anthony K.

    2015-01-01

    This article presents development and informal assessment of a 10-week psychoeducational program designed for 8 adolescent group members experiencing parental divorce in a rural community in Ghana. Group design, cultural considerations, program implementation, and impacts are described. The literature review pertaining to group work as an…

  10. The uses of an observation team with a parent support group.

    Science.gov (United States)

    O'Brien, P J

    1994-04-01

    This brief report examines the uses of an Observation Team with a Parent Support Group. In particular, attention is placed on the idea of the Observation Team acting as a Reflecting Team in the final session of the group's life. Using the Observation Team in this manner has evolved from an amalgamation of ideas from family therapy and group therapy theory.

  11. Parental interaction patterns in children with attention deficit hyperactive disorder and control group

    Directory of Open Access Journals (Sweden)

    Mojgan Karahmadi

    2007-07-01

    Full Text Available

    BACKGROUND: Parental communication patterns influence children's personality. This study investigated effects of parental interaction patterns on children with attention deficit hyperactive disorder (ADHD.
    METHODS: There were 50 male children, 7-12 years old, selected in two groups. The first group included students with ADHD referred to psychiatry clinics in Isfahan-based on diagnostic scale of DSM-IV (25 subjects. The second group involved healthy boys selected by random cluster multistage sampling from primary schools in five districts of Isfahan (25 subjects from September 2005 to March 2005. Schaffer and Edgerton parental interaction questionnaire was filled for them.
    RESULTS: Mean scores of parental interaction patterns in healthy children were all higher than those in ADHD children except for “aggression control” and “lack of aggressive attachment”.
    CONCLUSIONS: The severity of ADHD signs has negative relationship with parental "admission" and parental "control" patterns. It also has positive relationship with “lack of aggressive/attachment” and “aggressive/control” patterns.
    KEY WORDS: Parental interaction patterns, ADHD.

  12. Economic Development Planning for Single Parents. Curriculum Materials for Vocational Teachers of Adolescents and Single Parents. Special Emphasis on Meeting the Needs of the Teen Parent.

    Science.gov (United States)

    Simpson, Kawanna J.; And Others

    This guide is intended for use in school-based intervention programs intended to help single parents (particularly teenagers who are expecting or already have a child) master basic money management and consumer skills. The guide is divided into sections dealing with the following topics: interpersonal relationships, value clarification,…

  13. Mourning Child Grief Support Group Curriculum: Early Childhood Edition, Kindergarten-Grade 2.

    Science.gov (United States)

    Lehmann, Linda; Jimerson, Shane R.; Gaasch, Ann

    The Mourning Child Early Childhood grief support curriculum is intended for use with early elementary-aged children, specifically children in kindergarten through grade two, who have experienced the death of someone special to them. It is designed for use by professionals who work in schools, hospitals, hospices, mental health agencies, or any…

  14. Mourning Child Grief Support Group Curriculum: Middle Childhood Edition, Grades 3-6.

    Science.gov (United States)

    Lehmann, Linda; Jimerson, Shane R.; Gaasch, Ann

    The Mourning Child Early Childhood grief support curriculum is intended for use with late elementary and middle school-aged children, specifically children in grades three through six, who have experienced the death of someone special to them. It is designed for use by professionals who work in schools, hospitals, hospices, mental health agencies,…

  15. Why parents refuse childhood vaccination: a qualitative study using online focus groups

    Science.gov (United States)

    2013-01-01

    Background In high income countries, vaccine-preventable diseases have been greatly reduced through routine vaccination programs. Despite this success, many parents question, and a small proportion even refuse vaccination for their children. As no qualitative studies have explored the factors behind these decisions among Dutch parents, we performed a study using online focus groups. Methods In total, eight online focus groups (n = 60) which included Dutch parents with at least one child, aged 0–4 years, for whom they refused all or part of the vaccinations within the National Immunization Program (NIP). A thematic analysis was performed to explore factors that influenced the parents’ decisions to refuse vaccination. Results Refusal of vaccination was found to reflect multiple factors including family lifestyle; perceptions about the child’s body and immune system; perceived risks of disease, vaccine efficacy, and side effects; perceived advantages of experiencing the disease; prior negative experience with vaccination; and social environment. The use of online focus groups proved to be an effective qualitative research method providing meaningful data. Conclusion Information provided by the NIP turned out to be insufficient for this group of parents. More trust in the NIP and deliberate decisions might result from increased parental understanding of lifestyle and disease susceptibility, the impact of vaccinations on the immune system, and the relative risks of diseases and their vaccines. The public health institute should also inform parents that the NIP is recommended but non-mandatory. PMID:24341406

  16. A randomized controlled trial of a brief versus standard group parenting program for toddler aggression.

    Science.gov (United States)

    Tully, Lucy A; Hunt, Caroline

    2017-05-01

    Physical aggression (PA) in the toddler years is common and developmentally normal, however, longitudinal research shows that frequent PA is highly stable and associated with long-term negative outcomes. Significant research has demonstrated the efficacy of parenting interventions for reducing externalizing behavior in children yet their typical length may overburden families, leading to low participation rates and high attrition rates. To increase the reach of parenting interventions and impact on the prevalence of externalizing behavior problems, brief interventions are needed. This RCT compared a standard (8 session) group Triple P to a brief (3 session) discussion group and a waitlist control for reducing toddler PA, dysfunctional parenting and related aspects of parent functioning. Sixty-nine self-referred families of toddlers with PA were randomized to the respective conditions. At post-assessment, families in the standard intervention had significantly lower levels of observed child aversive behavior, mother reports of PA and dysfunctional parenting, and higher levels of mother- and partner-rated behavioral self-efficacy than the waitlist control. Families in the standard intervention also had significantly lower levels mother-rated dysfunctional parenting than the brief intervention, and the brief intervention had significantly lower levels of mother-rated dysfunctional parenting than waitlist. There were no significant group differences at post-assessment for measures of parental negative affect or satisfaction with the partner relationship. By 6 month follow-up, families in the brief and standard intervention did not differ significantly on any measure. The implications of the findings to delivery of brief parenting interventions are discussed. Aggr. Behav. 43:291-303, 2017. © 2016 Wiley Periodicals, Inc. © 2016 Wiley Periodicals, Inc.

  17. Children’s experiences and meaning construction on parental divorce: A focus group study

    OpenAIRE

    Maes, Sofie DJ; De Mol, Jan; Buysse, Ann

    2011-01-01

    The global aim of this study was to explore children's narratives of parental divorce. A convenience sample, composed of 11- and 14-year-old children, was recruited. A total of 22 children (12 male, 10 female) participated in this focus group study. The findings show that two components seem to be really important for children during the divorce process: the ability to construct meaning about their parents' decision to divorce and their feeling to count in the process of family transition. Ch...

  18. Parents' experiences and perceptions of group-based antenatal care in four clinics in Sweden.

    Science.gov (United States)

    Andersson, Ewa; Christensson, Kyllike; Hildingsson, Ingegerd

    2012-08-01

    group-based antenatal care consists of six to nine two-hour sessions in which information is shared and discussed during the first hour and individual examinations are conducted during the second hour. Groups generally consist of six to eight pregnant women. Parent education is built into the programme, which originated in the United States and was introduced in Sweden at the beginning of the year of 2000. to investigate parents' experiences of group antenatal care in four different clinics in Sweden. a qualitative study was conducted using content analysis five group interviews and eleven individual interviews with parents who experienced group-based antenatal care. An interview guide was used. the study was set in four antenatal clinics that had offered group-based antenatal care for at least one year. The clinics were located in three different areas of Sweden. the participants were women and their partners who had experienced group-based antenatal care during pregnancy. Other criteria for participation were mastery of the Swedish language and having followed the care programme. three themes emerged, 'The care-combining individual physical needs with preparation for parenthood, refers to the context, organisation, and content of care'. Group antenatal care with inbuilt parent education was appreciated, but respondents reported that they felt unprepared for the first few weeks after birth. Their medical needs (for physical assessment and screening) were, however, fulfilled. The theme, 'The group-a composed recipient of care', showed the participants role and experience. The role could be passive or active in groups or described as sharers. Groups helped parents normalise their symptoms. The theme, 'The midwife-a controlling professional', showed midwives are ignorant of gender issues but, for their medical knowledge, viewed as respectable professionals. in the four clinics studied, group-based antenatal care appeared to meet parents' needs for physical assessment

  19. Parental decisional strategies regarding HPV vaccination before media debates: a focus group study

    NARCIS (Netherlands)

    Hofman, R.; Empelen, P. van; Vogel, I.; Raat, H.; Ballegooijen, M. van; Korfage, I.J.

    2013-01-01

    Before the introduction of the human papillomavirus (HPV) vaccine, decisional strategies and factors that could guide HPV vaccination intentions were explored. The authors conducted 4 focus group discussions with 36 parents of children 8-15 years of age. Three groups consisted primarily of Dutch

  20. UK parents' attitudes towards meningococcal group B (MenB) vaccination: a qualitative analysis.

    Science.gov (United States)

    Jackson, Cath; Yarwood, Joanne; Saliba, Vanessa; Bedford, Helen

    2017-05-04

    (1) To explore existing knowledge of, and attitudes, to group B meningococcal disease and serogroup B meningococcal (MenB) vaccine among parents of young children. (2) To seek views on their information needs. Cross-sectional qualitative study using individual and group interviews conducted in February and March 2015, prior to the introduction of MenB vaccine (Bexsero) into the UK childhood immunisation schedule. Community centres, mother and toddler groups, parents' homes and workplaces in London and Yorkshire. 60 parents of children under 2 years of age recruited via mother and baby groups and via an advert posted to a midwife-led Facebook group. Although recognising the severity of meningitis and septicaemia, parents' knowledge of group B meningococcal disease and MenB vaccine was poor. While nervous about fever, most said they would take their child for MenB vaccination despite its link to fever. Most parents had liquid paracetamol at home. Many were willing to administer it after MenB vaccination as a preventive measure, although some had concerns. There were mixed views on the acceptability of four vaccinations at the 12-month booster visit; some preferred one visit, while others favoured spreading the vaccines over two visits. Parents were clear on the information they required before attending the immunisation appointment. The successful implementation of the MenB vaccination programme depends on its acceptance by parents. In view of parents' recognition of the severity of meningitis and septicaemia, and successful introduction of other vaccines to prevent bacterial meningitis and septicaemia, the MenB vaccination programme is likely to be successful. However, the need for additional injections, the likelihood of post-immunisation fever and its management are issues about which parents will need information and reassurance from healthcare professionals. Public Health England has developed written information for parents, informed by these findings.

  1. THE ROLE OF SUPPORT GROUPS IN THE COOPERATION BETWEEN PARENTS OF PEOPLE WITH INTELLECTUAL DISABILITIES AND PROFESSIONAL STAFF

    Directory of Open Access Journals (Sweden)

    Metka NOVAK

    2014-09-01

    Full Text Available Introduction: One of the ways of building and developing a better cooperative relationship between parents of people with severe and profound intellectual disabilities and professional staff is the inclusion of parents in support groups for parents and staff in support groups for staff. Goal: To examine the correlation of the level of cooperative relationship between the parents of people with severe and profound intellectual disabilities and professional staff with the inclusion of parents in support groups for parents and staff in support groups for staff. Methodology: Respondents: parents (296 of people with severe and profound learning disabilities and staff (298 in five centres across Slovenia; Methods: descriptive statistics, test of homogeneity, the rankit method, one-way analysis of variance; Procedures: survey questionnaires for parents and staff. The data was processed using SPSS software for personal computers. Results: The difference between the variances of the groups (parent found is statistically significant (F = 6.16; p = 0.01. Staff included in support groups have a significantly lower level of cooperative relationship with parents (f=10; M = - 0.12 than staff not included in these groups (f = 191; M = 0.04. Conclusion:In contrast to theoretical findings the results indicated less successful cooperation for professional staff included in support groups. The results furthermore did not confirm any differences in the cooperative relationship of parents included in support groups and those who are not. We suggest an in-depth analysis of the workings of support groups.

  2. Factors that influence vaccination decision-making by parents who visit an anthroposophical child welfare center: a focus group study

    NARCIS (Netherlands)

    Harmsen, I.A.; Ruiter, R.A.C.; Paulussen, T.G.W.M.; Mollema, L.; Kok, G.; de Melker, H.E.R.

    2012-01-01

    In recent years, parents have become more disparaging towards childhood vaccination. One group that is critical about the National Immunization Program (NIP) and participates less comprises parents with an anthroposophical worldview. Despite the fact that various studies have identified

  3. Internal Medicine Point-of-Care Ultrasound Curriculum: Consensus Recommendations from the Canadian Internal Medicine Ultrasound (CIMUS) Group.

    Science.gov (United States)

    Ma, Irene W Y; Arishenkoff, Shane; Wiseman, Jeffrey; Desy, Janeve; Ailon, Jonathan; Martin, Leslie; Otremba, Mirek; Halman, Samantha; Willemot, Patrick; Blouw, Marcus

    2017-09-01

    Bedside point-of-care ultrasound (POCUS) is increasingly used to assess medical patients. At present, no consensus exists for what POCUS curriculum is appropriate for internal medicine residency training programs. This document details the consensus-based recommendations by the Canadian Internal Medicine Ultrasound (CIMUS) group, comprising 39 members, representing 14 institutions across Canada. Guiding principles for selecting curricular content were determined a priori. Consensus was defined as agreement by at least 80% of the members on POCUS applications deemed appropriate for teaching and assessment of trainees in the core (internal medicine postgraduate years [PGY] 1-3) and expanded (general internal medicine PGY 4-5) training programs. We recommend four POCUS applications for the core PGY 1-3 curriculum (inferior vena cava, lung B lines, pleural effusion, and abdominal free fluid) and three ultrasound-guided procedures (central venous catheterization, thoracentesis, and paracentesis). For the expanded PGY 4-5 curriculum, we recommend an additional seven applications (internal jugular vein, lung consolidation, pneumothorax, knee effusion, gross left ventricular systolic function, pericardial effusion, and right ventricular strain) and four ultrasound-guided procedures (knee arthrocentesis, arterial line insertion, arterial blood gas sampling, and peripheral venous catheterization). These recommendations will provide a framework for training programs at a national level.

  4. Vaccination decision-making of immigrant parents in the Netherlands; a focus group study.

    Science.gov (United States)

    Harmsen, Irene A; Bos, Helien; Ruiter, Robert A C; Paulussen, Theo G W; Kok, Gerjo; de Melker, Hester E; Mollema, Liesbeth

    2015-12-10

    Although the vaccination coverage in most high income countries is high, variations in coverage rates on the national level among different ethnic backgrounds are reported. A qualitative study was performed to explore factors that influence decision-making among parents with different ethnic backgrounds in the Netherlands. Six focus groups were conducted with 33 mothers of Moroccan, Turkish and other ethnic backgrounds with at least one child aged 0-4 years. Data were analysed using thematic analysis. Parents had a positive attitude towards childhood vaccination and a high confidence in the advices of Child Vaccine Providers (CVPs). Vaccinating their children was perceived as self-evident and important. Parents do perceive a language barrier in understanding the provided NIP-information, and they had a need for more NIP- information, particularly about the targeted diseases. Another barrier parents perceived was the distance to the Child Welfare Center (CWC), especially when the weather was bad and when they had no access to a car. More information about targeted diseases and complete information regarding benefits and drawbacks of the NIP should be provided to the parents. To fulfill parents' information needs, NIP information meetings can be organized at CWCs in different languages. Providing NIP information material in Turkish, Arabic and Berber language with easy access is also recommended. Providing information tailored to these parents' needs is important to sustain high vaccination participation, and to ensure acceptance of future vaccinations.

  5. Relationship between parenting and cognitive schemas in a group of male adult offenders

    Directory of Open Access Journals (Sweden)

    Monica ePellerone

    2016-03-01

    Full Text Available This work analyzes the correlation of retrospective ratings on parental binding with cognitive patterns in the inmates for property crimes. The participant group comprehended 248 adults men, including 130 marked out as offenders (the experimental group, aged between 19 and 70, currently serving sentences in the Cavadonna prison in Siracusa, and 118 marked out as non-offenders (the control group, aged between 20 and 70, living in Siracusa (Sicily.The instruments used were the Parental Bonding Instrument (PBI, and the Young Schema Questionnaire-3 (YSQ. The preliminary analysis showed an high percentage of offenders who experienced an affectionate constraint parenting. Offenders scored significantly higher than the non-offenders on the level of paternal control and the YSQ subscales. The study underlines the influence of maternal care on most of the cognitive schemas, and the role of father’s control on the tendency to social isolation and defectiveness in the offenders.

  6. Relationship between Parenting and Cognitive Schemas in a Group of Male Adult Offenders.

    Science.gov (United States)

    Pellerone, Monica; Craparo, Giuseppe; Tornabuoni, Ylenia

    2016-01-01

    This work analyzes the correlation of retrospective ratings on parental binding with cognitive patterns in the inmates for property crimes. The participant group comprehended 248 adults men, including 130 marked out as offenders (the target group), aged between 19 and 70, currently serving sentences in the Cavadonna prison in Siracusa, and 118 marked out as non-offenders (the control group), aged between 20 and 70, living in Siracusa (Sicily). The instruments used were the Parental Bonding Instrument (PBI), and the Young Schema Questionnaire-3 (YSQ). The preliminary analysis showed a high percentage of offenders who experienced an affectionate constraint parenting. Offenders scored significantly higher than the non-offenders on the level of paternal control and the YSQ subscales. The study underlines the influence of maternal care on most of the cognitive schemas, and the role of father's control on the tendency to social isolation and defectiveness in the offenders.

  7. Consumer evaluation and satisfaction with individual versus group parent training for children with hyperkinetic disorder (HKD).

    Science.gov (United States)

    Heubeck, Bernd G; Otte, Thomas A; Lauth, Gerhard W

    2016-09-01

    The objective of this study was to investigate the social validity of cognitive-behavioural parent training (CBPT) delivered in two formats to parents who have children with hyperkinetic disorder (HKD) with and without medication. Compared individual with group treatment as part of a multicentre randomized controlled trial. Obtained a broad range of evaluations and satisfaction ratings post-treatment and related them to pre-treatment and treatment factors. Attendance rates were high in the individual and slightly less in the group training. Levels of satisfaction were high in both treatment arms with large numbers rating the outcomes, the trainers and the overall training very favourably. Medication showed no effect on parental evaluations. Evaluation of outcomes and satisfaction with the trainer emerged as strong predictors of overall programme satisfaction. The social validity of cognitive-behavioural parent training for hyperkinetic children was supported by high levels of treatment acceptability across a range of indicators and for children with and without medication. Both forms of treatment delivery lead to high rates of consumer satisfaction. Consumer evaluations of CBPT appear independent of medication for HKD. Course satisfaction is clearly associated with two factors that trainers can affect: The parent-trainer relationship and parents' sense of achievement. Far more mothers than fathers attended the trainings. Attitudes may differ in other cultures. © 2015 The British Psychological Society.

  8. Direct and Indirect Psychosocial Outcomes for Children with Autism Spectrum Disorder and their Parents Following a Parent-involved Social Skills Group Intervention.

    Science.gov (United States)

    Weiss, Jonathan A; Viecili, Michelle A; Sloman, Leon; Lunsky, Yona

    2013-11-01

    This study examined the direct and indirect outcomes of a social skills group intervention for children with high functioning autism spectrum disorders and their parents. Thirty-five children and their parents participated in the program evaluation. Children and parents completed measures of child social skills and problem behaviors. Children reported on their self-concept, and parents reported on their psychological acceptance and empowerment. Results indicate significant increases in overall child social skills according to parent and child report, in child general self-worth, and in parent service empowerment and psychological acceptance. While past program evaluations of social skills groups highlight changes in social competence, taking a broader perspective on the types of positive outcomes suggests potential benefits for both child and parent.

  9. The effectiveness of a short-term group music therapy intervention for parents who have a child with a disability.

    Science.gov (United States)

    Williams, Kate E; Berthelsen, Donna; Nicholson, Jan M; Walker, Sue; Abad, Vicky

    2012-01-01

    The positive relationship between parent-child interactions and optimal child development is well established. Families of children with disabilities may face unique challenges in establishing positive parent-child relationships; yet, there are few studies examining the effectiveness of music therapy interventions to address these issues. In particular, these studies have been limited by small sample size and the use of measures of limited reliability and validity. This study examined the effectiveness of a short-term group music therapy intervention for parents of children with disabilities and explored factors associated with better outcomes for participating families. Participants were 201 mother-child dyads, where the child had a disability. Pre- and post-intervention parental questionnaires and clinician observation measures were completed to examine outcomes of parental wellbeing, parenting behaviors, and child development. Descriptive data, t-tests for repeated measures and a predictive model tested via logistic regression are presented. Significant improvements pre to post intervention were found for parent mental health, child communication and social skills, parenting sensitivity, parental engagement with child and acceptance of child, child responsiveness to parent, and child interest and participation in program activities. There was also evidence for high parental satisfaction and that the program brought social benefits to families. Reliable change on six or more indicators of parent or child functioning was predicted by attendance and parent education. This study provides positive evidence for the effectiveness of group music therapy in promoting improved parental mental health, positive parenting and key child developmental areas.

  10. Exploring Parental and Staff Perceptions of the Family-Integrated Care Model: A Qualitative Focus Group Study.

    Science.gov (United States)

    Broom, Margaret; Parsons, Georgia; Carlisle, Hazel; Kecskes, Zsuzsoka; Thibeau, Shelley

    2017-12-01

    Family-integrated care (FICare) is an innovative model of care developed at Mount Sinai Hospital, Canada, to better integrate parents into the team caring for their infant in the neonatal intensive care unit (NICU). The effects of FICare on neonatal outcomes and parental anxiety were assessed in an international multicenter randomized trial. As an Australian regional level 3 NICU that was randomized to the intervention group, we aimed to explore parent and staff perceptions of the FICare program in our dual occupancy NICU. This qualitative study took place in a level 3 NICU with 5 parent participants and 8 staff participants, using a post implementation review design. Parents and staff perceptions of FICare were explored through focus group methodology. Thematic content analysis was done on focus group transcripts. Parents and staff perceived the FICare program to have had a positive impact on parental confidence and role attainment and thought that FICare improved parent-to-parent and parent-to-staff communication. Staff reported that nurses working with families in the program performed less hands-on care and spent more time educating and supporting parents. FICare may change current NICU practice through integrating and accepting parents as active members of the infant's care team. In addition, nurse's roles may transition from bedside carer to care coordinator, educating and supporting parents during their journey through the NICU. Further research is needed to assess the long-term impact of FICare on neonates, parents, and staff.

  11. Efficacy of the Positive Parenting Program (Triple-P for a Group of Parents of Children with Attention Deficit Hyperactivity Disorder (ADHD

    Directory of Open Access Journals (Sweden)

    Mehdi Tehranidoost

    2008-07-01

    Full Text Available "nObjective: To evaluate the efficacy of the Positive Parenting Program (Triple-P for parents of children with attention deficit hyperactivity disorder (ADHD. "nMethod:  Sixty families who had at least one child with clinically diagnosed ADHD aged between 6 to12 were recruited from the consecutive referrals to a child and adolescent psychiatric clinic. Families were randomly assigned to the intervention group (who participated in an 8- week- group Triple-P, N=30 and a control group (N=30. Parents completed the battery of self-report questionnaires of triple-P at the beginning and after the 8th session. "nResults: There were no significant differences in pre intervention measures between the two groups. Comparing the pre and post intervention data, the Triple- P group was associated with significantly lower levels of parent reported child behavior problems (P=0.001, lower levels of dysfunctional parenting (P=0.001 and greater parental competence (P=0.001 than the control group. The parents the in triple-P group had significant improvement on measures of depression, anxiety and stress, in comparison with the control group (P=0.001. This study did not follow the long term effect which marks its limitation. "nConclusion: The Triple-P program can be recommended for parents of children with ADHD to reduce the problem behavior of their children and to improve their abilities.

  12. Group-based antenatal birth and parent preparation for improving birth outcomes and parenting resources: Study protocol for a randomised trial

    DEFF Research Database (Denmark)

    Koushede, Vibeke; Brixval, Carina Sjöberg; Axelsen, Solveig Forberg

    2013-01-01

    To examine the efficacy and cost-effectiveness of group based antenatal education for improving childbirth and parenting resources compared to auditorium based education.......To examine the efficacy and cost-effectiveness of group based antenatal education for improving childbirth and parenting resources compared to auditorium based education....

  13. Analysis of a support group for children of parents with mental illnesses: managing stressful situations.

    Science.gov (United States)

    Gladstone, Brenda M; McKeever, Patricia; Seeman, Mary; Boydell, Katherine M

    2014-09-01

    We report an ethnographic analysis of a psycho-education and peer-support program for school-aged children of parents with mental illnesses. We conducted a critical discourse analysis of the program manual and observed group interactions to understand whether children shared program goals predetermined by adults, and how, or if, the intervention was responsive to their needs. Children were expected to learn mental illness information because "knowledge is power," and to express difficult feelings about being a child of a mentally ill parent that was risky. Participants used humor to manage group expectations, revealing how they made sense of their parents' problems, as well as their own. Suggestions are made for determining good mental health literacy based on children's preferences for explaining circumstances in ways they find relevant, and for supporting children's competencies to manage relationships that are important to them. © The Author(s) 2014.

  14. Young patients', parents', and survivors' communication preferences in paediatric oncology: Results of online focus groups

    Directory of Open Access Journals (Sweden)

    Kamps Willem A

    2007-11-01

    Full Text Available Abstract Background Guidelines in paediatric oncology encourage health care providers to share relevant information with young patients and parents to enable their active participation in decision making. It is not clear to what extent this mirrors patients' and parents' preferences. This study investigated communication preferences of childhood cancer patients, parents, and survivors of childhood cancer. Methods Communication preferences were examined by means of online focus groups. Seven patients (aged 8–17, 11 parents, and 18 survivors (aged 8–17 at diagnosis participated. Recruitment took place by consecutive inclusion in two Dutch university oncological wards. Questions concerned preferences regarding interpersonal relationships, information exchange and participation in decision making. Results Participants expressed detailed and multi-faceted views regarding their needs and preferences in communication in paediatric oncology. They agreed on the importance of several interpersonal and informational aspects of communication, such as honesty, support, and the need to be fully informed. Participants generally preferred a collaborative role in medical decision making. Differences in views were found regarding the desirability of the patient's presence during consultations. Patients differed in their satisfaction with their parents' role as managers of the communication. Conclusion Young patients' preferences mainly concur with current guidelines of providing them with medical information and enabling their participation in medical decision making. Still, some variation in preferences was found, which faces health care providers with the task of balancing between the sometimes conflicting preferences of young cancer patients and their parents.

  15. Parental care in a polygynous group of bat-eared foxes, Otocyon ...

    African Journals Online (AJOL)

    This study reports the first recorded instance of polygyny and communal nursing in Otocyon m. megalotis. The polygynous group, which was studied in the Kalahari Desert, consisted of a male, two lactating females and a litter of five pups. New aspects of parental care that were observed include the bringing of food items to ...

  16. A Parent-Only Group Intervention for Children with Anxiety Disorders: Pilot Study

    Science.gov (United States)

    Thienemann, Margo; Moore, Phoebe; Tompkins, Kim

    2006-01-01

    Objective: Working to optimize treatment outcome and use resources efficiently, investigators conducted the first test of an existing parent-only group cognitive-behavioral therapy protocol to treat 24 children 7 to 16 years old with primary anxiety disorder diagnoses. Method: Over the course of 7 months, the authors evaluated a manual-based…

  17. Children's Experiences and Meaning Construction on Parental Divorce: A Focus Group Study

    Science.gov (United States)

    Maes, Sofie D. J.; De Mol, Jan; Buysse, Ann

    2012-01-01

    The global aim of this study was to explore children's narratives of parental divorce. A convenience sample, composed of 11- and 14-year-old children, was recruited. A total of 22 children (12 male, 10 female) participated in this focus group study. The findings show that two components seem to be really important for children during the divorce…

  18. Individual and group-based parenting programmes for the treatment of physical child abuse and neglect.

    Science.gov (United States)

    Barlow, J; Johnston, I; Kendrick, D; Polnay, L; Stewart-Brown, S

    2006-07-19

    Child physical abuse and neglect are important public health problems and recent estimates of their prevalence suggest that they are considerably more common than had hitherto been realised. Many of the risk factors for child abuse and neglect are not amenable to change in the short term. Intervening to change parenting practices may, however, be important in its treatment. Parenting programmes are focused, short-term interventions aimed at improving parenting practices in addition to other outcomes (many of which are risk factors for child abuse e.g. parental psychopathology, and parenting attitudes and practices), and may therefore be useful in the treatment of physically abusive or neglectful parents. To assess the efficacy of group-based or one-to-one parenting programmes in addressing child physical abuse or neglect. A range of biomedical and social science databases were searched including MEDLINE, EMBASE, CINAHL, PsychINFO, Sociofile, Social Science Citation Index, ASSIA, the Cochrane Library, Campbell Library (including SPECTR and CENTRAL), National Research Register (NRR) and ERIC, from inception to May 2005. Only randomised controlled trials or randomised studies that compared two treatments were included. Studies had to include at least one standardised instrument measuring some aspect of abusive or neglectful parenting. In the absence of studies using objective assessments of child abuse, studies reporting proxy measures of abusive parenting were included. Only studies evaluating the effectiveness of standardised group-based or one-to-one parenting programmes aimed at the treatment of physical child abuse or neglect were included. Studies were also only eligible for inclusion if they had targeted parents of children aged 0-19 years who had been investigated for physical abuse or neglect. The treatment effect for each outcome in each study was standardised by dividing the mean difference in post-intervention scores for the intervention and treatment

  19. Food allergy knowledge, attitudes and beliefs: Focus groups of parents, physicians and the general public

    Directory of Open Access Journals (Sweden)

    Barnathan Julia A

    2008-09-01

    Full Text Available Abstract Background Food allergy prevalence is increasing in US children. Presently, the primary means of preventing potentially fatal reactions are avoidance of allergens, prompt recognition of food allergy reactions, and knowledge about food allergy reaction treatments. Focus groups were held as a preliminary step in the development of validated survey instruments to assess food allergy knowledge, attitudes, and beliefs of parents, physicians, and the general public. Methods Eight focus groups were conducted between January and July of 2006 in the Chicago area with parents of children with food allergy (3 groups, physicians (3 groups, and the general public (2 groups. A constant comparative method was used to identify the emerging themes which were then grouped into key domains of food allergy knowledge, attitudes, and beliefs. Results Parents of children with food allergy had solid fundamental knowledge but had concerns about primary care physicians' knowledge of food allergy, diagnostic approaches, and treatment practices. The considerable impact of children's food allergies on familial quality of life was articulated. Physicians had good basic knowledge of food allergy but differed in their approach to diagnosis and advice about starting solids and breastfeeding. The general public had wide variation in knowledge about food allergy with many misconceptions of key concepts related to prevalence, definition, and triggers of food allergy. Conclusion Appreciable food allergy knowledge gaps exist, especially among physicians and the general public. The quality of life for children with food allergy and their families is significantly affected.

  20. An experience of group work with parents of children and adolescents with gender identity disorder.

    Science.gov (United States)

    Di Ceglie, Domenico; Thümmel, Elizabeth Coates

    2006-07-01

    This article gives an account of an experience of group work with parents and carers who had children or adolescents with gender identity disorder (GID). The history of this intervention within the context of a service for children with gender identity problems is outlined. The limited literature on the subject is reviewed. Group meetings were held monthly for 6 months, facilitated by two therapists (the authors). Selection criteria for group participants, the aims of the group and the methodology for achieving those aims are described. Some information about the group's composition is provided. The structure and content of the group sessions are outlined together with details of some group interactions. Finally, we present the results of an evaluation of the intervention through feedback questionnaires and discuss the value for the children and young people of running such groups.

  1. Understanding the role played by parents, culture and the school curriculum in socializing young women on sexual health issues in rural South African communities

    Science.gov (United States)

    Mpondo, Feziwe; Schaafsma, Dilana; van den Borne, Bart; Reddy, Priscilla S.

    2018-01-01

    Abstract Background: the decline in South Africa’s HIV infection rates especially among young women is encouraging. However, studies show that the 15–24-year-old cohort remains vulnerable. As they still report early sexual debut, being involved in sexual partnerships with older men as well as having unprotected sex. These risky sexual behaviors may be linked to factors such as the parent–child sexual health communication and the timing of the first talk. The quality of sexual health information received in school may also be important for enhancing healthier sexual behaviors. Aims and Objectives: to investigate the what, when and how sexual health communication occurs in rural South African families and to determine whether such communication patterns have changed over time. We also wanted to get an in-depth understanding of the roles played by culture, sexual health education and peers in the socialization of young women on sexual matters. Methods: a purposive sample of (n = 55) women who were 18–35 years old was selected and interviewed in focus group discussions (FGDs). Results: the FGD findings show that parent–child communication on sexual matters in rural communities is limited to messages that warn against pregnancy. It is also laden with cultural idioms that are not well explained. The school sexual health curriculum also fails to adequately equip adolescents to make informed decisions regarding sexual matters. All this seems to leave room for reception of misguided information from peers. Conclusions: findings highlight a need for designing interventions that can create awareness for parents on the current developmental needs and sexual behavior of adolescents. For adolescents programs would need to focus on providing skills on personal responsibility, and how to change behavior to enhance sexual health. PMID:29621922

  2. Communal normalization in an online self-help group for adolescents with a mentally ill parent.

    Science.gov (United States)

    Trondsen, Marianne V; Tjora, Aksel

    2014-10-01

    Although implications of parental mental illness are well documented, most children of mentally ill parents are left to manage their family situation with limited information and support. We explored the role of a Norwegian online self-help group for adolescents (aged 15 to 18) with a mentally ill parent. Through in-depth interviews with 13 participants, we found that the online self-help group provided "communal normalization" by which participants, through communication in the forum, made sense of everyday experiences and emotions arising from having a mentally ill parent. We identified three main aspects of this process-recognizability, openness, and agency-all of which were important for the adolescents' efforts to obtain support, to be supportive, and to handle everyday life situations better. Communal normalization might provide resources for significantly improving the participants' life situations, and could demonstrate similar potential for users in other situations characterized by stigma, loneliness, silence, and health worries. © The Author(s) 2014.

  3. Functional Assessment Based Parent Intervention in Reducing Children’s Challenging Behaviors: Exploratory Study of Group Training

    OpenAIRE

    Angel Fettig; Michaelene M. Ostrosky

    2014-01-01

    This study examined the effects of group parent training on children’s challenging behaviors in home settings. Eight parents of young children with challenging behaviors were trained in a large group setting on using functional assessment to design interventions that fit the strengths and needs of individual families. The training included information sharing and collaborating with parents on designing functional-assessment based interventions. An Interrupted Time Series Design was used to ex...

  4. Group-based parent training programmes for improving emotional and behavioural adjustment in young children.

    Science.gov (United States)

    Barlow, Jane; Bergman, Hanna; Kornør, Hege; Wei, Yinghui; Bennett, Cathy

    2016-08-01

    Emotional and behavioural problems in children are common. Research suggests that parenting has an important role to play in helping children to become well-adjusted, and that the first few months and years are especially important. Parenting programmes may have a role to play in improving the emotional and behavioural adjustment of infants and toddlers, and this review examined their effectiveness with parents and carers of young children. 1. To establish whether group-based parenting programmes are effective in improving the emotional and behavioural adjustment of young children (maximum mean age of three years and 11 months); and2. To assess whether parenting programmes are effective in the primary prevention of emotional and behavioural problems. In July 2015 we searched CENTRAL (the Cochrane Library), Ovid MEDLINE, Embase (Ovid), and 10 other databases. We also searched two trial registers and handsearched reference lists of included studies and relevant systematic reviews. Two reviewers independently assessed the records retrieved by the search. We included randomised controlled trials (RCTs) and quasi-RCTs of group-based parenting programmes that had used at least one standardised instrument to measure emotional and behavioural adjustment in children. One reviewer extracted data and a second reviewer checked the extracted data. We presented the results for each outcome in each study as standardised mean differences (SMDs) with 95% confidence intervals (CIs). Where appropriate, we combined the results in a meta-analysis using a random-effects model. We used the GRADE (Grades of Recommendations, Assessment, Development, and Evaluation) approach to assess the overall quality of the body of evidence for each outcome. We identified 22 RCTs and two quasi-RCTs evaluating the effectiveness of group-based parenting programmes in improving the emotional and behavioural adjustment of children aged up to three years and 11 months (maximum mean age three years 11 months

  5. The role as moderator and mediator in parent education groups--a leadership and teaching approach model from a parent perspective.

    Science.gov (United States)

    Forslund Frykedal, Karin; Rosander, Michael

    2015-07-01

    To investigate the didactic and social leadership in parent education groups based on a parent perspective, and to conceptualise parent experiences of the leader roles in these groups. Leadership in parent education groups has been associated with a lack of confidence in one's ability to function in that role. Research on how it can be delivered to produce a favourable outcome is scarce. It can be difficult to abandon the role of expert and let participants set their own learning agenda. To facilitate these processes requires leadership skills, knowledge of group dynamics as well as pedagogical skills. Qualitative interview study. Semi-structured interviews with parents (25 participants, 21 interviews). Transcripts were analysed using, first, thematic analysis, then comparative analysis. The study resulted in a four-field model, The Leadership - Teaching Approach model. It consists of the dimensions 'Teaching approaches' ('Knowledge is imparted' and 'Knowledge is jointly constructed'), and 'Leadership approaches' ('Instrumental approach' and 'Investigative approach'). Using an investigative approach is necessary to get a well-functioning group that can help the expectant and new parents in the transition to parenthood. Supervision can help develop an awareness of one's professional role as a nurse and leader of a parent education group. The actions and choices of nurses as leaders of parent groups have an impact on how the participants perceive and take in the content and purpose of the group, and whether they perceive it as meaningful. Getting support in reflecting about one's role as a leader in this context can help create a learning environment in which the participants can become engaged in the activities and be strengthened by the experience. © 2015 John Wiley & Sons Ltd.

  6. Identification of family variables in parents' groups of children with epilepsy

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    Fernandes Paula Teixeira

    2001-01-01

    Full Text Available OBJECTIVE: To verify the effectiveness of the support group in the identification of family variables linked to epilepsy. METHOD: Pre-test were applied to parents of 21 children with benign epilepsy of childhood recently diagnosed, from 5 to 15 years, who participated in the groups at HC/Unicamp. There was a presentation of an educational video, discussion and application of the post-test 1. After six months, the post-test 2 was applied. RESULTS: The beliefs were: fear of swallowing the tongue during the seizures (76.19% and of a future mental disease (66.67%. Facing the epilepsy, fear and sadness appeared. 76.19% of the parents presented overprotection and 90.48%, expected a new seizure. In the post-test 1, the parents affirmed that the information offered had modified the beliefs. In the post-test 2, 80.95% didn't report great doubts about epilepsy and 90.48% considered their relationship with their children better. CONCLUSIONS: The demystification of beliefs supplied from the groups influenced the family positively, prevented behavior alterations and guaranteed effective care in the attendance to the child with epilepsy.

  7. Group work in the English language curriculum sociocultural and ecological perspectives on second language classroom learning

    CERN Document Server

    Chappell, P

    2014-01-01

    This book explores how using small groups in second language classrooms supports language learning. Chappell's experience as a language teacher equips him to present a clear, evidence-based argument for the powerful influence group work has upon the opportunities for learning, and how it should therefore be an integral part of language lessons.

  8. The Effectiveness of Group Assertiveness Training on Happiness in Rural Adolescent Females With Substance Abusing Parents.

    Science.gov (United States)

    Hojjat, Seyed Kaveh; Golmakani, Ebrahim; Norozi Khalili, Mina; Shakeri Chenarani, Maryam; Hamidi, Mahin; Akaberi, Arash; Rezaei Ardani, Amir

    2015-06-12

    Parental substance abuse confronts children with a variety of psychological, social, and behavioral problems. Children of substance abusing parents show higher levels of psychiatric disorders including anxiety and depression and exert lower levels of communication skills. Weak social skills in this group of adolescents put them at a higher risk for substance abuse. Many studies showed school based interventions such as life skill training can effective on future substance abusing in these high risk adolescences. The participants consisted of 57 middles schools girls, all living in rural areas and having both parents with substance dependency. The participants were randomly assigned to intervention (n=28) and control (n=29) groups. The data were collected before and six weeks after training in both group. The intervention group received eight sessions of group assertiveness training. Participants were compared in terms of changes in scores on the Oxford Happiness Questionnaire and the Gambrills-Richey Assertion Inventory. The total score for happiness change from 43.68 ±17.62 to 51.57 ±16.35 and assertiveness score changed from 110.33±16.05 to 90.40±12.84. There was a significant difference in pretest-posttest change in scores for intervention (7.89±4.13) and control (-2.51±2.64) groups; t (55) =2.15, p = 0.049. These results suggest that intervention really does have an effect on happiness and assertiveness. Determining the effectiveness of these school based interventions on other life aspects such as substance abuse calls for further study on these rural adolescent girls.

  9. The Effectiveness of a Group Counseling Program on the Mental Health of Parents of Hearing Impaired Children

    Directory of Open Access Journals (Sweden)

    Dr. Mahshid Foroughan

    2007-12-01

    Full Text Available Background and Aim: Most of the studies indicates that the parents of the hearing impaired children show many mental health problems after the diagnosis of their children's hearing impairment. Counselling with the parents of the hearing impaired children is one of the most important goals of any early intervention program. This paper describes a study to determine the effectiveness of a group counselling programme for parents of hearing impaired children. Materials and Method: It was a semi-experimental study with a single group pretest-post test design. The participants were all the parents of hearing impaired children attending in an early intervention center. First the parents' mental health were assessed.Then the group counselling program was implemented. Program has involved six weekly 1.5 hour sessions. The format of each session included both lecture presentation and group discussion using cognitive behavioral procedure. Subjects were assessed before and immediately after group therapy by means of General Health Questionnaire(GHQ and Symptom Check List 90 (SCL-90 questionnaires. Resuts: The first part of the project had shown that over the half of the parents had considerable psychosocial morbidity. Comparisons showed a significant reduction from pretreatment to posttreatment in depression, anxiety and most of other psychological problems. Conclusion: The study supports the effectiveness of group therapy programs in the treatment of parents of hearing impaired children. Concerning the progress of early detection programs for the children's hearing impairment more studies should be done in the field of counseling with their parents.

  10. [Psychosocial risk factors in adolescent tobacco use: negative mood-states, peer group and parenting styles].

    Science.gov (United States)

    Julià Cano, Albert; Escapa Solanas, Sandra; Marí-Klose, Marga; Marí-Klose, Pau

    2012-01-01

    There are multiple factors that can affect the risk of tobacco use in adolescence. By analyzing these factors together we can disentangle the specific relevance of each of them in shaping teenagers' individual behavior. The goal of this research study is to deepen our understanding of the relationship between tobacco use in adolescence and socio-demographic and socio-emotional variables. We worked with a representative sample of 2,289 Catalan teenagers (aged 15-18) who responded to a questionnaire drawn up by the Families and Children Panel. Regression models were developed to assess the statistical associations of different mood states (sadness, nervousness and loneliness), peer-group characteristics and parenting styles, with tobacco use. The results indicate that addictive behavior is more likely when teenagers show negative mood states, controlling for socio-demographic variables and other risk factors. Among these additional factors, authoritative parenting styles reduce the risk of tobacco use, compared to authoritarian, permissive and neglectful parenting. Extensive tobacco use within the peer group is the risk factor most strongly associated with teenagers' individual behavior.

  11. SOCIAL SERVICE USE GOOGLE-GROUPS INTO THE CURRICULUM AND EDUCATIONAL ACTIVITIES

    Directory of Open Access Journals (Sweden)

    T. Nosenko

    2010-06-01

    Full Text Available The article considers the use of Web2.0 services for organizing training activities high school teachers, formulated and analyzed the benefits of using social services issues in educational purposes. Determined that united in groups, students of pedagogical universities, thus preparing for the profession, enhancing professional knowledge.

  12. Using Group Work to Develop Intercultural Skills in the Accounting Curriculum in Australia

    Science.gov (United States)

    Daly, Anne; Hoy, Simon; Hughes, Mark; Islam, Jesmin; Mak, Anita S.

    2015-01-01

    This paper reports on the processes and outcomes of an experiential learning intervention designed to improve intercultural skills in accounting students by building cross-cultural alliances in culturally mixed groups. The cultural backgrounds of students in accounting units are diverse, and it has proved difficult to break down barriers to…

  13. Improving Public Schools through the Dissent of Parents: Opting out of Tests, Demanding Alternative Curricula, Invoking Parent Trigger Laws, and Withdrawing Entirely

    Science.gov (United States)

    Stitzlein, Sarah M.

    2015-01-01

    Some parents and caregivers, frustrated by low academic performance of their local school, emphasis on testing, or the content of the curriculum, have worked independently or formed parent groups to speak out and demand improvements. Parents and families enact solutions such as opting out of tests, developing alternative curricula, invoking parent…

  14. Group parent-child interaction therapy: A randomized control trial for the treatment of conduct problems in young children.

    Science.gov (United States)

    Niec, Larissa N; Barnett, Miya L; Prewett, Matthew S; Shanley Chatham, Jenelle R

    2016-08-01

    Although efficacious interventions exist for childhood conduct problems, a majority of families in need of services do not receive them. To address problems of treatment access and adherence, innovative adaptations of current interventions are needed. This randomized control trial investigated the relative efficacy of a novel format of parent-child interaction therapy (PCIT), a treatment for young children with conduct problems. Eighty-one families with 3- to 6-year-old children (71.6% boys, 85.2% White) with diagnoses of oppositional defiant or conduct disorder were randomized to individual PCIT (n = 42) or the novel format, Group PCIT. Parents completed standardized measures of children's conduct problems, parenting stress, and social support at intake, posttreatment, and 6-month follow-up. Therapist ratings, parent attendance, and homework completion provided measures of treatment adherence. Throughout treatment, parenting skills were assessed using the Dyadic Parent-Child Interaction Coding System. Parents in both group and individual PCIT reported significant improvements from intake to posttreatment and follow-up in their children's conduct problems and adaptive functioning, as well as significant decreases in parenting stress. Parents in both treatment conditions also showed significant improvements in their parenting skills. There were no interactions between time and treatment format. Contrary to expectation, parents in Group PCIT did not experience greater social support or treatment adherence. Group PCIT was not inferior to individual PCIT and may be a valuable format to reach more families in need of services. Future work should explore the efficiency and sustainability of Group PCIT in community settings. (PsycINFO Database Record (c) 2016 APA, all rights reserved).

  15. Group Parent-Child Interaction Therapy: A Randomized Control Trial for the Treatment of Conduct Problems in Young Children

    Science.gov (United States)

    Niec, Larissa N.; Barnett, Miya L.; Prewett, Matthew S.; Shanley, Jenelle

    2016-01-01

    Objective Although efficacious interventions exist for childhood conduct problems, a majority of families in need of services do not receive them. To address problems of treatment access and adherence, innovative adaptations of current interventions are needed. This randomized control trial investigated the relative efficacy of a novel format of parent-child interaction therapy (PCIT), a treatment for young children with conduct problems. Methods Eighty-one families with three- to six-year-old children (71.6% male; 85.2% Caucasian) with diagnoses of oppositional defiant or conduct disorder were randomized to individual PCIT (n = 42) or the novel format, group PCIT. Parents completed standardized measures of children’s conduct problems, parenting stress, and social support at intake, posttreatment, and six-month follow-up. Therapist ratings, parent attendance, and homework completion provided measures of treatment adherence. Throughout treatment, parenting skills were assessed using the Dyadic Parent-Child Interaction Coding System. Results Parents in both group and individual PCIT reported significant improvements from intake to posttreatment and follow-up in their children’s conduct problems and adaptive functioning, as well as significant decreases in parenting stress. Parents in both treatment conditions also showed significant improvements in their parenting skills. There were no interactions between time and treatment format. Contrary to expectation, parents in group PCIT did not experience greater social support or treatment adherence. Conclusions Group PCIT was not inferior to individual PCIT and may be a valuable format to reach more families in need of services. Future work should explore the efficiency and sustainability of group PCIT in community settings. PMID:27018531

  16. Cognitive behavioural group treatment for Chinese parents with children with developmental disabilities in Melbourne, Australia: an efficacy study.

    Science.gov (United States)

    Wong, Fu Keung Daniel; Poon, Ada

    2010-08-01

    This study attempted to test the efficacy of a culturally attuned cognitive behavioural therapy (CBT) group for Chinese parents with children with developmental disabilities at risk of developing mental health problems in Melbourne, Australia. It was hypothesized that the participants in the experimental group would have less parenting stress and fewer dysfunctional attitudes, rules, and values, and better mental health and quality of life than the participants in the control group post-test. A total of 58 participants were randomly assigned into CBT and waiting list control groups. While ANCOVAs were used to compare the differences in General Health Questionnaires-12 (GHQ-12), Parenting Stress Index- Parent Domain (PSI-PD), Quality of Life Enjoyment and Satisfaction Questionnnaire-18 (Q-LES-Q-18) and Dysfunctional Attitude Scale (DAS) between participants of the experiemental and control groups, effect size statistics were performed to measure the magnitude of changes in the above instruments at post treatment. After ten weeks of treatment, the participants in the CBT group showed significant improvement in GHQ-12, Parenting Stress Index (PSI)-Parent Domain and Q-LES-Q-18 scores, but not in DAS scores. The effect size statistics revealed large differences in GHQ-12, PSI-Parent Domain and Q-LES-Q-18 scores between the participants in the experimental and control groups at post-treatment. When a GHQ score of 4 or greater was used as the recommended cut-off score, about 89% and 10% of the participants in the experimental and control groups, respectively, were classified as not at-risk cases at post-treatment. The initial findings suggest that a culturally attuned CBT group may help Chinese parents with children with developmental disabilities to reduce their parenting stress and improve their general mental health and quality of life.

  17. Novel Emergency Medicine Curriculum Utilizing Self-Directed Learning and the Flipped Classroom Method: Obstetric and Gynecologic Emergencies Small Group Module

    Directory of Open Access Journals (Sweden)

    Jillian McGrath

    2017-09-01

    Full Text Available Audience: This curriculum, created and implemented at The Ohio State University Wexner Medical Center, was primarily designed to educate our emergency medicine (EM residents (PGY1-3 and emergency medicine/internal medicine (EM/IM residents (PGY1-5 on core obstetrics and gynecology topics in EM. Additional audience members include medical students and faculty physicians. Introduction: In 2013, there were over 1 million emergency department visits in the United States which resulted in primary obstetric or gynecologic diagnoses.1 EM Residents must be proficient in the differential diagnosis and management of the wide variety of obstetric and gynecologic emergencies. To do this, we developed a flipped classroom curricular model, which consists of self-directed learning activities completed by learners, followed by small group discussions pertaining to the topic reviewed. The active learning fostered by this type of curriculum increases faculty and learner engagement and interaction time typically absent in traditional lecture-based formats.2-4 Studies have revealed that the application of knowledge through case studies, personal interaction with content experts, and integrated questions are effective learning strategies for EM residents.4-6 The Ohio State University Wexner Medical Center EM residency didactic curriculum recently transitioned to a “flipped classroom” approach.7-10 Our didactic curriculum is delivered over the course of 18 months; however, it could easily be adapted to other academic calendar cycles. The flipped classroom curriculum maximizes didactic time and resident engagement, fosters intellectual curiosity and active learning, and meets the needs of today’s learners. 3,6,11 Objectives: We aim to teach the presentation and management of obstetric and gynecologic emergencies through the creation of a flipped classroom design. This unique, innovative curriculum utilizes resources chosen by education faculty and resident

  18. The support needs of parents having a child with a chronic kidney disease: a focus group study.

    Science.gov (United States)

    Geense, W W; van Gaal, B G I; Knoll, J L; Cornelissen, E A M; van Achterberg, T

    2017-11-01

    Parents of children with a chronic kidney disease (CKD) have a crucial role in the management of their child's disease. The burden on parents is high: they are often exhausted, depressed and experience high levels of stress and a low quality of life, which could have a negative impact on their child's health outcomes. Support aiming at preventing and reducing parental stress is essential. Therefore, it is necessary to have insight in the problems and support needs among these parents. Our aim is to describe parents' support needs regarding the problems they experience in having a child with CKD. Five focus group interviews were conducted with parents of children: (i) with hereditary kidney disease, (ii) with nephrotic syndrome, (iii) with chronic kidney failure, (iv) using dialysis and (v) after renal transplantation. The children were treated at a paediatric nephrology unit in one university hospital in the Netherlands. The data were thematically analysed. Twenty-one parents participated in the focus groups. Parents need more information about their child's CKD and treatment options, and managing their own hobbies and work. Furthermore, parents need emotional support from their partner, family, friends, peers and healthcare professionals to help them cope with the disease of their child. Additionally, parents need practical support to hand over their care and support in transport, financial management and regarding their child at school. Needs regarding balancing their personal life are seldom prioritized by parents as the child's needs are considered more important. Therefore, it is important that healthcare professionals should not only attend to the abilities of parents concerning their child's disease management, but also focus on the parents' abilities in balancing their responsibilities as a caregiver with their own personal life. © 2017 John Wiley & Sons Ltd.

  19. Parent Training with High-Risk Immigrant Chinese Families: A Pilot Group Randomized Trial Yielding Practice-Based Evidence

    Science.gov (United States)

    Lau, Anna S.; Fung, Joey J.; Ho, Lorinda Y.; Liu, Lisa L.; Gudino, Omar G.

    2011-01-01

    We studied the efficacy and implementation outcomes of a culturally responsive parent training (PT) program. Fifty-four Chinese American parents participated in a wait-list controlled group randomized trial (32 immediate treatment, 22 delayed treatment) of a 14-week intervention designed to address the needs of high-risk immigrant families.…

  20. Group Motivation in a Nutrition Project for Pregnant and Parenting Teens and Their Spouses by Use of an Incentive Plan.

    Science.gov (United States)

    Collins, Gloria

    A child care agency located in the southeastern United States serving homeless youth up to the age of 21 years provided pregnant and parenting teenagers with shelter and support services and provided individual and group counseling sessions focusing on health and nutrition, parenting and child care, sexuality and pregnancy, family support services…

  1. "Emotions Are a Window into One's Heart": A Qualitative Analysis of Parental Beliefs about Children's Emotions across Three Ethnic Groups

    Science.gov (United States)

    Parker, Alison E.; Halberstadt, Amy G.; Dunsmore, Julie C.; Townley, Greg; Bryant, Alfred, Jr.; Thompson, Julie A.; Beale, Karen S.

    2012-01-01

    We conducted a qualitative study to explore parental beliefs about emotions in the family across three cultures (African American, European American, and Lumbee American Indian), using the underutilized yet powerful methodology of focus groups. The main goal of this monograph is to understand parents' beliefs about the role of emotions in the…

  2. Experiences in a group of grown-up children of mentally ill parents.

    Science.gov (United States)

    Knutsson-Medin, L; Edlund, B; Ramklint, M

    2007-12-01

    Children of mentally ill parents have increased rates of psychopathology and reduced adaptive functioning. However, there are very few studies examining the subjective experiences of those children and their opinions concerning their previous contact with psychiatric services. This study followed up a group of children of former psychiatric inpatients by sending them a questionnaire asking about their experiences. Thirty-six individuals responded. Answers were analysed qualitatively by using manifest content analysis. Participants reported negative experiences and lack of information and support from psychiatric care. They had wanted more explanations and more support for themselves. Quantitative data are used to establish the significance of the results.

  3. Stage-related behavioural problems in the 1-4 year old child: parental expectations in a child development unit referral group compared with a control group.

    Science.gov (United States)

    Ticehurst, R L; Henry, R L

    1989-02-01

    Behavioural problems in preschool (1-4 years) children are a common cause of referral to health services. Parents of children presenting to the child development unit with behavioural problems (n = 18) were compared with a control group (n = 45). A questionnaire was utilized to examine the parents' expectations of the children's behaviours. As might be expected, the parents of children presenting to the Unit rated their children as having more difficult behaviours. These parents had unrealistic expectations, particularly for the 'negative' behaviours (disobedience, temper tantrums, defiance and whinging). However, they were able to anticipate normal age-related difficulties in some problem areas (dawdling during mealtimes, masturbating, not sharing toys and being jealous of one's siblings). Counselling should address the issue of matching the expectations of parents with the individual rates of development of their children.

  4. The effectiveness of a Group Triple P with Chinese parents who have a child with developmental disabilities: a randomized controlled trial.

    Science.gov (United States)

    Leung, Cynthia; Fan, Angel; Sanders, Matthew R

    2013-03-01

    The study examined the effectiveness of Group Triple P, a Level 4 variant of the Triple P multilevel system of parenting support, with Chinese parents who had a preschool aged child with a developmental disability, using randomized controlled trial design. Participants (Intervention group: 42; Waitlist Control group: 39) completed measures on child behaviour, parental stress, dysfunctional discipline styles and parental conflict before and after program completion by the Intervention group. Intervention group participants also completed these same measures six months after program completion. Compared to the Waitlist Control group, parents receiving Group Triple P reported significantly lower levels of child behaviour problems, parental stress, dysfunctional discipline style and parental conflict scores. The Intervention group participants maintained their gains six months after program completion. The results provided promising evidence for the Level 4 Group Triple P as an effective intervention program for Chinese parents who have preschool aged children with developmental disabilities. Copyright © 2012 Elsevier Ltd. All rights reserved.

  5. The influence of parenting on maladaptive cognitive schema: a cross-sectional research on a group of adults.

    Science.gov (United States)

    Pellerone, Monica; Iacolino, Calogero; Mannino, Giuseppe; Formica, Ivan; Zabbara, Simona Maria

    2017-01-01

    The literature emphasizes the role of early interpersonal experiences in the development of cognitive vulnerability; in particular, interruptions in early family relationships, parental unavailability and dysfunctional parenting are potential evolutionary precursors to negative cognitive style and emotional disorders. This study measured the relationship of retrospective ratings on parental bonding with cognitive patterns in a group of Italian adults. The objectives of this study were as follows: to analyze the influence of age and education level on cognitive domains; to verify whether being parents and living at home with parents affect both parenting style and cognitive domains; to investigate how the type of the maternal and paternal parenting independently affects cognitive styles; to measure the predictive variables for the use of cognitive dysfunctional patterns and to investigate age as a moderating variable of the relation between parenting styles and cognitive domains in a group of adult men and women. The research involved 209 adults (118 males and 91 females) living in Sicily (Italy) aged between 20 and 60 years ( M = 37.52; SD = 11.42). The research lasted for 1 year. The instruments used were the Parental Bonding Instrument to measure the perception of parenting during childhood and the Young Schema Questionnaire-3 to investigate cognitive patterns. Data show that being a younger adult male with mother's parenting style characterized by a lower level of nurturance is predictive of the disconnection and rejection domain, whereas, being a younger adult woman, with a higher level of maternal control is predictive of the impaired limits domain. This study underlines that because mothers and fathers establish different bonds with their children, care and control by both parents might impact different domains of development.

  6. Parents.

    Science.gov (United States)

    Hurst, Hunter, Ed.; And Others

    1986-01-01

    This document contains the fifth volume of "Today's Delinquent," an annual publication of the National Center for Juvenile Justice. This volume deals with the issue of the family and delinquency, examining the impact of parental behavior on the production of delinquent behavior. "Parents: Neglectful and Neglected" (Laurence D. Steinberg) posits…

  7. Lost in translation: a focus group study of parents’ and adolescents’ interpretations of underage drinking and parental supply

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    Sandra C. Jones

    2016-07-01

    Full Text Available Abstract Background Reductions in underage drinking will only come about from changes in the social and cultural environment. Despite decades of messages discouraging parental supply, parents perceive social norms supportive of allowing children to consume alcohol in ‘safe’ environments. Methods Twelve focus groups conducted in a regional community in NSW, Australia; four with parents of teenagers (n = 27; 70 % female and eight with adolescents (n = 47; 55 % female. Participants were recruited using local media. Groups explored knowledge and attitudes and around alcohol consumption by, and parental supply of alcohol to, underage teenagers; and discussed materials from previous campaigns targeting adolescents and parents. Results Parents and adolescents perceived teen drinking to be a common behaviour within the community, but applied moral judgements to these behaviours. Younger adolescents expressed more negative views of teen drinkers and parents who supply alcohol than older adolescents. Adolescents and parents perceived those who ‘provide alcohol’ (other families as bad parents, and those who ‘teach responsible drinking’ (themselves as good people. Both groups expressed a preference for high-fear, victim-blaming messages that targeted ‘those people’ whose behaviours are problematic. Conclusions In developing and testing interventions to address underage drinking, it is essential to ensure the target audience perceive themselves to be the target audience. If we do not have a shared understanding of underage ‘drinking’ and parental ‘provision’, such messages will continue to be perceived by parents who are trying to do the ‘right’ thing as targeting a different behaviour and tacitly supporting their decision to provide their children with alcohol.

  8. Effect of Group Parent Management Traning on Behavioral Disorders of Children with Attention Deficit-Hyoeractivity Disorder

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    Parsa Houshvar

    2009-10-01

    Conclusion: Group parent management training is significantly effective in decreasing behavioral disorders and anxiety status of children with attention deficit hyperactivity disorder and this psychosocial intervention could be used as an effective complementary method beside medication and occupational therapy programs.

  9. Evaluating the benefits of a youth mental health curriculum for students in Nicaragua: a parallel-group, controlled pilot investigation.

    Science.gov (United States)

    Ravindran, Arun V; Herrera, Andres; da Silva, Tricia L; Henderson, Joanna; Castrillo, Magda Esther; Kutcher, Stan

    2018-01-01

    High rates of mental illness and addictions are well documented among youth in Nicaragua. Limited mental health services, poor mental health knowledge and stigma reduce help-seeking. The Mental Health Curriculum (MHC) is a Canadian school-based program that has shown a positive impact on such contributing factors. This pilot project evaluated the impact of the MHC on mental wellness and functioning among youth in Leon, Nicaragua. High school and university students (aged 14-25 years) were assigned to intervention (12-week MHC; n   =  567) and control (wait-list; n   =  346) groups in a non-randomized design. Both groups completed measures of mental health knowledge, stigma and function at baseline and 12 weeks. Multivariate analyses and repeated measures analyses were used to compare group outcomes. At baseline, intervention students showed higher substance use (mean difference [MD]  =  0.24) and lower perceived stress (MD = -1.36) than controls ( p   mental health knowledge (MD  =  1.75), lower stigma (MD  =  1.78), more adaptive coping (MD  =  0.82), better lifestyle choices (MD  =  0.06) and lower perceived stress (MD = -1.63) ( p   mental health knowledge, small to moderate for stigma and modest for the other variables. Substance use also decreased among intervention students to similar levels as controls (MD  =  0.03) ( p  > 0.05). This pilot investigation demonstrates the benefits of the MHC in a low-and-middle-income youth population. The findings replicate results found in Canadian student populations and support its cross-cultural applicability.

  10. Implementation of modified team-based learning within a problem based learning medical curriculum: a focus group study.

    Science.gov (United States)

    Burgess, Annette; Roberts, Chris; Ayton, Tom; Mellis, Craig

    2018-04-10

    While Problem Based Learning (PBL) has long been established internationally, Team-based learning (TBL) is a relatively new pedagogy in medical curricula. Both PBL and TBL are designed to facilitate a learner-centred approach, where students, in interactive small groups, use peer-assisted learning to solve authentic, professionally relevant problems. Differences, however, exist between PBL and TBL in terms of preparation requirements, group numbers, learning strategies, and class structure. Although there are many similarities and some differences between PBL and TBL, both rely on constructivist learning theory to engage and motivate students in their learning. The aim of our study was to qualitatively explore students' perceptions of having their usual PBL classes run in TBL format. In 2014, two iterations in a hybrid PBL curriculum were converted to TBL format, with two PBL groups of 10 students each, being combined to form one TBL class of 20, split into four groups of five students. At the completion of two TBL sessions, all students were invited to attend one of two focus groups, with 14 attending. Thematic analysis was used to code and categorise the data into themes, with constructivist theory used as a conceptual framework to identify recurrent themes. Four key themes emerged; guided learning, problem solving, collaborative learning, and critical reflection. Although structured, students were attracted to the active and collaborative approach of TBL. They perceived the key advantages of TBL to include the smaller group size, the preparatory Readiness Assurance Testing process, facilitation by a clinician, an emphasis on basic science concepts, and immediate feedback. The competitiveness of TBL was seen as a spur to learning. These elements motivated students to prepare, promoted peer assisted teaching and learning, and focussed team discussion. An important advantage of PBL over TBL, was the opportunity for adequate clinical reasoning within the problem

  11. [Mini-KiSS--a multimodal group therapy intervention for parents of young children with sleep disorders: a pilot study].

    Science.gov (United States)

    Schlarb, Angelika Anita; Brandhorst, Isabel; Hautzinger, Martin

    2011-05-01

    Sleep disorders in early childhood tend to be chronic and almost always a burden for the parents. This study developed and evaluated a multimodal parent training program for children 0.5 to 4 years of age suffering from sleep disorders (Mini-KiSS). We hypothesized that there would be specific improvements following the structured group training (reduction of sleep problems, improvement of parental well-being). The pilot study consisted of a pre-post test design without control group. Participants were n = 17 parents of children 0.5 to 4 years of age with sleep disorders determined according to the ICSD-II. Each of the six sessions was evaluated, and changes were assessed by sleep diary and CBCL. Behavioral and emotional problems of the child were assessed by CBCL, parental well-being, and SCL-90-R. The results showed high acceptance of Mini-KiSS and satisfactory feasibility. Children showed significant improvements of the sleep disturbances such as nightly awakenings as well as sleeping in parents' bed. Furthermore, improvements were found for children's emotional and behavioral problems and for parental well-being, in particular for the depression scale of the mother. This pilot study shows a high acceptance and good feasibility of the multimodal short-time parent-training program Mini-KiSS. Sleep problems were significantly reduced.

  12. Parental Smoking and Adult Offspring's Smoking Behaviors in Ethnic Minority Groups: An Intergenerational Analysis in the HELIUS Study.

    Science.gov (United States)

    Ikram, Umar Z; Snijder, Marieke B; Derks, Eske M; Peters, Ron J G; Kunst, Anton E; Stronks, Karien

    2017-06-21

    To understand smoking behaviors among ethnic minority groups, studies have largely focused on societal factors, with little attention to family influences. Yet studies among majority groups have identified parental smoking as an important risk factor. It is unknown whether this applies to ethnic minority groups. We investigated the association between parental smoking and adult offspring's smoking behaviors among ethnic minority groups with an immigrant background. We used data from the Healthy Life in an Urban Setting study from Amsterdam (the Netherlands) from January 2011 to December 2015. The sample consisted of 2184 parent-offspring pairs from South-Asian Surinamese, African Surinamese, Turkish, Moroccan, and Ghanaian origin. We collected self-reported smoking data: current status, duration of exposure to parental smoking, number of daily cigarettes, heavy smoking ( > 10 cigarettes/day), and nicotine dependency (using the Fagerström Test). Analyses were stratified by offspring's age, cohabitation with parent, education (parent/offspring), offspring's cultural orientation, and gender concordance within pairs. Logistic regression was used. Overall, parental smoking was associated with offspring's smoking behaviors (eg, current smoking: odds ratio 2.33; 95% confidence interval 1.79-3.03), with little ethnic variation. We found dose-response associations between exposure to parental smoking and offspring's smoking. The associations were similar across different strata but stronger in gender-concordant pairs (3.16; 2.12-4.51 vs. 1.73; 1.15-2.59 in gender-discordant pairs; p-value for interaction .017). Parental smoking is associated with offspring's smoking behaviors in ethnic minority groups across different strata but particularly in gender-concordant pairs. Similar to majority groups, family influences matter to smoking behaviors in ethnic minority groups. Our findings have deepened our understanding of smoking behaviors among ethnic minority groups. Future

  13. Healthy Parent Carers programme: development and feasibility of a novel group-based health-promotion intervention

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    Aleksandra J. Borek

    2018-02-01

    Full Text Available Abstract Background Parent carers of disabled children report poor physical health and mental wellbeing. They experience high levels of stress and barriers to engagement in health-related behaviours and with ‘standard’ preventive programmes (e.g. weight loss programmes. Interventions promoting strategies to improve health and wellbeing of parent carers are needed, tailored to their specific needs and circumstances. Methods We developed a group-based health promotion intervention for parent carers by following six steps of the established Intervention Mapping approach. Parent carers co-created the intervention programme and were involved in all stages of the development and testing. We conducted a study of the intervention with a group of parent carers to examine the feasibility and acceptability. Standardised questionnaires were used to assess health and wellbeing pre and post-intervention and at 2 month follow up. Participants provided feedback after each session and took part in a focus group after the end of the programme. Results The group-based Healthy Parent Carers programme was developed to improve health and wellbeing through engagement with eight achievable behaviours (CLANGERS – Connect, Learn, be Active, take Notice, Give, Eat well, Relax, Sleep, and by promoting empowerment and resilience. The manualised intervention was delivered by two peer facilitators to a group of seven parent carers. Feedback from participants and facilitators was strongly positive. The study was not powered or designed to test effectiveness but changes in measures of participants’ wellbeing and depression were in a positive direction both at the end of the intervention and 2 months later which suggest that there may be a potential to achieve benefit. Conclusions The Healthy Parent Carers programme appears feasible and acceptable. It was valued by, and was perceived to have benefited participants. The results will underpin future refinement of the

  14. A cognitive behavioral based group intervention for children with a chronic illness and their parents: a multicentre randomized controlled trial

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    Schuengel Carlo

    2011-07-01

    Full Text Available Abstract Background Coping with a chronic illness (CI challenges children's psychosocial functioning and wellbeing. Cognitive-behavioral intervention programs that focus on teaching the active use of coping strategies may prevent children with CI from developing psychosocial problems. Involvement of parents in the intervention program may enhance the use of learned coping strategies in daily life, especially on the long-term. The primary aim of the present study is to examine the effectiveness of a cognitive behavioral based group intervention (called 'Op Koers' 1 for children with CI and of a parallel intervention for their parents. A secondary objective is to investigate why and for whom this intervention works, in order to understand the underlying mechanisms of the intervention effect. Methods/design This study is a multicentre randomized controlled trial. Participants are children (8 to 18 years of age with a chronic illness, and their parents, recruited from seven participating hospitals in the Netherlands. Participants are randomly allocated to two intervention groups (the child intervention group and the child intervention combined with a parent program and a wait-list control group. Primary outcomes are child psychosocial functioning, wellbeing and child disease related coping skills. Secondary outcomes are child quality of life, child general coping skills, child self-perception, parental stress, quality of parent-child interaction, and parental perceived vulnerability. Outcomes are evaluated at baseline, after 6 weeks of treatment, and at a 6 and 12-month follow-up period. The analyses will be performed on the basis of an intention-to-treat population. Discussion This study evaluates the effectiveness of a group intervention improving psychosocial functioning in children with CI and their parents. If proven effective, the intervention will be implemented in clinical practice. Strengths and limitations of the study design are discussed

  15. The Moderating Role of Parental Warmth on the Relation Between Verbal Punishment and Child Problem Behaviors for Same-sex and Cross-sex Parent-Child Groups

    Science.gov (United States)

    Anonas, Maria Roberta L.; Alampay, Liane Peña

    2015-01-01

    This study investigates the relation between parental verbal punishment and externalizing and internalizing behavior problems in Filipino children, and the moderating role of parental warmth in this relation, for same-sex (mothers-girls; fathers-boys) and cross-sex parent-child groups (mothers-boys; fathers-girls). Measures used were the Rohner Parental Acceptance-Rejection and Control Scale (PARQ/Control), the Achenbach Child Behavior Checklist (CBC), and a discipline measure (DI) constructed for the study. Participants were 117 mothers and 98 fathers of 61 boys and 59 girls who responded to a discipline interview, the Parental Acceptance-Rejection and Control scale (PARQ/Control) and the Achenbach Child Behavior Checklist via oral interviews. Hierarchical multiple regression analyses (with Bonferroni-corrected alpha levels) revealed that maternal frequency of verbal punishment was positively related to internalizing and externalizing outcomes in boys and girls whereas paternal frequency of verbal punishment was positively related to girls’ externalizing behavior. Significant interactions between verbal punishment and maternal warmth in mother-girl groups were also found for both internalizing and externalizing behaviors. While higher maternal warmth ameliorated the impact of low verbal punishment on girls’ internalizing and externalizing behaviors, it exacerbated the effect of high verbal punishment on negative outcomes. PMID:26752797

  16. Two-year impact of community-based health screening and parenting groups on child development in Zambia: Follow-up to a cluster-randomized controlled trial.

    Science.gov (United States)

    Rockers, Peter C; Zanolini, Arianna; Banda, Bowen; Chipili, Mwaba Moono; Hughes, Robert C; Hamer, Davidson H; Fink, Günther

    2018-04-01

    Early childhood interventions have potential to offset the negative impact of early adversity. We evaluated the impact of a community-based parenting group intervention on child development in Zambia. We conducted a non-masked cluster-randomized controlled trial in Southern Province, Zambia. Thirty clusters of villages were matched based on population density and distance from the nearest health center, and randomly assigned to intervention (15 clusters, 268 caregiver-child dyads) or control (15 clusters, 258 caregiver-child dyads). Caregivers were eligible if they had a child 6 to 12 months old at baseline. In intervention clusters, caregivers were visited twice per month during the first year of the study by child development agents (CDAs) and were invited to attend fortnightly parenting group meetings. Parenting groups selected "head mothers" from their communities who were trained by CDAs to facilitate meetings and deliver a diverse parenting curriculum. The parenting group intervention, originally designed to run for 1 year, was extended, and households were visited for a follow-up assessment at the end of year 2. The control group did not receive any intervention. Intention-to-treat analysis was performed for primary outcomes measured at the year 2 follow-up: stunting and 5 domains of neurocognitive development measured using the Bayley Scales of Infant and Toddler Development-Third Edition (BSID-III). In order to show Cohen's d estimates, BSID-III composite scores were converted to z-scores by standardizing within the study population. In all, 195/268 children (73%) in the intervention group and 182/258 children (71%) in the control group were assessed at endline after 2 years. The intervention significantly reduced stunting (56/195 versus 72/182; adjusted odds ratio 0.45, 95% CI 0.22 to 0.92; p = 0.028) and had a significant positive impact on language (β 0.14, 95% CI 0.01 to 0.27; p = 0.039). The intervention did not significantly impact cognition (β 0

  17. Two-year impact of community-based health screening and parenting groups on child development in Zambia: Follow-up to a cluster-randomized controlled trial.

    Directory of Open Access Journals (Sweden)

    Peter C Rockers

    2018-04-01

    Full Text Available Early childhood interventions have potential to offset the negative impact of early adversity. We evaluated the impact of a community-based parenting group intervention on child development in Zambia.We conducted a non-masked cluster-randomized controlled trial in Southern Province, Zambia. Thirty clusters of villages were matched based on population density and distance from the nearest health center, and randomly assigned to intervention (15 clusters, 268 caregiver-child dyads or control (15 clusters, 258 caregiver-child dyads. Caregivers were eligible if they had a child 6 to 12 months old at baseline. In intervention clusters, caregivers were visited twice per month during the first year of the study by child development agents (CDAs and were invited to attend fortnightly parenting group meetings. Parenting groups selected "head mothers" from their communities who were trained by CDAs to facilitate meetings and deliver a diverse parenting curriculum. The parenting group intervention, originally designed to run for 1 year, was extended, and households were visited for a follow-up assessment at the end of year 2. The control group did not receive any intervention. Intention-to-treat analysis was performed for primary outcomes measured at the year 2 follow-up: stunting and 5 domains of neurocognitive development measured using the Bayley Scales of Infant and Toddler Development-Third Edition (BSID-III. In order to show Cohen's d estimates, BSID-III composite scores were converted to z-scores by standardizing within the study population. In all, 195/268 children (73% in the intervention group and 182/258 children (71% in the control group were assessed at endline after 2 years. The intervention significantly reduced stunting (56/195 versus 72/182; adjusted odds ratio 0.45, 95% CI 0.22 to 0.92; p = 0.028 and had a significant positive impact on language (β 0.14, 95% CI 0.01 to 0.27; p = 0.039. The intervention did not significantly impact

  18. Let's face it: patient and parent perspectives on incorporating a Facebook group into a multidisciplinary weight management program.

    Science.gov (United States)

    Woolford, Susan J; Esperanza Menchaca, Alicia D M; Sami, Areej; Blake, Natalie

    2013-08-01

    Social media may have the potential to enhance weight management efforts. However, the acceptability of incorporating this entity into pediatrics is unknown. The objective of this project was to explore patients' and parents' perspectives about developing a Facebook group as a component of a pediatric weight management program. Semistructured interviews were performed between September, 2011, and February, 2012, with patients and parents in a multidisciplinary weight management program. Interviews explored participants' perceptions of potential benefits, concerns, and preferences related to a program-specific Facebook group. Transcripts were reviewed and themes identified. The study concluded when thematic saturation was achieved. Participants (n=32) were largely enthusiastic about the idea of a program-specific Facebook group for adolescents. Most preferred a secret group, where only participants would know of the group's existence or group members' identity. No parents expressed concern about security or privacy related to a program-specific Facebook group; one parent expressed concern about undesirable advertisements. Participants endorsed a variety of ideas for inclusion on the page, including weight loss tips, live chats with providers, quizzes, and an incentive system where participants could gain points for making healthy choices. Many parents requested a separate parent-focused page, an idea that was supported by the adolescents. This study suggests that participants perceive potential benefits from incorporating social media interventions into pediatric weight management efforts. Privacy and security issues do not appear to be major parental concerns. Future work should explore the impact of program-specific social media interventions on outcomes for patients in weight management programs.

  19. Online information for parents caring for their premature baby at home: A focus group study and systematic web search.

    Science.gov (United States)

    Alderdice, Fiona; Gargan, Phyl; McCall, Emma; Franck, Linda

    2018-01-30

    Online resources are a source of information for parents of premature babies when their baby is discharged from hospital. To explore what topics parents deemed important after returning home from hospital with their premature baby and to evaluate the quality of existing websites that provide information for parents post-discharge. In stage 1, 23 parents living in Northern Ireland participated in three focus groups and shared their information and support needs following the discharge of their infant(s). In stage 2, a World Wide Web (WWW) search was conducted using Google, Yahoo and Bing search engines. Websites meeting pre-specified inclusion criteria were reviewed using two website assessment tools and by calculating a readability score. Website content was compared to the topics identified by parents in the focus groups. Five overarching topics were identified across the three focus groups: life at home after neonatal care, taking care of our family, taking care of our premature baby, baby's growth and development and help with getting support and advice. Twenty-nine sites were identified that met the systematic web search inclusion criteria. Fifteen (52%) covered all five topics identified by parents to some extent and 9 (31%) provided current, accurate and relevant information based on the assessment criteria. Parents reported the need for information and support post-discharge from hospital. This was not always available to them, and relevant online resources were of varying quality. Listening to parents needs and preferences can facilitate the development of high-quality, evidence-based, parent-centred resources. © 2018 The Authors Health Expectations published by John Wiley & Sons Ltd.

  20. Implementation and Process Issues in Using Group Triple P with Chinese Parents: Preliminary Findings.

    Science.gov (United States)

    Crisante, Lea; Ng, Sally

    2003-01-01

    Implements and evaluates a positive parenting program intervention with Chinese parents. Results reveal significant improvements on the Prosocial Behavior Score. Given the unwillingness of some parents to complete questionnaires, the difficulties encountered in conducting evaluation in cross-cultural contexts are discussed, along with…

  1. Parent behavior and child weight status among a diverse group of underserved rural families

    Science.gov (United States)

    The purpose of this study was threefold: to investigate the association between three parenting behaviors (parenting style, feeding style, and feeding practices); to evaluate whether these behaviors were associated with child weight; and to determine whether style (parenting and feeding) moderated t...

  2. A Group Randomized Controlled Trial Evaluating Parent Involvement in Whole-School Actions to Reduce Bullying

    Science.gov (United States)

    Cross, Donna; Lester, Leanne; Pearce, Natasha; Barnes, Amy; Beatty, Shelley

    2018-01-01

    Parents can significantly affect children's peer relationships, including their involvement in bullying. The authors developed and evaluated ways to enhance parents' knowledge, self-efficacy, attitudes, and skills related to parent-child communication about bullying. The 3-year Friendly Schools Friendly Families whole-school intervention included…

  3. The Role of Parents in the Development of Peer Group Competence. ERIC Digest.

    Science.gov (United States)

    Moore, Shirley G.

    Among studies that have examined the relationship between parenting styles and children's development of social skills, the research of Diana Baumrind is noteworthy. In several studies, she has identified authoritarian, permissive, and authoritative parenting styles, which differ on the dimensions of nurturance and parental control. Authoritarian…

  4. Reported parental characteristics in relation to trait depression and anxiety levels in a non-clinical group.

    Science.gov (United States)

    Parker, G

    1979-09-01

    Care and overprotection appear to reflect the principal dimensions underlying parental behaviours and attitudes. In previous studies of neurotically depressed patients and of a non-clinical group, subjects who scored their parents as lacking in care and/or overprotective had the greater depressive experience. The present study of another non-clinical group (289 psychology students) replicated those findings in regard to trait depression levels. In addition, associations between those parental dimensions and trait anxiety scores were demonstrated. Multiple regression analyses established that 9-10% of the variance in mood scores was accounted for by scores on those parental dimensions. Low maternal care scores predicted higher levels of both anxiety and depression, while high maternal overprotection scores predicted higher levels of anxiety but not levels of depression. Maternal influences were clearly of greater relevance than paternal influences.

  5. Focus Groups Investigating Mental Health Attitudes and Beliefs of Parents and Teachers in South Lebanon: Are They Culturally Determined?

    Science.gov (United States)

    Doumit, Myrna A A; Farhood, Laila F; Hamady, Carmen

    2018-05-01

    The wars that Lebanon had endured led to a devastating number of deaths, injuries, and displacements. Such tragedies have detrimentally affected its civilians psychologically. To identify knowledge, attitudes, and practices of teachers and parents concerning child/adolescent mental health. Using purposeful sampling, five focus groups were conducted with teachers and parents of students from elementary, middle, and secondary levels in two private hub schools in South Lebanon. A total of 27 teachers and 18 parents participated separately in focus groups. Three themes emerged: (a) Mental health care is a priority for overall health, (b) Mental illness is a cultural taboo, and (c) There is a need for better education and cultural understanding about mental health. This is the first study in Lebanon directly targeted at parents' and teachers' mental health concerns. Such findings will add to transcultural nursing knowledge about the importance of mental health care.

  6. Novel Emergency Medicine Curriculum Utilizing Self-Directed Learning and the Flipped Classroom Method: Head, Eyes, Ears, Nose and Throat Emergencies Small Group Module

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    Andrew King

    2017-09-01

    Full Text Available Audience: This curriculum created and implemented at The Ohio State University Wexner Medical Center was designed to educate our emergency medicine (EM residents, PGY-1 to PGY-3, as well as medical students and attending physicians. Introduction: Head, Eyes, Ears, Nose and Throat (HEENT complaints are very commonly seen in the Emergency Department. Numbers vary as to exact prevalence, but sources show that there are about 2 million annual emergency department (ED visits in the United States for non-traumatic dental problems, representing 1.5% of all ED visits.1 Other sources show that symptoms referable to the throat encompass 2,496,000 visits or 1.9% of total visits.2 Notably, about 8% of the written exam in emergency medicine covers the topic of head and neck complaints, making it the second most tested topic behind cardiovascular.3 Residents must be proficient in the differential diagnosis and management of the wide variety of HEENT emergencies. The flipped classroom curricular model emphasizes self-directed learning activities completed by learners, followed by small group discussions pertaining to the topic reviewed. The active learning fostered by this curriculum increases faculty and learner engagement and interaction time typically absent in traditional lecture-based formats.4-6 Studies have revealed that the application of knowledge through case studies, personal interaction with content experts, and integrated questions are effective learning strategies for emergency medicine residents.6-8 The Ohio State University EM Residency didactic curriculum recently transitioned to a “flipped classroom” approach.9-13 We created this innovative curriculum aimed to improve our residency education program and to share educational resources with other EM residency programs. Our curriculum utilizes an 18-month curricular cycle to cover the defined emergency medicine content. The flipped classroom curriculum maximizes didactic time and resident

  7. Engineering the curriculum: Towards an adaptive curriculum

    Science.gov (United States)

    Johns-Boast, Lynette Frances

    The curriculum is one of the most important artefacts produced by higher education institutions, yet it is one of the least studied. Additionally, little is known about the decision-making of academics when designing and developing their curricula, nor how they make use of them. This research investigates how 22 Australian higher education engineering, software engineering, computer science, and information systems academics conceive of curriculum, what approaches they take when designing, and developing course and program curricula, and what use they make of the curriculum. It also considers the implications of these conceptions and behaviour upon their curricula. Data were collected through a series of one-to-one, in-depth, qualitative interviews as well as small focus group sessions and were analysed following Charmaz’ (2006) approach to grounded theory. In this thesis, I argue that the development of curricula for new higher degree programs and courses and / or the updating and innovating of an existing curriculum is a design problem. I also argue that curriculum is a complex adaptive system. Surrounding the design and development of a curriculum is a process of design that leads to the creation of a designed object - the official-curriculum. The official-curriculum provides the guiding principles for its implementation, which involves the design and development of the curriculum-in-use, its delivery, and evaluation. Data show that while the participants conceive of curriculum as a problem of design involving a design process leading to the development of the official-curriculum, surprisingly, their behaviour does not match their conceptions. Over a very short period, their behaviour leads to a process I have called curriculum drift where the official-curriculum and the curriculum-in-use drift away from each other causing the curriculum to lose its integrity. Curricular integrity is characterised through the attributes of alignment, coherence, and

  8. Leaders' limitations and approaches to creating conditions for interaction and communication in parental groups: A qualitative study.

    Science.gov (United States)

    Frykedal, Karin Forslund; Rosander, Michael; Barimani, Mia; Berlin, Anita

    2018-01-01

    The aim of this study was to describe and understand parental group (PG) leaders' experiences of creating conditions for interaction and communication. The data consisted of 10 interviews with 14 leaders. The transcribed interviews were analysed using thematic analysis. The results showed that the leaders' ambition was to create a parent-centred learning environment by establishing conditions for interaction and communication between the parents in the PGs. However, the leaders' experience was that their professional competencies were insufficient and that they lacked pedagogical tools to create constructive group discussions. Nevertheless, they found other ways to facilitate interactive processes. Based on their experience in the PG, the leaders constructed informal socio-emotional roles for themselves (e.g. caring role and personal role) and let their more formal task roles (e.g. professional role, group leader and consulting role) recede into the background, so as to remove the imbalance of power between the leaders and the parents. They believed this would make the parents feel more confident and make it easier for them to start communicating and interacting. This personal approach places them in a vulnerable position in the PG, in which it is easy for them to feel offended by parents' criticism, questioning or silence.

  9. Effectiveness of preventive support groups for children of mentally ill or addicted parents: a randomized controlled trial

    NARCIS (Netherlands)

    Santvoort, F. van; Hosman, C.M.H.; Doesum, K.T.M. van; Janssens, J.M.

    2014-01-01

    In various countries preventive support groups are offered to children of mentally ill and/or addicted parents to reduce the risk that they will develop problems themselves. This study assessed the effectiveness of Dutch support groups for children aged 8-12 years old in terms of reducing negative

  10. The influence of parenting on maladaptive cognitive schema: a cross-sectional research on a group of adults

    Directory of Open Access Journals (Sweden)

    Pellerone M

    2017-02-01

    Full Text Available Monica Pellerone,1 Calogero Iacolino,1 Giuseppe Mannino,2 Ivan Formica,3 Simona Maria Zabbara1 1Faculty of Human and Social Sciences, “Kore” University of Enna, Enna, Sicily, Italy; 2Department of Jurisprudence, “LUMSA” University, Rome, Italy; 3Department of Cognitive, Psychological, Pedagogical Sciences and Cultural Studies, University of Study of Messina, Messina, Sicily, Italy Background: The literature emphasizes the role of early interpersonal experiences in the development of cognitive vulnerability; in particular, interruptions in early family relationships, parental unavailability and dysfunctional parenting are potential evolutionary precursors to negative cognitive style and emotional disorders.Materials and methods: This study measured the relationship of retrospective ratings on parental bonding with cognitive patterns in a group of Italian adults. The objectives of this study were as follows: to analyze the influence of age and education level on cognitive domains; to verify whether being parents and living at home with parents affect both parenting style and cognitive domains; to investigate how the type of the maternal and paternal parenting independently affects cognitive styles; to measure the predictive variables for the use of cognitive dysfunctional patterns and to investigate age as a moderating variable of the relation between parenting styles and cognitive domains in a group of adult men and women. The research involved 209 adults (118 males and 91 females living in Sicily (Italy aged between 20 and 60 years (M = 37.52; SD = 11.42. The research lasted for 1 year. The instruments used were the Parental Bonding Instrument to measure the perception of parenting during childhood and the Young Schema Questionnaire-3 to investigate cognitive patterns.Results: Data show that being a younger adult male with mother’s parenting style characterized by a lower level of nurturance is predictive of the disconnection and

  11. Comparative Effects of Mindfulness and Support and Information Group Interventions for Parents of Adults with Autism Spectrum Disorder and Other Developmental Disabilities

    Science.gov (United States)

    Lunsky, Yona; Hastings, Richard P.; Weiss, Jonathan A.; Palucka, Anna M.; Hutton, Sue; White, Karen

    2017-01-01

    This study evaluated two community based interventions for parents of adults with autism spectrum disorder and other developmental disabilities. Parents in the mindfulness group reported significant reductions in psychological distress, while parents in the support and information group did not. Reduced levels of distress in the mindfulness group…

  12. Big hearts, small hands: a focus group study exploring parental food portion behaviours

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    Kristina Curtis

    2017-09-01

    Full Text Available Abstract Background The development of healthy food portion sizes among families is deemed critical to childhood weight management; yet little is known about the interacting factors influencing parents’ portion control behaviours. This study aimed to use two synergistic theoretical models of behaviour: the COM-B model (Capability, Opportunity, Motivation – Behaviour and Theoretical Domains Framework (TDF to identify a broad spectrum of theoretically derived influences on parents’ portion control behaviours including examination of affective and habitual influences often excluded from prevailing theories of behaviour change. Methods Six focus groups exploring family weight management comprised of one with caseworkers (n = 4, four with parents of overweight children (n = 14 and one with parents of healthy weight children (n = 8. A thematic analysis was performed across the dataset where the TDF/COM-B were used as coding frameworks. Results To achieve the target behaviour, the behavioural analysis revealed the need for eliciting change in all three COM-B domains and nine associated TDF domains. Findings suggest parents’ internal processes such as their emotional responses, habits and beliefs, along with social influences from partners and grandparents, and environmental influences relating to items such as household objects, interact to influence portion size behaviours within the home environment. Conclusion This is the first study underpinned by COM-B/TDF frameworks applied to childhood weight management and provides new targets for intervention development and the opportunity for future research to explore the mediating and moderating effects of these variables on one another.

  13. Economic and other barriers to adopting recommendations to prevent childhood obesity: results of a focus group study with parents

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    Taveras Elsie M

    2009-12-01

    Full Text Available Abstract Background Parents are integral to the implementation of obesity prevention and management recommendations for children. Exploration of barriers to and facilitators of parental decisions to adopt obesity prevention recommendations will inform future efforts to reduce childhood obesity. Methods We conducted 4 focus groups (2 English, 2 Spanish among a total of 19 parents of overweight (BMI ≥ 85th percentile children aged 5-17 years. The main discussion focused on 7 common obesity prevention recommendations: reducing television (TV watching, removing TV from child's bedroom, increasing physically active games, participating in community or school-based athletics, walking to school, walking more in general, and eating less fast food. Parents were asked to discuss what factors would make each recommendation more difficult (barriers or easier (facilitators to follow. Participants were also asked about the relative importance of economic (time and dollar costs/savings barriers and facilitators if these were not brought into the discussion unprompted. Results Parents identified many barriers but few facilitators to adopting obesity prevention recommendations for their children. Members of all groups identified economic barriers (time and dollar costs among a variety of pertinent barriers, although the discussion of dollar costs often required prompting. Parents cited other barriers including child preference, difficulty with changing habits, lack of information, lack of transportation, difficulty with monitoring child behavior, need for assistance from family members, parity with other family members, and neighborhood walking safety. Facilitators identified included access to physical activity programs, availability of alternatives to fast food and TV which are acceptable to the child, enlisting outside support, dietary information, involving the child, setting limits, making behavior changes gradually, and parental change in shopping

  14. Mom Power: preliminary outcomes of a group intervention to improve mental health and parenting among high-risk mothers.

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    Muzik, Maria; Rosenblum, Katherine L; Alfafara, Emily A; Schuster, Melisa M; Miller, Nicole M; Waddell, Rachel M; Stanton Kohler, Emily

    2015-06-01

    Maternal psychopathology and traumatic life experiences may adversely impact family functioning, the quality of the parent-child relationship and the attachment bond, placing the child's early social-emotional development at risk. Attachment-based parenting interventions may be particularly useful in decreasing negative outcomes for children exposed to risk contexts, yet high risk families frequently do not engage in programs to address mental health and/or parenting needs. This study evaluated the effects of Mom Power (MP), a 13-session parenting and self-care skills group program for high-risk mothers and their young children (age parenting competence, and engagement in treatment. Mothers were referred from community health providers for a phase 1 trial to assess feasibility, acceptability, and pilot outcomes. At baseline, many reported several identified risk factors, including trauma exposure, psychopathology, poverty, and single parenthood. Ninety-nine mother-child pairs were initially recruited into the MP program with 68 women completing and providing pre- and post-self-report measures assessing demographics and trauma history (pre-assessment only), maternal mental health (depression and post-traumatic stress disorder (PTSD)), parenting, and intervention satisfaction. Results indicate that MP participation was associated with reduction in depression, PTSD, and caregiving helplessness. A dose response relationship was evident in that, despite baseline equivalence, women who attended ≥70 % of the 10 groups (completers; N = 68) improved on parenting and mental health outcomes, in contrast to non-completers (N = 12). Effects were most pronounced for women with a mental health diagnosis at baseline. The intervention was perceived as helpful and user-friendly. Results indicate that MP is feasible, acceptable, and holds promise for improving maternal mental health and parenting competence among high-risk dyads. Further research is warranted to evaluate

  15. A definition of unknown parent groups based on bull usage patterns across herds.

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    Bouquet, A; Renand, G; Phocas, F

    2011-03-01

    In genetic evaluations, the definition of unknown parent groups (UPG) is usually based on time periods, selection path and flows of foreign founders. The definition of UPG may be more complex for populations presenting genetic heterogeneity due to both, large national expansion and coexistence of artificial insemination (AI) and natural service (NS). A UPG definition method accounting for beef bull flows was proposed and applied to the French Charolais cattle population. It assumed that, at a given time period, unknown parents belonged to the same UPG when their progeny were bred in herds that used bulls with similar origins (birth region and reproduction way). Thus, the birth period, region and AI rate of a herd were pointed out to be the three criteria reflecting genetic disparities at the national level in a beef cattle population. To deal with regional genetic disparities, 14 regions were identified using a factorial approach combining principal component analysis and Ward clustering. The selection nucleus of the French cattle population was dispersed over three main breeding areas. Flows of NS bulls were mainly carried out within each breeding area. On the contrary, the use and the selection of AI bulls were based on a national pool of candidates. Within a time period, herds of different regions were clustered together when they used bulls coming from the same origin and with an estimated difference of genetic level lower than 20% of genetic standard deviation (σg) for calf muscle and skeleton scores (SS) at weaning. This led to the definition of 16 UPG of sires, which were validated as robust and relevant in a sire model, meaning numerically stable and corresponding to distinct genetic subpopulations. The UPG genetic levels were estimated for muscle and SS under sire and animal models. Whatever the trait, differences between bull UPG estimates within a time period could reach 0.5 σg across regions. For a given time period, bull UPG estimates for muscle and

  16. Examining the Effectiveness of Group Positive Parenting Training on Increasing Hope and Life Satisfaction in Mothers of Children with Autism

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    Seyed Omid Sotoudeh Navroodi

    2018-04-01

    Full Text Available Objective: Parents of children with autism spectrum disorders are exposed to mental distress because of having a disabled child more than parents with children with other psychological disorders, and their children's disorder has a negative effect on their hope and life satisfaction. The present study aimed to examining the effectiveness of group positive parenting training on increasing hope and life satisfaction in mothers of children with autism.Method: This was a quasi-experimental study with pretest, posttest, and control and experimental groups. Mothers with autistic children (6-15 years in Rasht consisted the statistical population of the study. All the children had a medical record and autism diagnosis based on DSM-IV-TR by a psychiatrist. Hope Questionnaires by Snyder and Life Satisfaction Questionnaire by Diener were implemented. Participants of the experimental group received positive parenting training for 8 sessions, and participants of the control group were put in the state of waiting. Descriptive statistics (mean, standard deviation, frequency, and percentage and inferential statistics (univariate and multivariate covariance analysis were used for data analysis.Results: In this study, 27 mothers of children with autism were examined. The mean and standard deviation of the age of mothers in the experimental group was 36.14± 2.47 years and it was 37± 3.62 years for mothers in the control group. The results of univariate covariance analysis revealed a significant difference between the scores of pretest and posttest of the experimental and control groups in life satisfaction (Sum of square = 16.558, F = 13.534, DF = 1, P = 0.002, 〖=ƞ〗^2 = 0.361.Conclusion: The results of this study showed that using group positive parenting training can have a positive effect on dimensions of hope and life satisfaction in mothers of children with autism spectrum disorder.

  17. Parent-child associations in selected food group and nutrient intakes among overweight and obese adolescents.

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    Watts, Allison W; Mâsse, Louise C; Barr, Susan I; Lovato, Chris Y; Hanning, Rhona M

    2014-10-01

    Few studies have compared parent-child dietary intake among adolescents who are overweight or obese. The purpose of our study was to determine the relationship between parent-teen intake of selected dietary components among this sample. Baseline data from 165 parent and adolescent (aged 11 to 16 years) pairs who presented for a lifestyle behavior modification intervention were collected between 2010 and 2012. Parent and adolescent dietary intake (servings of fruits and vegetables [F/V]; grams of sugar; and percent energy from total fat, saturated fat, dessert/treats, sugar-sweetened beverages, and snacks) was assessed using web-based 24-hour dietary recalls. Multivariable linear and negative binomial regression models identified associations between parent and child dietary intake adjusting for relevant covariates. A large proportion of adolescents and parents did not meet dietary recommendations for F/V, total fat, and saturated fat. Parent-adolescent intake of F/V, total fat, saturated fat, sugar, sugar-sweetened beverages, and snacks were positively associated (r=0.19 to 0.37). No relationship was observed for dessert/treats. In multivariate models, significant interaction effects suggest that the parent-child association in diet was weaker for fat intake among parents with higher educational attainment (b=-.31; P<0.05) and for snacking among adolescent boys (b=-.30; P<.05). Parent intake of several dietary components important for good health, and related to obesity, was associated with adolescent intake. Helping parents improve their diet may promote improvements in their adolescent's diet and is a potential target for interventions designed to increase healthy eating among adolescents. Copyright © 2014 Academy of Nutrition and Dietetics. Published by Elsevier Inc. All rights reserved.

  18. Promoting human subjects training for place-based communities and cultural groups in environmental research: curriculum approaches for graduate student/faculty training.

    Science.gov (United States)

    Quigley, Dianne

    2015-02-01

    A collaborative team of environmental sociologists, community psychologists, religious studies scholars, environmental studies/science researchers and engineers has been working together to design and implement new training in research ethics, culture and community-based approaches for place-based communities and cultural groups. The training is designed for short and semester-long graduate courses at several universities in the northeastern US. The team received a 3 year grant from the US National Science Foundation's Ethics Education in Science and Engineering in 2010. This manuscript details the curriculum topics developed that incorporate ethical principles, particularly for group protections/benefits within the field practices of environmental/engineering researchers.

  19. Young patients', parents', and survivors' communication preferences in paediatric oncology: using online focus groups.

    NARCIS (Netherlands)

    Zwaanswijk, M.; Tates, K.; Dulmen, S. van; Hoogerbrugge, M.; Kamps, W.A.; Bensing, J.M.

    2007-01-01

    BACKGROUND: Guidelines in paediatric oncology encourage health care providers to share relevant information with young patients and parents to enable their active participation in decision making. It is not clear to what extent this mirrors patients' and parents' preferences. This study investigated

  20. When Parents Divorce: Assisting Teens to Adjust through a Group Approach.

    Science.gov (United States)

    Studer, Jeannine R.; Allton, Judith A.

    1996-01-01

    Addresses factors that contribute to the adjustment difficulties of children and adolescents when their parents divorce. Gender issues, custody, age, parenting style, visitation patterns, socioeconomic considerations, the support system, family size, and the reconstituted family are all discussed. Describes a model for an effective support group…

  1. Gender Differences in Youth Substance Use: The Effects of Parenting through a Deviant Peer Group

    Science.gov (United States)

    Cutrín, Olalla; Gómez-Fraguela, José Antonio; Sobral, Jorge

    2017-01-01

    The aim of this study is to analyze the effects of parental knowledge, parental support, and family conflict through the affiliation with deviant peers on youth substance use (i.e., alcohol, cannabis, and other illicit substances), as well as unhealthy and antisocial behavior derived from substance consumption. A Spanish community sample was used…

  2. Improving Teacher Perceptions of Parent Involvement Patterns: Findings from a Group Randomized Trial

    Science.gov (United States)

    Herman, Keith C.; Reinke, Wendy M.

    2017-01-01

    For children with the most serious and persistent academic and behavior problems, parent involvement in education, particularly teacher perceptions of involvement, is essential to avert their expected long-term negative outcomes. Despite the widespread interest in and perceived importance of parent involvement in education, however, few…

  3. Conceptual understanding of screen media parenting: Report of a working group

    Science.gov (United States)

    Screen media (television, computers, and videogames) use has been linked to multiple child outcomes, including obesity. Parents can be an important influence on children's screen use. There has been an increase in the number of instruments available to assess parenting in feeding and physical activi...

  4. Comparing Web, Group and Telehealth Formats of a Military Parenting Program

    Science.gov (United States)

    2017-06-01

    extremely disruptive for parents and children . Returning service members and their families are particularly vulnerable during the reintegration period...disruptive for parents and children . Returning service members and their families are particularly vulnerable during the reintegration period post...Freedom, Iraqi Freedom (OEF/OIF), and New Dawn (Institute of Medicine/IOM 2013). Stress associated with family separation, combat, and reintegration is

  5. The Family Startup Program: study protocol for a randomized controlled trial of a universal group-based parenting support program.

    Science.gov (United States)

    Trillingsgaard, Tea; Maimburg, Rikke Damkjær; Simonsen, Marianne

    2015-04-21

    Inadequate parenting is an important public health problem with possible severe and long-term consequences related to child development. We have solid theoretical and political arguments in favor of efforts enhancing the quality of the early family environment in the population at large. However, little is known about effect of universal approaches to parenting support during the transition to parenthood. This protocol describes an experimental evaluation of group based parenting support, the Family Startup Program (FSP), currently implemented large scale in Denmark. Participants will be approximately 2500 pregnant women and partners. Inclusion criteria are parental age above 18 and the mother expecting first child. Families are recruited when attending routine pregnancy scans provided as a part of the publicly available prenatal care program at Aarhus University Hospital, Skejby. Families are randomized within four geographically defined strata to one of two conditions a) participation in FSP or b) Treatment As Usual (TAU). FSP aims to prepare new families for their roles as parents and enhance parental access to informal sources of support, i.e. social network and community resources. The program consists of twelve group sessions, with nine families in each group, continuing from pregnancy until the child is 15 months old. TAU is the publicly available pre- and postnatal care available to families in both conditions. Analyses will employ survey data, administrative data from health visitors, and administrative register based data from Statistics Denmark. All data sources will be linked via the unique Danish Civil Registration Register (CPR) identifier. Data will be obtained at four time points, during pregnancy, when the child is nine months, 18 months and seven years. The primary study outcome is measured by the Parenting Sense of Competence scale (PSOC) J Clin Child Psychol 18:167-75, 1989. Other outcomes include parenting and couple relationship quality

  6. [Relation between suicidal ideation and parenting styles among a group of Chilean adolescents].

    Science.gov (United States)

    Florenzano U, Ramón; Valdés C, Macarena; Cáceres C, Eugenio; Santander R, Sylvia; Aspillaga H, Carolina; Musalem A, Claudia

    2011-12-01

    In Chile, there has been an increase in suicide rates from 1.1 to 2.6 per 100,000 among adolescents aged 10 to 14 years and from 4.4 to 8.9 per 100,000 among those aged 15 to 19 years To identify protective factors for suicidal ideation according to parenting styles, as described by Barber et al. The relation between suicidal ideation and parenting styles was assessed in a random sample of 2,346 Chilean school attending adolescents aged 13 to 20 years old (59% women) from three cities: Antofagasta (Northern Chile, II Region), Santiago (Central, Metropolitan Region) and Concepción (Southern, VIII Region). Participants were tested with the Chilean adaptation of the Cross National Adolescents Program (CNAP) Plus questionnaire developed by Barber et al. The relation between suicidal ideation and parenting styles was assessed using regression analyses. Correlations between suicidal ideation and parenting styles were mostly significant, yet weak. High odds ratios were observed among parents who had a strong psychological control, inconsistent control, lack of expression of affection and covered marital hostility. High adolescent self-esteem, a good relationship with parents, psychological parental autonomy, expression of physical affection, social support and paternal monitoring were protective factors against suicidal ideation.

  7. Factors That Influence Vaccination Decision-Making by Parents Who Visit an Anthroposophical Child Welfare Center: A Focus Group Study

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    Irene A. Harmsen

    2012-01-01

    Full Text Available In recent years, parents have become more disparaging towards childhood vaccination. One group that is critical about the National Immunization Program (NIP and participates less comprises parents with an anthroposophical worldview. Despite the fact that various studies have identified anthroposophists as critical parents with lower vaccination coverage, no research has been done to explore the beliefs underlying their childhood vaccination decision-making. We conducted a qualitative study using three focus groups ( of parents who visit an anthroposophical child welfare center. Our findings show that participants did not refuse all vaccinations within the Dutch NIP, but mostly refused the Mumps, Measles, and Rubella (MMR vaccination. Vaccination decisions are influenced by participants’ lifestyle, perception of health, beliefs about childhood diseases, perceptions about the risks of diseases, perceptions about vaccine effectiveness and vaccine components, and trust in institutions. Parents indicated that they felt a need for more information. Sufficient references should be provided to sources containing more information about childhood vaccination, especially about the effectiveness of vaccines and vaccine components and the risks, such as possible side effects and benefits of vaccination. This may satisfy parents’ information needs and enable them to make a sufficiently informed choice whether or not to vaccinate their child.

  8. Promoting Child Development through Group-Based Parent Support within a Cash Transfer Program: Experimental Effects on Children's Outcomes

    Science.gov (United States)

    Fernald, Lia C. H.; Kagawa, Rose M. C.; Knauer, Heather A.; Schnaas, Lourdes; Guerra, Armando Garcia; Neufeld, Lynnette M.

    2017-01-01

    We examined effects on child development of a group-based parenting support program ("Educación Inicial" - EI) when combined with Mexico's conditional cash transfer (CCT) program ("Prospera," originally 'Oportunidades" and "Progresa"). This cluster-randomized trial included 204 communities (n = 1,113 children in…

  9. Associations and Costs of Parental Symptoms of Psychiatric Distress in a Multi-Diagnosis Group of Children with Special Needs

    Science.gov (United States)

    Thurston, S.; Paul, L.; Loney, P.; Ye, C.; Wong, M.; Browne, G.

    2011-01-01

    Background: Families supporting children with complex needs are significantly more distressed and economically disadvantaged than families of children without disability and delay. What is not known is the associations and costs of parental psychiatric distress within a multi-diagnosis group of special needs children. Methods: In this…

  10. Perceptions of Parents of Students with Autism towards the IEP Meeting: A Case Study of One Family Support Group Chapter

    Science.gov (United States)

    Fish, Wade W.

    2006-01-01

    This case study investigated parental perceptions of students with autism towards the IEP meeting from one family support group chapter in the north Texas area. Participants were asked to share their experiences of previous IEP meetings and to provide input regarding not only measures that school districts may take towards improving IEP meetings,…

  11. Effectiveness of preventive support groups for children of mentally ill or addicted parents: a randomized controlled trial.

    Science.gov (United States)

    van Santvoort, Floor; Hosman, Clemens M H; van Doesum, Karin T M; Janssens, Jan M A M

    2014-06-01

    In various countries preventive support groups are offered to children of mentally ill and/or addicted parents to reduce the risk that they will develop problems themselves. This study assessed the effectiveness of Dutch support groups for children aged 8-12 years old in terms of reducing negative cognitions; improving social support, competence, and parent-child interaction (direct intervention goals); and reducing emotional and behavioural problems (ultimate intervention aim). Children from 254 families were randomly assigned to the intervention or a control condition. Parents and children completed questionnaires at baseline and 3 and 6 months later. Emotional and behavioural problems of intervention group children were also assessed 1 year after the start. Univariate analyses of variance showed that children in the intervention group experienced a greater decrease in negative cognitions and sought more social support, immediately after participation and 3 months later, as compared to control group children. They also remained stable in their feelings of social acceptance (competence aspect) immediately after the intervention, whereas these feelings declined in control group children. The intervention and control groups both improved over time in terms of cognitions, competence, parent-child interaction and emotional and behavioural problem scores. Additional improvement in terms of problem scores was found in the intervention group 1 year after baseline. Further enhancement of effectiveness requires re-consideration of the support group goals; it should be studied whether the goals reflect the most important and influential risk and protective factors for this specific population. Besides, effects should be studied over a longer period.

  12. Conflict Resolution in the Parent-Child, Marital, and Peer Contexts and Children's Aggression in the Peer Group: A Process-Oriented Cultural Perspective

    Science.gov (United States)

    Feldman, Ruth; Masalha, Shafiq; Derdikman-Eiron, Ruth

    2010-01-01

    Theories of socialization propose that children's ability to handle conflicts is learned at home through mechanisms of participation and observation--participating in parent-child conflict and observing the conflicts between parents. We assessed modes of conflict resolution in the parent-child, marriage, and peer-group contexts among 141 Israeli…

  13. A Randomised Group Comparison Controlled Trial of "Preschoolers with Autism": A Parent Education and Skills Training Intervention for Young Children with Autistic Disorder

    Science.gov (United States)

    Tonge, Bruce; Brereton, Avril; Kiomall, Melissa; Mackinnon, Andrew; Rinehart, Nicole J.

    2014-01-01

    Aim: To determine the effect of parent education on adaptive behaviour, autism symptoms and cognitive/language skills of young children with autistic disorder. Method: A randomised group comparison design involving a parent education and counselling intervention and a parent education and behaviour management intervention to control for parent…

  14. What Hispanic parents do to encourage and discourage 3-5 year old children to be active: a qualitative study using nominal group technique.

    Science.gov (United States)

    O'Connor, Teresia M; Cerin, Ester; Hughes, Sheryl O; Robles, Jessica; Thompson, Deborah; Baranowski, Tom; Lee, Rebecca E; Nicklas, Theresa; Shewchuk, Richard M

    2013-08-06

    Hispanic preschoolers are less active than their non-Hispanic peers. As part of a feasibility study to assess environmental and parenting influences on preschooler physical activity (PA) (Niños Activos), the aim of this study was to identify what parents do to encourage or discourage PA among Hispanic 3-5 year old children to inform the development of a new PA parenting practice instrument and future interventions to increase PA among Hispanic youth. Nominal Group Technique (NGT), a structured multi-step group procedure, was used to elicit and prioritize responses from 10 groups of Hispanic parents regarding what parents do to encourage (5 groups) or discourage (5 groups) preschool aged children to be active. Five groups consisted of parents with low education (less than high school) and 5 with high education (high school or greater) distributed between the two NGT questions. Ten NGT groups (n = 74, range 4-11/group) generated 20-46 and 42-69 responses/group for practices that encourage or discourage PA respectively. Eight to 18 responses/group were elected as the most likely to encourage or discourage PA. Parental engagement in child activities, modeling PA, and feeding the child well were identified as parenting practices that encourage child PA. Allowing TV and videogame use, psychological control, physical or emotional abuse, and lack of parental engagement emerged as parenting practices that discourage children from being active. There were few differences in the pattern of responses by education level. Parents identified ways they encourage and discourage 3-5 year-olds from PA, suggesting both are important targets for interventions. These will inform the development of a new PA parenting practice scale to be further evaluated. Further research should explore the role parents play in discouraging child PA, especially in using psychological control or submitting children to abuse, which were new findings in this study.

  15. The Effectiveness of a Group Triple P with Chinese Parents Who Have a Child with Developmental Disabilities: A Randomized Controlled Trial

    Science.gov (United States)

    Leung, Cynthia; Fan, Angel; Sanders, Matthew R.

    2013-01-01

    The study examined the effectiveness of Group Triple P, a Level 4 variant of the Triple P multilevel system of parenting support, with Chinese parents who had a preschool aged child with a developmental disability, using randomized controlled trial design. Participants (Intervention group: 42; Waitlist Control group: 39) completed measures on…

  16. The SMILES program: a group program for children with mentally ill parents or siblings.

    Science.gov (United States)

    Pitman, Erica; Matthey, Stephen

    2004-07-01

    The Simplifying Mental Illness + Life Enhancement Skills program, for children with a mentally ill parent or sibling, is a 3-day program that aims to increase children's knowledge of mental illness and to better equip them with life skills considered beneficial for coping in their family. Self-report data from 25 children who attended 3 of these programs, in Canada and Australia, indicate that these aims were achieved. Their parents also report benefits for their children.

  17. Article Commentary: Group Learning Assessments as a Vital Consideration in the Implementation of New Peer Learning Pedagogies in the Basic Science Curriculum of Health Profession Programs

    Directory of Open Access Journals (Sweden)

    Charlotte L. Briggs

    2016-01-01

    Full Text Available Inspired by reports of successful outcomes in health profession education literature, peer learning has progressively grown to become a fundamental characteristic of health profession curricula. Many studies, however, are anecdotal or philosophical in nature, particularly when addressing the effectiveness of assessments in the context of peer learning. This commentary provides an overview of the rationale for using group assessments in the basic sciences curriculum of health profession programs and highlights the challenges associated with implementing group assessments in this context. The dearth of appropriate means for measuring group process suggests that professional collaboration competencies need to be more clearly defined. Peer learning educators are advised to enhance their understanding of social psychological research in order to implement best practices in the development of appropriate group assessments for peer learning.

  18. Emotions are a window into one's heart”: a qualitative analysis of parental beliefs about children's emotions across three ethnic groups.

    Science.gov (United States)

    Parker, Alison E; Halberstadt, Amy G; Dunsmore, Julie C; Townley, Greg; Bryant, Alfred; Thompson, Julie A; Beale, Karen S

    2012-09-01

    We conducted a qualitative study to explore parental beliefs about emotions in the family across three cultures (African American, European American, and Lumbee American Indian), using the underutilized yet powerful methodology of focus groups. The main goal of this monograph is to understand parents’ beliefs about the role of emotions in the family and how cultural or ethnic background may influence those beliefs. Based on philosophical traditions and previous research, three dimensions of parental beliefs were predicted: Value of Emotion, Socialization of Emotion, and Controllability of Emotion. We expected new themes to emerge during the focus groups.Twelve focus groups were conducted with 87 parents from the three cultural groups mentioned above. Groups met for two sessions scheduled 2 weeks apart. Focus group discussions were led by same-ethnicity moderators. Aninductive analysis was conducted; key themes and subthemes were identified.All three theoretically derived dimensions were well represented in each focus group. Cultural similarities in themes within these dimensions included children’s appropriate expression of negative emotions, role of emotion in the home, children’s capacity for controlling emotions, and parents’ role in socialization of emotion. Cultural variations included concern about parents’ expression of negative emotion, children’s modulation of positive emotion, the role emotions play in behavior, and choice in emotional experience. Two new dimensions also emerged: Relational Nature of Emotions and Changeability of Emotions. Cultural similarities in themes within these dimensions included emphasis on emotional connections with children, emotional contagion in families, developmental change in children’s emotions, and intergenerational change in emotion socialization. Cultural variation included discussion of emotions as guides for action and children’s emotional privacy. Dimensions and the themes and subthemes within them

  19. Community as Curriculum

    Science.gov (United States)

    Cummins, Jim; Chow, Patricia; Schechter, Sandra R.

    2006-01-01

    This article describes a project involving teachers, parents, and university researchers in collaborations to support multilingual children's development and use of language. Strategies for fostering an inclusive climate included building on the interests and resources of the local community, involving community members in curriculum development,…

  20. Natural history and parental experience of children with trisomy 18 based on a questionnaire given to a Japanese trisomy 18 parental support group.

    Science.gov (United States)

    Kosho, Tomoki; Kuniba, Hideo; Tanikawa, Yuko; Hashimoto, Yoko; Sakurai, Hiroko

    2013-07-01

    We conducted a questionnaire-based study in collaboration with a Japanese trisomy 18 parental support group. Sixty-five children (female, 68%) with full trisomy 18 were evaluated. Diagnosis was made prenatally in 17% (11/65) and 57% (37/65) were born following a cesarean. The mean gestational age at delivery was 38 weeks and 6 days, and the mean birth weight was 1,920 g (-2.6SD). A total of 51% (24/47) of children had apneic episodes. Thirteen children experienced generalized seizures, and a minority was seizure-free with medication. Parents of 36% (18/50) of children were offered intensive treatment. A total of 45% (27/60) of children received intermittent mandatory ventilation, which was weaned off in half of them. Nine had surgeries, including esophageal atresia/omphalocele correction, cardiac surgery, and tracheostomy. A total of 15% (8/55) were fed fully orally, and 45% (29/64) were discharged home. Slow but constant psychomotor development was observed, and in four long-term survivors over 10 years, two walked unassisted. Factors significantly associated with survival over 1 year included diagnosis after birth, absence of prematurity, heavier birth weight, absence of esophageal atresia, extubation, ability to feed orally without medical assistance, and home discharge. Parents appeared to be positive about caring for their children, and the children seemed to interact with parents and siblings as long as they lived, resulting in quality family time. The family point of view, as well as knowledge of natural history, should be considered when policy statements about the care of children with trisomy 18 are made. Copyright © 2013 Wiley Periodicals, Inc.

  1. A randomised group comparison controlled trial of 'preschoolers with autism': a parent education and skills training intervention for young children with autistic disorder.

    Science.gov (United States)

    Tonge, Bruce; Brereton, Avril; Kiomall, Melissa; Mackinnon, Andrew; Rinehart, Nicole J

    2014-02-01

    To determine the effect of parent education on adaptive behaviour, autism symptoms and cognitive/language skills of young children with autistic disorder. A randomised group comparison design involving a parent education and counselling intervention and a parent education and behaviour management intervention to control for parent skills training and a control sample. Two rural and two metropolitan regions were randomly allocated to intervention groups (n = 70) or control (n = 35). Parents from autism assessment services in the intervention regions were randomly allocated to parent education and behaviour management (n = 35) or parent education and counselling (n = 35). Parent education and behaviour management resulted in significant improvement in adaptive behaviour and autism symptoms at 6 months follow-up for children with greater delays in adaptive behaviour. Parent education and behaviour management was superior to parent education and counselling. We conclude that a 20-week parent education programme including skills training for parents of young children with autistic disorder provides significant improvements in child adaptive behaviour and symptoms of autism for low-functioning children.

  2. Family reactions and their management in a parents group with beta-thalassaemia.

    Science.gov (United States)

    Tsiantis, J; Xypolita-Tsantili, D; Papadakou-Lagoyianni, S

    1982-11-01

    The parents of children with beta-thalassaemia displayed various patterns of emotion (guilt, death anxiety, denial of feelings) and their behaviour towards the child was inappropriate (overprotective, conspiracy of silence); this could affect his psychosocial development and lead to tension within the family. Some parents were overdemanding and even hostile to hospital staff, thus making the management of cases difficult. The therapeutic team has tried to concentrate on these problems in order to clarify them and give support to the families. This has facilitated communication within the family as well as between the family and hospital staff, and had diminished the problems.

  3. Erratum to: Reducing Preschoolers' Disruptive Behavior in Public with a Brief Parent Discussion Group.

    Science.gov (United States)

    Joachim, Sabine; Sanders, Matthew R; Turner, Karen M T

    2015-10-01

    The Triple P-Positive Parenting Program is owned by the University of Queensland (UQ). The University through its main technology transfer company UniQuest Pty Limited has licensed Triple P International Pty Ltd to disseminate the program worldwide. Royalties stemming from this dissemination activity are distributed to the Parenting and Family Support Centre, School of Psychology, UQ; Faculty of Health and Behavioural Sciences at UQ; and contributory authors. No author has any share or ownership in Triple P International Pty Ltd. Matthew Sanders is the founder and an author on various Triple P programs and a consultant to Triple P International. Karen Turner is an author of various Triple P programs.

  4. Developing a parent-professional team leadership model in group work: work with families with children experiencing behavioral and emotional problems.

    Science.gov (United States)

    Ruffolo, Mary C; Kuhn, Mary T; Evans, Mary E

    2006-01-01

    Building on the respective strengths of parent-led and professional-led groups, a parent-professional team leadership model for group interventions was developed and evaluated for families of youths with emotional and behavioral problems. The model was developed based on feedback from 26 parents in focus group sessions and recommendations from mental health professionals in staff meetings. Evaluations of an implementation of the model in a support, empowerment, and education group intervention (S.E.E. group) have demonstrated the usefulness of this approach in work with families of children with behavioral and emotional problems. This article discusses the challenges of instituting the model in an S.E.E. group. It explores how parents and professionals build the team leadership model and the strengths of this approach in working with parents of youths with serious emotional disturbances.

  5. Value of Family and Group Counseling Models where Grandparents Function as Parents to Their Grandchildren

    Science.gov (United States)

    Edwards, Oliver W.; Ray, Shannon L.

    2010-01-01

    Those involved in circumstances in which children are raised by their grandparents often encounter serious problems that require assistance from counselors. Research suggests that grandparents and parents in these families typically experience heightened stress and psychosocial distress. Additionally, the children often encounter behavioral,…

  6. Children of mentally ill or addicted parents participating in preventive support groups

    NARCIS (Netherlands)

    Santvoort, F. van; Hosman, C.M.H.; Doesum, K.T.M. van; Janssens, J.M.A.M.

    2013-01-01

    The large number of children with mentally ill or addicted parents calls for efficient provision of preventive support: interventions should be offered to children most at risk and attune to their risk levels and needs. This study provided insight in the (heterogeneous) needs of children

  7. The Differential Roles of Parents in the Family, as Reported by a Group of Iranian Adolescents.

    Science.gov (United States)

    Tashakkori, Abbas; Mehryar, Amir H.

    1982-01-01

    Investigated the relative roles of Iranian mothers and fathers in responding to various socialization needs of their offspring. Findings indicated a considerable degree of parental role differentiation, with mothers being dominant in the supportive-emotional areas and fathers taking responsibility for the authoritative-punitive aspects. (Author)

  8. Vaccination decision-making of immigrant parents in the Netherlands; a focus group study

    NARCIS (Netherlands)

    Harmsen, I.A.; Bos, H.; Ruiter, R.A.C.; Paulussen, T.G.W.; Kok, G.; Melker, H.E. de; Mollema, L.

    2015-01-01

    Background Although the vaccination coverage in most high income countries is high, variations in coverage rates on the national level among different ethnic backgrounds are reported. A qualitative study was performed to explore factors that influence decision-making among parents with different

  9. Perceived Peer and Parent Out-Group Norms, Cultural Identity, and Adolescents' Reasoning About Peer Intergroup Exclusion.

    Science.gov (United States)

    Brenick, Alaina; Romano, Kelly

    2016-09-01

    Cultural group identity and group norms are significantly related to social exclusion evaluations (Bennett, ). This study examined 241 Jewish-American mid (M = 14.18 years, SD = 0.42) to late (M = 17.21 years, SD = 0.43; MageTOTAL  = 15.54 years, SD = 1.57) adolescents' cultural identities and contextually salient perceived group norms in relation to their evaluations of Arab-American inclusion and exclusion across two contexts (peers vs. family at home). Results suggest that perceived group norms are related to the context in which they are applied: parents in the home and peers in the peer context. Peers remained a significant source of perceived group norms in the home context. Significant interactions emerged between perceived parent group norms and cultural identity. Findings highlight the need to address group-specific norms by context to ensure maximum effectiveness for intergroup interventions. © 2016 The Authors. Child Development © 2016 Society for Research in Child Development, Inc.

  10. Outcomes of group-based treatment program with parental involvement for the management of childhood and adolescent obesity.

    Science.gov (United States)

    Santiprabhob, Jeerunda; Leewanun, Chanin; Limprayoon, Kawewan; Kiattisakthavee, Pornpimol; Wongarn, Renu; Aanpreung, Prapun; Likitmaskul, Supawadee

    2014-10-01

    An uncontrolled study was conducted to evaluate the effects of a group-based program on weight control, metabolic profiles, and obesity-related complications in obese youth. The program consisted of an initial in-patient session and five group sessions, one, two, three, six, and nine months into the study, providing participants and their parents with information about the consequences of obesity and lifestyle modifications. The severity of obesity and obesity-related complications were evaluated at baseline and 12 months after the intervention. The participants' and their parents' perceptions of the program were assessed. Of the obese youth recruited (n=126), 115 completed the study. Their percentage weight for height and percentage body fat decreased significantly (both pchildhood obesity, improving metabolic profiles, and alleviating certain obesity-related complications. A group-based program that provides education and raises the awareness of obese children and their parents about the consequences of obesity is an effective model for treating childhood obesity. Copyright © 2014 Elsevier Ireland Ltd. All rights reserved.

  11. Views of parents, teachers and children on health promotion in kindergarten--first results from formative focus groups and observations.

    Science.gov (United States)

    Sansolios, Sanne; Mikkelsen, Bent Egberg

    2011-10-01

    The aim of the study was to capture the views of children, parents and teachers on the topic of physical activity in kindergarten through observation and focus group interviews. The study was conducted in the kindergartens from the sampling group in the Danish part of PERISCOPE. 1(st) methodology: Children interviewed inside by the researcher on preferable movements and settings and then observed outside during their playtime. 2(nd) methodology: Children asked to draw themselves playing their most preferred physical activity. Parents and kindergarten teachers interviewed in two different groups, using an identical guide. Children are skilled in taking advantage of the space and facilities available for physical activity; girls need more support than boys to initiate physical activity; children are happy with the facilities and the toys available in the kindergarten. Teachers feel an increasing pressure to take more responsibility and initiatives for the children's health habits. Parents state that if more physical activity is initiated in the kindergarten, it could make children request domestic activity. Physical activity and movement concept are too abstract for children of this age to talk about: they quickly lose their focus and concentration. The new methodology of videotaping gives the researcher the chance to interpret facial expressions to capture movement, talk and actions, and to make a distinction among children, as they tend to interrupt each other. However, this method contains a weakness, if used alone, by the fact that the shooting is only a reflection of what the video camera has recorded.

  12. Mixed Age Grouping for Gifted Students.

    Science.gov (United States)

    Bouchard, Lorraine L.

    1991-01-01

    The application of mixed-age grouping at Rainard School (Houston, Texas), a private school for gifted students, is described. Discussed are advantages (such as encouraging cooperation instead of competition), the optimum age spread, the differentiated and individualized curriculum, parent reactions, teacher reactions, and difficulties. (DB)

  13. Comparing Web, Group and Telehealth Formats of a Military Parenting Program

    Science.gov (United States)

    2017-06-01

    spots, social media , community events and military partners. A ‘refer a friend’ campaign is currently being reviewed by our IRB. Once approved, a...postcard asking current study families to ‘refer a friend’ as one method to assist with our overall recruitment. We know that word of mouth , especially...as the individualized ADAPT web-facilitated condition 2 2. KEY WORDS Parenting, military, comparative effectiveness, children, randomized trial

  14. Evaluation of Banana Hypersensitivity Among a Group of Atopic Egyptian Children: Relation to Parental/Self Reports

    OpenAIRE

    El-Sayed, Zeinab A.; El-Ghoneimy, Dalia H.; El-Shennawy, Dina; Nasser, Manar W.

    2013-01-01

    Purpose To evaluate the frequency of banana sensitization and allergy among a group of atopic Egyptian children in relation to parental/self reports. Methods This is a case-control study included 2 groups of allergic children with and without history of banana allergy, each included 40 patients. They were subjected to skin prick test (SPT) using commercial banana allergen extract and prick-prick test (PPT) using raw banana, in addition to measuring the serum banana-specific IgE. Oral banana c...

  15. The Activity Support Scale for Multiple Groups (ACTS-MG): Child-reported Physical Activity Parenting in African American and Non-Hispanic White Families.

    Science.gov (United States)

    Lampard, Amy M; Nishi, Akihiro; Baskin, Monica L; Carson, Tiffany L; Davison, Kirsten K

    2016-01-01

    This study aimed to assess the psychometric properties of a child-report, multidimensional measure of physical activity (PA) parenting, the Activity Support Scale for Multiple Groups (ACTS-MG), in African American and non-Hispanic white families. The ACTS-MG was administered to children aged 5 to 12 years. A three factor model of PA parenting (Modeling of PA, Logistic Support, and Restricting Access to Screen-based Activities) was tested separately for mother's and fathers' PA parenting. The proposed three-factor structure was supported in both racial groups for mothers' PA parenting and in the African American sample for fathers' PA parenting. Factorial invariance between racial groups was demonstrated for mother's PA parenting. Building on a previous study examining the ACTS-MG parent-report, this study supports the use of the ACTS-MG child-report for mothers' PA parenting. However, further research is required to investigate the measurement of fathers' PA parenting across racial groups.

  16. The educational legacy of unauthorized migration: comparisons across U.S.-immigrant groups in how parents' status affects their offspring.

    Science.gov (United States)

    Bean, Frank D; Leach, Mark A; Brown, Susan K; Bachmeier, James D; Hipp, John R

    2011-01-01

    This research compares several national-origin groups in terms of how parents’ entry, legalization and naturalization (i.e., membership) statuses relate to their children’s educational attainment. In the case of Asian groups, the members of which predominantly come to the United States as permanent legal migrants, we hypothesize (1) that father’s and mother’s statuses will be relatively homogenous and few in number and (2) that these will exert minimal net effects on second-generation attainment. For Mexicans, many of whom initially come as temporary unauthorized migrants, we hypothesize (1) that parental status combinations will be heterogeneous and greater in number and (2) that marginal membership statuses will exert negative net effects on education in the second generation. To assess these ideas, we analyze unique intergenerational data from Los Angeles on the young adult members of second-generation national-origin groups and their parents. The findings show that Asian immigrant groups almost universally exhibit similar father–mother migration statuses and high educational attainment among children. By contrast, Mexicans manifest more numerous discrepant father–mother combinations, with those in which the mother remains unauthorized carrying negative implications for children’s schooling. The paper discusses the theoretical and policy implications of the delays in incorporation that result from Mexican Americans needing extra time and resources compared to the members of other groups to overcome their handicap of marginal membership status (i.e., being more likely to enter and remain unauthorized).

  17. Measuring the impact and costs of a universal group based parenting programme: protocol and implementation of a trial

    Directory of Open Access Journals (Sweden)

    Winstanley Sarah

    2010-06-01

    Full Text Available Abstract Background Sub-optimal parenting is a common risk factor for a wide range of negative health, social and educational outcomes. Most parenting programmes have been developed in the USA in the context of delinquency prevention for targeted or indicated groups and the main theoretical underpinning for these programmes is behaviour management. The Family Links Nurturing Programme (FLNP focuses on family relationships as well as behaviour management and is offered on a universal basis. As a result it may be better placed to improve health and educational outcomes. Developed in the UK voluntary sector, FLNP is popular with practitioners, has impressed policy makers throughout the UK, has been found to be effective in before/after and qualitative studies, but lacks a randomised controlled trial (RCT evidence base. Methods/Design A multi-centre, investigator blind, randomised controlled trial of the FLNP with a target sample of 288 south Wales families who have a child aged 2-4 yrs living in or near to Flying Start/Sure Start areas. Changes in parenting, parent child relations and parent and child wellbeing are assessed with validated measures immediately and at 6 months post intervention. Economic components include cost consequences and cost utility analyses based on parental ranking of states of quality of life. Attendance and completion rates and fidelity to the FLNP course delivery are assessed. A nested qualitative study will assess reasons for participation and non-participation and the perceived value of the programme to families. By the end of May 2010, 287 families have been recruited into the trial across four areas of south Wales. Recruitment has not met the planned timescales with barriers including professional anxiety about families entering the control arm of the trial, family concern about video and audio recording, programme facilitator concern about the recording of FLNP sessions for fidelity purposes and delays due to the

  18. Safe start at home: what parents of newborns need after early discharge from hospital - a focus group study.

    Science.gov (United States)

    Kurth, Elisabeth; Krähenbühl, Katrin; Eicher, Manuela; Rodmann, Susanne; Fölmli, Luzia; Conzelmann, Cornelia; Zemp, Elisabeth

    2016-03-08

    The length of postpartum hospital stay is decreasing internationally. Earlier hospital discharge of mothers and newborns decreases postnatal care or transfers it to the outpatient setting. This study aimed to investigate the experiences of new parents and examine their views on care following early hospital discharge. Six focus group discussions with new parents (n = 24) were conducted. A stratified sampling scheme of German and Turkish-speaking groups was employed. A 'playful design' method was used to facilitate participants communication wherein they used blocks and figurines to visualize their perspectives on care models The visualized constructions of care models were photographed and discussions were audio-recorded and transcribed verbatim. Text and visual data was thematically analyzed by a multi-professional group and findings were validated by the focus group participants. Following discharge, mothers reported feeling physically strained during recuperating from birth and initiating breastfeeding. The combined requirements of infant and self-care needs resulted in a significant need for practical and medical support. Families reported challenges in accessing postnatal care services and lacking inter-professional coordination. The visualized models of ideal care comprised access to a package of postnatal care including monitoring, treating and caring for the health of the mother and newborn. This included home visits from qualified midwives, access to a 24-h helpline, and domestic support for household tasks. Participants suggested that improving inter-professional networks, implementing supervisors or a centralized coordinating center could help to remedy the current fragmented care. After hospital discharge, new parents need practical support, monitoring and care. Such support is important for the health and wellbeing of the mother and child. Integrated care services including professional home visits and a 24-hour help line may help meet the needs of

  19. Translating group programmes into online formats: establishing the acceptability of a parents' sex and relationships communication serious game.

    Science.gov (United States)

    Bayley, Julie E; Brown, Katherine E

    2015-12-09

    With ongoing concerns about the sexual health and wellbeing of young people, there is increasing need to innovate intervention approaches. Engaging parents as agents to support their children, alongside capitalising on increasingly sophisticated technological options could jointly enhance support. Converting existing programmes into interactive game based options has the potential to broaden learning access whilst preserving behaviour change technique fidelity. However the acceptability of this approach and viability of adapting resources in this way is yet to be established. This paper reports on the process of converting an existing group programme ("What Should We Tell the Children?") and tests the acceptability within a community setting. Translation of the original programme included selecting exercises and gathering user feedback on character and message framing preferences. For acceptability testing, parents were randomised to either the game (n = 106) or a control (non-interactive webpage) condition (n = 76). At time 1 all participants completed a survey on demographics, computer literacy and Theory of Planned Behaviour (TPB) items. Post intervention (time 2) users repeated the TPB questions in addition to acceptability items. Interviews (n = 17) were conducted 3 months post intervention to gather qualitative feedback on transfer of learning into real life. The process of conversion identified clear preferences for first person role play, home setting and realistic characters alongside positively phrased feedback. Evaluation results show that the game was acceptable to parents on cognitive and emotional dimensions, particularly for parents of younger children. Acceptability was not influenced by baseline demographics, computer skills or baseline TPB variables. MANOVA analysis and qualitative feedback suggest potential for effective translation of learning into real life. However attrition was more likely in the game condition, potentially due

  20. Parenting, identity development, internalizing symptoms, and alcohol use: a cross-sectional study in a group of Italian adolescents

    Directory of Open Access Journals (Sweden)

    Pellerone M

    2016-07-01

    Full Text Available Monica Pellerone, Giacomo Tolini, Caterina Polopoli Faculty of Human and Social Sciences, “Kore” University of Enna, Enna, Italy Background: Literature has demonstrated the adaptive function of identity development and parenting toward manifestation of problem behaviors in adolescence. These dimensions act on both internalizing and externalizing symptoms.Methods: The objective is to investigate the relationship between identity status, parenting, and adolescent problems, which may manifest through internalized (phobias, obsessions, depression, eating disorders, entropy and externalized modes (alcohol use and school discomfort. The research involved 198 Italian students (104 males and 94 females in the 4th year (mean =16.94 years, standard deviation =0.35 and 5th year (mean =17.94 years, standard deviation =0.43 of senior secondary schools, who live in Caltanissetta, a town located in Sicily, Italy. The research lasted for 1 school year. The general group consisted of 225 students with a mortality rate of 12%. They completed an anamnestic questionnaire to provide 1 basic information, 2 alcohol consumption attitude in the past 30 days, and 3 their beliefs about alcohol; the “Ego Identity Process Questionnaire” to investigate identity development; the “Parental Bonding Instrument” to measure the perception of parenting during childhood; and the “Constraints of Mind” to value the presence of internalizing symptoms.Results: Data show that identity status influences alcohol consumption. Low-profile identity and excessive maternal control affect the relational dependence and the tendency to perfectionism in adolescents. Among the predictors of alcohol use, there are socioeconomic status, parental control, and the presence of internalizing symptoms.Conclusion: Family is the favored context of learning beliefs, patterns, and values that affect the broader regulatory social environment, and for this reason, it is considered the privileged

  1. An Emotional Awareness Based Parenting Group for Parents with Mental Illness: A Mixed Methods Feasibility Study of Community Mental Health Nurse Facilitation.

    Science.gov (United States)

    Isobel, Sophie; Meehan, Felicity; Pretty, Danielle

    2016-02-01

    There has been limited examination of the use of relationship based structured parenting programs that focus on emotional interactions in the parent-child dyad in families where a parent has a mental illness. There is also a lack of awareness of the practicalities of providing such interventions within adult mental health services. This study explores the process and outcomes of a nurse led emotional awareness based parenting program for adult clients of a mental health service. Participants demonstrated a significant reduction in difficult parenting moments and associated stress and distress as well as promising improvements in overall distress and emotional awareness. Crown Copyright © 2015. Published by Elsevier Inc. All rights reserved.

  2. Authoritarian parenting in individualist and collectivist groups: Associations with maternal emotion and cognition and children's self-esteem.

    Science.gov (United States)

    Rudy, Duane; Grusec, Joan E

    2006-03-01

    Mothers and children between the ages of 7 and 12, from individualist (Western European) and collectivist (Egyptian, Iranian, Indian, and Pakistani) backgrounds, completed assessments of children's self-esteem, maternal authoritarianism, and mothers' thoughts and feelings about their children. Collectivist mothers endorsed authoritarian parenting more than did individualist mothers but did not feel or think more negatively about their children, and collectivist children were not lower in self-esteem. Within both groups, maternal negative affect and cognition were associated with lower self-esteem in children. However, maternal authoritarianism was associated with maternal negative emotion and cognition only in the individualist group. The results suggest that maternal negative thoughts and feelings, associated with authoritarianism in individualist but not collectivist groups, may be more detrimental to children's self-esteem than is authoritarianism in and of itself. Copyright 2006 APA, all rights reserved.

  3. A Model for Behavioral Management and Relationship Training for Parents in Groups,

    Science.gov (United States)

    Behavior, Human relations, *Training, *Families(Human), Symposia, Models, Children, Psychotherapy, Problem solving, Management, Control, Learning, Skills, Decision making , Group dynamics, Military psychology, Military medicine

  4. Active Parenting Now: Program Kit.

    Science.gov (United States)

    Popkin, Michael H.

    Based largely on the theories of Alfred Adler and Rudolf Dreikurs, this parent education curriculum is a video-based interactive learning experience that teaches a comprehensive model of parenting to parents of children ages 5 to 12 years. The kit provides parents with the skills needed to help their children develop courage, responsibility, and…

  5. The Role of Parent Governors in School Governance in Zimbabwe: Perceptions of School Heads, Teachers and Parent Governors

    Science.gov (United States)

    Chikoko, Vitallis

    2008-03-01

    This paper reports on a study of the role of parent governors in five neighbouring rural primary schools in Zimbabwe. The study proposed that despite the presence of a legal decentralised school governance structure in which parents form the majority, they did not have the capacity to function effectively therein, and were still marginalised in school governance decision-making. Four areas of decision-making were investigated: school organisation; curriculum; employment and appraisal of teaching staff; and financial resources. Interviews were conducted with parent governors, school heads and teachers. Findings show that all the respondent groups perceived significant parental involvement in the area of school finances only. However, parents were perceived to lack the capacity to make decisions in all four areas. The study concludes that the role of parents in the running of schools in the country has not significantly grown from that of being school financiers and builders of infrastructure. Therefore, building school governance capacity among parents is necessary.

  6. Marginal Groups in Marginal Times: Gypsy and Traveller Parents and Home Education in England, UK

    Science.gov (United States)

    Bhopal, Kalwant; Myers, Martin

    2016-01-01

    This article examines the experiences of home education for Gypsy and Traveller groups in England, UK. We argue that home education is perceived in a particular historical "moment" characterised in the media and more generally throughout society by "risk". Against this backdrop this article considers Gypsy and Traveller…

  7. Interdisciplinary Service-Learning: Building Student Competencies through the Cross-Cultural Parent Groups Project

    Directory of Open Access Journals (Sweden)

    Michele Belliveau

    2011-03-01

    Full Text Available Changing demographics and an emphasis on competency-based social work education call for innovative approaches to the delivery of curricular content. In an effort to introduce BSW students to the socio-political issues facing the local Latino immigrant community, a service-learning project was developed in collaboration with the Spanish Language Department and a local middle school. An analysis of outcomes from social work student evaluations showed that students engaged with the community and issues in new and unexpected ways. Through their engagement in a cross-cultural group project, students developed greater cultural competency, honed their group practice skills in an unfamiliar context, provided a needed service to the community, and raised their awareness about the working conditions of new immigrants as part of a developing framework for social action. Details and implications of the project as a means to build student competencies are described.

  8. Effectiveness and cost-effectiveness of a brief school-based group programme for parents of children at risk of ADHD: a cluster randomised controlled trial.

    Science.gov (United States)

    Sayal, K; Taylor, J A; Valentine, A; Guo, B; Sampson, C J; Sellman, E; James, M; Hollis, C; Daley, D

    2016-07-01

    National Institute for Health and Care Excellence guidelines recommend a stepped care approach for the identification and management of children with, or at risk of, attention-deficit/hyperactivity disorder (ADHD). We investigated the effectiveness, cost-effectiveness and acceptability of a group parenting intervention programme (+/- a teacher session) for children at risk of ADHD. In a three-arm cluster randomised controlled trial, 12 primary schools were randomly assigned to control, parent-only and combined (parent + teacher) intervention arms. Eligible children had high levels of parent-rated hyperactivity/inattention (n = 199). At 6 month follow-up, the primary outcome measure was the parent-completed Conners' Rating Scale - Revised (ADHD index). Secondary outcomes included the Conners' sub-scales (hyperactivity, cognitive problems/inattention and oppositional behaviour), the teacher-completed Conners' Rating Scale - Revised, child health-related quality of life, parental burden and parental mental health. The cost-effectiveness analyses reflected a health and personal social services perspective. ISRCTN87634685. Follow-up data were obtained from 76 parents and 169 teachers. There was no effect of the parent-only (mean difference = -1.1, 95% CI -5.1,2.9; p = 0.57) or combined interventions (mean difference = -2.1, 95% CI -6.4,2.1; p = 0.31) on the ADHD index. The combined intervention was associated with reduced parent-reported hyperactivity symptoms (mean difference = -5.3; 95% CI -10.5,-0.01; p = 0.05) and the parent-only intervention with improved parental mental health (mean difference = -1.9; 95% CI -3.2,-0.5; p = 0.009). The incremental costs of the parent-only and the combined interventions were £73 and £123, respectively. Above a willingness-to-pay of £31 per one-point improvement in the ADHD index, the parent-only programme had the highest probability of cost-effectiveness. Participants found the

  9. Sporadic Retinoblastoma and Parental Smoking and Alcohol Consumption before and after Conception: A Report from the Children's Oncology Group.

    Directory of Open Access Journals (Sweden)

    Saeedeh Azary

    Full Text Available Retinoblastoma is the most frequent tumor of the eye in children and very little is known about the etiology of non-familial (sporadic retinoblastoma. In this study we examined whether parental tobacco smoking or alcohol consumption (pre- or post-conception contribute to the two phenotypes (bilateral or unilateral of sporadic retinoblastoma.Two large multicenter case-control studies identified 488 cases through eye referral centers in the United States and Canada or through the Children's Oncology Group. Controls (n = 424 were selected from among friends and relatives of cases and matched by age. Risk factor information was obtained via telephone interview. We employed multivariable logistic regression to estimate the effects of parental tobacco smoking and alcohol consumption on retinoblastoma.Maternal smoking before and during pregnancy contributed to unilateral retinoblastoma risk in the child: year before pregnancy conditional Odds Ratio (OR, 8.9; 95% confidence interval (CI 1.5-51, and unconditional OR, 2.4; 95% CI, 1.3-4.7; month before or during pregnancy, conditional OR, 3.3; 95% CI, 0.5-20.8, and unconditional OR, 2.8; 95% CI, 1.1-7.0. No association was found for maternal or paternal alcohol consumption.The results of this study indicate that maternal active smoking during pregnancy may be a risk factor for sporadic retinoblastoma. Our study supports a role for tobacco exposures in embryonal tumors.

  10. Idaho Home Economics. Nutrition and Foods, Apparel and Housing, Parenting and Child Development. Curriculum Guides, Semester Length Courses, Grades 10-12.

    Science.gov (United States)

    Gebo, Emma M., Ed.; And Others

    This curriculum contains three one-semester courses for use in home economics classes in Idaho. The nutrition and foods course is designed to address nutrition and personal life-style. Content emphasis is on food preparation techniques, meal management skills, consumer skills, the impact of nutrition on our lives, and career options in nutrition…

  11. International Curriculums.

    Science.gov (United States)

    Neal, Larry L.

    This workshop presentation on international curriculums in the field of parks, recreation, leisure, cultural services, and travel/tourism comments that the literature is replete with articles addressing what the field is about, but not about curriculum issues, models, and structure. It reports an international survey of 12 college educators…

  12. Effect of Group Training of Personal Hygiene during Puberty to Mothers on Parent-Child Conflicts and Controlling Over the Emotions of Their Female Adolescents

    OpenAIRE

    Anahita Khodabakhshi-Koolaee; Shahrzad Barghei Khameneh; Marjan Mojarab; Mahnaz Khatiban

    2017-01-01

    Background and Objective: Puberty and adolescence is an important phase of human growth. Puberty leads to a set of physiological, social, and psychological changes in adolescents, which affect different dimensions of their life including parent-child relationship and the control of adolescents’ emotions. This study aimed to determine the impact of group training of personal hygiene during puberty to mothers on parent-child conflicts and controlling over the emotions of the first high school c...

  13. Community-based childhood obesity prevention intervention for parents improves health behaviors and food parenting practices among Hispanic, low-income parents.

    Science.gov (United States)

    Otterbach, Laura; Mena, Noereem Z; Greene, Geoffrey; Redding, Colleen A; De Groot, Annie; Tovar, Alison

    2018-01-01

    Given the current prevalence of childhood obesity among Hispanic populations, and the importance of parental feeding behaviors, we aimed to assess the impact of the evidence-based Healthy Children, Healthy Families (HCHF) intervention on responsive food parenting practices (FPPs) in a low-income Hispanic population. This community-based pilot study used a non-experimental pre/post within-subjects design. Parents ( n  = 94) of children aged 3-11 years old were recruited to participate in an 8-week, weekly group-based intervention. The intervention was delivered to nine groups of parents by trained paraprofessional educators over a two-year period. Children participated in a separate curriculum that covered topics similar to those covered in the parent intervention. Parents completed self-administered pre/post surveys, which included demographic questions, seven subscales from the Comprehensive Feeding Practices Questionnaire, and the 16-item HCHF Behavior Checklist. Descriptive statistics and paired samples t-tests were used to analyze data from parents that completed the intervention. Fifty-two, primarily Hispanic (93%) parents completed the intervention (39% attrition rate). For parents who completed the intervention, there was a significant increase in one of the feeding practice subscales: encouragement of balance and variety ( p  = 0.01). There were significant improvements in several parent and child diet and activity outcomes ( p  ≤ 0.01). Although attrition rates were high, parents completing the study reported enjoying and being satisfied with the intervention. For parents who completed the intervention, reported 'encouragement of balance and variety', in addition to several health behaviors significantly improved. Larger studies utilizing an experimental design, should further explore the impact of the HCHF curriculum on improving certain FPPs and health behaviors that contribute to obesity.

  14. A Clinical Pilot Study of Individual and Group Treatment for Adolescents with Chronic Pain and Their Parents: Effects of Acceptance and Commitment Therapy on Functioning

    Directory of Open Access Journals (Sweden)

    Marie Kanstrup

    2016-11-01

    Full Text Available Pediatric chronic pain is common and can result in substantial long-term disability. Previous studies on acceptance and commitment therapy (ACT have shown promising results in improving functioning in affected children, but more research is still urgently needed. In the current clinical pilot study, we evaluated an ACT-based interdisciplinary outpatient intervention (14 sessions, including a parent support program (four sessions. Adolescents were referred to the clinic if they experienced disabling chronic pain. They were then randomized, along with their parents, to receive group (n = 12 or individual (n = 18 treatment. Adolescent pain interference, pain reactivity, depression, functional disability, pain intensity and psychological flexibility, along with parent anxiety, depression, pain reactivity and psychological flexibility were assessed using self-reported questionnaires. There were no significant differences in outcomes between individual and group treatment. Analyses illustrated significant (p < 0.01 improvements (medium to large effects in pain interference, depression, pain reactivity and psychological flexibility post-treatment. Additionally, analyses showed significant (p < 0.01 improvements (large effects in parent pain reactivity and psychological flexibility post-treatment. On all significant outcomes, clinically-significant changes were observed for 21%–63% of the adolescents across the different outcome measures and in 54%–76% of the parents. These results support previous findings and thus warrant the need for larger, randomized clinical trials evaluating the relative utility of individual and group treatment and the effects of parental interventions.

  15. Parental Control over Mate Choice to Prevent Marriages with Out-group Members A Study among Mestizos, Mixtecs, and Blacks in Mexico

    NARCIS (Netherlands)

    Buunk, Abraham P.; Pollet, Thomas V.; Dubbs, Shelli

    The present research examined how a preference for influencing the mate choice of one's offspring is associated with opposition to out-group mating among parents from three ethnic groups in the Mexican state of Oaxaca: mestizos (people of mixed descent, n = 103), indigenous Mixtecs (n = 65), and

  16. Parental Control over Mate Choice to Prevent Marriages with Out-group Members: A Study among Mestizos, Mixtecs, and Blacks in Mexico.

    NARCIS (Netherlands)

    Buunk, A.P.; Pollet, T.V.; Dubbs, S.L.

    2012-01-01

    The present research examined how a preference for influencing the mate choice of one's offspring is associated with opposition to out-group mating among parents from three ethnic groups in the Mexican state of Oaxaca: mestizos (people of mixed descent, n = 103), indigenous Mixtecs (n = 65), and

  17. The Effects of Group Relaxation Training/Large Muscle Exercise, and Parental Involvement on Attention to Task, Impulsivity, and Locus of Control among Hyperactive Boys.

    Science.gov (United States)

    Porter, Sally S.; Omizo, Michael M.

    1984-01-01

    The study examined the effects of group relaxation training/large muscle exercise and parental involvement on attention to task, impulsivity, and locus of control among 34 hyperactive boys. Following treatment both experimental groups recorded significantly higher attention to task, lower impulsivity, and lower locus of control scores. (Author/CL)

  18. Parents' experience of undertaking an intensive cognitive orientation to daily occupational performance (CO-OP) group for children with cerebral palsy.

    Science.gov (United States)

    Jackman, Michelle; Novak, Iona; Lannin, Natasha; Froude, Elspeth

    2017-05-01

    The purpose of this study was to explore the experience of parents of children with cerebral palsy (CP) who participated in an intensive cognitive orientation to daily occupational performance (CO-OP) group program addressing child chosen goals. Participants were six parents of children with CP who participated in a CO-OP upper limb task-specific training program. Parents participated in semi-structured interviews conducted via phone. A grounded theory approach was used. Interviews were transcribed verbatim and coded to identify categories and overarching themes of the parent experience of CO-OP. The theory of CO-OP for children with CP was one of offering a unique and motivating learning experience for both the child and the parent, differing from other therapeutic approaches that families had previously been involved in. Five categories were identified: the unique benefits of CO-OP; the importance of intensity; the child's motivation; challenging the parent role; and the benefits and challenges of therapy within a group context. Parents felt that CO-OP was a worthwhile intervention that leads to achievement of goals involving upper limb function and had the capacity to be transferred to future goals. Intensity of therapy and a child's motivation were identified as important factors in improvements. Further studies using quantitative research methods are warranted to investigate the benefits of CO-OP for children with neurological conditions. Implications for rehabilitation The cognitive orientation to daily occupational performance (CO-OP) is a promising upper limb cognitive motor training intervention for children with cerebral palsy. In a small sample, parents perceived that CO-OP leads to achievement of upper limb goals. Intensity of therapy, the child's motivation and the parents' ability to "step-back" were identified as important to the success of CO-OP.

  19. Parental perspectives on a behavioral health music intervention for adolescent/young adult resilience during cancer treatment: report from the children's oncology group.

    Science.gov (United States)

    Docherty, Sharron L; Robb, Sheri L; Phillips-Salimi, Celeste; Cherven, Brooke; Stegenga, Kristin; Hendricks-Ferguson, Verna; Roll, Lona; Donovan Stickler, Molly; Haase, Joan

    2013-02-01

    This article describes parental perspectives on the helpfulness and meaningfulness of a behavioral health music therapy intervention targeted to adolescents/young adults (AYA) with cancer undergoing stem cell transplantation. We demonstrate how qualitative methods may be used to understand critical aspects of an intervention and mechanisms by which the intervention impacts the target AYA outcomes of resilience and quality of life. A qualitative descriptive design was used to obtain parents' perspectives. A maximum-variation purposive sampling technique was used to sample 16 parents whose AYA had been randomized to the intervention group. A semistructured open-ended interview was conducted between 100 and 160 days after the AYA's transplant. Results were grouped into three categories: (1) helpfulness and meaningfulness of the intervention to AYA adjustment to the transplantation experience; (2) helpfulness and meaningfulness of the intervention for parents; and (3) AYA ability to participate in the intervention during the acute phase of transplant. Parents observed and interacted with their AYA who participated in a targeted behavioral intervention. Thus, parents were able to describe mechanisms through which the intervention was helpful and meaningful for the AYA and indirect personal benefits for themselves. The results suggest the importance of the targeted outcomes identified in the Resilience in Illness Model and mechanisms of action in the Contextual Support Model of Music Therapy, and identify approaches for future study. Copyright © 2013 Society for Adolescent Health and Medicine. Published by Elsevier Inc. All rights reserved.

  20. The good, bad, and ugly of online recruitment of parents for health-related focus groups: lessons learned.

    Science.gov (United States)

    Quach, Susan; Pereira, Jennifer A; Russell, Margaret L; Wormsbecker, Anne E; Ramsay, Hilary; Crowe, Lois; Quan, Sherman D; Kwong, Jeff

    2013-11-14

    We describe our experiences with identifying and recruiting Ontario parents through the Internet, primarily, as well as other modes, for participation in focus groups about adding the influenza vaccine to school-based immunization programs. Our objectives were to assess participation rates with and without incentives and software restrictions. We also plan to examine study response patterns of unique and multiple submissions and assess efficiency of each online advertising mode. We used social media, deal forum websites, online classified ads, conventional mass media, and email lists to invite parents of school-aged children from Ontario, Canada to complete an online questionnaire to determine eligibility for focus groups. We compared responses and paradata when an incentive was provided and there were no software restrictions to the questionnaire (Period 1) to a period when only a single submission per Internet protocol (IP) address (ie, software restrictions invoked) was permitted and no incentive was provided (Period 2). We also compared the median time to complete a questionnaire, response patterns, and percentage of missing data between questionnaires classified as multiple submissions from the same Internet protocol (IP) address or email versus unique submissions. Efficiency was calculated as the total number of hours study personnel devoted to an advertising mode divided by the resultant number of unique eligible completed questionnaires . Of 1346 submitted questionnaires, 223 (16.6%) were incomplete and 34 (2.52%) did not meet the initial eligibility criteria. Of the remaining 1089 questionnaires, 246 (22.6%) were not from Ontario based on IP address and postal code, and 469 (43.1%) were submitted from the same IP address or email address (multiple submissions). In Period 2 vs Period 1, a larger proportion of questionnaires were submitted from Ontario (92.8%, 141/152 vs 75.1%, 702/937, Precruitment (0.03 hours of staff time per questionnaire), whereas those

  1. An open trial of bedtime fading for sleep disturbances in preschool children: a parent group education approach.

    Science.gov (United States)

    Cooney, Michele R; Short, Michelle A; Gradisar, Michael

    2018-06-01

    To evaluate the efficacy of bedtime fading to reduce sleep disturbances in preschool aged children by using a group parent education format. A repeated-measures design (pretreatment, treatment, post-treatment and two year follow-up). Flinders University Child and Adolescent Sleep Clinic, Adelaide, South Australia. Participants comprised 21 children (M age = 3.0 ± 0.80 years, range = 1.5-4.0 years; 60% girls) identified as having difficulty initiating sleep, night waking, or a combination of both, and their mothers (M age = 36.1 ± 4.2 years). Mothers attended two group sessions that included basic sleep education (sleep needs, sleep architecture, and sleep homeostasis) and bedtime fading instruction. Primary outcome variables were sleep onset latency (SOL), wake after sleep onset (WASO), and bedtime tantrums, and these variables were measured using two week maternal report sleep diaries. Immediate improvements were observed over pretreatment to treatment in average SOL per night (M = 23.2 ± 11.3 min vs. M = 13.0 ± 7.3 min, d = 0.91), average WASO per night (M = 32.4 ± 23.1 min vs. M = 24.0 ± 18.3 min, d = 0.41), and number of bedtime tantrums per week (M = 1.7 ± 3.0 vs. M = 0.4 ± 0.7, d = 0.43). Treatment gains were maintained at two year follow-up. Mothers rated bedtime fading high in terms of usefulness and satisfaction, and they reported that could successfully reimplement the treatment when needed. Bedtime fading is a brief and promising intervention for pre-schoolers' sleep difficulties. This simple intervention can be easily implemented by parents at home with little instructions, resulting in improvements in sleep and bedtime tantrums. Copyright © 2018 Elsevier B.V. All rights reserved.

  2. The Effects of the Children Having Incarcerated Parents Succeeding Group on Delinquent Behavior, Academic Achievement, Self-Esteem, Attendance and Aggressive Behavior with Seventh and Eighth Grade Students Who Have Incarcerated Parents or Guardians

    Science.gov (United States)

    King-White, Dakota L.

    2012-01-01

    A sample of middle school students was investigated to determine whether an intervention group called Children Having Incarcerated Parents (C.H.I.P.S.; King-White & Lipford-Sanders, 2007) was an effective intervention for delinquent behavior, academic achievement, self-esteem, attendance, and aggressive behavior in children of incarcerated…

  3. The support needs of parents having a child with a chronic kidney disease: a focus group study

    NARCIS (Netherlands)

    Geense, W.W.; Gaal, B. van; Knoll, J.L.; Cornelissen, E.A.M.; Achterberg, T. van

    2017-01-01

    BACKGROUND: Parents of children with a chronic kidney disease (CKD) have a crucial role in the management of their child's disease. The burden on parents is high: they are often exhausted, depressed and experience high levels of stress and a low quality of life, which could have a negative impact on

  4. Parent Attitudes to Children's L1 Maintenance. A Cross-Sectional Study of Immigrant Groups in the Nordic Countries.

    Science.gov (United States)

    Holmen, Anne; And Others

    This paper focuses on parents' attitudes about their children's maintenance of their native language (L1). It is part of an inter-nordic study of immigrant languages between generation one and generation two, that interviewed 276 parents of North American, Finnish, Turkish, and Vietnamese origin, residing in Denmark, Norway, Finland, and Sweden.…

  5. Effect of park prescriptions with and without group visits to parks on stress reduction in low-income parents: SHINE randomized trial.

    Science.gov (United States)

    Razani, Nooshin; Morshed, Saam; Kohn, Michael A; Wells, Nancy M; Thompson, Doug; Alqassari, Maoya; Agodi, Amaka; Rutherford, George W

    2018-01-01

    Exposure to nature may reduce stress in low-income parents. This prospective randomized trial compares the effect of a physician's counseling about nature with or without facilitated group outings on stress and other outcomes among low-income parents. Parents of patients aged 4-18 years at a clinic serving low-income families were randomized to a supported park prescription versus independent park prescription in a 2:1 ratio. Parents in both groups received physician counseling about nature, maps of local parks, a journal, and pedometer. The supported group received additional phone and text reminders to attend three weekly family nature outings with free transportation, food, and programming. Outcomes measured in parents at baseline, one month and three months post-enrollment included: stress (using the 40-point Perceived Stress Scale [PSS10]); park visits per week (self-report and journaling); loneliness (modified UCLA-Loneliness Scale); physical activity (self-report, journaling, pedometry); physiologic stress (salivary cortisol); and nature affinity (validated scale). We enrolled 78 parents, 50 in the supported and 28 in the independent group. One-month follow-up was available for 60 (77%) participants and three-month follow up for 65 (83%). Overall stress decreased by 1.71 points (95% CI, -3.15, -0.26). The improvement in stress did not differ significantly by group assignment, although the independent group had more park visits per week (mean difference 1.75; 95% CI [0.46, 3.04], p = 0.0085). In multivariable analysis, each unit increase in park visits per week was associated with a significant and incremental decrease in stress (change in PSS10-0.53; 95% CI [-0.89, -0.16]; p = 0.005) at three months. While we were unable to demonstrate the additional benefit of group park visits, we observed an overall decrease in parental stress both overall and as a function of numbers of park visits per week. Paradoxically the park prescription without group park visits

  6. Effect of park prescriptions with and without group visits to parks on stress reduction in low-income parents: SHINE randomized trial.

    Directory of Open Access Journals (Sweden)

    Nooshin Razani

    Full Text Available Exposure to nature may reduce stress in low-income parents. This prospective randomized trial compares the effect of a physician's counseling about nature with or without facilitated group outings on stress and other outcomes among low-income parents.Parents of patients aged 4-18 years at a clinic serving low-income families were randomized to a supported park prescription versus independent park prescription in a 2:1 ratio. Parents in both groups received physician counseling about nature, maps of local parks, a journal, and pedometer. The supported group received additional phone and text reminders to attend three weekly family nature outings with free transportation, food, and programming. Outcomes measured in parents at baseline, one month and three months post-enrollment included: stress (using the 40-point Perceived Stress Scale [PSS10]; park visits per week (self-report and journaling; loneliness (modified UCLA-Loneliness Scale; physical activity (self-report, journaling, pedometry; physiologic stress (salivary cortisol; and nature affinity (validated scale.We enrolled 78 parents, 50 in the supported and 28 in the independent group. One-month follow-up was available for 60 (77% participants and three-month follow up for 65 (83%. Overall stress decreased by 1.71 points (95% CI, -3.15, -0.26. The improvement in stress did not differ significantly by group assignment, although the independent group had more park visits per week (mean difference 1.75; 95% CI [0.46, 3.04], p = 0.0085. In multivariable analysis, each unit increase in park visits per week was associated with a significant and incremental decrease in stress (change in PSS10-0.53; 95% CI [-0.89, -0.16]; p = 0.005 at three months.While we were unable to demonstrate the additional benefit of group park visits, we observed an overall decrease in parental stress both overall and as a function of numbers of park visits per week. Paradoxically the park prescription without group park

  7. The Effects of a Nutrition Media Literacy Intervention on Parents' and Youths' Communication about Food.

    Science.gov (United States)

    Austin, Erica Weintraub; Austin, Bruce W; French, Brian F; Cohen, Marilyn A

    2018-01-01

    Interventions addressing links between media exposure and obesity risk for school-age youth have not explicitly addressed the role of family communication about media. Youths' influence attempts on parents to purchase advertised foods can create conflict and negatively affect parental food choices. This study tested whether a family-based media literacy curriculum improves parents' media management skills and decreases youths' susceptibility to appealing but unrealistic food marketing. A matched-group pretest/posttest field experiment of parent-youth dyads with control group (N = 100 dyads, youth M = 11 years of age) tested the six-session curriculum. Hypotheses were analyzed using a Bayesian structural equation model. The curriculum increased parents' active negative mediation to foster youths' critical thinking about food marketing, b* = 0.35, 95% CCI [0.17, 0.50], increased parent Efficacy for making healthy dietary changes for their families, b* = 0.59, 95% CCI [0.41, 0.75], and fostered family discussion about nutrition labels (total effect = 0.22). Additionally, cumulative influences of Perceived Desirability and Wishful Identification on youths' requests for marketed foods were reduced (total effect = 0.04). Media literacy education can empower parents and improve youths' critical thinking to reduce effects of food marketing on families and improve use of media to obtain nutrition information.

  8. A Quasi-Experimental Control Group Design Study to Determine the Effect of Integrating Character Education into a High School Social Studies Curriculum through Storytelling

    Science.gov (United States)

    Long, Russell L.

    2014-01-01

    The purpose of this study was to offer evidence for the development of student character through the integration of historical storytelling into a social studies classroom. A quasi-experimental study was conducted to determine the effect of character education through historical storytelling integrated into a United States history curriculum on…

  9. Attitudes of Parents of Young Men towards the Inclusion of Sexual Orientation and Homophobia on the Irish Post-Primary Curriculum

    Science.gov (United States)

    McCormack, Orla; Gleeson, Jim

    2010-01-01

    The "Exploring Masculinities" (EM) programme was piloted in 22 Irish single-sex boys' post-primary schools during the late 1990s. Following objections from some influential journalists and an organisation representing parents whose sons attended Catholic secondary schools, the Minister for Education and Science put the planned…

  10. Designing augmentative and alternative communication applications: the results of focus groups with speech-language pathologists and parents of children with autism spectrum disorder.

    Science.gov (United States)

    Boster, Jamie B; McCarthy, John W

    2018-05-01

    The purpose of this study was to gain insight from speech-language pathologists (SLPs) and parents of children with autism spectrum disorder (ASD) regarding appealing features of augmentative and alternative communication (AAC) applications. Two separate 1-hour focus groups were conducted with 8 SLPs and 5 parents of children with ASD to identify appealing design features of AAC Apps, their benefits and potential concerns. Participants were shown novel interface designs for communication mode, play mode and incentive systems. Participants responded to poll questions and provided benefits and drawbacks of the features as part of structured discussion. SLPs and parents identified a range of appealing features in communication mode (customization, animation and colour-coding) as well as in play mode (games and videos). SLPs preferred interfaces that supported motor planning and instruction while parents preferred those features such as character assistants that would appeal to their child. Overall SLPs and parents agreed on features for future AAC Apps. SLPs and parents have valuable input in regards to future AAC app design informed by their experiences with children with ASD. Both groups are key stakeholders in the design process and should be included in future design and research endeavors. Implications for Rehabilitation AAC applications for the iPad are often designed based on previous devices without consideration of new features. Ensuring the design of new interfaces are appealing and beneficial for children with ASD can potentially further support their communication. This study demonstrates how key stakeholders in AAC including speech language pathologists and parents can provide information to support the development of future AAC interface designs. Key stakeholders may be an untapped resource in the development of future AAC interfaces for children with ASD.

  11. Use of eyeglasses among children in elementary school: perceptions, behaviors, and interventions discussed by parents, school nurses, and teachers during focus groups.

    Science.gov (United States)

    Kodjebacheva, Gergana Damianova; Maliski, Sally; Coleman, Anne L

    2015-01-01

    To investigate the perceptions, behaviors, and recommendations that parents, school nurses, and teachers have regarding children's use of eyeglasses. Focus groups with parents, school nurses, and teachers were conducted. The study took place in one Southern California school district. There were 39 participants, including 24 parents, seven school nurses, and eight teachers. An experienced moderator guided the focus group discussions. Transcripts were analyzed using grounded theory techniques. Participants perceive visual impairment as a serious problem in the development of children. The lack of eyeglasses may lead to problems such as tiredness, headaches, inability to focus on school work, and decreased reading speed. Participants experienced disappointment, unhappiness, worry, and concern when they realized they needed eyeglasses at a young age. Negative societal perceptions toward eyeglasses, lack of eye doctors in minority communities, parental perceptions that children do not need eyeglasses, and peer bullying of children wearing eyeglasses are key obstacles to children's use of eyeglasses. Participants suggest school and national campaigns featuring respected public figures who wear eyeglasses to promote positive attitudes toward eyeglasses. Parents and teachers who closely follow the academic development of children have observed that visual impairment has negative consequences for the scholastic achievement of children. They recommend interventions to promote the attractiveness of eyeglasses in society. The participants discuss the need for a national preventative message for eye care similar to the message for dental care. The public health message should emphasize the importance of embracing and respecting differences among individuals.

  12. Parental Perspectives on a Behavioral Health Music Intervention for Adolescent/Young Adult Resilience during Cancer Treatment: Report from the Children’s Oncology Group

    Science.gov (United States)

    Docherty, Sharron L.; Robb, Sheri L.; Phillips-Salimi, Celeste; Cherven, Brooke; Stegenga, Kristin; Hendricks-Ferguson, Verna; Roll, Lona; Stickler, Molly Donovan; Haase, Joan

    2012-01-01

    Purpose This paper describes parental perspectives on the helpfulness and meaningfulness of a behavioral health music therapy intervention targeted to adolescents/young adults (AYA) with cancer undergoing stem cell transplantation. We demonstrate how qualitative methods may be used to understand critical aspects of an intervention and mechanisms by which the intervention impacts the target AYA outcomes resilience and quality of life. Methods A qualitative descriptive design was used to obtain parents’ perspectives. Maximum variation purposive sampling was used to sample 16 parents whose AYA had been randomized to the intervention group. A semi-structured, open-ended interview was conducted between 100 and 160 days following their AYA’s transplant. Results Results are grouped into three categories: (1) helpfulness and meaningfulness of the intervention to AYA adjustment to the transplantation experience; (2) helpfulness and meaningfulness of the intervention for parents; and (3) AYA ability to participate in the intervention during acute phase of transplantation. Conclusions Parents observed and interacted with their AYA who participated in a targeted, behavioral intervention. Thus parents were able to describe mechanisms through which the intervention was helpful and meaningful for the AYA and indirect personal benefits for themselves. The results suggest the importance of the targeted outcomes identified in the Resilience in Illness Model and mechanisms of action in the Contextual Support Model of Music Therapy and identifies approaches for future study. PMID:23332481

  13. The Peer Group as a Context: Moderating Effects on Relations between Maternal Parenting and Social and School Adjustment in Chinese Children

    Science.gov (United States)

    Chen, Xinyin; Chang, Lei; He, Yunfeng; Liu, Hongyun

    2005-01-01

    This 2-year longitudinal study examined, in a sample of Chinese children (initial M age=11 years), the moderating effects of the peer group on relations between maternal supportive parenting and social and school adjustment. Data were collected from multiple sources including peer assessments, teacher ratings, school records, and maternal reports.…

  14. Managing Repetitive Behaviours in Young Children with Autism Spectrum Disorder (ASD): Pilot Randomised Controlled Trial of a New Parent Group Intervention

    Science.gov (United States)

    Grahame, Victoria; Brett, Denise; Dixon, Linda; McConachie, Helen; Lowry, Jessica; Rodgers, Jacqui; Steen, Nick; Le Couteur, Ann

    2015-01-01

    Early intervention for autism spectrum disorder (ASD) tends to focus on enhancing social-communication skills. We report the acceptability, feasibility and impact on child functioning of a new 8 weeks parent-group intervention to manage restricted and repetitive behaviours (RRB) in young children with ASD aged 3-7 years. Forty-five families took…

  15. Transition to Kindergarten for Children with Autism Spectrum Disorder: A Focus Group Study With Ethnically Diverse Parents, Teachers, and Early Intervention Service Providers

    Science.gov (United States)

    Starr, Elizabeth M.; Martini, Tanya S.; Kuo, Ben C. H.

    2016-01-01

    Despite the stated importance of a successful kindergarten transition (TTK) for future school success, no research has addressed this transition for culturally/ethnically diverse families having children with autism spectrum disorders (ASD). To address this gap, six focus groups (three with ethnically diverse parents, one with kindergarten…

  16. Cochrane review: behavioural and cognitive-behavioural group-based parenting programmes for early-onset conduct problems in children aged 3 to 12 years (Review).

    Science.gov (United States)

    Furlong, Mairead; McGilloway, Sinead; Bywater, Tracey; Hutchings, Judy; Smith, Susan M; Donnelly, Michael

    2013-03-07

    Early-onset child conduct problems are common and costly. A large number of studies and some previous reviews have focused on behavioural and cognitive-behavioural group-based parenting interventions, but methodological limitations are commonplace and evidence for the effectiveness and cost-effectiveness of these programmes has been unclear. To assess the effectiveness and cost-effectiveness of behavioural and cognitive-behavioural group-based parenting programmes for improving child conduct problems, parental mental health and parenting skills. We searched the following databases between 23 and 31 January 2011: CENTRAL (2011, Issue 1), MEDLINE (1950 to current), EMBASE (1980 to current), CINAHL (1982 to current), PsycINFO (1872 to current), Social Science Citation Index (1956 to current), ASSIA (1987 to current), ERIC (1966 to current), Sociological Abstracts (1963 to current), Academic Search Premier (1970 to current), Econlit (1969 to current), PEDE (1980 to current), Dissertations and Theses Abstracts (1980 to present), NHS EED (searched 31 January 2011), HEED (searched 31 January 2011), DARE (searched 31 January 2011), HTA (searched 31 January 2011), mRCT (searched 29 January 2011). We searched the following parent training websites on 31 January 2011: Triple P Library, Incredible Years Library and Parent Management Training. We also searched the reference lists of studies and reviews. We included studies if: (1) they involved randomised controlled trials (RCTs) or quasi-randomised controlled trials of behavioural and cognitive-behavioural group-based parenting interventions for parents of children aged 3 to 12 years with conduct problems, and (2) incorporated an intervention group versus a waiting list, no treatment or standard treatment control group. We only included studies that used at least one standardised instrument to measure child conduct problems. Two authors independently assessed the risk of bias in the trials and the methodological quality of

  17. The Integration of Family and Group Therapy as an Alternative to Juvenile Incarceration: A Quasi-Experimental Evaluation Using Parenting with Love and Limits.

    Science.gov (United States)

    Karam, Eli A; Sterrett, Emma M; Kiaer, Lynn

    2017-06-01

    The current study employed a quasi-experimental design using both intent-to-treat and protocol adherence analysis of 155 moderate- to high-risk juvenile offenders to evaluate the effectiveness of Parenting with Love and Limits® (PLL), an integrative group and family therapy approach. Youth completing PLL had significantly lower rates of recidivism than the comparison group. Parents also reported statistically significant improvements in youth behavior. Lengths of service were also significantly shorter for the treatment sample than the matched comparison group by an average of 4 months. This study contributes to the literature by suggesting that intensive community-based combined family and group treatment is effective in curbing recidivism among high-risk juveniles. © 2015 Family Process Institute.

  18. Group-based parent-training programmes for improving emotional and behavioural adjustment in children from birth to three years old.

    Science.gov (United States)

    Barlow, Jane; Smailagic, Nadja; Ferriter, Michael; Bennett, Cathy; Jones, Hannah

    2010-03-17

    Emotional and behavioural problems in children are common. Research suggests that parenting has an important role to play in helping children to become well-adjusted, and that the first few months and years are especially important. Parenting programmes may have a role to play in improving the emotional and behavioural adjustment of infants and toddlers. This review is applicable to parents and carers of children up to three years eleven months although some studies included children up to five years old. To:a) establish whether group-based parenting programmes are effective in improving the emotional and behavioural adjustment of children three years of age or less (i.e. maximum mean age of 3 years 11 months); b) assess the role of parenting programmes in the primary prevention of emotional and behavioural problems. We searched CENTRAL, MEDLINE, EMBASE, CINAHL, PsycINFO, Sociofile, Social Science Citation Index, ASSIA, National Research Register (NRR) and ERIC. The searches were originally run in 2000 and then updated in 2007/8. Randomised controlled trials of group-based parenting programmes that had used at least one standardised instrument to measure emotional and behavioural adjustment. The results for each outcome in each study have been presented, with 95% confidence intervals. Where appropriate the results have been combined in a meta-analysis using a random-effects model. Eight studies were included in the review. There were sufficient data from six studies to combine the results in a meta-analysis for parent-reports and from three studies to combine the results for independent assessments of children's behaviour post-intervention. There was in addition, sufficient information from three studies to conduct a meta-analysis of both parent-report and independent follow-up data. Both parent-report (SMD -0.25; CI -0.45 to -0.06), and independent observations (SMD -0.54; CI -0.84 to -0.23) of children's behaviour produce significant results favouring the

  19. Improving Health Outcomes of Children through Effective Parenting: Model and Methods

    Science.gov (United States)

    Okafor, Martha; Sarpong, Daniel F.; Ferguson, Aneeqah; Satcher, David

    2013-01-01

    This article reports on the design, development, testing and presentation of preliminary evidence of a translational, culturally relevant parenting education model, titled Smart and Secured Children (SSC). SSC, a quality parenting curriculum, prepares disparate African American parents as leaders for transforming their parenting behaviors and leading their peers and community in changing existing parenting culture. The article recommends expanded utility of identified promising processes, approaches and practices to engage African American parents to lead in addressing health inequity conditions in their families and communities. It adds to the growing scientific literature on the association between parent–child relationship quality and a wide variety of children physical, emotional and social outcomes. SSC applied principles of developmental theories; community based participatory research (CBPR), and iterative Delphi method between the community stakeholders, parents and researchers. The delivery approach of SSC was revamped from professional-led to parent-led content presentation and delivery methods using a conversational learning approach, referred to as ‘conversepedia’. Parents’ leadership development training and delivery of this curriculum in social supportive groups improved their mental wellbeing, parenting capacity and leadership skills. Parents do matter and can choose positive influence in their lives and are capable of reversing negative peer influence. PMID:24366048

  20. Improving Health Outcomes of Children through Effective Parenting: Model and Methods

    Directory of Open Access Journals (Sweden)

    Martha Okafor

    2013-12-01

    Full Text Available This article reports on the design, development, testing and presentation of preliminary evidence of a translational, culturally relevant parenting education model, titled Smart and Secured Children (SSC. SSC, a quality parenting curriculum, prepares disparate African American parents as leaders for transforming their parenting behaviors and leading their peers and community in changing existing parenting culture. The article recommends expanded utility of identified promising processes, approaches and practices to engage African American parents to lead in addressing health inequity conditions in their families and communities. It adds to the growing scientific literature on the association between parent–child relationship quality and a wide variety of children physical, emotional and social outcomes. SSC applied principles of developmental theories; community based participatory research (CBPR, and iterative Delphi method between the community stakeholders, parents and researchers. The delivery approach of SSC was revamped from professional-led to parent-led content presentation and delivery methods using a conversational learning approach, referred to as ‘conversepedia’. Parents’ leadership development training and delivery of this curriculum in social supportive groups improved their mental wellbeing, parenting capacity and leadership skills. Parents do matter and can choose positive influence in their lives and are capable of reversing negative peer influence.

  1. Learning to provide children with a secure base and a safe haven: The Circle of Security-Parenting (COS-P) group intervention.

    Science.gov (United States)

    Kim, Monica; Woodhouse, Susan S; Dai, Chenchen

    2018-05-21

    Insecure attachment is linked to a host of negative child outcomes, including internalizing and externalizing behavior problems. Circle of Security-Parenting (COS-P) is a manualized, video-based, eight unit, group parenting intervention to promote children's attachment security. COS-P was designed to be easily implemented, so as to make attachment interventions more widely available to families. We present the theoretical background of COS-P, research evidence supporting the COS approach, as well as a description of the COS-P intervention protocol. The case example of "Alexa," mother of three children (aged 7, 6, and 4 years), illustrates how parents can make use of the COS-P intervention to better understand children's needs, build skills in observing and interpreting children's signals, learn to recognize and regulate their own responses to their children, and learn new ways of responding to children's needs. © 2018 Wiley Periodicals, Inc.

  2. Welding Curriculum.

    Science.gov (United States)

    Alaska State Dept. of Education, Juneau. Div. of Adult and Vocational Education.

    This competency-based curriculum guide is a handbook for the development of welding trade programs. Based on a survey of Alaskan welding employers, it includes all competencies a student should acquire in such a welding program. The handbook stresses the importance of understanding the principles associated with the various elements of welding.…

  3. Barriers to access to education for young people with epilepsy in Northern Tanzania: A qualitative interview and focus group study involving teachers, parents and young people with epilepsy.

    Science.gov (United States)

    Quereshi, Charlotte; Standing, Holly C; Swai, Amina; Hunter, Ewan; Walker, Richard; Owens, Stephen

    2017-07-01

    Educational outcomes for young people with epilepsy (YPE) in Hai District, Tanzania, are poor, as is commonly observed elsewhere in Sub-Saharan Africa. The reasons for this finding are not well understood, though stigma arising from supernatural concepts of epilepsy is frequently cited as a barrier to YPE accessing education. In this study, we aimed to explore the reasons why many YPE in Tanzania experience poor access to education, and elicit ways in which education could be improved for YPE according to teachers, parents and YPE. Ten focus group discussions with teachers were organized in Hai schools between March and May 2016. The themes arising from these discussions were identified, coded, analyzed and tested in semi-structured interviews with 19 YPE and 17 parents identified from a prevalent cohort of YPE identified in 2009. Behavioral problems and learning difficulties were cited as the main barriers to education for YPE. Other barriers included parental stigmatization, teachers' inadequate seizure management, and limited access to specialist schools. Teachers perceived that parents and YPE believe in spiritual etiology and traditional management for epilepsy. However, the majority of teachers, parents, and YPE cited biological etiology and management options, although understanding of epilepsy etiology and management could be improved amongst all groups. A multidimensional approach is needed to improve educational access, and hence outcomes, for YPE. Widespread community education is needed to improve knowledge of epilepsy etiology and management. Teachers require seizure management training, and parents need help to recognize YPE's right to education. Educational needs assessments would help to identify YPE requiring specialist schooling, and access to this could be improved. These interventions will likely reduce stigma, ensure appropriate academic and pastoral care at school, and thus enable YPE to attend, and succeed, in education. Copyright © 2017

  4. Families First: the development of a new mentalization-based group intervention for first-time parents to promote child development and family health.

    Science.gov (United States)

    Kalland, Mirjam; Fagerlund, Åse; von Koskull, Malin; Pajulo, Marjaterttu

    2016-01-01

    The aim of the present study was to describe the development of Families First, a new mentalization-based group intervention model for supporting early parenthood. The general aim of the intervention was to support well-functioning models of parenting and prevent transmission of negative parenting models over generations, and thus promote child development and overall family health. In the Finnish society, great concern has aroused during the last decade regarding the well-being and mental health of children and adolescents. Increased number of divorces, poverty, substance abuse, and mental health problems among parents enhance the risk for child neglect and abuse. New effective, preventive, and health-promoting intervention tools are greatly needed to support families with young children. At present, the Families First intervention is being implemented in primary social and healthcare units all over Finland. This article will provide a theoretical understanding of the importance of parental mentalization for the development of the parent-child relationship and the development of the child as well as proposed mechanisms of actions in order to enhance mentalizing capacity. The cultural context will be described. The article will also provide a description of the scientific evaluation protocol of the intervention model. Finally, possible limitations and challenges of the intervention model are discussed.

  5. Sexual risk attitudes and intentions of youth aged 12-14 years: survey comparisons of parent-teen prevention and control groups.

    Science.gov (United States)

    Lederman, Regina P; Chan, Wenyaw; Roberts-Gray, Cynthia

    2004-01-01

    In this study, the authors compared differences in sexual risk attitudes and intentions for three groups of youth (experimental program, n = 90; attention control, n = 80; and nonparticipant control, n = 634) aged 12-14 years. Two student groups participated with their parents in programs focused on strengthening family interaction and prevention of sexual risks, HIV, and adolescent pregnancy. Surveys assessed students' attitudes and intentions regarding early sexual and other health-risk behaviors, family interactions, and perceived parental disapproval of risk behaviors. The authors used general linear modeling to compare results. The experimental prevention program differentiated the total scores of the 3 groups (p < .05). A similar result was obtained for student intentions to avoid sex (p < .01). Pairwise comparisons showed the experimental program group scored higher than the nonparticipant group on total scores (p < .01) and on students' intention to avoid sex (p < .01). The results suggest this novel educational program involving both parents and students offers a promising approach to HIV and teen pregnancy prevention.

  6. Effect of Group Training of Personal Hygiene during Puberty to Mothers on Parent-Child Conflicts and Controlling Over the Emotions of Their Female Adolescents

    Directory of Open Access Journals (Sweden)

    Anahita Khodabakhshi-Koolaee

    2017-09-01

    Full Text Available Background and Objective: Puberty and adolescence is an important phase of human growth. Puberty leads to a set of physiological, social, and psychological changes in adolescents, which affect different dimensions of their life including parent-child relationship and the control of adolescents’ emotions. This study aimed to determine the impact of group training of personal hygiene during puberty to mothers on parent-child conflicts and controlling over the emotions of the first high school course female students. Materials and Methods: This quasi-experimental study was conducted with a pretest-posttest design and a control group. The study population included 30 mothers of female students of the seventh grade in Tehran, Iran in 2016. The participants were selected through cluster sampling method and randomly assigned to two groups of control and intervention. The subjects in the intervention group were trained about personal hygine during pubety during 12 90-minute sessions. Data were collected using demographic form, conflict to parents’ questionnaire, and Emotional Control Scale that were completed by mothers and daughters at pre- and post-intervention phases. Data analysis was performed using analysis of variance by the help of the SPSS software, version 16. Results: According to the results, there was a significant difference between two groups in terms of the mean score of child-parent conflicts and all of their subscales at the post intervention phase (P<0.05. In addition, after the intervention, there was a significant difference between two groups considering the mean score of emotional control and this subscales (P<0.05. Conclusion: Regarding the results, appropraite knowledge and awareness about puberty can be helpful for mothers to prevent child-parent conflicts and control their adolescents' emotions.

  7. Targeting children of substance-using parents with the community-based group intervention TRAMPOLINE: A randomised controlled trial - design, evaluation, recruitment issues

    Science.gov (United States)

    2012-01-01

    Background Children of substance-abusing parents are at risk for developing psychosocial development problems. In Germany it is estimated that approx. 2.65 million children are affected by parental substance abuse or dependence. Only ten percent of them receive treatment when parents are treated. To date, no evaluated programme for children from substance-affected families exists in Germany. The study described in this protocol is designed to test the effectiveness of the group programme TRAMPOLINE for children aged 8-12 years with at least one substance-abusing or -dependent caregiver. The intervention is specifically geared to issues and needs of children from substance-affected families. Methods/Design The effectiveness of the manualised nine-session group programme TRAMPOLINE is tested among N = 218 children from substance-affected families in a multicentre randomised controlled trial. Outpatient counselling facilities across the nation from different settings (rural/urban, Northern/Southern/Eastern/Western regions of the country) will deliver the interventions, as they hold the primary access to the target group in Germany. The control condition is a group programme with the same duration that is not addiction-specific. We expect that participants in the intervention condition will show a significant improvement in the use of adaptive coping strategies (in general and within the family) compared to the control condition as a direct result of the intervention. Data is collected shortly before and after as well as six months after the intervention. Discussion In Germany, the study presented here is the first to develop and evaluate a programme for children of substance-abusing parents. Limitations and strengths are discussed with a special focus on recruitment challenges as they appear to be the most potent threat to feasibility in the difficult-to-access target group at hand (Trial registration: ISRCTN81470784). PMID:22439919

  8. Targeting children of substance-using parents with the community-based group intervention TRAMPOLINE: A randomised controlled trial - design, evaluation, recruitment issues

    Directory of Open Access Journals (Sweden)

    Bröning Sonja

    2012-03-01

    Full Text Available Abstract Background Children of substance-abusing parents are at risk for developing psychosocial development problems. In Germany it is estimated that approx. 2.65 million children are affected by parental substance abuse or dependence. Only ten percent of them receive treatment when parents are treated. To date, no evaluated programme for children from substance-affected families exists in Germany. The study described in this protocol is designed to test the effectiveness of the group programme TRAMPOLINE for children aged 8-12 years with at least one substance-abusing or -dependent caregiver. The intervention is specifically geared to issues and needs of children from substance-affected families. Methods/Design The effectiveness of the manualised nine-session group programme TRAMPOLINE is tested among N = 218 children from substance-affected families in a multicentre randomised controlled trial. Outpatient counselling facilities across the nation from different settings (rural/urban, Northern/Southern/Eastern/Western regions of the country will deliver the interventions, as they hold the primary access to the target group in Germany. The control condition is a group programme with the same duration that is not addiction-specific. We expect that participants in the intervention condition will show a significant improvement in the use of adaptive coping strategies (in general and within the family compared to the control condition as a direct result of the intervention. Data is collected shortly before and after as well as six months after the intervention. Discussion In Germany, the study presented here is the first to develop and evaluate a programme for children of substance-abusing parents. Limitations and strengths are discussed with a special focus on recruitment challenges as they appear to be the most potent threat to feasibility in the difficult-to-access target group at hand (Trial registration: ISRCTN81470784.

  9. Targeting children of substance-using parents with the community-based group intervention TRAMPOLINE: a randomised controlled trial--design, evaluation, recruitment issues.

    Science.gov (United States)

    Bröning, Sonja; Wiedow, Annika; Wartberg, Lutz; Ruths, Sylvia; Haevelmann, Andrea; Kindermann, Sally-Sophie; Moesgen, Diana; Schaunig-Busch, Ines; Klein, Michael; Thomasius, Rainer

    2012-03-22

    Children of substance-abusing parents are at risk for developing psychosocial development problems. In Germany it is estimated that approx. 2.65 million children are affected by parental substance abuse or dependence. Only ten percent of them receive treatment when parents are treated. To date, no evaluated programme for children from substance-affected families exists in Germany. The study described in this protocol is designed to test the effectiveness of the group programme TRAMPOLINE for children aged 8-12 years with at least one substance-abusing or -dependent caregiver. The intervention is specifically geared to issues and needs of children from substance-affected families. The effectiveness of the manualised nine-session group programme TRAMPOLINE is tested among N = 218 children from substance-affected families in a multicentre randomised controlled trial. Outpatient counselling facilities across the nation from different settings (rural/urban, Northern/Southern/Eastern/Western regions of the country) will deliver the interventions, as they hold the primary access to the target group in Germany. The control condition is a group programme with the same duration that is not addiction-specific. We expect that participants in the intervention condition will show a significant improvement in the use of adaptive coping strategies (in general and within the family) compared to the control condition as a direct result of the intervention. Data is collected shortly before and after as well as six months after the intervention. In Germany, the study presented here is the first to develop and evaluate a programme for children of substance-abusing parents. Limitations and strengths are discussed with a special focus on recruitment challenges as they appear to be the most potent threat to feasibility in the difficult-to-access target group at hand (Trial registration: ISRCTN81470784).

  10. Leveraging text messaging and mobile technology to support pediatric obesity-related behavior change: a qualitative study using parent focus groups and interviews.

    Science.gov (United States)

    Sharifi, Mona; Dryden, Eileen M; Horan, Christine M; Price, Sarah; Marshall, Richard; Hacker, Karen; Finkelstein, Jonathan A; Taveras, Elsie M

    2013-12-06

    Text messaging (short message service, SMS) is a widely accessible and potentially cost-effective medium for encouraging behavior change. Few studies have examined text messaging interventions to influence child health behaviors or explored parental perceptions of mobile technologies to support behavior change among children. Our aim was to examine parental acceptability and preferences for text messaging to support pediatric obesity-related behavior change. We conducted focus groups and follow-up interviews with parents of overweight and obese children, aged 6-12 years, seen for "well-child" care in eastern Massachusetts. A professional moderator used a semistructured discussion guide and sample text messages to catalyze group discussions. Seven participants then received 3 weeks of text messages before a follow-up one-on-one telephone interview. All focus groups and interviews were recorded and transcribed verbatim. Using a framework analysis approach, we systematically coded and analyzed group and interview data to identify salient and convergent themes. We reached thematic saturation after five focus groups and seven follow-up interviews with a total of 31 parents of diverse race/ethnicity and education levels. Parents were generally enthusiastic about receiving text messages to support healthy behaviors for their children and preferred them to paper or email communication because they are brief and difficult to ignore. Participants anticipated high responsiveness to messaging endorsed by their child's doctor and indicated they would appreciate messages 2-3 times/week or more as long as content remains relevant. Suggestions for maintaining message relevance included providing specific strategies for implementation and personalizing information. Most felt the negative features of text messaging (eg, limited message size) could be overcome by providing links within messages to other media including email or websites. Text messaging is a promising medium for

  11. Punishment and reward in parental discipline for children aged 5 to 6 years : prevalence and groups at risk

    NARCIS (Netherlands)

    Theunissen, Meinou H. C.; Vogels, Anton G. C.; Reijneveld, Sijmen A.

    2014-01-01

    OBJECTIVE: In this study we examined the use and predictors of different discipline practices by parents of children aged 5 to 6 years. METHODS: We obtained cross-sectional data for a nationally representative Dutch sample of children aged 5 to 6 years within the setting of routine well-child visits

  12. Prediction of Emotional Understanding and Emotion Regulation Skills of 4-5 Age Group Children with Parent-Child Relations

    Science.gov (United States)

    Dereli, Esra

    2016-01-01

    The objective of the present study is to examine whether personal attributes, family characteristics of the child and parent-child relations predict children's emotional understanding and emotion regulation skills. The study was conducted with relational screening model, one of the screening models. Study sample included 423 children between the…

  13. A cognitive behavioral based group intervention for children with a chronic illness and their parents: a multicentre randomized controlled trial

    NARCIS (Netherlands)

    Scholten, L.; Willemen, A.M.; Grootenhuis, M.A.; Maurice-Stam, H.; Schuengel, C.; Last, B.F.

    2011-01-01

    Coping with a chronic illness (CI) challenges children's psychosocial functioning and wellbeing. Cognitive-behavioral intervention programs that focus on teaching the active use of coping strategies may prevent children with CI from developing psychosocial problems. Involvement of parents in the

  14. Therapeutic Guidance for Infants and Families: Using Multi-Family Groups as an Extension of Child-Parent Psychotherapy

    Science.gov (United States)

    Frame, Laura; Ivins, Barbara; Wong, Lynette; Cantrell, Sally

    2015-01-01

    Treatment of very young children in foster care involves the complex dynamics of a child's trauma history, multiple relationships, and caregivers' and providers' feelings about working with the child welfare system. Through the story of a toddler removed from his parents and placed in foster care, the authors illustrate a model of combined group…

  15. Parental Bonding

    Directory of Open Access Journals (Sweden)

    T. Paul de Cock

    2014-08-01

    Full Text Available Estimating the early parent–child bonding relationship can be valuable in research and practice. Retrospective dimensional measures of parental bonding provide a means for assessing the experience of the early parent–child relationship. However, combinations of dimensional scores may provide information that is not readily captured with a dimensional approach. This study was designed to assess the presence of homogeneous groups in the population with similar profiles on parental bonding dimensions. Using a short version of the Parental Bonding Instrument (PBI, three parental bonding dimensions (care, authoritarianism, and overprotection were used to assess the presence of unobserved groups in the population using latent profile analysis. The class solutions were regressed on 23 covariates (demographics, parental psychopathology, loss events, and childhood contextual factors to assess the validity of the class solution. The results indicated four distinct profiles of parental bonding for fathers as well as mothers. Parental bonding profiles were significantly associated with a broad range of covariates. This person-centered approach to parental bonding has broad utility in future research which takes into account the effect of parent–child bonding, especially with regard to “affectionless control” style parenting.

  16. Adoptive parenting.

    Science.gov (United States)

    Grotevant, Harold D; Lo, Albert Yh

    2017-06-01

    Challenges in adoptive parenting continue to emerge as adoption policies and practices evolve. We review three areas of research in adoptive parenting that reflect contemporary shifts in adoption. First, we highlight recent findings concerning openness in adoption contact arrangements, or contact between a child's families of birth and rearing. Second, we examine research regarding racial and cultural socialization in transracial and international adoptions. Finally, we review investigations of parenting experiences of lesbian and gay adoptive parents. Overall, parenting processes (e.g., supportive vs. problematic family interaction) are better predictors of child adjustment than are group differences (e.g., open vs. closed adoptions; adoption by heterosexual vs. same-sex parents). The distinctive needs of adopted children call for preparation of adoption-competent mental health, casework, education, and health care professionals. Copyright © 2017 Elsevier Ltd. All rights reserved.

  17. Effectiveness of the Lunch is in the Bag program on communication between the parent, child and child-care provider around fruits, vegetables and whole grain foods: A group-randomized controlled trial.

    Science.gov (United States)

    Sharma, Shreela V; Rashid, Tasnuva; Ranjit, Nalini; Byrd-Williams, Courtney; Chuang, Ru-Jye; Roberts-Gray, Cynthia; Briley, Margaret; Sweitzer, Sara; Hoelscher, Deanna M

    2015-12-01

    To evaluate the effectiveness of the parent- and early care education (ECE) center-based Lunch is in the Bag program on communication between parent, child, and their ECE center providers around fruits, vegetables and whole grain foods (FVWG). A total of n=30 ECE center; 577 parent-child dyads participated in this group-randomized controlled trial conducted from 2011 to 2013 in Texas (n=15 ECE center, 327 dyads intervention group; n=15 ECE center, 250 dyads comparison group). Parent-child and parent-ECE center provider communication was measured using a parent-reported survey administered at baseline and end of the five-week intervention period. Multilevel linear regression analysis was used to compare the pre-to-post intervention changes in the parent-child and parent-ECE center provider communication scales. Significance was set at pparent-child and parent-ECE center provider communication scores were low. There was a significant increase post-intervention in the parent-ECE center provider communication around vegetables (Adjusted β=0.78, 95%CI: 0.13, 1.43, p=0.002), and around fruit (Adjusted β=0.62, 95%CI: 0.04, 0.20, p=0.04) among the parents in the intervention group as compared to those in the comparison group. There were no significant intervention effects on parent-child communication. Lunch is in the Bag had significant positive effects on improving communication between the parents and ECE center providers around FVWG. Copyright © 2015 Elsevier Inc. All rights reserved.

  18. Using the "Common European Framework of Reference for Languages" to Teach Sign Language to Parents of Deaf Children

    Science.gov (United States)

    Snoddon, Kristin

    2015-01-01

    No formal Canadian curriculum presently exists for teaching American Sign Language (ASL) as a second language to parents of deaf and hard of hearing children. However, this group of ASL learners is in need of more comprehensive, research-based support, given the rapid expansion in Canada of universal neonatal hearing screening and the…

  19. Parental involvement

    Directory of Open Access Journals (Sweden)

    Ezra S Simon

    2005-01-01

    Full Text Available Parent-Teacher Associations and other community groups can play a significant role in helping to establish and run refugee schools; their involvement can also help refugee adults adjust to their changed circumstances.

  20. The maintenance effect of cognitive-behavioural treatment groups for the Chinese parents of children with intellectual disabilities in Melbourne, Australia: a 6-month follow-up study.

    Science.gov (United States)

    Wong, D F K; Poon, A; Kwok, Y C Lai

    2011-11-01

    Caring for a child with intellectual disability can be stressful. No data on the longer-term effects of cognitive-behavioural treatment (CBT) on parents from a Chinese-speaking background who have children with intellectual disabilities are available in the literature. This study attempted to fill this research gap by examining the maintenance effect of CBT among the Chinese parents of such children in Melbourne, Australia. Thirty-nine participants took part in our CBT groups and attended follow-up meetings. A questionnaire comprising four instruments, the Parenting Stress Index (PS) - Parent Domain, General Health Questionnaire-12 (GHQ-12), Abbreviated Quality of Life Enjoyment and Satisfaction Questionnaire (Q-LES-Q-18) and Dysfunctional Attitude Scale (DAS), was administered to the participants at the pre- and post-test stage and at the 6-month follow-up. One-way repeated-measures analyses of variance revealed significant time and group effects in the PS (F(2,27) = 16.93, P times. The participants continued to maintain significant improvements in mental health and quality of life and declines in the severity of parenting stress and dysfunctional attitudes at the 6-month follow-up. Effect size analyses revealed mostly large differences in the foregoing measurements (Cohen's d = 0.76-2.18) between the pre-test and 6-month follow-up. Employing a cut-off score of 3/4 in the GHQ-12 to identify at-risk and not-at-risk cases, approximately 90.5% of the participants could be classified as not-at-risk at the follow-up. Lastly, regression analyses showed that changes in DAS scores significantly predicted changes in the GHQ-12 and Q-LES-Q-18 scores at the follow-up. This study provides preliminary evidence of the 6-month maintenance effect of CBT groups for the Melbourne-resident Chinese parents of children with intellectual disabilities. © 2011 The Authors. Journal of Intellectual Disability Research © 2011 Blackwell Publishing Ltd.

  1. Significant differences in maternal child-feeding style between ethnic groups in the UK: the role of deprivation and parenting styles.

    Science.gov (United States)

    Korani, M; Rea, D M; King, P F; Brown, A E

    2018-04-03

    Nonresponsive maternal child-feeding interactions, such as restricting, pressurising and emotional feeding, can affect the ability of a child to self-regulate intake and increase the risk of becoming overweight. However, despite findings that South Asian and Black children living in the UK are more likely to be overweight, UK research has not considered how maternal child-feeding style might differ between ethnic groups. The present study aimed to explore variations in maternal child-feeding style between ethnic groups in the UK, taking into account associated factors such as deprivation and parenting style. Six hundred and fifty-nine UK mothers with a child who was aged 5-11 years old completed a questionnaire. Items included ethnicity and demographic data, as well as copies of the Child Feeding Questionnaire, Parental Feeding Styles Questionnaire and Parenting Styles and Dimensions Questionnaire. Significant differences in perceived responsibility (P = 0.002), restriction (P = 0.026), pressure to eat (P = 0.045), instrumental feeding (P = 0.000) and emotional feeding (P = 0.000) were found between the groups. Mothers from South Asian backgrounds reported higher levels of pressure to eat, emotional feeding and indulgent feeding styles, whereas mothers from Chinese backgrounds reported greater perceived responsibility and restriction. Mothers from Black and White British backgrounds were not significantly higher with respect to any behaviour. Maternal child-feeding style was also associated with deprivation and parenting style, although these did not fully explain the data. Understanding cultural factors behind maternal child-feeding style, particularly around pressurising and indulgent feeding behaviours, may play an important part in reducing levels of children who are overweight and obese in the UK. © 2018 The British Dietetic Association Ltd.

  2. Technology use and interest among low-income parents of young children: differences by age group and ethnicity.

    Science.gov (United States)

    Swindle, Taren M; Ward, Wendy L; Whiteside-Mansell, Leanne; Bokony, Patti; Pettit, Dawn

    2014-01-01

    To examine demographic differences in frequency of use of technologies and interest in receiving nutrition information via technology by low-income parents and caregivers. Descriptive, cross-sectional study. Head Start and state-funded child care programs. A total of 806 parents and caregivers from low-income families. A 20-item survey assessed frequency of use and interest in technologies (dependent variables) and collected participant age and ethnicity (independent variables). Multivariate ANOVA analysis investigated whether age, ethnicity, and their interactions were related to frequency of use and interest in technology types. Daily rates of usage for Internet, text messaging, and cell phone use were over 60%. However, Twitter and blogs were accessed daily by interaction of ethnicity and age was nonsignificant. However, main effects for ethnicity (Wilks' λ = .85; F = 3.13; P < .001) and age (Wilks' λ = .89; F = 2.29; P < .001) were observed. Facebook, e-mail, texting, and smartphone applications may be innovative modalities to engage with low-income parents and caregivers aged ≤ 45. However, some strategies may be ineffective for reaching Hispanic families as they reported less use of the Internet, Facebook, and e-mail as well as less interest in e-mail. Published by Elsevier Inc.

  3. The curriculum ideology of the South African secondary school Biology

    African Journals Online (AJOL)

    Department of Science, Mathematics and Technology Education, University of Pretoria, ... taught, the instructional process, the roles of teachers and students, as well ..... The perceived curriculum is what teachers, students, parents and various ...

  4. Envisioning Curriculum as Six Simultaneities

    Science.gov (United States)

    Hussain, Hanin; Conner, Lindsey; Mayo, Elaine

    2014-01-01

    This paper uses the discourse of complexity thinking to envision curriculum as six partial and coupled facets that exist simultaneously: curriculum as structure, curriculum as process, curriculum as content, curriculum as teaching, curriculum as learning and curriculum as activity. Such a curriculum is emergent and self-organising. It is emergent…

  5. Dispositivos grupales de intervención en el lazo filiatorio: análisis de algunos impactos en la función parental Group intervention in the filiatorio loop devices: analysis of some impacts on the parental role

    Directory of Open Access Journals (Sweden)

    Graciela C. Paolicchi

    2010-12-01

    Full Text Available Este trabajo se inscribe en el marco de la investigación UBACyT P432, "La juegoteca como dispositivo de intervención en el lazo filiatorio: su impacto en la constitución de la función parental". Se describirán las dificultades en el lazo filiatorio expresadas por los asistentes al Taller sobre "Crianza y Juego" que se llevó adelante en una escuela ubicada en las cercanías de una villa de emergencia de la Ciudad de Buenos Aires. La muestra fue de tipo incidental y se compuso mayoritariamente por inmigrantes de países limítrofes. Partimos de la hipótesis de que la participación en un dispositivo grupal centrado en la valoración de aspectos saludables de la crianza, incide en el lazo filial y en la función parental. Gracias a la observación y al método biográfico, circunscribiremos algunos cambios detectados en el discurso de los participantes tales como: el paso de una perspectiva individualista a otra interpersonal al valorar las problemáticas encarnadas por los hijos; el paso desde el aislamiento a la construcción de un proyecto compartido con otros padres.This work is part of UBACyT, P432 research " The playground as intervention in the filiatory tie device: its impact on the establishment of the function parental" . Describing the difficulties expressed by participants at the workshop on "Rearing and game" carried in 2008 in a school located in the vicinity of a village of the Federal Capital emergency filiatory-loop. The sample was incidental and composed mostly of immigrants from neighboring countries. We start from the assumption of participation in a group device focused on healthy aspects of parenting assessment affects the subsidiary loop and the parental role. Through observation and biographical method, circumscribe changes detected in the speech of the participants, such as: pass an individualist perspective to other interpersonal to assess issues embodied by children, moving from isolation to build a project with

  6. VALUE RELEVANCE OF GROUP FINANCIAL STATEMENTS BASED ON ENTITY VERSUS PARENT COMPANY THEORY: EVIDENCE FROM THE LARGEST THREE EUROPEAN CAPITAL MARKETS

    Directory of Open Access Journals (Sweden)

    Müller Victor-Octavian

    2012-07-01

    Full Text Available Financial statementsn#8217; main objective is to give information on the financial position, performance and changes in financial position of the reporting entity, which is useful to investors and other users in making economic decisions. In order to be useful, financial information needs to be relevant to the decision-making process of users in general, and investors in particular. Regarding consolidated financial statements, the accounting theory knows four perspectives (theories on which the preparation of those statements is based, namely, the proprietary theory, the parent company theory, the parent company extension theory and the entity theory (Baxter and Spinney, 1975. Of practical importance are especially the parent company extension perspective and the entity perspective. The IASB and FASB decided (within an ED regarding the Improvement of the Conceptual Framework that consolidated financial statements should be presented from the perspective of the group entity, and not from the perspective of the parent-company. However, this support for the entity theory is to our knowledge not backed by empirical findings in the academic literature. Therefore, in our paper we set to contribute with empirical arguments to finding an actual answer to the question about the superior market value relevance of one of the two concurrent perspectives (theories. We set to carry out an empirical association study on the problem of market value relevance of consolidated financial statements based on the entity theory respectively on the parent company (extension theory, searching for an answer to the above question. In this sense, we pursued an analysis of market value relevance of consolidated accounting information (based on the two perspectives of listed entities between 2003-2008 on the largest three European Stock Exchanges (London, Paris and Frankfurt. The obtained results showed that a n#8222;restrainedn#8221; entity perspective, which would combine

  7. Exploring the feasibility of the visual language in autism program for children in an early intervention group setting: views of parents, educators, and health professionals.

    Science.gov (United States)

    Donato, Cynthia; Shane, Howard C; Hemsley, Bronwyn

    2014-04-01

    To explore the views of key stakeholders on using visual supports for children with developmental disabilities in early intervention group settings. Specifically, this study aimed to determine stakeholders' views on the barriers to and facilitators for the use of visual supports in these settings to inform the feasibility of implementing an immersive Visual Language in Autism program. This study involved three focus groups of parents, educators, and health professionals at one Australian early intervention group setting. Lack of time, limited services, negative attitudes in society, and inconsistent use were cited as common barriers to using visual supports. Facilitators included having access to information and evidence on visual supports, increased awareness of visual supports, and the use of mobile technologies. The Visual Language in Autism program is feasible in early intervention group settings, if barriers to and facilitators for its use are addressed to enable an immersive visual language experience.

  8. Eating the curriculum.

    Science.gov (United States)

    Hunter, K M

    1997-03-01

    The alimentary metaphor--learning as ingestion--is well established in medical education: students are spoonfed, forcefed; they cram, digest, and metabolize information; and they regurgitate it on tests. In the author's experience, these metaphors are inextricably bound with the attitudes and information they describe, organize, and sometimes generate in medical education. Alimentary imagery shapes discussions of the curriculum, and its perversities characterize and help perpetuate much that needs changing in North American medical education. Medical school teachers speak of their life's work as feeding students, not as chiefs but as the anxious caretakers of problem eaters, and the images used most often to describe the teacher-learner relationship suggest an underlying infantilization of medical students. Alimentary metaphors are not in themselves evil. A closer look at medicine's uses of the metaphor of learning as eating suggests a healthier educational philosophy. Despite the "full plate" that students are served, they are metaphorically starving. Fundamental curriculum reform should help them learn to be healthy eaters-using lessons from parents, pediatricians, and child psychologists about how to do this, which are discussed in detail. The difficult-to-achieve but imperative goal of medical education should be to put students in charge of their own "eating" and thereby produce intellectually curious, self-motivated, active, and "well-nourished" physicians who know how to feed themselves in the right amounts and at reasonable levels, maintain a healthy skepticism about the information they consume, and periodically check that information for freshness.

  9. Social-environmental influences on children's diets: results from focus groups with African-, Euro- and Mexican-American children and their parents.

    Science.gov (United States)

    Cullen, K W; Baranowski, T; Rittenberry, L; Olvera, N

    2000-10-01

    Children's fruit, juice and vegetable (FJV) and fat intakes do not meet recommended guidelines. Since personal factors account for only a small percentage of the variability in children's FJV consumption, social and environmental influences were explored via focus group discussions with Grade 4-6 African-, Euro- and Mexican-American students and parents. Questions included the effects of social influences, availability and accessibility on children's FJV and low-fat food choices. Few ethnic differences were noted. A variety of low-fat items and fresh FJV (not cut-up) were available at home; older children were expected to prepare their own. Eating out occurred at least twice a week; FJV were not usual restaurant choices. Students reported some modeling by parents (more mothers) and friends (usually at lunch). Negative peer responses for eating vegetables were reported. Parents were concerned with children eating too much junk food and not enough FJV, recognized the outside influences their children received about food, and reported several methods to encourage children to eat FJV. Recommendations for future interventions are proposed.

  10. Putting culture in the curriculum

    DEFF Research Database (Denmark)

    Sairanen, Raija; Richardson, Eileen; Kelly, Hélène

    2013-01-01

    The purpose of this paper is to describe the rationale for and the method of designing a framework for a European curriculum to promote intercultural competence in health care students. The background relating to the migration of people into and across Europe is cited as the factor driving the need...... for such a project. The project group emerged from the European organisation known as COHEHRE (Consortium of Higher Education Institutes in Health and Rehabilitation in Europe). Composed of a group of nurse educators from 5 European countries it charts the process which led them to create a curriculum framework...

  11. The Effectiveness of Social Skills Training by Cognitive-Behavioral Group in the Increase of Girls’ Self-Esteem and Assertiveness with Addicted Parents

    Directory of Open Access Journals (Sweden)

    Maryam Esmaeili

    2011-02-01

    Full Text Available Objective: The aim of the study was the survey of social skills training by cognitive behavioral group in the increase of girls’ self-esteem and assertiveness with addicted parents in Isfahan. Method: 20 students with addicted parents who had the lowest rate of assertiveness were selected by semi-experimental method in third to fifth grades. Randomly research projects pre-test-post-test control group. Questionnaire to measure assertiveness and assertiveness Gmbryl and Richie Esteem Questionnaire to measure students' self-esteem was used. After the pre-test training program assertiveness over 10 weeks, each week, one session, lasting from one hour and half and at the end of the test was performed after 40 days in both groups re-testing were results using software spss case were analyzed by descriptive statistical methods and two-factor analysis of variance with repeated measures on one factor was used. Results: The results showed that participants in the program and self-assertiveness therapy increased. These results were confirmed in a follow up phase. Conclusion: the training of social skills speeds up assertiveness and self-esteem of students.

  12. Commentary on 'Behavioural and cognitive-behavioural group-based parenting programmes for early-onset conduct problems in children aged 3 to 12 years'.

    Science.gov (United States)

    Haroon, Munib

    2013-03-07

    This is a commentary on a Cochrane review, published in this issue of EBCH, first published as: Furlong M, McGilloway S, Bywater T, Hutchings J, Smith SM, Donnelly M. Behavioural and cognitive-behavioural group-based parenting programmes for early-onset conduct problems in children aged 3 to 12 years. Cochrane Database of Systematic Reviews 2012, Issue 2. Art. No.: CD008225. DoI: 10.1002/14651858.CD008225.pub2. Copyright © 2013 The Cochrane Collaboration. Published by John Wiley & Sons, Ltd.

  13. Texas Real Estate Curriculum Workshop Summary Report.

    Science.gov (United States)

    Lyon, Robert

    The Texas Real Estate Research Center-Texas Education Agency (TRERC-TEA) curriculum workshop was attended by over 40 participants representing 26 Texas community colleges. These participants divided into eight small groups by real estate specialty area and developed curriculum outlines and learning objectives for the following real estate courses:…

  14. Curriculum Outline for Tennessee Transition Model.

    Science.gov (United States)

    Esch, B. J.

    This curriculum outline for the Sevier County, Tennessee, transition program for special needs students provides goals and objectives for the following domains: domestic, vocational, community functioning, and recreation/leisure. The domestic domain covers personal hygiene/grooming, first aid, home nursing, birth control/pregnancy, parenting, drug…

  15. Parenting in 2 Worlds: Effects of a Culturally Adapted Intervention for Urban American Indians on Parenting Skills and Family Functioning

    Science.gov (United States)

    Kulis, Stephen S.; Ayers, Stephanie L.; Harthun, Mary L.; Jager, Justin

    2016-01-01

    Parenting in 2 Worlds (P2W) is a culturally grounded parenting intervention that addresses the distinctive social and cultural worlds of urban American Indian (AI) families. P2W was culturally adapted through community-based participatory research in three urban AI communities with diverse tribal backgrounds. This paper reports the immediate outcomes of P2W in a randomized controlled trial, utilizing data from 575 parents of AI children (ages 10–17). Parents were assigned to P2W or to the comparison group, an informational family health curriculum, Healthy Families in 2 Worlds (HF2W). Both the P2W and HF2W curricula consisted of 10 workshops delivered weekly by AI community facilitators. Pretests were administered at the first workshop and a post-test at the last workshop. Tests of the efficacy of P2W versus HF2W on parenting skills and family functioning were analyzed with pairwise t-tests, within intervention type, and by baseline adjusted path models using FIML estimation in Mplus. Intervention effect sizes were estimated with Cohen’s d. Participants in P2W reported significant improvements in parental agency, parenting practices, supervision and family cohesion, and decreases in discipline problems and parent-child conflict. Compared to HF2W, P2W participants reported significantly larger increases in parental self-agency and positive parenting practices, and fewer child discipline problems. Most of these desired program effects for P2W approached medium size. Culturally adapted parenting interventions like P2W can effectively strengthen parenting practices and family functioning among urban AI families and help address their widespread need for targeted, culturally grounded programs. PMID:27129476

  16. Effectiveness of group cognitive therapy about opium addict complications on attitude of adolescents with drug dependent parents

    Directory of Open Access Journals (Sweden)

    Kaveh Hojjat

    2015-12-01

    Full Text Available Background and Aim: Statistics show that 30% to 40 % of  opium addicted fathers’ children are prone to substance abuse in the future. The present study aimed at assessing the effectiveness of cognitive therapy approach  to attitude changing of adolescents with substance dependent fathers. Materials and Methods:  In this controlled. field-trail randomized study. .data collection tool was “attitude to addiction questionnaire”. The study population was all male students in the first grade of high school in Maneh - Samalghan city. . Six sessions of group cognitive therapy based on the effectiveness of drug side-effects in drug-addicted fathers’ adolescent children’s attitude were held. The above-mentioned questionnaire was filled out before and after intervention. The obtained data  was fed into SPSS software (V: 16 using. Independent t-test .and paired t-test were used for analysis and P<0.05 was taken as the significant level. Results:  There were no significant differences between the two groups in pre-test regarding their attitude about drug abuse (P=.20%. Mean score variance from pre-test to post-test in the intervention group decreased, but in the control group, it showed a slight increase. This means that the intervention reduced the positive attitude towards drugs, but the changes were not statistically significant (p=0.57. Besides, among ten factors decisive in an individual’s attitude about addiction, only group cognitive therapy  was able  to decrease mean points of an individual’s attitude about drug abuse .. Significantly (P = 0.04. Conclusion: It was found that group cognitive therapy education about opium  addict complicationsdidn`t have a significant effect on the attitude of the students with addicted fathers. Thus, a change of adolescents’ attitude requires more research.

  17. Role modeling as an early childhood obesity prevention strategy: effect of parents and teachers on preschool children's healthy lifestyle habits.

    Science.gov (United States)

    Natale, Ruby A; Messiah, Sarah E; Asfour, Lila; Uhlhorn, Susan B; Delamater, Alan; Arheart, Kris L

    2014-01-01

    To assess the effectiveness of a child care center-based parent and teacher healthy lifestyle role-modeling program on child nutrition and physical activity outcomes. Child care centers (N = 28) serving low-income families were randomized to intervention or control arms. Intervention centers (N = 12) implemented (1) menu modifications, (2) a child's healthy lifestyle curriculum, and (3) an adult (teacher- and parent-focused) healthy lifestyle role-modeling curriculum. Control centers (N = 16) received an attention control safety curriculum. Nutrition and physical activity data were collected at the beginning (T1) and at the end (T2) of the school year. Exploratory factor analysis identified positive and negative nutrition and physical activity practices by children, parents, and teachers. Intervention parents' baseline (β = .52, p consumption (β = .47, p consumption of fruits/vegetables from T1 to T2. Intervention parents significantly influenced a decrease in children's junk food consumption (β = -.04, p junk food consumption (β = .60, p junk food consumption (β = .11, p = .01) and sedentary behavior (β = .09, p consumption of fruits/vegetables, junk food, and level of sedentary behavior. Future obesity prevention intervention efforts targeting this age group should include parents as healthy lifestyle role models for their children.

  18. Oral Communication across the Curriculum

    Science.gov (United States)

    Ediger, Marlow

    2011-01-01

    Proficiency in oral communication is necessary in school and in society. To do well in the different curriculum areas, pupils must speak with clarity and understanding. For example, in a discussion group in the social studies involving the topic "the pros and cons of raising taxes," pupils need to express knowledgeable ideas with appropriate voice…

  19. Playground Safety (For Parents)

    Science.gov (United States)

    ... Parents Parents site Sitio para padres General Health Growth & Development Infections Diseases & Conditions Pregnancy & Baby Nutrition & Fitness Emotions & ... designed for three different age groups: infants and toddlers under 2, 2- to 5-year-olds (preschoolers), ...

  20. Evaluation of a primary-care setting at a veterinary teaching hospital by a student business group: implementing business training within the curriculum.

    Science.gov (United States)

    Louisa Poon, W Y; Covington, Jennifer P; Dempsey, Lauren S; Goetgeluck, Scott L; Marscher, William F; Morelli, Sierra C; Powell, Jana E; Rivers, Elizabeth M; Roth, Ira G

    2014-01-01

    This article provides an introduction to the use of students' business skills in optimizing teaching opportunities, student learning, and client satisfaction in a primary health care setting at a veterinary teaching hospital. Seven veterinary-student members of the local chapter of the Veterinary Business Management Association (VBMA) evaluated the primary-care service at the University of Georgia (UGA) veterinary teaching hospital and assessed six areas of focus: (1) branding and marketing, (2) client experience, (3) staff and staffing, (4) student experience, (5) time management, and (6) standard operating procedures and protocols. For each area of focus, strengths, weaknesses, opportunities, and threats were identified. Of the six areas, two were identified as areas in need of immediate improvement, the first being the updating of standard operating protocols and the second being time management and the flow of appointments. Recommendations made for these two areas were implemented. Overall, the staff and students provided positive feedback on the recommended changes. Through such a student-centered approach to improving the quality of their education, students are empowered and are held accountable for their learning environment. The fact that the VBMA functions without a parent organization and that the primary-care service at UGA functions primarily as a separate entity from the specialty services at the College of Veterinary Medicine allowed students to have a direct impact on their learning environment. We hope that this model for advancing business education will be studied and promoted to benefit both veterinary education and business practice within academia.

  1. Relationship Between Parents Surveilance, Intensity of Peer Group Communication, and Self Esteem to Preferences Play Online Games on Adoloescents

    OpenAIRE

    Gracia G, Sharon; Setyabudi, S.Sos, MM, Djoko

    2016-01-01

    Online gaming already not become familiar to our ears. However, his presence is still keenly felt, and also in demand by children - teen age children. Internet cafes based online games have been one of the proofs that the online game market has not subsided and is still much demand. Many teenagers, especially boys who like to play this game. And an attraction for researchers to conduct research on this. Playing online games can be affected by family background, playmates (peer group), as well...

  2. What parents want from emails with their pediatrician: implications for teaching communication skills.

    Science.gov (United States)

    Schiller, Jocelyn H; Christner, Jennifer G; Stansfield, Robert Brent; Watnick, Caroline S; Mullan, Patricia B

    2013-07-01

    Physician-patient email communication is increasing but trainees receive no education on this communication medium. Research eliciting patient preferences about email communication could inform training. Investigators elicited parents' perspectives on physician-parent email communication and compared parent and faculty assessments of medical students' emails. This mixed methods study explored physician-parent email communication in 5 parent focus groups using qualitative analyses to identify themes. Differences between faculty and parent assessment scores for students' email responses were calculated using univariate general linear modeling. Themes that emerged were: (1) Building the Relationship, (2) Clarity of Communication and (3) Expectations. Parents criticized student's statements as condescending. The sum of assessment scores by parents and faculty were moderately correlated (r(44)=.407, Pparents gave students lower scores on "acknowledges validity/expresses empathy" (P=.01) and higher scores on "provides next steps" (PParents place value on students' abilities to communicate clearly and convey respect and empathy in email. Parent and faculty perspectives on email communication are similar but not the same. Differences between parental and faculty assessments of medical students' emails supports the need for the involvement of patients and families in email communication curriculum development. Copyright © 2013 Elsevier Ireland Ltd. All rights reserved.

  3. Effects of a Brief, Prevention-Focused Parenting Education Program for New Mothers.

    Science.gov (United States)

    Hooge, Sharon L; Benzies, Karen M; Mannion, Cynthia A

    2014-09-01

    We evaluated the effects of a parenting program, Baby and You, on parenting knowledge, parenting morale, and social support using a single-group, pre-test, and post-test design with 159 Canadian mothers of infants aged 2 to 9 months old. Baby and You is a prevention-focused parenting program (PFPP) to improve maternal and infant health through education and social support. The 4-week curriculum focuses on infant development and safety, parent-child relationships, maternal self-care, and community resources. We computed repeated-measures ANOVAs separately for scores on Parenting Knowledge Scale, Parenting Moral Index, and Family Support Scale. We found a significant increase between pre-test and post-test on parenting knowledge, but not parenting morale or social support. Parenting morale may be a stable construct that shows little change over time. It may take more than 4 weeks of programming for mothers to identify and integrate new sources of social support. © The Author(s) 2014.

  4. Sustainability Infused Curriculum

    Science.gov (United States)

    Ibarra, D. L.

    2015-12-01

    The Independent Schools Foundation Academy (ISF) in Hong Kong established a sustainability policy in 2015, which explicitly states, "an experimentally integrated, environmentally and ethically sustainable system of science education and conservation practices based on the 2012 Jeju Declaration of the World Conservation Congress will be implemented through the school". ISF Academy is a private Chinese bilingual school in Hong Kong serving over 1500 students K-12, following the framework and curriculum of the International Baccalaureate Organization (IBO). The strategy behind the implementation of this policy includes: development of a scientific sustainable curriculum that is age appropriate; establish a culture of sustainability within the ISF community and beyond to the wider HK community; install sustainable infrastructure that allows students to learn; and learn first hand sustainable living practices. It is well understood that solutions to the environmental challenges facing Hong Kong and our planet will require multiple disciplines. The current sustainability programs at ISF include: a) a whole school aerobic food waste composting system and organic farming, b) energy consumption monitoring of existing buildings, c) upcoming installation of an air pollution monitoring equipment that will correlate with the AQHI data collected by the Hong Kong government, d) a Renewable Energy Education Center (REEC) that will teach students about RE and also produce solar energy for classroom consumption, and e) student lead environmental group that manages the paper and used cooking oil recycling on campus. The Shuyuan Science and Sustainability faculty work closely with classroom teachers to ensure that the above mentioned projects are incorporated into the curriculum throughout the school. Interdisciplinary units (IDU) of study are being developed that encourage faculty and students to work across subject areas. Projects include Personal Projects, Extended Essays

  5. El Papel de los Padres en el Desarrollo de la Competencia Social (The Role of Parents in the Development of Peer Group Competence). ERIC Digest.

    Science.gov (United States)

    Moore, Shirley G.

    Among studies that have examined the relationship between parenting styles and children's development of social skills, the research of Diana Baumrind is noteworthy. In several studies, she has identified authoritarian, permissive, and authoritative parenting styles, which differ on the dimensions of nurturance and parental control. Authoritarian…

  6. Perceived effective and feasible strategies to promote healthy eating in young children: focus groups with parents, family child care providers and daycare assistants.

    Science.gov (United States)

    Vandeweghe, Laura; Moens, Ellen; Braet, Caroline; Van Lippevelde, Wendy; Vervoort, Leentje; Verbeken, Sandra

    2016-10-04

    The aim of the current study is to identify strategies to promote healthy eating in young children that can be applied by caregivers, based on their own perceptions of effectiveness and feasibility. Whereas previous research mainly focused on parental influences on children's eating behavior, the growing role of other caregivers in the upbringing of children can no longer be denied. Four focus groups were conducted with three types of caregivers of post-weaning children under 6 years old: parents (n = 14), family child care providers (n = 9), and daycare assistants (n = 10). The audiotaped focus group discussions were transcribed and imported into Nvivo 10.0 for thematic analysis. The behaviors put forward by the caregivers were categorized within three broad dimensions: global influences, general behaviors, and specific feeding practices. Perceived effective strategies to promote healthy eating behavior in children included rewards, verbal encouragement, a taste-rule, sensory sensations, involvement, variation, modeling, repeated exposure, and a peaceful atmosphere. Participants mainly disagreed on the perceived feasibility of each strategy, which largely depended on the characteristics of the caregiving setting (e.g. infrastructure, policy). Based on former research and the current results, an intervention to promote healthy eating behaviors in young children should be adapted to the caregiving setting or focus on specific feeding practices, since these involve simple behaviors that are not hindered by the limitations of the caregiving setting. Due to various misconceptions regarding health-promoting strategies, clear instructions about when and how to use these strategies are necessary.

  7. Perceived effective and feasible strategies to promote healthy eating in young children: focus groups with parents, family child care providers and daycare assistants

    Directory of Open Access Journals (Sweden)

    Laura Vandeweghe

    2016-10-01

    Full Text Available Abstract Background The aim of the current study is to identify strategies to promote healthy eating in young children that can be applied by caregivers, based on their own perceptions of effectiveness and feasibility. Whereas previous research mainly focused on parental influences on children’s eating behavior, the growing role of other caregivers in the upbringing of children can no longer be denied. Methods Four focus groups were conducted with three types of caregivers of post-weaning children under 6 years old: parents (n = 14, family child care providers (n = 9, and daycare assistants (n = 10. The audiotaped focus group discussions were transcribed and imported into Nvivo 10.0 for thematic analysis. The behaviors put forward by the caregivers were categorized within three broad dimensions: global influences, general behaviors, and specific feeding practices. Results Perceived effective strategies to promote healthy eating behavior in children included rewards, verbal encouragement, a taste-rule, sensory sensations, involvement, variation, modeling, repeated exposure, and a peaceful atmosphere. Participants mainly disagreed on the perceived feasibility of each strategy, which largely depended on the characteristics of the caregiving setting (e.g. infrastructure, policy. Conclusions Based on former research and the current results, an intervention to promote healthy eating behaviors in young children should be adapted to the caregiving setting or focus on specific feeding practices, since these involve simple behaviors that are not hindered by the limitations of the caregiving setting. Due to various misconceptions regarding health-promoting strategies, clear instructions about when and how to use these strategies are necessary.

  8. Creating a Curriculum for Training Health Profession Faculty Leaders

    National Research Council Canada - National Science Library

    Mitchell, Pamela H; Robins, Lynne S; Schaad, Dotiglas

    2005-01-01

    Objectives: An interprofessional, collaborative group of educators, patient safety officers, and Federal program directors teamed up to create an integrated, patient safety-centered curriculum for the education...

  9. [Chicano Counselor Training: Curriculum and Beyond Curriculum].

    Science.gov (United States)

    Aleman, Ramon

    The particulars of the evolved curriculum and how the training has evolved around the change-agent concept are stressed in this presentation. The measure of success achieved in attempting to influence the staff and course of studies of the regular guidance department is also emphasized. The curriculum of this counselor training institute has, from…

  10. Design of an internet-based health economic evaluation of a preventive group-intervention for children of parents with mental illness or substance use disorders.

    Science.gov (United States)

    Woolderink, Marla; Smit, Filip; van der Zanden, Rianne; Beecham, Jennifer; Knapp, Martin; Paulus, Aggie; Evers, Silvia

    2010-08-10

    Preventive interventions are developed for children of parents with mental and substance use disorders (COPMI), because these children have a higher risk of developing a psychological or behavioral disorder in the future. Mental health and substance use disorders contribute significantly to the global burden of disease. Although the exact number of parents with a mental illness is unclear, the subject of mentally ill parents is gaining attention. Moreover there is a lack of interventions for COPMI-children, as well of (cost-) effectiveness studies evaluating COPMI interventions. Innovative interventions such as e-health provide a new field for exploration. There is no knowledge about the opportunities for using the internet to prevent problems in children at risk. In the current study we will focus on the (cost-) effectiveness of an online health prevention program for COPMI-children. We designed a randomized controlled trial to examine the (cost-) effectiveness of the Kopstoring intervention. Kopstoring is an online intervention for COPMI-children to strengthen their coping skills and prevent behavioral and psychological problems. We will compare the Kopstoring intervention with (waiting list) care as usual. This trial will be conducted entirely over the internet. An economic evaluation, from a societal perspective will be conducted, to examine the trial's cost-effectiveness. Power calculations show that 214 participants are needed, aged 16-25. Possible participants will be recruited via media announcements and banners on the internet. After screening and completing informed consent procedures, participants will be randomized. The main outcome is internalizing and externalizing symptoms as measured by the Youth Self Report. For the economic evaluation, healthcare costs and costs outside the healthcare sector will be measured at the same time as the clinical measures, at baseline, 3, 6 and 9 months. An extended measure for the intervention group will be provided at

  11. Design of an internet-based health economic evaluation of a preventive group-intervention for children of parents with mental illness or substance use disorders

    Directory of Open Access Journals (Sweden)

    Woolderink Marla

    2010-08-01

    Full Text Available Abstract Background Preventive interventions are developed for children of parents with mental and substance use disorders (COPMI, because these children have a higher risk of developing a psychological or behavioral disorder in the future. Mental health and substance use disorders contribute significantly to the global burden of disease. Although the exact number of parents with a mental illness is unclear, the subject of mentally ill parents is gaining attention. Moreover there is a lack of interventions for COPMI-children, as well of (cost- effectiveness studies evaluating COPMI interventions. Innovative interventions such as e-health provide a new field for exploration. There is no knowledge about the opportunities for using the internet to prevent problems in children at risk. In the current study we will focus on the (cost- effectiveness of an online health prevention program for COPMI-children. Methods/Design We designed a randomized controlled trial to examine the (cost- effectiveness of the Kopstoring intervention. Kopstoring is an online intervention for COPMI-children to strengthen their coping skills and prevent behavioral and psychological problems. We will compare the Kopstoring intervention with (waiting list care as usual. This trial will be conducted entirely over the internet. An economic evaluation, from a societal perspective will be conducted, to examine the trial's cost-effectiveness. Power calculations show that 214 participants are needed, aged 16-25. Possible participants will be recruited via media announcements and banners on the internet. After screening and completing informed consent procedures, participants will be randomized. The main outcome is internalizing and externalizing symptoms as measured by the Youth Self Report. For the economic evaluation, healthcare costs and costs outside the healthcare sector will be measured at the same time as the clinical measures, at baseline, 3, 6 and 9 months. An extended

  12. Sociology of Hidden Curriculum

    Directory of Open Access Journals (Sweden)

    Alireza Moradi

    2017-06-01

    Full Text Available This paper reviews the concept of hidden curriculum in the sociological theories and wants to explain sociological aspects of formation of hidden curriculum. The main question concentrates on the theoretical approaches in which hidden curriculum is explained sociologically.For this purpose it was applied qualitative research methodology. The relevant data include various sociological concepts and theories of hidden curriculum collected by the documentary method. The study showed a set of rules, procedures, relationships and social structure of education have decisive role in the formation of hidden curriculum. A hidden curriculum reinforces by existed inequalities among learners (based on their social classes or statues. There is, in fact, a balance between the learner's "knowledge receptions" with their "inequality proportion".The hidden curriculum studies from different major sociological theories such as Functionalism, Marxism and critical theory, Symbolic internationalism and Feminism. According to the functionalist perspective a hidden curriculum has a social function because it transmits social values. Marxists and critical thinkers correlate between hidden curriculum and the totality of social structure. They depicts that curriculum prepares learners for the exploitation in the work markets. Symbolic internationalism rejects absolute hegemony of hidden curriculum on education and looks to the socialization as a result of interaction between learner and instructor. Feminism theory also considers hidden curriculum as a vehicle which legitimates gender stereotypes.

  13. Curriculum Development in Geomorphology.

    Science.gov (United States)

    Gregory, Kenneth J.

    1988-01-01

    Examines the context of present curriculum development in geomorphology and the way in which it has developed in recent years. Discusses the content of the geomorphology curriculum in higher education and the consequences of curriculum development together with a consideration of future trends and their implications. (GEA)

  14. 'Cascading participation' and the role of teachers in a collaborative HIV and Aids curriculum development project

    Directory of Open Access Journals (Sweden)

    Duncan Scott

    2014-06-01

    Full Text Available This paper presents findings of four Grade 6 teachers' involvement as facilitators of a participatory action research (PAR project conducted in three South African primary schools. Based on the results of Phase One research which indicated that Grade 6s learn about sexuality, Human Immunodeficiency Virus (HIV and Acquired Immunodeficiency Syndrome (AIDS from multiple sources, the Phase Two project designers developed a toolkit to help Life Orientation (LO teachers consult learners on what they know and how they want to be taught. In each school, a curriculum development group comprising the participating teacher, learners, parents and an HIV and Aids specialist worked to enhance the official HIV and Aids curriculum using the information gathered each week by the teacher. This dialogue between the study participants represents the culmination of what we describe as the project's 'cascading participation' research model, a term denoting the multiple levels of participant involvement in the study. Although theories of participation often depict a binary relationship between those with power and those without it, the implementation of this project shows how the official curriculum, cultural norms and low parent involvement can exert pressure at different levels to diminish teachers' ability to facilitate social and educational change.

  15. Developing human technology curriculum

    Directory of Open Access Journals (Sweden)

    Teija Vainio

    2012-10-01

    Full Text Available During the past ten years expertise in human-computer interaction has shifted from humans interacting with desktop computers to individual human beings or groups of human beings interacting with embedded or mobile technology. Thus, humans are not only interacting with computers but with technology. Obviously, this shift should be reflected in how we educate human-technology interaction (HTI experts today and in the future. We tackle this educational challenge first by analysing current Master’s-level education in collaboration with two universities and second, discussing postgraduate education in the international context. As a result, we identified core studies that should be included in the HTI curriculum. Furthermore, we discuss some practical challenges and new directions for international HTI education.

  16. Crowdsourced Curriculum Development for Online Medical Education.

    Science.gov (United States)

    Shappell, Eric; Chan, Teresa M; Thoma, Brent; Trueger, N Seth; Stuntz, Bob; Cooney, Robert; Ahn, James

    2017-12-08

    In recent years online educational content, efforts at quality appraisal, and integration of online material into institutional teaching initiatives have increased. However, medical education has yet to develop large-scale online learning centers. Crowd-sourced curriculum development may expedite the realization of this potential while providing opportunities for innovation and scholarship. This article describes the current landscape, best practices, and future directions for crowdsourced curriculum development using Kern's framework for curriculum development and the example topic of core content in emergency medicine. A scoping review of online educational content was performed by a panel of subject area experts for each step in Kern's framework. Best practices and recommendations for future development for each step were established by the same panel using a modified nominal group consensus process. The most prevalent curriculum design steps were (1) educational content and (2) needs assessments. Identified areas of potential innovation within these steps included targeting gaps in specific content areas and developing underrepresented instructional methods. Steps in curriculum development without significant representation included (1) articulation of goals and objectives and (2) tools for curricular evaluation. By leveraging the power of the community, crowd-sourced curriculum development offers a mechanism to diffuse the burden associated with creating comprehensive online learning centers. There is fertile ground for innovation and scholarship in each step along the continuum of curriculum development. Realization of this paradigm's full potential will require individual developers to strongly consider how their contributions will align with the work of others.

  17. [Creating an integrated nursing curriculum].

    Science.gov (United States)

    Romano, R A; Papa, L M; Lopes, G T

    1997-01-01

    During the last two decades, Brazilian society has gone through great changes into political, ideological and economical fields. These changes left their strings into society, specially in population health. The nurse formation based on the Law n(o) 5540/68 and on the Statement n(o) 163/72, no more meets population demands. Since 1992, the Nursing Faculty of UERJ-FEUerj intensifies the reflection movement upon teaching-learning process searching for transforming its own reality. The making of this project presents two complementary and important reasons: FEUerj docents and discents' desire in elaborating a curriculum which searches for nurses' formation that articulates teaching-work-community, theory and practice, based on a Critical Theory of Education, on the line of PROBLEMATIZATION, and the accomplishment of Statement n(o) 314/94 from the CFE and from the Letter of Order MEC n(o) 1171/15/dez/94. From debating, the professional profile has been defined from the social environment where the profession is performed and the alumnate's characteristics; area determination or group of attributions, according to professional praxis adequation, concept hierachization, processes, etc., which in the process of 'classification and syntheses' of knowledge results into a netlike chained and related tree. In the first phase of the curriculum study, it has diagnosed as principal condition, the actual curriculum 'DECONTEXTUALIZATION' and the 'US' to be faced to lead it to an end the Curriculum Reformulation Proposal. The Process of Pedagogical Abilitation for professors, workshops, researches on the desirable and present profile, seminars, performance, abilities and principles systematization, identification of areas which compose the integrated curriculum, subjects localization into areas and articulation between professional subjects and other activities, has been implemented. Based on this work on the problematized pedagogy first step, an instrument 'Research on the

  18. Parenting children with down syndrome: An analysis of parenting styles, parenting dimensions, and parental stress.

    Science.gov (United States)

    Phillips, B Allyson; Conners, Frances; Curtner-Smith, Mary Elizabeth

    2017-09-01

    Effective parenting is vital for a child's development. Although much work has been conducted on parenting typically developing children, little work has examined parenting children with Down syndrome. The purpose of the current study was to compare the parenting styles and dimensions in mothers of children with DS and mothers of TD children. Thirty-five mothers of children with DS and 47 mothers of TD children completed questionnaires about parenting, parental stress, child behavior problems, and child executive function. We found that mothers of children with DS use an authoritative parenting style less and a permissive parenting style more than mothers of TD children. Additionally, we found that mothers of children with DS use reasoning/induction and verbal hostility less and ignoring misbehavior more than mothers of TD children. All of these differences, except for those of reasoning/induction, were at least partially accounted for by the higher levels of parental stress in the DS group. Parenting interventions should be focused on reducing parental stress and training mothers to parent under stress in an effort to improve parenting techniques, which would, in theory, improve long-term child outcomes for children with DS. Copyright © 2017 Elsevier Ltd. All rights reserved.

  19. Voices from School and Home: Arkansas Parents and Students Talk about Preparing for the World of Work and the Potential for Youth Apprenticeship. A Report on Focus Group Discussions.

    Science.gov (United States)

    Jobs for the Future, Inc., West Somerville, MA.

    This report summarizes several group discussions with parents of high school students, high school students, and nursing students regarding the world of work and the advantages and disadvantages of a youth apprenticeship program. Section I is an executive summary that describes the methodology, summarizes key attitudes toward youth apprenticeships…

  20. Problems and the present status of radiation educational curriculum

    International Nuclear Information System (INIS)

    Hiroi, Tadashi; Muraishi, Yukimasa; Mikado, Shogo; Watanabe, Tomohiro

    1999-01-01

    To examine teaching curriculum for radiation education requires a collective and extensive consideration on various subjects from many fields. The present study has been made from 4 points of view, namely 'physics', physics experiment', 'chemistry', and 'general science'. In 'physics', a curriculum in which learning about radiation followed by learning Newtonian mechanics was examined. Some group experiments taking radiation as the subject, a curriculum including radiation and radioactivity in high school chemistry course and general science are proposed and discussed briefly. (S. Ohno)

  1. Electromechanical Engineering Technology Curriculum.

    Science.gov (United States)

    Georgia State Univ., Atlanta. Dept. of Vocational and Career Development.

    This guide offers information and procedures necessary to train electromechanical engineering technicians. Discussed first are the rationale and objectives of the curriculum. The occupational field of electromechanical engineering technology is described. Next, a curriculum model is set forth that contains information on the standard…

  2. Mountain-Plains Curriculum.

    Science.gov (United States)

    Mountain-Plains Education and Economic Development Program, Inc., Glasgow AFB, MT.

    The document lists the Mountain-Plains curriculum by job title (where applicable), including support courses. The curriculum areas covered are mathematics skills, communication skills, office education, lodging services, food services, marketing and distribution, welding support, automotive, small engines, career guidance, World of Work, health…

  3. Solar Technology Curriculum, 1980.

    Science.gov (United States)

    Seward County Community Coll., Liberal, KS.

    This curriculum guide contains lecture outlines and handouts for training solar technicians in the installation, maintenance, and repair of solar energy hot water and space heating systems. The curriculum consists of four modular units developed to provide a model through which community colleges and area vocational/technical schools can respond…

  4. The Galapagos Jason Curriculum.

    Science.gov (United States)

    National Science Teachers Association, Arlington, VA.

    The JASON Curriculum Project materials are designed to prepare teachers and students for an exploration around the Galapagos Islands via satellite transmission of live images and sound. This curriculum package contains five units, 25 lesson plans, and over 50 activities, along with teacher background material, student worksheets and readings, a…

  5. Equasions for Curriculum Improvement.

    Science.gov (United States)

    Eckenrod, James S.

    1986-01-01

    Describes the Technology in Curriculum (TIC) program resource guides which will be distributed to California schools in the fall of 1986. These guides match available instructional television programs and computer software to existing California curriculum guides in order to facilitate teachers' classroom use. (JDH)

  6. Why are children still having preventable extractions under general anaesthetic? A service evaluation of the views of parents of a high caries risk group of children.

    Science.gov (United States)

    Olley, R C; Hosey, M T; Renton, T; Gallagher, J

    2011-04-23

    Introduction Despite overall improvements in oral health, the number of children admitted to hospital for extraction of teeth due to caries under general anaesthesia (GA) has been reported as increasing dramatically in England. The new UK government plans to transform NHS dentistry by improving oral health.Aim To evaluate the dental care received by children who required caries-related extractions under GA and obtain the views of their parents or guardians on their experiences of oral health services and the support they would like to improve their child's oral health, to inform future planning.Method An interview questionnaire was designed and piloted to collect data from a consecutive sample of 100 parents or guardians during their child's pre-operative assessment appointment. This took place at one London dental hospital between November 2009 and February 2010.Results Most children were either white (43%) or black British (41%); the average age was seven years (range 2-15, SD 3.1, SE 0.31) and the female:male ratio was 6:5. Most (84%) had experienced dental pain and 66% were referred by a general dental practitioner (GDP). A large proportion of parents or guardians (47%) reported previous dental treatment under GA in their children or child's sibling/s. Challenges discussed by parents in supporting their child's oral health included parenting skills, child behaviour, peer pressure, insufficient time, the dental system and no plans for continuing care for their child. Three out of four parents (74%) reported that they would like support for their child's oral health. Sixty percent of all parents supported school/nursery programmes and 55% supported an oral health programme during their pre-assessment clinic.Discussion These findings suggest that the oral health support received by high caries risk children is low. Health promotion programmes tailored to this cohort are necessary and our findings suggest that they would be welcomed by parents.

  7. Children with Sickle-Cell Anemia: Parental Relations, Parent-Child Relations, and Child Behavior.

    Science.gov (United States)

    Evans, Robert C.; And Others

    1988-01-01

    Investigated the influence of a child with sickle-cell anemia on parental affiliation, parent-child relationships, and parents' perception of their child's behavior. In the sickle-cell group, parents' interpersonal relationship suffered; parent-child relationship and child behavior correlated significantly; and single-parent families estimated…

  8. Guia para los padres sobre educacion preescolar (A Parents' Guide to Early Childhood Education).

    Science.gov (United States)

    Dodge, Diane Trister; Phinney, Joanna

    This handbook, entirely in Spanish, was originally intended for parents whose children attend programs which use "The Creative Curriculum for Early Childhood" (CCEC), but the information is also useful to parents whose children attend early childhood programs using other curriculum models based on child development theories. The purpose…

  9. Evaluating the Efficacy of an Attachment-Informed Psychotherapeutic Program for Incarcerated Parents

    Science.gov (United States)

    Kamptner, N. Laura; Teyber, Faith H.; Rockwood, Nicholas J.; Drzewiecki, Dolly

    2017-01-01

    An attachment-based, psychotherapeutic parent education course was created for incarcerated mothers and fathers to help improve their ability to provide positive parenting and a more stable home environment for their children. The current study assessed the effects of this parenting curriculum on parents' reported tendencies to be abusive, their…

  10. Parenting Perfectionism and Parental Adjustment

    OpenAIRE

    Lee, Meghan A.; Schoppe-Sullivan, Sarah J.; Kamp Dush, Claire M.

    2012-01-01

    The parental role is expected to be one of the most gratifying and rewarding roles in life. As expectations of parenting become ever higher, the implications of parenting perfectionism for parental adjustment warrant investigation. Using longitudinal data from 182 couples, this study examined the associations between societal- and self-oriented parenting perfectionism and new mothers’ and fathers’ parenting self-efficacy, stress, and satisfaction. For mothers, societal-oriented parenting perf...

  11. Parenting Role's Tasks as Parents of Healthy and Disabled Children

    Directory of Open Access Journals (Sweden)

    Azade Riyahi

    2017-09-01

    Full Text Available Background The purpose of this study was to determine how to do parenting role's tasks as parents of healthy and disabled children younger than 7 years old in Iran (Arak. Materials and Methods In this cross-sectional study, the parenting role tasks questionnaire was completed for 120 parents of healthy children and 120 parents of disabled children with at least one child with disability and the parents were selected by convenience sampling method. T-test, Mann-Whitney test and analysis of variances was used to compare the scores between parents of healthy and disabled children based on studied variables including child age, parent age, child gender, parent education, family economic status, history of trauma and seizure in children was applied to perform the role of parents. Results: There was a significant difference of parent role in both groups of parents. There was observed a significant relationship between role of healthy children's parents and age of child (r=0.21, P=0.016, but not observed in disabled children's parents. In healthy children, there was no significant correlation between parent's role and maternal age. In contrast, in disabled children, there was found a significant difference (P= 0.04 with correlation coefficient of -0.18 representing the inverse relationship. Moreover, no relationship was found between history of seizure and performance of parenting role's tasks in the group of disabled children (P>0.05. Conclusion The performance of tasks of parenting role in two groups of parents of healthy children and disabled ones in four areas of primary care, education, leisure and improving cognitive level had significant difference. This difference in the area of improving the cognitive level was higher. Due to complications of disability, parents of these children pay more attention to other areas of care except of improving cognitive level. Therefore presence of disabled child has negative effect on the balance of the

  12. Using community participation to assess acceptability of "Contra Caries", a theory-based, promotora-led oral health education program for rural Latino parents: a mixed methods study.

    Science.gov (United States)

    Hoeft, Kristin S; Rios, Sarah M; Pantoja Guzman, Estela; Barker, Judith C

    2015-09-03

    Latino children experience more prevalent and severe tooth decay than non-Hispanic white and non-Hispanic black children. Few theory-based, evaluated and culturally appropriate interventions target parents of this vulnerable population. To fill this gap, the Contra Caries Oral Health Education Program, a theory-based, promotora-led education program for low-income, Spanish-speaking parents of children aged 1-5 years, was developed. This article describes qualitative findings of the acceptability of curriculum content and activities, presents the process of refinement of the curriculum through engaging the target population and promotoras, and presents results from the evaluation assessing the acceptability of the curriculum once implemented. Focus groups were conducted with low-income Spanish-speaking parents of children 1-5 years living in a city in an agricultural area of California. Interviews were digitally recorded, translated and transcribed, checked for accuracy and the resulting data was thematically coded and analyzed using a social constructionist approach. The Contra Caries Oral Health Education Program was then implemented with a separate but similar sample, and after completing the program, participants were administered surveys asking about acceptability and favorite activities of the education program. Data were entered into a database, checked for accuracy, open-ended questions were categorized, and responses to close-ended questions counted. Twelve focus groups were conducted (N = 51), 105 parents attended the Contra Caries Oral Health Education Program, and 83 parents filled out surveys. Complete attendance and retention was high (89% and 90%, respectively). This study found that their children's oral health is a high priority. Parents were not only interested in, but actually attended classes focused on increasing their knowledge and skills with respect to early childhood oral health. The Contra Caries content and format was perceived as

  13. Parent training support for intellectually disabled parents.

    Science.gov (United States)

    Coren, Esther; Hutchfield, Jemeela; Thomae, Manuela; Gustafsson, Carina

    2010-06-16

    Intellectual disability may impact on an individual's capacity to parent a child effectively. Research suggests that the number of intellectually disabled people with children is increasing. Children of parents with intellectual disabilities may be at increased risk of neglectful care which could lead to health, developmental and behavioural problems, or increased risk of intellectual disability.However, there is some indication that some parents with intellectual disabilities are able to provide adequate child care if they are given appropriate training and support to do so. To assess the effectiveness of parent training interventions to support the parenting of parents with intellectual disabilities We searched the following databases: Cochrane Central Register of Controlled Trials (CENTRAL, The Cochrane Library), MEDLINE, EMBASE, CINAHL, PsycINFO, ASSIA, Sociological Abstracts, Dissertation Abstracts International, MetaRegister of Controlled Trials, and ZETOC. Randomised controlled trials comparing parent training interventions for parents with intellectual disabilities with usual care or with a control group. Outcomes of interest were: the attainment of parenting skills specific to the intervention, safe home practices and the understanding of child health. Two review authors independently assessed risk of bias and undertook data extraction. Three trials met the inclusion criteria for this review but no meta-analysis was possible. One study reported improved maternal-child interaction following group parent training compared with the control group. The second study reported some improvements in parents knowledge of life threatening emergencies, ability to recognise dangers and identify precautions and smaller improvements in their ability to implement precautions, use medicines safely and recognise child illness and symptoms. The third study reported improvement in child care and safety skills following the intervention. There is some risk of bias in the

  14. Thematic curriculum approach

    Directory of Open Access Journals (Sweden)

    Šefer Jasmina P.

    2003-01-01

    Full Text Available Thematic curriculum combines disciplines and media. The process is problem-oriented and the scenario most often follows the logic of exploring or storytelling. Those two approaches to teaching are appropriate because they fit into interdisciplinary and creative open-ended problem solving through play, as insisted upon by thematic curriculum. The matrix, where seven types of abilities intersect with five types of problems according to their degree of openness, defines well the outcomes of teaching. However, it did not prove to be suitable for planning the majority of activities in thematic curriculum, for it follows with difficulty the process of exploring or storytelling i.e. it disrupts the subject matter coherence of thematic curriculum. Therefore, it is suggested that matrix should be used for disciplinary curriculum planning but for that of thematic curriculum only in exclusive cases. The matrix should be used primarily as a framework for evaluating the distribution of various types of abilities and problem situations in teaching. The logic of diverse approaches to teaching reflects itself in the manner of planning and organizing the teaching process. Conceptual, visual-graphic, structural and other aids employed during educational process planning should suit the nature of the approach chosen. On the basis of qualitative investigations of educational process, in the present paper considerations are given to various approaches to teaching development of various drafts for the planning of teaching, and recognition of the logic of storytelling and exploring in thematic curriculum.

  15. Creating a National HIV Curriculum.

    Science.gov (United States)

    Spach, David H; Wood, Brian R; Karpenko, Andrew; Unruh, Kenton T; Kinney, Rebecca G; Roscoe, Clay; Nelson, John

    2016-01-01

    In recent years, the HIV care provider workforce has not kept pace with an expanding HIV epidemic. To effectively address this HIV workforce shortage, a multipronged approach is needed that includes high-quality, easily accessible, up-to-date HIV education for trainees and practicing providers. Toward this objective, the University of Washington, in collaboration with the AIDS Education and Training Center National Coordinating Resource Center, is developing a modular, dynamic curriculum that addresses the entire spectrum of the HIV care continuum. Herein, we outline the general principles, content, organization, and features of this federally funded National HIV Curriculum, which allows for longitudinal, active, self-directed learning, as well as real-time evaluation, tracking, and feedback at the individual and group level. The online curriculum, which is in development, will provide a free, comprehensive, interactive HIV training and resource tool that can support national efforts to expand and strengthen the United States HIV clinical care workforce. Copyright © 2016 Association of Nurses in AIDS Care. Published by Elsevier Inc. All rights reserved.

  16. Authoritative parenting and parental stress in parents of pre-school and older children with developmental disabilities.

    Science.gov (United States)

    Woolfson, L; Grant, E

    2006-03-01

    Rearing a child with a developmental disability is associated with increased parental stress. Theories of stress and adjustment and bi-directional theories of child development suggest that parenting could influence these negative outcomes. Relationships between parenting approaches and stress in parents of children with developmental disabilities (DD) (N = 53) were examined across two age groups, 3-5 years and 9-11 years and compared with a contrast group of typically developing children (TD) (N = 60). Measures used were the Parenting Stress Index-Short Form and Rickel and Biasatti's modification of Block's Child Rearing Practices Report, classified into Baumrind's parenting styles using Reitman and Gross's method. Parents in the older DD group used Authoritative parenting less than parents in the younger DD group, while the opposite developmental pattern was seen in the TD group. Multivariate analysis of variance showed a significant group x parenting style interaction for Parental Distress, Parent-Child Dysfunctional Interaction and Difficult Child. Stress measures were higher for the DD group and seemed to be associated with Authoritative parenting approaches, an effect that was not observed in the TD group. Findings suggest that the well-established effect of group on stress may be moderated by parenting style. Authoritative parenting may be highly stressful for parents of children with DD to implement, resulting in a decrease in its use across the two age groups.

  17. Preference-based measures to obtain health state utility values for use in economic evaluations with child-based populations: a review and UK-based focus group assessment of patient and parent choices.

    Science.gov (United States)

    Wolstenholme, Jane L; Bargo, Danielle; Wang, Kay; Harnden, Anthony; Räisänen, Ulla; Abel, Lucy

    2018-03-21

    No current guidance is available in the UK on the choice of preference-based measure (PBM) that should be used in obtaining health-related quality of life from children. The aim of this study is to review the current usage of PBMs for obtaining health state utility values in child and adolescent populations, and to obtain information on patient and parent-proxy respondent preferences in completing PBMs in the UK. A literature review was conducted to determine which instrument is most frequently used for child-based economic evaluations and whether child or proxy responses are used. Instruments were compared on dimensions, severity levels, elicitation and valuation methods, availability of value sets and validation studies, and the range of utility values generated. Additionally, a series of focus groups of parents and young people (11-20 years) were convened to determine patient and proxy preferences. Five PBMs suitable for child populations were identified, although only the Health Utilities Index 2 (HUI2) and Child Heath Utility 9D (CHU-9D) have UK value sets. 45 papers used PBMs in this population, but many used non-child-specific PBMs. Most respondents were parent proxies, even in adolescent populations. Reported missing data ranged from 0.5 to 49.3%. The focus groups reported their experiences with the EQ-5D-Y and CHU-9D. Both the young persons' group and parent/proxy groups felt that the CHU-9D was more comprehensive but may be harder for a proxy to complete. Some younger children had difficulty understanding the CHU-9D questions, but the young persons' group nonetheless preferred responding directly. The use of PBMs in child populations is increasing, but many studies use PBMs that do not have appropriate value sets. Parent proxies are the most common respondents, but the focus group responses suggest it would be preferred, and may be more informative, for older children to self-report or for child-parent dyads to respond.

  18. Development of a British Road Safety Education Support Materials Curriculum.

    Science.gov (United States)

    Bouck, Linda H.

    Road safety education needs to be a vital component in the school curriculum. This paper describes a planned road safety education support materials curriculum developed to aid educators in the Wiltshire County (England) primary schools. Teaching strategies include topic webs, lecture, class discussion, group activities, and investigative learning…

  19. The Development, Testing, and Evaluation of an Emotional Intelligence Curriculum.

    Science.gov (United States)

    Fischer, Ronald G.; Fischer, Jerome M.

    2003-01-01

    Adult students using an emotional intelligence (EI) curriculum (n=13) and 15 controls in a composition class completed the Emotional Intelligence Test and Emotional Content Quality Index. Significant pre- to posttest changes in the EI group suggest the curriculum positively increased their ability to identify, reflect on, process, and manage…

  20. The Effect of the Accounting and Business Curriculums on Creativity

    Science.gov (United States)

    Cheng, Ya-Yun; Chien, Chin-Chen; Wang, Shiow-Jen

    2016-01-01

    This study employs the Torrance Tests of Creative Thinking to investigate the effects of accounting and business curriculums on students' verbal and figurative creativity via the Solomon four-group design. The subjects are accounting and business administration students in Taiwan, where these two curriculums are similar to their counterparts in…

  1. Curriculum Management: "Driving the School Management Team Frantic"

    Science.gov (United States)

    Lumadi, M. W.

    2012-01-01

    This study explores factors which have a negative impact, on the role of the School Management Team (SMT) that serves as the fulcrum of the curriculum management process. The SMT is compelled to execute its responsibilities in an efficient and effective manner thus keeping a delicate balance between the often-conflicting pressures from parents,…

  2. Integrating Mobile Technologies into Very Young Second Language Learners' Curriculum

    Science.gov (United States)

    Sadykova, Gulnara; Gimaletdinova, Gulnara; Khalitova, Liliia; Kayumova, Albina

    2016-01-01

    This report is based on an exploratory case study of a private multilingual preschool language program that integrated a Mobile-Assisted Language Learning (MALL) project into the curriculum of five/six year-old children whose native language(s) is/are Russian and/or Tatar. The purpose of the study was to reveal teachers' and parents' perceptions…

  3. Good-parent beliefs of parents of seriously ill children.

    Science.gov (United States)

    Feudtner, Chris; Walter, Jennifer K; Faerber, Jennifer A; Hill, Douglas L; Carroll, Karen W; Mollen, Cynthia J; Miller, Victoria A; Morrison, Wynne E; Munson, David; Kang, Tammy I; Hinds, Pamela S

    2015-01-01

    Parents' beliefs about what they need to do to be a good parent when their children are seriously ill influence their medical decisions, and better understanding of these beliefs may improve decision support. To assess parents' perceptions regarding the relative importance of 12 good-parent attributes. A cross-sectional, discrete-choice experiment was conducted at a children's hospital. Participants included 200 parents of children with serious illness. Ratings of 12 good-parent attributes, with subsequent use of latent class analysis to identify groups of parents with similar ratings of attributes, and ascertainment of whether membership in a particular group was associated with demographic or clinical characteristics. The highest-ranked good-parent attribute was making sure that my child feels loved, followed by focusing on my child's health, making informed medical care decisions, and advocating for my child with medical staff. We identified 4 groups of parents with similar patterns of good-parent-attribute ratings, which we labeled as: child feels loved (n=68), child's health (n=56), advocacy and informed (n=55), and spiritual well-being (n=21). Compared with the other groups, the child's health group reported more financial difficulties, was less educated, and had a higher proportion of children with new complex, chronic conditions. Parents endorse a broad range of beliefs that represent what they perceive they should do to be a good parent for their seriously ill child. Common patterns of how parents prioritize these attributes exist, suggesting future research to better understand the origins and development of good-parent beliefs among these parents. More important, engaging parents individually regarding what they perceive to be the core duties they must fulfill to be a good parent may enable more customized and effective decision support.

  4. Training Psychiatry Residents in Quality Improvement: An Integrated, Year-Long Curriculum

    Science.gov (United States)

    Arbuckle, Melissa R.; Weinberg, Michael; Cabaniss, Deborah L.; Kistler; Susan C.; Isaacs, Abby J.; Sederer, Lloyd I.; Essock, Susan M.

    2013-01-01

    Objective: The authors describe a curriculum for psychiatry residents in Quality Improvement (QI) methodology. Methods: All PGY3 residents (N=12) participated in a QI curriculum that included a year-long group project. Knowledge and attitudes were assessed before and after the curriculum, using a modified Quality Improvement Knowledge Assessment…

  5. A cluster randomized controlled trial to assess the impact on intimate partner violence of a 10-session participatory gender training curriculum delivered to women taking part in a group-based microfinance loan scheme in Tanzania (MAISHA CRT01): study protocol.

    Science.gov (United States)

    Harvey, Sheila; Lees, Shelley; Mshana, Gerry; Pilger, Daniel; Hansen, Christian; Kapiga, Saidi; Watts, Charlotte

    2018-04-02

    Worldwide, almost one third (30%) of women who have been in a relationship have experienced physical and/or sexual violence from an intimate partner. Given the considerable negative impacts of intimate partner violence (IPV) on women's physical health and well-being, there is an urgent need for rigorous evidence on violence prevention interventions. The study, comprising a cluster randomized controlled trial (RCT) and in-depth qualitative study, will assess the impact on women's past year experience of physical and/or sexual IPV of a participatory gender training curriculum (MAISHA curriculum) delivered to women participating in group-based microfinance in Tanzania. More broadly, the study aims to learn more about the factors that contribute to women's vulnerability to violence and understand how the intervention impacts on the lives of women and their families. Sixty-six eligible microfinance loan groups are enrolled and randomly allocated to: the 10-session MAISHA curriculum, delivered over 20 weeks (n = 33); or, to no intervention (n = 33). Study participants are interviewed at baseline and at 24 months post-intervention about their: household; partner; income; health; attitudes and social norms; relationship (including experiences of different forms of violence); childhood; and community. For the qualitative study and process evaluation, focus group discussions are being conducted with study participants and MAISHA curriculum facilitators. In-depth interviews are being conducted with a purposive sample of 18 participants. The primary outcome, assessed at 24 months post-intervention, is a composite of women's reported experience of physical and/or sexual IPV during the past 12 months. Secondary outcomes include: reported experience of physical, sexual and emotional/psychological IPV during the past 12 months, attitudes towards IPV and reported disclosure of IPV to others. The study forms part of a wider programme of research (MAISHA) that includes

  6. The Maintenance Effect of Cognitive-Behavioural Treatment Groups for the Chinese Parents of Children with Intellectual Disabilities in Melbourne, Australia: A 6-Month Follow-Up Study

    Science.gov (United States)

    Wong, D. F. K.; Poon, A.; Kwok, Y. C. Lai

    2011-01-01

    Background: Caring for a child with intellectual disability can be stressful. No data on the longer-term effects of cognitive-behavioural treatment (CBT) on parents from a Chinese-speaking background who have children with intellectual disabilities are available in the literature. This study attempted to fill this research gap by examining the…

  7. Pilot Evaluation of Outcomes of Combined Parent-Child Cognitive-Behavioral Group Therapy for Families at Risk for Child Physical Abuse

    Science.gov (United States)

    Runyon, Melissa K.; Deblinger, Esther; Schroeder, Christine M.

    2009-01-01

    Child physical abuse (CPA) is not only a highly prevalent public health problem, but it has been associated with a wide range of debilitating psychosocial sequelae that may develop during childhood and persist into adulthood. This paper outlines a treatment model, Combined Parent-Child Cognitive-Behavioral Therapy (CPC-CBT), that addresses the…

  8. Design of an internet-based health economic evaluation of a preventive group-intervention for children of parents with mental illness or substance use disorders

    NARCIS (Netherlands)

    Woolderink, M; Smit, H.F.E.; Zanden, R.; Beecham, J; Knapp, M.; Paulus, A; Evers, S.

    2010-01-01

    Background Preventive interventions are developed for children of parents with mental and substance use disorders (COPMI), because these children have a higher risk of developing a psychological or behavioral disorder in the future. Mental health and substance use disorders contribute significantly

  9. Mindful with Your Baby : Feasibility, Acceptability, and Effects of a Mindful Parenting Group Training for Mothers and Their Babies in a Mental Health Context

    NARCIS (Netherlands)

    Potharst, E.S.; Aktar, E.; Rexwinkel, M.; Rigterink, M.; Bögels, S.M.

    2017-01-01

    Many mothers experience difficulties after the birth of a baby. Mindful parenting may have benefits for mothers and babies, because it can help mothers regulate stress, and be more attentive towards themselves and their babies, which may have positive effects on their responsivity. This study

  10. Does decisional conflict differ across race and ethnicity groups? A study of parents whose children have a life-threatening illness.

    Science.gov (United States)

    Knapp, Caprice; Sberna-Hinojosa, Melanie; Baron-Lee, Jacqueline; Curtis, Charlotte; Huang, I-Chan

    2014-05-01

    Children with life-threatening illnesses and their families may face a myriad of medical decisions in their lifetimes. Oftentimes these complicated medical decisions cause disagreements among patients, families, and providers about what is the best course of action. Although no evidence exists, it is possible that conflict may affect subgroups of the population differently. This study aims to investigate how decisional conflict varies among racial and ethnic subgroups. Two hundred sixty-six surveys were completed with parents whose children have a life-threatening illness. All children lived in Florida and were enrolled in the Medicaid program. The Decisional Conflict Scale, overall and broken down into its five distinct subscales, was used to assess parental decision-making. Descriptive, bivariate, and multivariate analyses were conducted. Subgroup analyses were conducted on Latino respondents. Our bivariate results suggest that minority parents report less Effective Decision Making (pracial and ethnic differences in decisional conflict of parents of children with life-threatening illnesses. Significant differences exist by race, ethnicity, language spoken, and diagnosis time across several subdomains of decisional conflict. These differences are important to address when creating clinical care plans, engaging in shared decision-making, and creating interventions to alleviate decisional conflict.

  11. Curriculum Guidelines for Periodontics.

    Science.gov (United States)

    Journal of Dental Education, 1985

    1985-01-01

    Guidelines describe the interrelationships of this and other dental fields, give an overview of the curriculum and its primary educational objectives, and outline the suggested prerequisites, core content, specific behavioral objectives, sequencing, and faculty requirements. (MSE)

  12. Curriculum and Cognition

    Science.gov (United States)

    Rosenstein, Joseph

    1971-01-01

    Paper presented at the Summer Meeting of the Alexander Graham Bell Association for the Deaf held in Philadelphia, June 24-27, 1970. Discussed are concepts of curriculum development, cognitive development, and educational methods with implications for the handicapped. (CB)

  13. A randomized study of internet parent training accessed from community technology centers.

    Science.gov (United States)

    Irvine, A Blair; Gelatt, Vicky A; Hammond, Michael; Seeley, John R

    2015-05-01

    Behavioral parent training (BPT) has been shown to be efficacious to improve parenting skills for problematic interactions with adolescents displaying oppositional and antisocial behaviors. Some research suggests that support group curricula might be transferred to the Internet, and some studies suggest that other curriculum designs might also be effective. In this research, a BPT program for parents of at-risk adolescents was tested on the Internet in a randomized trial (N = 307) from computer labs at six community technology centers in or near large metropolitan areas. The instructional design was based on asynchronous scenario-based e-learning, rather than a traditional parent training model where presentation of course material builds content sequentially over multiple class sessions. Pretest to 30-day follow-up analyses indicated significant treatment effects on parent-reported discipline style (Parenting Scale, Adolescent version), child behavior (Eyberg Child Behavior Inventory), and on social cognitive theory constructs of intentions and self-efficacy. The effect sizes were small to medium. These findings suggest the potential to provide effective parent training programs on the Internet.

  14. Modifying the 'Positive Parenting Program' for parents with intellectual disabilities.

    Science.gov (United States)

    Glazemakers, I; Deboutte, D

    2013-07-01

    Many parents with intellectual disabilities (ID) want and/or need professional guidance and support to learn skills and strategies to prevent and manage child behaviour problems. However, the available support is rarely suitable, and suitable support is rarely available. The aim of this study was to determine whether a popular mainstream parenting training programme, known as 'Group Triple P' (Positive Parenting Program), could be successfully modified for this parent group. A pilot study was undertaken to determine whether a modified version of Group Triple P would engage and retain parents with ID. A non-experimental, pre-test post-test study, involving a total of 30 parents with ID, was then undertaken to obtain preliminary efficacy data. Parent engagement and participation levels were high. No parent 'dropped out' of the programme. After completing the modified Group Triple P programme, parents reported a decrease in psychological distress, maladaptive parenting and child conduct problems. Parents reported high levels of satisfaction with the information and support they received. Research-informed adaptation of mainstream behavioural family interventions, such as Group Triple P, could make 'suitable support' more readily available, and more engaging for parents with ID. © 2012 The Authors. Journal of Intellectual Disability Research © 2012 John Wiley & Sons Ltd, MENCAP & IASSID.

  15. Dismantling the Curriculum in Higher Education

    Directory of Open Access Journals (Sweden)

    Richard Hall

    2016-04-01

    Full Text Available The higher education curriculum in the global North is increasingly co-opted for the production of measurable outcomes, framed by determinist narratives of employability and enterprise. Such co-option is immanent to processes of financialisation and marketisation, which encourage the production of quantifiable curriculum activities and tradable academic services. Yet the university is also affected by global socio-economic and socio-environmental crises, which can be expressed as a function of a broader crisis of social reproduction or sociability. As the labour of academics and students is increasingly driven by a commodity-valuation rooted in the measurement of performance, the ability for academics and students to respond to crises from inside the university is constrained by the market. This article argues that in understanding the relationship between the university and society, and in responding to a crisis of sociability, revealing the bounded nature of the curriculum is central. One possible way to address this crisis is by re-imagining the university through the co-operative practices of groups like the Dismantling the Masters House community and the Social Science Centre. Such an exploration, rooted in the organising principles of the curriculum, asks educators to consider how their curriculum reproduces an on-going colonisation by Capital. It is argued that such work enables a re-imagination of higher education that is rooted in a co-operative curriculum, and which might enable activist-educators to build an engaged curriculum, through which students and academics no longer simply learn to internalise, monitor and manage their own alienation.

  16. Exploring Parental Perspectives on Parent-Child Sexual Communication

    Science.gov (United States)

    Ballard, Sharon M.; Gross, Kevin H.

    2009-01-01

    We examined parental perspectives about parent-child sexual communication through four focus groups conducted with 25 parents of young children. Participant comments fell into six areas: 1) personal experience with sexuality education, 2) current sexuality education efforts, 3) comfort and confidence, 4) content and timing, 5) importance of a…

  17. Elements of Contemporary Integrated Science Curriculum: Impacts ...

    African Journals Online (AJOL)

    This paper acknowledged the vital roles played by integration of ideas and established the progress brought about when science is taught as a unified whole through knowledge integration which birthed integrated science as a subject in Nigerian school curriculum. The efforts of interest groups at regional, national and ...

  18. Designing a Curriculum for Teacher Educators

    NARCIS (Netherlands)

    Lunenberg, Mieke

    2002-01-01

    SUMMARY This article describes the experiences of a small group with designing a curriculum for beginning teacher educators in teacher education institutes as well as in schools. Based on the Dutch professional standard for teacher educators, literature study, case studies and discussions with

  19. Designing a Curriculum for Teacher Educators

    NARCIS (Netherlands)

    Lunenberg, Mieke; Elt, Introduction

    2013-01-01

    SUMMARY This article describes the experiences of a small group with designing a curriculum for beginning teacher educators in teacher education institutes as well as in schools. Based on the Dutch professional standard for teacher educators, literature study, case studies and discussions with

  20. Glocalisation: Examining the Globalisation of the Curriculum ...

    African Journals Online (AJOL)

    It is posited that neoliberal globalisation has had some deleterious effects on educational provision by buttressing colonial-like forms of curriculum continuity and entrenching differential access by the poor and disadvantaged groups such as the girl child. However, it is also submitted that new externally inspired initiatives ...

  1. Parenting Stress in Parents of Infants With Congenital Heart Disease and Parents of Healthy Infants: The First Year of Life.

    Science.gov (United States)

    Golfenshtein, Nadya; Hanlon, Alexandra L; Deatrick, Janet A; Medoff-Cooper, Barbara

    2017-12-01

    While we know that the parents of infants with congenital heart disease (CHD), the most prevalent group of congenital anomalies, experience increased parenting stress, the stress levels throughout infancy have yet to be studied. Stress experienced by parents beyond the normative stress of parenting can interfere with parenting processes, and bear adverse family outcomes. This prospective cohort study was conducted to describe and compare parenting stress levels during infancy between parents of infants with complex CHD and parents of healthy infants. The Parenting Stress Index-Long Form was distributed to parents of infants with complex CHD and parents of healthy infants (N = 129). T-tests were used to compare stress between groups at 3, 6, 9, and 12 months of age. Parents of infants with complex CHD had higher parenting stress than parents of healthy infants on multiple subscales on the Child and Parent Domains, at 3 months of age. The stress remained higher on the demandingness subscale throughout infancy. Parents of CHD infants also demonstrated significantly higher stress scores on the life stress subscale at 12 months of age. Findings highlight stressful periods related to parenting infants with CHD, which may increase existing psycho-social risk for parents of infants with CHD. Early family intervention may promote parental adaptation to the illness, and help establishing healthy parenting practices.

  2. Parenting interventions in tic disorders: an exploration of parents' perspectives.

    Science.gov (United States)

    Evans, G; Wittkowski, A; Butler, H; Hedderly, T; Bunton, P

    2015-05-01

    Parents of children with tic disorders (e.g. Tourette syndrome) experience multiple challenges and stresses, which can impact on family functioning, children's well-being and could indirectly affect tic severity. Parenting interventions have been recommended for tic disorder populations; however, little is known about parents' views. The views of parents of children with tic disorders were sought. Using Q-methodology, 23 parents provided their opinions regarding the acceptability, effectiveness, feasibility and utility of parenting interventions. Four factors emerged, representing four groups of parents with similar opinions. Although all factors evidenced support for parenting interventions, subtle differences emerged between factors regarding the endorsed content, barriers and delivery of interventions. Results indicate a perceived clinical need for parenting interventions and provide guidance to further develop and implement such interventions. © 2014 John Wiley & Sons Ltd.

  3. Polio (For Parents)

    Science.gov (United States)

    ... Staying Safe Videos for Educators Search English Español Polio KidsHealth / For Parents / Polio What's in this article? ... of fluids and bed rest. The Future of Polio Health groups are working toward wiping out polio ...

  4. Parenting stress in parents of children with cochlear implants: relationships among parent stress, child language, and unilateral versus bilateral implants.

    Science.gov (United States)

    Sarant, Julia; Garrard, Philippa

    2014-01-01

    Little attention has been focused on stress levels of parents of children with cochlear implants (CIs). This study examined the stress experience of 70 parents of children with CIs by comparing stress levels in this group of parents to those in parents of children without disabilities, identifying primary stressors, examining the relationship between parent stress and child language, and comparing stress in parents of children with bilateral and unilateral CIs. Parents completed a parent stress questionnaire, and the receptive vocabulary and language abilities of the children were evaluated. Results indicated that these parents had a higher incidence of stress than the normative population. Parent stress levels and child language outcomes were negatively correlated. Child behavior and lack of spousal and social support were the prime causes of parent stress. Parents of children with bilateral CIs were significantly less stressed than were parents of children with unilateral CIs.

  5. Blueprint for an Undergraduate Primary Care Curriculum.

    Science.gov (United States)

    Fazio, Sara B; Demasi, Monica; Farren, Erin; Frankl, Susan; Gottlieb, Barbara; Hoy, Jessica; Johnson, Amanda; Kasper, Jill; Lee, Patrick; McCarthy, Claire; Miller, Kathe; Morris, Juliana; O'Hare, Kitty; Rosales, Rachael; Simmons, Leigh; Smith, Benjamin; Treadway, Katherine; Goodell, Kristen; Ogur, Barbara

    2016-12-01

    In light of the increasing demand for primary care services and the changing scope of health care, it is important to consider how the principles of primary care are taught in medical school. While the majority of schools have increased students' exposure to primary care, they have not developed a standardized primary care curriculum for undergraduate medical education. In 2013, the authors convened a group of educators from primary care internal medicine, pediatrics, family medicine, and medicine-pediatrics, as well as five medical students to create a blueprint for a primary care curriculum that could be integrated into a longitudinal primary care experience spanning undergraduate medical education and delivered to all students regardless of their eventual career choice.The authors organized this blueprint into three domains: care management, specific areas of content expertise, and understanding the role of primary care in the health care system. Within each domain, they described specific curriculum content, including longitudinality, generalism, central responsibility for managing care, therapeutic alliance/communication, approach to acute and chronic care, wellness and prevention, mental and behavioral health, systems improvement, interprofessional training, and population health, as well as competencies that all medical students should attain by graduation.The proposed curriculum incorporates important core features of doctoring, which are often affirmed by all disciplines but owned by none. The authors argue that primary care educators are natural stewards of this curriculum content and can ensure that it complements and strengthens all aspects of undergraduate medical education.

  6. Mindfulness programming for parents and teachers of children with ADHD.

    Science.gov (United States)

    Miller, Carlin J; Brooker, Brianne

    2017-08-01

    Parents and teachers of children with attention-deficit/hyperactivity disorder (ADHD) are at-risk for a range of suboptimal psychosocial outcomes, including mental health difficulties and heightened stress, problems perhaps ameliorated through mindfulness-based programming. To show pilot data from an investigation of the outcomes of a purpose-built mindfulness training for parents and teachers of children with ADHD (N = 26). The program represents a purpose-driven modification of the Mindfulness-Based Stress Reduction (MBSR) curriculum. Namely, we reduced participant time commitment and added psychoeducation about ADHD with brief parent training. The measurement protocol included measures of stress, anxiety, depression, and mindfulness. Following the 8-week program, parents and teachers reported reduced perceived stress, reduced self-reported anxiety, and improvements in some facets of mindfulness. The work highlights the promise of specialized mindfulness-based interventions in promoting positive psychosocial outcomes in specific at-risk groups, such as the carers of children with ADHD. Copyright © 2017 Elsevier Ltd. All rights reserved.

  7. "Mixed Blessings": Parental Religiousness, Parenting, and Child Adjustment in Global Perspective

    Science.gov (United States)

    Bornstein, Marc H.; Putnick, Diane L.; Lansford, Jennifer E.; Al-Hassan, Suha M.; Bacchini, Dario; Bombi, Anna Silvia; Chang, Lei; Deater-Deckard, Kirby; Di Giunta, Laura; Dodge, Kenneth A.; Malone, Patrick S.; Oburu, Paul; Pastorelli, Concetta; Skinner, Ann T.; Sorbring, Emma; Steinberg, Laurence; Tapanya, Sombat; Tirado, Liliana Maria Uribe; Zelli, Arnaldo; Alampay, Liane Peña

    2017-01-01

    Background: Most studies of the effects of parental religiousness on parenting and child development focus on a particular religion or cultural group, which limits generalizations that can be made about the effects of parental religiousness on family life. Methods: We assessed the associations among parental religiousness, parenting, and…

  8. The impact of an environmental education program on children's and parents' knowledge, attitudes, motivation and behaviors

    Science.gov (United States)

    Legault, Louise M. R.

    1999-11-01

    Developments in the Quebec educational system enabled us to evaluate the impact of a new educational environmental program (EEP) on a group of children enrolled in this program for the first time (i.e., the experimental group). This EEP comprised a formal curriculum and environmental activities. A control group of children was enrolled in schools where environmental issues were confined to the natural sciences subject. The goals of this study were threefold. The first goal was to evaluate the impact of an EEP on children's and parents' ecological knowledge, attitudes, motivation, and behaviors. The second goal was to investigate if a motivational model of ecological behaviors observed in adult populations could be replicated with children. Part of this goal also included the comparison of path analyses results across experimental conditions, independently for children and parents. The third goal was to identify more clearly what specific children's characteristics influenced parents' ecological attitudes and motivation. Included in this goal was the investigation of possible differences in the strength of associations between constructs in paths analyses conducted in the experimental and control groups of parents. Results suggested that children in the experimental group were more likely to ask teachers and parents for ecological information and presented a more self-determined motivational profile. Additional analyses revealed that children enrolled in an EEP performed ecological behaviors less for extrinsic motives. Level of knowledge, other attitudes and behavioral measures did not differ significantly between the two groups. Parents of children in the experimental group reported lower levels of satisfaction towards the environment and were more likely to get information on ecological issues and strategies from children. No other significant differences between groups of parents were found. Path analyses results suggested that parents' perceptions of children

  9. Parental Perception and Attitude to Children's Violent Acts in Ife

    African Journals Online (AJOL)

    Engr E. Egbochukwu

    curriculum are, violence makes it difficult for students to learn. Children who are ... esteem, truancy, depression, post-traumatic stress disorder and in extreme cases, suicide ... parents but often this doesn't solve the problem. Many parents also ...

  10. Preservice Teachers' Multicultural Teaching Concerns and Knowledge of Parent Involvement

    Science.gov (United States)

    Trotti, Judy; Harris, Mary M.; Jacobson, Arminta; Brown, Amber

    2012-01-01

    Implementation of a parent involvement curriculum at a large university in the Southwest United States is described. Pre- and posttests confirmed that preservice teachers (n = 78) gained significant knowledge about parent engagement practices (p less than 0.001). Scores from a multicultural teaching-concerns survey were correlated with…

  11. Parental Agency in Educational Decision Making: A Mexican American Example

    Science.gov (United States)

    McClain, Margy

    2010-01-01

    Background/Context: This article explores the experiences of one Mexican American family as they make a key curriculum choice for their 9-year-old son. Relatively little attention has been paid to parents' beliefs, attitudes, and, in particular, experiences as they actively engage in--and sometimes affect--their children's schooling. Parents'…

  12. Parents' Attitudes to Adolescent Sexual Behaviour in Lesotho | Mturi ...

    African Journals Online (AJOL)

    There should be awareness campaign for parents who are not aware that adolescents engage in sexual relationships. Parents should be encouraged to communicate with their adolescent children on sex-related matters. Government should carry on with the dialogue on introducing sex education in schools curriculum.

  13. Understanding the role played by parents, culture and the school ...

    African Journals Online (AJOL)

    Understanding the role played by parents, culture and the school curriculum in socializing young women on sexual health issues in rural South African communities. ... highlight a need for designing interventions that can create awareness for parents on the current developmental needs and sexual behavior of adolescents.

  14. Rethinking the mathematics curriculum

    CERN Document Server

    Hoyles, Celia; Woodhouse, Geoffrey

    1998-01-01

    At a time when political interest in mathematics education is at its highest, this book demonstrates that the issues are far from straightforward. A wide range of international contributors address such questions as: What is mathematics, and what is it for? What skills does mathematics education need to provide as technology advances? What are the implications for teacher education? What can we learn from past attempts to change the mathematics curriculum? Rethinking the Mathematics Curriculum offers stimulating discussions, showing much is to be learnt from the differences in culture, national expectations, and political restraints revealed in the book. This accessible book will be of particular interest to policy makers, curriculum developers, educators, researchers and employers as well as the general reader.

  15. Learners, teachers and curriculum

    DEFF Research Database (Denmark)

    Petersen, Karen Bjerg

    2008-01-01

    of virtual e-learning, interviews with teachers and 10 learner participants in a virtual classroom setting, and discourse analysis of curriculum developed for the particular e-learning course The research has taken place in the context of a study of e-learning and virtual teaching of Danish as a Second...... language for adults. The research results indicate that teachers seem to compensate by trying to create virtual communities of learning. Learners, however, experience disembedded relations. Conversely, curriculum development, on tends to ‘exploit’ the conditions of disembedding social relations in e-learning......, locationally distant”. The aim of the paper is to analyse and discuss how different positions in e-learning settings result in different answers to modernity. These settings can be applied to either teacher, learner or curriculum positions. The research was based on a qualitative longitudinal case study...

  16. The NARCONON™ drug education curriculum for high school students: A non-randomized, controlled prevention trial

    Directory of Open Access Journals (Sweden)

    Cecchini Marie A

    2008-03-01

    Full Text Available Abstract Background An estimated 13 million youths aged 12 to 17 become involved with alcohol, tobacco and other drugs annually. The number of 12- to 17-year olds abusing controlled prescription drugs increased an alarming 212 percent between 1992 and 2003. For many youths, substance abuse precedes academic and health problems including lower grades, higher truancy, drop out decisions, delayed or damaged physical, cognitive, and emotional development, or a variety of other costly consequences. For thirty years the Narconon program has worked with schools and community groups providing single educational modules aimed at supplementing existing classroom-based prevention activities. In 2004, Narconon International developed a multi-module, universal prevention curriculum for high school ages based on drug abuse etiology, program quality management data, prevention theory and best practices. We review the curriculum and its rationale and test its ability to change drug use behavior, perceptions of risk/benefits, and general knowledge. Methods After informed parental consent, approximately 1000 Oklahoma and Hawai'i high school students completed a modified Center for Substance Abuse Prevention (CSAP Participant Outcome Measures for Discretionary Programs survey at three testing points: baseline, one month later, and six month follow-up. Schools assigned to experimental conditions scheduled the Narconon curriculum between the baseline and one-month follow-up test; schools in control conditions received drug education after the six-month follow-up. Student responses were analyzed controlling for baseline differences using analysis of covariance. Results At six month follow-up, youths who received the Narconon drug education curriculum showed reduced drug use compared with controls across all drug categories tested. The strongest effects were seen in all tobacco products and cigarette frequency followed by marijuana. There were also significant

  17. The primary school teachers’ competence in implementing the 2013 curriculum

    Directory of Open Access Journals (Sweden)

    Maba Wayan

    2018-01-01

    Full Text Available This study was conducted to analyze the competence of primary school teachers in implementing the 2013 curriculum. The 2013 curriculum has been implemented in almost all schools and there are still many unsuccessful implementations in several Indonesian schools. Therefore it is important to study the teachers’ competence in implementing the 2013 curriculum. A qualitative research design was carried out in this study by utilizing argumentative descriptive analysis. The data was collected by carrying out in depth interviews to the primary schools teachers who were selected by random sampling techniques. The results of this study indicated that primary school teachers have insufficient competence in implementing the 2013 curriculum especially in designing lesson plan, lesson plan implementation and assessment practices. Consequently, it is recommended that further intensive training and focus group discussion should be held to improve the teachers’ competence in implementing the 2013 curriculum.

  18. Curriculum at the Interface

    DEFF Research Database (Denmark)

    This Symposium presents curriculum design and content issues in a Scandinavian business school at its Centenary. The aim is an exploration of an educational institution at the interface of the European Higher Education Area (EHEA) within the historical trends of the European Union. We hope...... of interdisciplinarity, use of text production as a tool in support of project and thesis writing, and the use of plurilingual content based teaching in a cooperative learning model for European studies. The history of one curriculum model initiated to educate better citizens, combining interdisciplinary methods...

  19. A Study of Parental Attitudes and Values Towards Education on the Navajo and Hopi Reservations. Part II, Parental Attitudes [Chinle].

    Science.gov (United States)

    Biglin, J. E.; And Others

    Objectives of this study were (1) to determine the parental attitudes of those parents who reside in the Chinle, Keams Canyon, Kayenta, Ganado, Window Rock, or Tuba City school district toward public education on the Navajo and Hopi reservations in the areas of teachers, curriculum, social behaviors of children, school services, school policies,…

  20. A Study of Parental Attitudes and Values Towards Education on the Navajo and Hopi Reservations. Part II, Parental Attitudes [Kayenta].

    Science.gov (United States)

    Biglin, J. E.; And Others

    Objectives of this study were (1) to determine the parental attitudes of those parents who reside in the Chinle, Keams Canyon, Kayenta, Ganado, Window Rock, or Tuba City school district toward public education on the Navajo and Hopi reservations in the areas of teachers, curriculum, social behaviors of children, school services, school policies,…

  1. A Study of Parental Attitudes and Values Towards Education on the Navajo and Hopi Reservations. Part II, Parental Attitudes [Ganado].

    Science.gov (United States)

    Biglin, J. E.; And Others

    Objectives of this study were (1) to determine the parental attitudes of those parents who reside in the Chinle, Keams Canyon, Kayenta, Ganado, Window Rock, or Tuba City school district toward public education on the Navajo and Hopi reservations in the areas of teachers, curriculum, social behaviors of children, school services, school policies,…

  2. AIAA Educator Academy - Mars Rover Curriculum: A 6 week multidisciplinary space science based curriculum

    Science.gov (United States)

    Henriquez, E.; Bering, E. A.; Slagle, E.; Nieser, K.; Carlson, C.; Kapral, A.

    2013-12-01

    The Curiosity mission has captured the imagination of children, as NASA missions have done for decades. The AIAA and the University of Houston have developed a flexible curriculum program that offers children in-depth science and language arts learning culminating in the design and construction of their own model rover. The program is called the Mars Rover Model Celebration. It focuses on students, teachers and parents in grades 3-8. Students learn to research Mars in order to pick a science question about Mars that is of interest to them. They learn principles of spacecraft design in order to build a model of a Mars rover to carry out their mission on the surface of Mars. The model is a mock-up, constructed at a minimal cost from art supplies. This project may be used either informally as an after school club or youth group activity or formally as part of a class studying general science, earth science, solar system astronomy or robotics, or as a multi-disciplinary unit for a gifted and talented program. The project's unique strength lies in engaging students in the process of spacecraft design and interesting them in aerospace engineering careers. The project is aimed at elementary and secondary education. Not only will these students learn about scientific fields relevant to the mission (space science, physics, geology, robotics, and more), they will gain an appreciation for how this knowledge is used to tackle complex problems. The low cost of the event makes it an ideal enrichment vehicle for low income schools. It provides activities that provide professional development to educators, curricular support resources using NASA Science Mission Directorate (SMD) content, and provides family opportunities for involvement in K-12 student learning. This paper will describe the structure and organization of the 6 week curriculum. A set of 30 new 5E lesson plans have been written to support this project as a classroom activity. The challenge of developing interactive

  3. The design of a medical school social justice curriculum.

    Science.gov (United States)

    Coria, Alexandra; McKelvey, T Greg; Charlton, Paul; Woodworth, Michael; Lahey, Timothy

    2013-10-01

    The acquisition of skills to recognize and redress adverse social determinants of disease is an important component of undergraduate medical education. In this article, the authors justify and define "social justice curriculum" and then describe the medical school social justice curriculum designed by the multidisciplinary Social Justice Vertical Integration Group (SJVIG) at the Geisel School of Medicine at Dartmouth. The SJVIG addressed five goals: (1) to define core competencies in social justice education, (2) to identify key topics that a social justice curriculum should cover, (3) to assess social justice curricula at other institutions, (4) to catalog institutionally affiliated community outreach sites at which teaching could be paired with hands-on service work, and (5) to provide examples of the integration of social justice teaching into the core (i.e., basic science) curriculum. The SJVIG felt a social justice curriculum should cover the scope of health disparities, reasons to address health disparities, and means of addressing these disparities. The group recommended competency-based student evaluations and advocated assessing the impact of medical students' social justice work on communities. The group identified the use of class discussion of physicians' obligation to participate in social justice work as an educational tool, and they emphasized the importance of a mandatory, longitudinal, immersive, mentored community outreach practicum. Faculty and administrators are implementing these changes as part of an overall curriculum redesign (2012-2015). A well-designed medical school social justice curriculum should improve student recognition and rectification of adverse social determinants of disease.

  4. Improving Health Outcomes of Children through Effective Parenting: Model and Methods

    OpenAIRE

    Okafor, Martha; Sarpong, Daniel; Ferguson, Aneeqah; Satcher, David

    2013-01-01

    This article reports on the design, development, testing and presentation of preliminary evidence of a translational, culturally relevant parenting education model, titled Smart and Secured Children (SSC). SSC, a quality parenting curriculum, prepares disparate African American parents as leaders for transforming their parenting behaviors and leading their peers and community in changing existing parenting culture. The article recommends expanded utility of identified promising processes, app...

  5. What is good parental education? Interviews with parents who have attended parental education sessions.

    Science.gov (United States)

    Petersson, Kerstin; Petersson, Christer; Håkansson, Anders

    2004-03-01

    The aim of the study was to highlight the experiences and expectations of Swedish parents with respect to general parental education within child healthcare. Interviews were carried out with 25 parents who had attended education sessions. With a few exceptions the fathers did not take part, and those mothers who did comprised a relatively highly educated group; their views therefore predominate in this study. Socially vulnerable parents such as the unemployed and immigrants took part more sporadically in the meetings, which is why less material is available from these groups. The arrangement and analysis of the material was done using qualitative content analysis. We identified two main categories of importance: 'parental education content' and 'parental education structure'. The parents were on the whole satisfied with the content with respect to the child's physical and psychosocial development. On the other hand, first-time parents expressed a degree of uncertainty with respect to the new parent roles and parent relation and they thought that the education should place more emphasis on the interplay between the parents and between child and parents. The degree of confidence in the nurse as group leader was mainly high. The parents thought that the groups functioned well socially and were satisfied with the organization of the meetings. They did, however, demand clearer structure and framework with respect to the content. Since the aim of legally established parental education is to improve the conditions of childhood growth and to provide support to parents, it must be considered especially important to provide resources so that the socially vulnerable groups in the community may also be reached.

  6. Parental training and involvement in sexuality education for students who are deaf.

    Science.gov (United States)

    Gabriel, K O; Getch, Y Q

    2001-07-01

    The study examined whether schools for the deaf were providing services to assist parents in communicating with their children about sexuality (including sexual signs) and whether parents were involved in the sexuality education curriculum within their child's school. The Sexuality Curriculum Questionnaire for Educators of Students Who Are Deaf (Getch & Gabriel, 1998) was completed by 71 educators teaching sexuality curricula in schools for the deaf across the United States. Results indicated that parents were more likely to be involved in approval and development of their children's sexuality education than to receive assistance with sexuality education from the schools. Although the level of parental participation in curriculum development and approval is encouraging, the number of parents actually participating in curriculum development and approval remains low.

  7. Short-term effects of a rights-based sexuality education curriculum for high-school students: a cluster-randomized trial.

    Science.gov (United States)

    Constantine, Norman A; Jerman, Petra; Berglas, Nancy F; Angulo-Olaiz, Francisca; Chou, Chih-Ping; Rohrbach, Louise A

    2015-03-26

    An emerging model for sexuality education is the rights-based approach, which unifies discussions of sexuality, gender norms, and sexual rights to promote the healthy sexual development of adolescents. A rigorous evaluation of a rights-based intervention for a broad population of adolescents in the U.S. has not previously been published. This paper evaluates the immediate effects of the Sexuality Education Initiative (SEI) on hypothesized psychosocial determinants of sexual behavior. A cluster-randomized trial was conducted with ninth-grade students at 10 high schools in Los Angeles. Classrooms at each school were randomized to receive either a rights-based curriculum or basic sex education (control) curriculum. Surveys were completed by 1,750 students (N = 934 intervention, N = 816 control) at pretest and immediate posttest. Multilevel regression models examined the short-term effects of the intervention on nine psychosocial outcomes, which were hypothesized to be mediators of students' sexual behaviors. Compared with students who received the control curriculum, students receiving the rights-based curriculum demonstrated significantly greater knowledge about sexual health and sexual health services, more positive attitudes about sexual relationship rights, greater communication about sex and relationships with parents, and greater self-efficacy to manage risky situations at immediate posttest. There were no significant differences between the two groups for two outcomes, communication with sexual partners and intentions to use condoms. Participation in the rights-based classroom curriculum resulted in positive, statistically significant effects on seven of nine psychosocial outcomes, relative to a basic sex education curriculum. Longer-term effects on students' sexual behaviors will be tested in subsequent analyses. ClinicalTrials.gov NCT02009046.

  8. DYADIC PARENTING AND CHILDREN’S EXTERNALIZING SYMPTOMS

    OpenAIRE

    Meteyer, Karen B.; Perry-Jenkins, Maureen

    2009-01-01

    We explore dyadic parenting styles and their association with first-grade children’s externalizing behavior symptoms in a sample of 85 working-class, dual-earner families. Cluster analysis is used to create a typology of parenting types, reflecting the parental warmth, overreactivity, and laxness of both mothers and fathers in two-parent families. Three distinct groups emerged: Supportive Parents, Mixed-Support Parents and Unsupportive Parents. Results indicate that dyadic parenting styles we...

  9. Parental exposure to medications and hydrocarbons and ras mutations in children with acute lymphoblastic leukemia: A report from the Children's Oncology Group

    Energy Technology Data Exchange (ETDEWEB)

    Shu, X.O.; Perentesis, J.P.; Wen, W.Q.; Buckley, J.D.; Boyle, E.; Ross, J.A.; Robison, L.L. [Childrens Oncology Group, Arcadia, CA (United States)

    2004-07-01

    Using data from a large case-control study of childhood acute lymphoblastic leukemia (ALL; age < 15 years), we used a case-case comparison approach to examine whether reported parental exposure to hydrocarbons at work or use of specific medications are related to ras gene mutations in the leukemia cells of children with ALL. We examined mutations in K-ras and N-ras genes atcodons 12, 13, and 61 by PCR and allele-specific oligonucleotide hybridization and confirmed them by DNA sequencing. Odds ratios (ORs) and 95% confidence intervals (CIs) were derived from logistic regression to examine the association of parental exposures with ras mutations. A total of 127 (15.2%) cases had ras mutations (K-ras 4.7% and N-ras 10.68%). Both maternal (OR 3.2,95% CI 1.7-6.1) and paternal (OR 2.0, 95% CI 1.1-3.7) reported use of mind-altering drugs were associated with N-ras mutations. Paternal use of amphetamines or diet pills was associated with N-ras mutations (OR 4.1, 95% CI 1.1-15.0). Maternal exposure to solvents (OR 3.1, 95% CI 1.0-9.7) and plastic materials (OR 6.9, 95% CI 1.2-39.7) during pregnancy and plastic materials after pregnancy (OR 8.3, 95% CI 1.4-48.8) were related to K-ras mutation. Maternal over exposure to oil and coal products before case diagnosis (OR 2.3, 95% CI 1.1-4.8) and during the postnatal period (OR 2.2, 95% CI 1.0-5.5) and paternal exposure to plastic materials before index pregnancy (OR 2.4, 95% CI 1.1-5.1) and other hydrocarbons during the postnatal period (OR 1.8, 95% CI 1.0-1.3) were associated with N-ras mutations. This study suggests that parental exposure to specific chemicals may be associated with distinct ras mutations in children who develop ALL.

  10. Parental Monitoring, Parent-Adolescent Communication, and Adolescents' Trust in Their Parents in China.

    Directory of Open Access Journals (Sweden)

    Liuhua Ying

    Full Text Available Trust is an important aspect of interpersonal relationships, but little is known about adolescents' interpersonal trust. The aim of the present study was to examine the associations among parental monitoring, parent-adolescent communication, and adolescents' trust in their parents in China.Data in this study were collected as part of the cross-sectional study of children in China. 3349 adolescents (female 48.6%, age range of 12-15 years were randomly selected from 35 secondary schools in April, 2009 and administered to the Adolescent Interpersonal Trust Scale, the Parental Monitoring Scale, and the Parent-Adolescent Communication Scale.Adolescents' trust in their parents was positively related to parental monitoring and parent-adolescent communication. Furthermore, parent-adolescent communication mediated the association between parental monitoring and adolescents' trust in their parents. The mediation model fit data of both genders and three age groups equally well.Parental monitoring and parent-adolescent communication play an importance role in fostering adolescents' trust in their parents.

  11. BIBLIOGRAPHY ON CURRICULUM DEVELOPMENT.

    Science.gov (United States)

    Harvard Univ., Cambridge, MA. Graduate School of Education.

    THIS BIBLIOGRAPHY LISTS MATERIALS ON VARIOUS ASPECTS OF CURRICULUM DEVELOPMENT. FORTY UNANNOTATED REFERENCES ARE PROVIDED FOR DOCUMENTS DATING FROM 1960 TO 1966. BOOKS, JOURNALS, REPORT MATERIALS, AND SOME UNPUBLISHED MANUSCRIPTS ARE LISTED IN SUCH AREAS AS COGNITIVE STUDIES, VOCATIONAL REHABILITATION, INSTRUCTIONAL MATERIALS, SCIENCE STUDIES, AND…

  12. Classical Curriculum Design

    Science.gov (United States)

    George, Judith W.

    2009-01-01

    The article identifies some key findings in pedagogical research over recent decades, placing them within a framework of logical curriculum development and current practice in quality assurance and enhancement. Throughout, the ideas and comments are related to the practice of teaching classics in university. (Contains 1 figure and 3 notes.)

  13. The Corporate Law Curriculum

    Science.gov (United States)

    Mofsky, James S.

    1976-01-01

    On the premise that corporate counsel must be an able diagnostician before he can focus on highly specialized and interrelated issues of business law, the author suggests an approach to corporate law curriculum in which the basic course balances the quality and quantity of material designed to create the needed sensitivity. (JT)

  14. School Curriculum in Japan

    Science.gov (United States)

    Nakayasu, Chie

    2016-01-01

    This article examines Japanese education system especially relevant to the school curriculum, which might support Japanese high performance in the OECD's Programme for International Student Assessment (PISA), mainly through Japanese policy documents. The Japanese education systems have been constructed by the local context of society and politics,…

  15. Latin Curriculum Guide.

    Science.gov (United States)

    North Carolina State Dept. of Public Instruction, Raleigh. Instructional Services.

    North Carolina's Latin curriculum guide describes the overarching concepts for Latin study, particularly at the secondary level, and outlines what students should know and be able to do at the beginning, intermediate, and advanced levels. It is designed to provide directions to school districts as they plan and/or continue to improve their Latin…

  16. Box City Curriculum.

    Science.gov (United States)

    Center for Understanding the Built Environment, Prairie Village, KS.

    This curriculum packet contains two lesson plans about cities and architecture intended for use with students in upper elementary grades and middle schools. The first lesson plan, "City People, City Stories" (Jan Ham), states that understanding architecture and cities must begin with an understanding of the people of the city. The children create…

  17. Fashion Merchandising Curriculum Guide.

    Science.gov (United States)

    Winthrop Coll., Rock Hill, SC. School of Home Economics.

    The curriculum guide (developed by the South Carolina Office of Vocational Education, the School of Home Economics of Winthrop College, business leaders, and distributive educators) is designed for the teaching of a one-year distributive education specialty program for 12th grade students interested in pursuing a career in fashion merchandising.…

  18. Graphic Communications. Curriculum Guide.

    Science.gov (United States)

    North Dakota State Board for Vocational Education, Bismarck.

    This guide provides the basic foundation to develop a one-semester course based on the cluster concept, graphic communications. One of a set of six guides for an industrial arts curriculum at the junior high school level, it suggests exploratory experiences designed to (1) develop an awareness and understanding of the drafting and graphic arts…

  19. Curriculum Development Through Delphi

    Science.gov (United States)

    Reeves, Gary; Jauch, Lawrence R.

    1978-01-01

    The basic Delphi methodology is outlined along with possible goals and objectives in a Delphi study. The results of an actual case study in the use of the Delphi method for higher education curriculum development are reported, and attention is given to the problem of selecting participants for a Delphi exercise. (Author/LBH)

  20. A Cooking Curriculum.

    Science.gov (United States)

    Wright, Wynn D., Ed.

    This cooking curriculum, issued by the Washington District Early Childhood Council, details specific ways in which language arts, math, science, and social studies may be taught through cooking specific recipes. Cooking activities and recipes are presented for the fall, winter, and spring months, and guidelines are provided for preparing…

  1. K-6 Science Curriculum.

    Science.gov (United States)

    Blueford, J. R.; And Others

    A unified science approach is incorporated in this K-6 curriculum mode. The program is organized into six major cycles. These include: (1) science, math, and technology cycle; (2) universe cycle; (3) life cycle; (4) water cycle; (5) plate tectonics cycle; and (6) rock cycle. An overview is provided of each cycle's major concepts. The topic…

  2. Hospitality Occupations. Curriculum Guide.

    Science.gov (United States)

    California State Dept. of Education, Sacramento. Bureau of Homemaking Education.

    This curriculum guide on the hospitality occupations was developed to help secondary and postsecondary home economics teachers prepare individuals for entry-level jobs in the hospitality industry. The content is in seven sections. The first section presents organizational charts of a medium-size hotel, food and beverage division, housekeeping and…

  3. Across the Curriculum.

    Science.gov (United States)

    Burns, Marilyn; And Others

    1994-01-01

    Across-the-curriculum articles focus on four areas. A math activity describes optical illusions and the properties of shapes. A hands-on science activity presents the chemistry of secret messages. A writing lesson helps students capture the essence of character. An art lesson presents a project on medieval castles. (SM)

  4. Rethinking the MSW Curriculum

    Science.gov (United States)

    Colby, Ira C.

    2013-01-01

    The foundation year and specialization year of study are the accepted framework for graduate social work education. A common belief among educators is that accreditation standards are prescriptive by design, resulting in a rigidity that neither encourages nor supports curricular innovation. This article outlines a newly developed curriculum model…

  5. DYADIC PARENTING AND CHILDREN'S EXTERNALIZING SYMPTOMS.

    Science.gov (United States)

    Meteyer, Karen B; Perry-Jenkins, Maureen

    2009-07-01

    We explore dyadic parenting styles and their association with first-grade children's externalizing behavior symptoms in a sample of 85 working-class, dual-earner families. Cluster analysis is used to create a typology of parenting types, reflecting the parental warmth, overreactivity, and laxness of both mothers and fathers in two-parent families. Three distinct groups emerged: Supportive Parents, Mixed-Support Parents and Unsupportive Parents. Results indicate that dyadic parenting styles were related to teacher-reported externalizing symptoms for boys but not for girls.

  6. Curriculum, Curriculum Development, Curriculum Studies? Problematising Theoretical Ambiguities in Doctoral Theses in the Education Field

    Science.gov (United States)

    du Preez, Petro; Simmonds, Shan

    2014-01-01

    Theoretical ambiguities in curriculum studies result in conceptual mayhem. Accordingly, they hinder the development of the complicated conversation on curriculum as a verb. This article aims to contribute to reconceptualizing curriculum studies as a dynamic social practice that aspires to thinking and acting with intelligences and sensitivity so…

  7. Parental Involvement in Schools and Class Inequality in Education: Some Recent Findings from Hong Kong

    Science.gov (United States)

    Kwan, Paula; Wong, Yi-Lee

    2016-01-01

    Embedded in a new understanding of the concept of parental involvement is that parents work as a collaborator with the school to improve student learning; through involvement in school activities, parents tend to better understand the curriculum and be more closely connected with teachers. However, the literature shows that opportunity available…

  8. Funciones parentales: Indagación sobre las actitudes hacia el juego infantil y la puesta de límites en un grupo de padres. Elaboración de una escala para evaluarlas Parental functions: Inquiry on attitudes towards children's game and putting limits on group of parents. Development of a scale to evaluate them

    Directory of Open Access Journals (Sweden)

    Graciela Paolicchi

    2011-12-01

    mentioned methodology of quantitative character, as well as synthesizes some of the results from the use of this instrument in a group of 104 parents from the City of Buenos Aires and another group of 367 parents from the City of Salta, over which the scale was applied in order to continue with the process of construction and adjustment of the items.

  9. Parenting Seminars for Divorcing Parents.

    Science.gov (United States)

    Frieman, Barry B.

    1995-01-01

    Profiles the parenting seminars and counseling services for divorcing parents offered by the Children of Separation and Divorce Center, a community service agency in Maryland. The seminars are designed to help parents adjust to divorce and understand the needs of their children during and after the divorce process. (MDM)

  10. An evaluation of the Parents Plus-Parenting When Separated programme.

    Science.gov (United States)

    Keating, Adele; Sharry, John; Murphy, Michelle; Rooney, Brendan; Carr, Alan

    2016-04-01

    This study evaluated the Parents Plus-Parenting when Separated Programme, an intervention specifically designed to address the needs of separated parents in an Irish context. In a randomized control trial, 82 separated parents with young children were assigned to the Parents Plus-Parenting when Separated Programme treatment group and 79 to a waiting-list control group. They were assessed on measures of client goals, parenting satisfaction, child and parental adjustment and interparental conflict at baseline (Time 1) and 6 weeks later (Time 2), after the treatment group completed the Parents Plus-Parenting when Separated Programme. From Time 1 to 2, significant goal attainment, increases in parenting satisfaction and decreases in child behaviour problems, parental adjustment problems and interparental conflict occurred in the Parents Plus-Parenting when Separated Programme group, but not in the control group. These results supported the effectiveness of Parents Plus-Parenting when Separated Programme, which should be made more widely available to separated parents. © The Author(s) 2015.

  11. Parent education: an evaluation of STEP on abusive parents' perceptions and abuse potential.

    Science.gov (United States)

    Fennell, D C; Fishel, A H

    1998-01-01

    To examine the effects of a structured, time-limited parent training group on abusive or potentially abusive parents. A pretest-posttest control group design was used with consenting parents (N = 18) to examine the effects of Systematic Training for Effective Parenting (STEP) on abusive parents' perceptions of their children's behaviors and on the parents' potential to physically abuse. The Adlerian Parental Assessment of Child Behavior Scale and the Child Abuse Potential Inventory were used to measure treatment effects. After participating in STEP, abusive parents had significantly more positive perceptions of their children and were significantly less potentially abusive. Using volunteers, the project cost an average of $100 for each parent. The research lends empirical support to individual psychology and family systems theory. Future research is indicated using larger samples to examine lay vs. professional leadership of the groups, as well as comparisons of different parenting programs with abusive parents.

  12. Designing a Curriculum Model for the Teaching of the Bible in UK Jewish Secondary Schools: A Case Study

    Science.gov (United States)

    Kohn, Eli

    2012-01-01

    This paper describes the process of designing a curriculum model for Bible teaching in UK Jewish secondary schools. This model was designed over the period 2008-2010 by a team of curriculum specialists from the Jewish Curriculum Partnership UK in collaboration with a group of teachers from Jewish secondary schools. The paper first outlines the…

  13. Evolution of the New Pathway curriculum at Harvard Medical School: the new integrated curriculum.

    Science.gov (United States)

    Dienstag, Jules L

    2011-01-01

    In 1985, Harvard Medical School adopted a "New Pathway" curriculum, based on active, adult learning through problem-based, faculty-facilitated small-group tutorials designed to promote lifelong skills of self-directed learning. Despite the successful integration of clinically relevant material in basic science courses, the New Pathway goals were confined primarily to the preclinical years. In addition, the shifting balance in the delivery of health care from inpatient to ambulatory settings limited the richness of clinical education in clinical clerkships, creating obstacles for faculty in their traditional roles as teachers. In 2006, Harvard Medical School adopted a more integrated curriculum based on four principles that emerged after half a decade of self-reflection and planning: (1) integrate the teaching of basic/population science and clinical medicine throughout the entire student experience; (2) reestablish meaningful and intensive faculty-student interactions and reengage the faculty; (3) develop a new model of clinical education that offers longitudinal continuity of patient experience, cross-disciplinary curriculum, faculty mentoring, and student evaluation; and (4) provide opportunities for all students to pursue an in-depth, faculty-mentored scholarly project. These principles of our New Integrated Curriculum reflect our vision for a curriculum that fosters a partnership between students and faculty in the pursuit of scholarship and leadership.

  14. Designing a Mathematics Curriculum

    Directory of Open Access Journals (Sweden)

    Lee Peng Yee

    2010-07-01

    Full Text Available A decade of PMRI saw the changes in the classroom in some of the primary schools in Indonesia. Based on observation, we can say that though the mathematics syllabus in Indonesia did not change, its curriculum has changed under the movement of PMRI. In this article, we put in writing some of the experience gained through the involvement in designing curricula since 1971. Hopefully, some of the observations made may be of use to the colleagues in Indonesia. The discussion below will cover some deciding factors in designing a curriculum, some practices, and the latest trends. For convenience, we keep the discussion general, and do not refer to a specific syllabus. Also, in many cases, we refer mainly to secondary schools, that is, Grade 7 to Grade 10.

  15. A web-based group course intervention for 15-25-year-olds whose parents have substance use problems or mental illness: study protocol for a randomized controlled trial

    Directory of Open Access Journals (Sweden)

    Tobias H. Elgán

    2016-09-01

    Full Text Available Abstract Background Depending on the definitions used, between 5 and 20 % of all Swedish children grow up with at least one parent suffering from alcohol problems, while 6 % have at least one parent who has received inpatient psychiatric care, conditions that may affect the children negatively. Nine out of ten Swedish municipalities therefore provide support resources, but less than 2 % of these children are reached by such support. Delivering intervention programs via the Internet is a promising strategy. However, web-based programs targeting this at-risk group of children are scarce. We have previously developed a 1.5-h-long web-based self-help program, Alcohol & Coping, which appears to be effective with regards to adolescents’ own alcohol consumption. However, there is a need for a more intense program, and therefore we adapted Kopstoring, a comprehensive Dutch web-based psycho-educative prevention program, to fit the Swedish context. The purpose of the program, which in Swedish has been called Grubbel, is to strengthen protective factors, such as coping skills and psychological well-being, prevent the development of psychological disorders, and reduce alcohol consumption. Methods/design The aim of the current study is to evaluate the effectiveness of Grubbel, which targets 15–25-year-olds whose parents have substance use problems and/or mental illness. Specific research questions relate to the participants’ own coping strategies, mental health status and substance use. The study was initiated in the spring of 2016 and uses a two-armed RCT design. Participants will be recruited via social media and also through existing agencies that provide support to this target group. The assessment will consist of a baseline measurement (t0 and three follow-ups after six (t1, 12 (t2, and 24 months (t3. Measures include YSR, CES-DC, Ladder of Life, Brief COPE, AUDIT-C, and WHOQOL-BREF. Discussion Studies have revealed that the majority of

  16. The same teacher, the same curriculum materials, different schools: What is the enacted curriculum?

    Science.gov (United States)

    Eisenmann, Tammy

    enacted, and some of the assignments were enacted not according to their purpose (for example, an assignment that was intended for group work was given as homework). These differences were found in comparison of each of the classes to the curriculum materials and in comparison between Gamla and Arbel. Examination of the algebraic types of activities that the students were exposed to in both classes throughout the school year as well as in the whole class -- shows differences originating from both transformational and global/meta9level algebraic activities. It was found that in Gamla more global/meta9level activities were enacted, as compared to the curriculum materials and the enactment in Arbel. In Arbel, however, emphasis was given to transformational activities as compared to the curriculum materials and enactment in Gamla. In addition it was found that there is also a difference in the way both teachers, Sara and Rebecca, perceived the curriculum materials, and that this perception is expressed in the different way each of them used the curriculum materials in their classes. (Abstract shortened by UMI.)

  17. [Parenting styles].

    Science.gov (United States)

    Torío López, Susana; Peña Calvo, José Vicente; Inda Caro, Mercedes

    2008-02-01

    Parental educational styles constitute one of the key elements of family socialization. The aim of the present essay is to present the results of a research project carried out in the Principality of Asturias (Spain) among 2,965 families with children of infant and primary-school age (5-8 years old). This research attempts to analyse, among other aspects, parental behaviour tendencies in child upbringing. The analysis of the results obtained allows us to: 1) identify the most common attitudinal and behavioural tendencies of parents in the upbringing of their children; 2) determine how many people have a well defined parental style, and delimit their socio-educational characteristics. Lastly, we consider the need to change some parental behaviour patterns and stress the importance of family education programmes, with the aim of promoting appropriate parenting models and modifying or improving current practices.

  18. Creation and Assessment of a Bad News Delivery Simulation Curriculum for Pediatric Emergency Medicine Fellows.

    Science.gov (United States)

    Chumpitazi, Corrie E; Rees, Chris A; Chumpitazi, Bruno P; Hsu, Deborah C; Doughty, Cara B; Lorin, Martin I

    2016-05-01

    Background  Bad news in the context of health care has been broadly defined as significant information that negatively alters people's perceptions of the present or future. Effectively delivering bad news (DBN) in the setting of the emergency department requires excellent communication skills. Evidence shows that bad news is frequently given inadequately. Studies show that trainees need to devote more time to developing this skill through formalized training. This program's objectives were to utilize trained standardized patients in a simulation setting to assist pediatric emergency medicine (PEM) fellows in the development of effective, sensitive, and compassionate communication with patients and family members when conveying bad news, and to recognize and respond to the patient/parent's reaction to such news. Methods PEM fellows participated in a novel curriculum utilizing simulated patients (SPs) acting as the patient's parent and immersive techniques in a realistic and supportive environment. A baseline survey was conducted to ascertain participant demographics and previous experience with simulation and DBN. Experienced, multi-disciplinary faculty participated in a training workshop with the SPs one week prior to course delivery. Three scenarios were developed for bad news delivery. Instructors watched via remote video feed while the fellows individually interacted with the SPs and then participated in a confidential debriefing. Fellows later joined for group debriefing. Fellow characteristics, experience, and self-perceived comfort pre/post-course were collected.   Results Baseline data demonstrated that 78% of fellows reported DBN two or more times per month. Ninety-three percent of fellows in this study were present during the delivery of news about the death of a child to a parent or family member in the six-month period preceding this course. Fellows' self-reported comfort level in DBN to a patient/family and dealing with patient and parent emotions

  19. Alleviating Parenting Stress in Parents with Intellectual Disabilities: A Randomized Controlled Trial of a Video-Feedback Intervention to Promote Positive Parenting

    Science.gov (United States)

    Hodes, Marja W.; Meppelder, Marieke; Moor, Marleen; Kef, Sabina; Schuengel, Carlo

    2017-01-01

    Background: Adapted parenting support may alleviate the high levels of parenting stress experienced by many parents with intellectual disabilities. Methods: Parents with mild intellectual disabilities or borderline intellectual functioning were randomized to experimental (n = 43) and control (n = 42) conditions. Parents in both groups received…

  20. Impact of a structured surgical curriculum on ophthalmic resident cataract surgery complication rates.

    Science.gov (United States)

    Rogers, Gina M; Oetting, Thomas A; Lee, Andrew G; Grignon, Connie; Greenlee, Emily; Johnson, A Tim; Beaver, Hilary A; Carter, Keith

    2009-11-01

    To determine whether institution of a structured surgical curriculum for ophthalmology residents decreased the rate of sentinel surgical complications. Veterans Affairs Medical Center, Des Moines, Iowa, USA. A retrospective review was performed of third-year ophthalmic resident quality-assurance surgical outcomes data at a single residency-training site from 1998 to 2008. The primary outcome measure was defined as a sentinel event; that is, a posterior capsule tear (with or without vitreous loss) or vitreous loss (from any cause) occurring during a resident-performed case. The study population was divided into 2 groups. Group 1 comprised surgical cases of residents trained before the surgical curriculum change (academic years 1998 to 2003) and Group 2, surgical cases of residents trained with the enhanced curriculum (academic years 2004 to 2008). Data from 1 year (academic year 2003 to 2004) were excluded because the transition to the enhanced curriculum occurred during that period. The data were analyzed and adjusted for surgical experience. In Group 1 (before institution of surgical curriculum), there were 823 cases with 59 sentinel complications. In Group 2 (after institution of surgical curriculum), there were 1009 cases with 38 sentinel complications. There was a statistically significant reduction in the sentinel complication rate, from 7.17% before the curriculum changes to 3.77% with the enhanced curriculum (P = .001, unpaired 2-tailed t test). Implementation of a structured surgical curriculum resulted in a statistically significant reduction in sentinel event complications, even after adjusting for surgical experience.

  1. Gastroenterology Curriculum in the Canadian Medical School System.

    Science.gov (United States)

    Dang, ThucNhi Tran; Wong, Clarence; Bistritz, Lana

    2017-01-01

    Background and Purpose. Gastroenterology is a diverse subspecialty that covers a wide array of topics. The preclinical gastroenterology curriculum is often the only formal training that medical students receive prior to becoming residents. There is no Canadian consensus on learning objectives or instructional methods and a general lack of awareness of curriculum at other institutions. This results in variable background knowledge for residents and lack of guidance for course development. Objectives. (1) Elucidate gastroenterology topics being taught at the preclinical level. (2) Determine instructional methods employed to teach gastroenterology content. Results . A curriculum map of gastroenterology topics was constructed from 10 of the medical schools that responded. Topics often not taught included pediatric GI diseases, surgery and trauma, food allergies/intolerances, and obesity. Gastroenterology was taught primarily by gastroenterologists and surgeons. Didactic and small group teaching was the most employed teaching method. Conclusion. This study is the first step in examining the Canadian gastroenterology curriculum at a preclinical level. The data can be used to inform curriculum development so that topics generally lacking are better incorporated in the curriculum. The study can also be used as a guide for further curriculum design and alignment across the country.

  2. On track for success: an innovative behavioral science curriculum model.

    Science.gov (United States)

    Freedy, John R; Carek, Peter J; Dickerson, Lori M; Mallin, Robert M

    2013-01-01

    This article describes the behavioral science curriculum currently in place at the Trident/MUSC Family Medicine Residency Program. The Trident/MUSC Program is a 10-10-10 community-based, university-affiliated program in Charleston, South Carolina. Over the years, the Trident/MUSC residency program has graduated over 400 Family Medicine physicians. The current behavioral science curriculum consists of both required core elements (didactic lectures, clinical observation, Balint groups, and Resident Grand Rounds) as well as optional elements (longitudinal patient care experiences, elective rotations, behavioral science editorial experience, and scholars project with a behavioral science focus). All Trident/MUSC residents complete core behavioral science curriculum elements and are free to participate in none, some, or all of the optional behavioral science curriculum elements. This flexibility allows resident physicians to tailor the educational program in a manner to meet individual educational needs. The behavioral science curriculum is based upon faculty interpretation of existing "best practice" guidelines (Residency Review Committee-Family Medicine and AAFP). This article provides sufficient curriculum detail to allow the interested reader the opportunity to adapt elements of the behavioral science curriculum to other residency training programs. While this behavioral science track system is currently in an early stage of implementation, the article discusses track advantages as well as future plans to evaluate various aspects of this innovative educational approach.

  3. Parent and Child Perspectives on the Nature of Anxiety in Children and Young People with Autism Spectrum Disorders: A Focus Group Study

    Science.gov (United States)

    Ozsivadjian, Ann; Knott, Fiona; Magiati, Iliana

    2012-01-01

    Anxiety disorders are common among children and young people with autism spectrum disorders (ASD). Despite growing knowledge about the prevalence, phenomenology and treatment of anxiety disorders, relatively little is understood about the nature and impact of anxiety in this group and little is known about autism-specific factors that may have a…

  4. Parental overprotection, perceived child vulnerability, and parenting stress: a cross-illness comparison.

    Science.gov (United States)

    Hullmann, Stephanie E; Wolfe-Christensen, Cortney; Ryan, Jamie L; Fedele, David A; Rambo, Philip L; Chaney, John M; Mullins, Larry L

    2010-12-01

    The current study sought to investigate differences in parenting capacity variables across four disease groups. Parents (N = 425), the majority of whom were mothers, of children with either cancer, asthma, Type 1 diabetes, or cystic fibrosis, completed measures of parental overprotection, perceived child vulnerability, and parenting stress. After controlling for significant demographic variables, parents of children with cystic fibrosis and asthma reported higher perceived child vulnerability than parents of children with either diabetes or cancer, while parents of children with asthma and diabetes reported higher parenting stress than parents of children with cancer or cystic fibrosis. No differences between disease groups were found for parental overprotection. The current study provides support for an illness-specific approach to understanding parenting capacity variables in the context of childhood chronic illnesses.

  5. The 2016 ACCP Pharmacotherapy Didactic Curriculum Toolkit.

    Science.gov (United States)

    Schwinghammer, Terry L; Crannage, Andrew J; Boyce, Eric G; Bradley, Bridget; Christensen, Alyssa; Dunnenberger, Henry M; Fravel, Michelle; Gurgle, Holly; Hammond, Drayton A; Kwon, Jennifer; Slain, Douglas; Wargo, Kurt A

    2016-11-01

    The 2016 American College of Clinical Pharmacy (ACCP) Educational Affairs Committee was charged with updating and contemporizing ACCP's 2009 Pharmacotherapy Didactic Curriculum Toolkit. The toolkit has been designed to guide schools and colleges of pharmacy in developing, maintaining, and modifying their curricula. The 2016 committee reviewed the recent medical literature and other documents to identify disease states that are responsive to drug therapy. Diseases and content topics were organized by organ system, when feasible, and grouped into tiers as defined by practice competency. Tier 1 topics should be taught in a manner that prepares all students to provide collaborative, patient-centered care upon graduation and licensure. Tier 2 topics are generally taught in the professional curriculum, but students may require additional knowledge or skills after graduation (e.g., residency training) to achieve competency in providing direct patient care. Tier 3 topics may not be taught in the professional curriculum; thus, graduates will be required to obtain the necessary knowledge and skills on their own to provide direct patient care, if required in their practice. The 2016 toolkit contains 276 diseases and content topics, of which 87 (32%) are categorized as tier 1, 133 (48%) as tier 2, and 56 (20%) as tier 3. The large number of tier 1 topics will require schools and colleges to use creative pedagogical strategies to achieve the necessary practice competencies. Almost half of the topics (48%) are tier 2, highlighting the importance of postgraduate residency training or equivalent practice experience to competently care for patients with these disorders. The Pharmacotherapy Didactic Curriculum Toolkit will continue to be updated to provide guidance to faculty at schools and colleges of pharmacy as these academic pharmacy institutions regularly evaluate and modify their curricula to keep abreast of scientific advances and associated practice changes. Access the

  6. Parental adjustment and attitudes to parenting after in vitro fertilization.

    Science.gov (United States)

    Gibson, F L; Ungerer, J A; Tennant, C C; Saunders, D M

    2000-03-01

    To examine the psychosocial and parenthood-specific adjustment and attitudes to parenting at 1 year postpartum of IVF parents. Prospective, controlled study. Volunteers in a teaching hospital environment. Sixty-five primiparous women with singleton IVF pregnancies and their partners, and a control group of 61 similarly aged primiparous women with no history of infertility and their partners. Completion of questionnaires and interviews. Parent reports of general and parenthood-specific adjustment and attitudes to parenting. The IVF mothers tended to report lower self-esteem and less parenting competence than control mothers. Although there were no group differences on protectiveness, IVF mothers saw their children as significantly more vulnerable and "special" compared with controls. The IVF fathers reported significantly lower self-esteem and marital satisfaction, although not less competence in parenting. Both IVF mothers and fathers did not differ from control parents on other measures of general adjustment (mood) or those more specific to parenthood (e.g., attachment to the child and attitudes to child rearing). The IVF parents' adjustment to parenthood is similar to naturally conceiving comparison families. Nonetheless, there are minor IVF differences that reflect heightened child-focused concern and less confidence in parenting for mothers, less satisfaction with the marriage for the fathers, and vulnerable self-esteem for both parents.

  7. Parent-Pressure

    DEFF Research Database (Denmark)

    Jensen, Helle Strandgaard

    2016-01-01

    of parents as co-consumers prevailed despite radical changes in views on children’s media consumption. In particular, I examine the shared inter-Scandinavian socio-cultural contexts that structured the changing professional and political groups’ pressure on parents to perform according to their norms......In this article, I examine change and continuity in conceptions of parental agency in public debates about children’s media consumption in Scandinavia, 1945-1975. During this period, public debates about the various kinds of media products children consumed were dominated by different groups....... However, a strong continuity in the debates was the negative influence parents were seen as having on children’s media consumption due to their lack of insight and interest in the topic. Drawing upon recent works on children’s media, consumption and enculturation, I analyse why the negative description...

  8. Parental divorce and parental death

    DEFF Research Database (Denmark)

    Marcussen, Jette; Thuen, Frode; Poul, Bruun

    2015-01-01

    The aim of this review was to identify research on children and adolescents who experience double bereavement, i.e. the experience of loss through parental divorce followed by either parental death or critical illness with imminent death. This knowledge may identify evidence to underpin knowledge......; challenges in both custodial and non-custodial parental death; risk of mental health problems, and the need of support and interventions....

  9. 'Mixed blessings': parental religiousness, parenting, and child adjustment in global perspective.

    Science.gov (United States)

    Bornstein, Marc H; Putnick, Diane L; Lansford, Jennifer E; Al-Hassan, Suha M; Bacchini, Dario; Bombi, Anna Silvia; Chang, Lei; Deater-Deckard, Kirby; Di Giunta, Laura; Dodge, Kenneth A; Malone, Patrick S; Oburu, Paul; Pastorelli, Concetta; Skinner, Ann T; Sorbring, Emma; Steinberg, Laurence; Tapanya, Sombat; Tirado, Liliana Maria Uribe; Zelli, Arnaldo; Alampay, Liane Peña

    2017-08-01

    Most studies of the effects of parental religiousness on parenting and child development focus on a particular religion or cultural group, which limits generalizations that can be made about the effects of parental religiousness on family life. We assessed the associations among parental religiousness, parenting, and children's adjustment in a 3-year longitudinal investigation of 1,198 families from nine countries. We included four religions (Catholicism, Protestantism, Buddhism, and Islam) plus unaffiliated parents, two positive (efficacy and warmth) and two negative (control and rejection) parenting practices, and two positive (social competence and school performance) and two negative (internalizing and externalizing) child outcomes. Parents and children were informants. Greater parent religiousness had both positive and negative associations with parenting and child adjustment. Greater parent religiousness when children were age 8 was associated with higher parental efficacy at age 9 and, in turn, children's better social competence and school performance and fewer child internalizing and externalizing problems at age 10. However, greater parent religiousness at age 8 was also associated with more parental control at age 9, which in turn was associated with more child internalizing and externalizing problems at age 10. Parental warmth and rejection had inconsistent relations with parental religiousness and child outcomes depending on the informant. With a few exceptions, similar patterns of results held for all four religions and the unaffiliated, nine sites, mothers and fathers, girls and boys, and controlling for demographic covariates. Parents and children agree that parental religiousness is associated with more controlling parenting and, in turn, increased child problem behaviors. However, children see religiousness as related to parental rejection, whereas parents see religiousness as related to parental efficacy and warmth, which have different

  10. Parenting styles in a cultural context: observations of "protective parenting" in first-generation Latinos.

    Science.gov (United States)

    Domenech Rodríguez, Melanie M; Donovick, Melissa R; Crowley, Susan L

    2009-06-01

    Current literature presents four primary parenting styles: authoritative, authoritarian, permissive, and neglectful. These styles provide an important shortcut for a constellation of parenting behaviors that have been characterized as consisting of warmth, demandingness, and autonomy granting. Empirically, only warmth and demandingness are typically measured. Research reporting on parenting styles in Latino samples has been equivocal leading to questions about conceptualization and measurement of parenting styles in this ethnic/cultural group. This lack of consensus may result from the chasm between concepts (e.g., authoritarian parenting) and observable parenting behaviors (e.g., warmth) in this ethnic group. The present research aimed to examine parenting styles and dimensions in a sample of Latino parents using the two usual dimensions (warmth, demandingness) and adding autonomy granting. Traditional parenting styles categories were examined, as well as additional categorizations that resulted from adding autonomy granting. Fifty first-generation Latino parents and their child (aged 4-9) participated. Parent-child interactions were coded with the Parenting Style Observation Rating Scale (P-SOS). In this sample, the four traditional parenting categories did not capture Latino families well. The combination of characteristics resulted in eight possible parenting styles. Our data showed the majority (61%) of Latino parents as "protective parents." Further, while mothers and fathers were similar in their parenting styles, expectations were different for male and female children. The additional dimensions and implications are discussed. The importance of considering the cultural context in understanding parenting in Latino families is emphasized, along with directions for future research.

  11. ENVIRONMENTAL EDUCATION: The development of a curriculum ...

    African Journals Online (AJOL)

    approach to environmental education and curriculum innovation. ... transition from an external and rational strategy of curriculum ... 'scientific' approaches to curriculum development .... 'get the conservation message across' so as to foster.

  12. Effects of Cognitive Versus Cognitive-Behavioral Divorce-Parenting Programs on Parental Conflict, Intimate Violence, Parental Communication, Divorce-Related Parental Behaviors and Children's Behavioral Problems

    National Research Council Canada - National Science Library

    Whitworth, James

    2000-01-01

    .... The two-group pretest- posttest design with a three-month follow-up measured parents knowledge of divorce-related parenting behaviors, reports of intimate violence, destructive conflict tactics...

  13. Parent Management

    DEFF Research Database (Denmark)

    Knudsen, Hanne

    2007-01-01

    and parents say given these assumptions? Which management responsibility is addressed through such training of the difficult conversation?  My conclusions are, briefly, that the difficult conversation is more correctly to be called an impossible conversation. It is an asking for the parent's consent...

  14. Mathematical Experiences and Parental Involvement of Parents Who Are and Who Are Not Mathematicians

    Science.gov (United States)

    Antolin Drešar, Darja; Lipovec, Alenka

    2017-01-01

    Previous studies suggest that parental involvement in children's mathematics education is more established for parents who feel competent in mathematics. This qualitative study aimed to gain an in-depth insight into the experiences of parental involvement of two different groups of parents: those who are mathematicians and those who are not. Data…

  15. Do parents of adolescents request the same universal parental support as parents of younger children? A random sample of Swedish parents.

    Science.gov (United States)

    Thorslund, Karin; Johansson Hanse, Jan; Axberg, Ulf

    2017-07-01

    Universal parental support intended to enhance parents' capacity for parenting is an important aspect of public health strategies. However, support has mostly been aimed at parents, especially mothers, of younger children. There is a gap in the research concerning parents of adolescents and fathers' interest in parenting support. To investigate and compare the interest in parenting support of parents of adolescents and younger children, potential differences between mothers and fathers, and their knowledge of what is being offered to them already, and to explore their requirements for future universal parental support. Telephone interviews were conducted with a random sample of 1336 parents. Quantitative methods were used to analyze differences between groups and qualitative methods were used to analyze open-ended questions in regard to parents' requirements for future universal parental support. About 82% of the parents of adolescents interviewed think that offering universal parental support is most important during child's adolescence. There is a substantial interest, particularly among mothers, in most forms of support. Despite their interest, parents have limited awareness of the support available. Only 7% knew about the local municipality website, although 70% reported a possible interest in such a website. Similarly, 3% knew that a parent phone line was available to them, while 59% reported a possible interest. It poses a challenge but is nevertheless important for municipalities to develop support targeted at parents of adolescents which is tailored to their needs, and to reach out with information.

  16. Engendering Curriculum History. Studies in Curriculum Theory Series

    Science.gov (United States)

    Hendry, Petra

    2011-01-01

    How can curriculum history be re-envisioned from a feminist, poststructuralist perspective? "Engendering Curriculum History" disrupts dominant notions of history as linear, as inevitable progress, and as embedded in the individual. This conversation requires a history that seeks "rememberance" not representation, "reflexivity" not linearity, and…

  17. Whatever Happened to Curriculum Theory? Critical Realism and Curriculum Change

    Science.gov (United States)

    Priestley, Mark

    2011-01-01

    In the face of what has been characterised by some as a "crisis" in curriculum--an apparent decline of some aspects of curriculum studies combined with the emergence of new types of national curricula which downgrade knowledge--some writers have been arguing for the use of realist theory to address these issues. This article offers a…

  18. Curriculum Online Review System: Proposing Curriculum with Collaboration

    Science.gov (United States)

    Rhinehart, Marilyn; Barlow, Rhonda; Shafer, Stu; Hassur, Debby

    2009-01-01

    The Curriculum Online Review System (CORS) at Johnson County Community College (JCCC) uses SharePoint as a Web platform for the JCCC Curriculum Proposals Process. The CORS application manages proposals throughout the approval process using collaboration tools and workflows to notify all stakeholders. This innovative new program has changed the way…

  19. Nurse Educator Pathway Project: a competency-based intersectoral curriculum.

    Science.gov (United States)

    Young, Lynne; Frost, Linda J; Bigl, Julie; Clauson, Marion; McRae, Cora; Scarborough, Kathy S; Murphy, Sue; Jillings, Carol; Gillespie, Frank

    2010-01-01

    In this paper, we begin by providing an overview of the Educator Pathway Project (EPP), an education infrastructure that was developed in response to emerging critical nursing workplace issues, and the related demand for enhanced workplace education. We then describe the EPP competency-based curriculum designed to prepare nurses as preceptors, mentors, and educators to lead learning with diverse learner groups. This competency-based curriculum was developed through a collaboration of nurse leaders across practice, academic, and union sectors and drew from a widely embraced curriculum development model (Iwasiw, Goldenberg, & Andrusyzyn, 2005). The goal of the curriculum was to prepare nurses through a four-level career pathway model that contextualized practice and education theory to various education-related roles and levels of experience within the practice setting. Over 1,100 nurses participated in this innovative intersectoral nursing initiative.

  20. Meanings about bioethics that emerged in a medical curriculum

    Directory of Open Access Journals (Sweden)

    Villegas-Múnera, Elsa María

    2016-07-01

    Full Text Available This study was carried out in a medical curriculum in Medellín, Colombia. Its goal was to correlate the meanings about bioethics that emerged in the educational guidance with those produced among students and professors. A methodological triangulation was used, namely: analysis of the curriculum foundation documents; a representative survey to students, and interviews and focal groups. Results revealed that the main problem of bioethics in the curriculum is the dissociation between the discursive emphasis ascribed to the training in that field, and its development in the curricular practice. The triad patient –student – professor, projected to the family and the community, emerged as the foundation of the curriculum inasmuch as they are the protagonic agents of their lives. It is then possible to overcome the marginality of patients and the community when they are considered only as objects of study.

  1. The impact of parent advocacy groups, the Internet, and social networking on rare diseases: the IDEA League and IDEA League United Kingdom example.

    Science.gov (United States)

    Black, Angela P; Baker, Marie

    2011-04-01

    The development of the Internet and subsequent evolution of social networking has significantly changed the effectiveness of patient advocacy groups for rare diseases. The greatest degree of change has occurred at the patient level, with an increased ability of affected individuals to share experiences and support, and to raise public awareness. Other changes have occurred, not only in the way rare diseases are diagnosed, studied, and treated, but also in how they are addressed at the level of legislation and public policy. The International Dravet syndrome Epilepsy Action League (IDEA League) is the leading patient advocacy organization for Dravet syndrome and related genetic ion-channel epilepsy disorders (hereafter referred to as Dravet syndrome or severe myoclonic epilepsy of infancy, SMEI). The IDEA League's mission encompasses international support and outreach for patients and families, as well as collaboration with physicians, medical education, health care coordination, and research. The IDEA League is an excellent example of the impact of patient advocacy groups, the Internet, and social networking on the landscape of rare diseases. Wiley Periodicals, Inc. © 2011 International League Against Epilepsy.

  2. Biology Reflective Assessment Curriculum

    Science.gov (United States)

    Bayley, Cheryl Ann

    Often students and educators view assessments as an obligation and finality for a unit. In the current climate of high-stakes testing and accountability, the balance of time, resources and emphasis on students' scores related to assessment have been slanted considerably toward the summative side. This tension between assessment for accountability and assessment to inform teaching strains instruction and educators' ability to use that information to design learning opportunities that help students develop deeper conceptual understanding. A substantive body of research indicates that formative and reflective assessment can significantly improve student learning. Biology Reflective Assessment Curriculum (BRAC) examines support provided for high school science students through assessment practices. This investigation incorporates the usage of reflective assessments as a guiding practice for differentiated instruction and student choice. Reflective assessment is a metacognitive strategy that promotes self-monitoring and evaluation. The goals of the curriculum are to promote self-efficacy and conceptual understanding in students learning biology through developing their metacognitive awareness. BRAC was implemented in a high school biology classroom. Data from assessments, metacognitive surveys, self-efficacy surveys, reflective journals, student work, a culminating task and field notes were used to evaluate the effectiveness of the curriculum. The results suggest that students who develop their metacognitive skills developed a deeper conceptual understanding and improved feelings of self-efficacy when they were engaged in a reflective assessment unit embedded with student choice. BRAC is a tool for teachers to use assessments to assist students in becoming metacognitive and to guide student choice in learning opportunities.

  3. Attachment Parenting: An Exploration of Demographics and Practices

    Science.gov (United States)

    Green, Katherine E.; Groves, Melissa M.

    2008-01-01

    The goal of this study was to identify parenting behaviors practiced by a self-selected group of North American parents who identify themselves as attachment parents. This type of parenting is based on behaviors that are focused on infant needs and demands perhaps more strongly than are traditional mainstream western parenting practices. However,…

  4. Momentary Parental Stress and Food-Related Parenting Practices.

    Science.gov (United States)

    Berge, Jerica M; Tate, Allan; Trofholz, Amanda; Fertig, Angela R; Miner, Michael; Crow, Scott; Neumark-Sztainer, Dianne

    2017-12-01

    Research suggests that stress and depressed mood are associated with food-related parenting practices (ie, parent feeding practices, types of food served at meals). However, current measures of parental stress, depressed mood, and food-related parenting practices are typically survey-based and assessed as static/unchanging characteristics, failing to account for fluctuations across time and context. Identifying momentary factors that influence parent food-related parenting practices will facilitate the development of effective interventions aimed at promoting healthy food-related parenting practices. In this study, we used ecological momentary assessment to examine the association between momentary factors (eg, stress, depressed mood) occurring early in the day and food-related parenting practices at the evening meal. Children aged 5 to 7 years and their families ( N = 150) from 6 racial and/or ethnic groups ( n = 25 each African American, Hispanic/Latino, Hmong, American Indian, Somali, and white families) were recruited for this mixed-methods study through primary care clinics. Higher stress and depressed mood earlier in the day predicted pressure-to-eat feeding practices and fewer homemade foods served at meals the same night. Effect modification was found for certain racial and/or ethnic groups with regard to engaging in pressure-to-eat feeding practices (ie, America Indian, Somali) or serving fewer homemade meals (ie, African American, Hispanic/Latino) in the face of high stress or depressed mood. Clinicians may want to consider discussing with parents the influence stress and depressed mood can have on everyday food-related parenting practices. Additionally, future researchers should consider using real-time interventions to reduce parental stress and depressed mood to promote healthy parent food-related parenting practices. Copyright © 2017 by the American Academy of Pediatrics.

  5. Integrated Curriculum and Subject-based Curriculum: Achievement and Attitudes

    Science.gov (United States)

    Casady, Victoria

    The research conducted for this mixed-method study, qualitative and quantitative, analyzed the results of an academic year-long study to determine whether the use of an integrated fourth grade curriculum would benefit student achievement in the areas of English language arts, social studies, and science more than a subject-based traditional curriculum. The research was conducted based on the international, national, and state test scores, which show a slowing or lack of growth. Through pre- and post-assessments, student questionnaires, and administrative interviews, the researcher analyzed the phenomenological experiences of the students to determine if the integrated curriculum was a beneficial restructuring of the curriculum. The research questions for this study focused on the achievement and attitudes of the students in the study and whether the curriculum they were taught impacted their achievement and attitudes over the course of one school year. The curricula for the study were organized to cover the current standards, where the integrated curriculum focused on connections between subject areas to help students make connections to what they are learning and the world beyond the classroom. The findings of this study indicated that utilizing the integrated curriculum could increase achievement as well as students' attitudes toward specific content areas. The ANOVA analysis for English language arts was not determined to be significant; although, greater growth in the students from the integrated curriculum setting was recorded. The ANOVA for social studies (0.05) and the paired t-tests (0.001) for science both determined significant positive differences. The qualitative analysis led to the discovery that the experiences of the students from the integrated curriculum setting were more positive. The evaluation of the data from this study led the researcher to determine that the integrated curriculum was a worthwhile endeavor to increase achievement and attitudes

  6. JiaZhang Dui ErTong FaZhan TongBan GuanXi De ZuoYong (The Role of Parents in the Development of Peer Group Competence). ERIC Digest.

    Science.gov (United States)

    Moore, Shirley G.

    Among studies that have examined the relationship between parenting styles and children's development of social skills, the research of Diana Baumrind is noteworthy. In several studies, she has identified authoritarian, permissive, and authoritative parenting styles, which differ on the dimensions of nurturance and parental control. Authoritarian…

  7. Advanced Texas Studies: Curriculum Guide.

    Science.gov (United States)

    Harlandale Independent School District, San Antonio, TX. Career Education Center.

    The guide is arranged in vertical columns relating curriculum concepts in Texas studies to curriculum performance objectives, career concepts and career performance objectives, suggested teaching methods, and audio-visual and resource materials. Career information is included on 24 related occupations. Space is provided for teachers' notes which…

  8. Rethinking the Tertiary Mathematics Curriculum

    Science.gov (United States)

    Petocz, Peter; Reid, Anna

    2005-01-01

    Mathematics curriculum at the tertiary level is located within a range of social and cultural theories, and is often constructed by academics seeking to promulgate a particular view of mathematics. We argue that such a curriculum should incorporate a real acknowledgement of the different ways in which students understand the nature of mathematics…

  9. Tides. Ocean Related Curriculum Activities.

    Science.gov (United States)

    Marrett, Andrea

    The ocean affects all of our lives. Therefore, awareness of and information about the interconnections between humans and oceans are prerequisites to making sound decisions for the future. Project ORCA (Ocean Related Curriculum Activities) has developed interdisciplinary curriculum materials designed to meet the needs of students and teachers…

  10. Guidelines for Curriculum Development. Revised.

    Science.gov (United States)

    Kistler, K.; And Others

    The curriculum development process explained in this booklet was first implemented at College of the Redwoods in May 1986 and then revised in June 1989. First, information on the college's Curriculum Committee is provided, indicating that the committee was formed to plan credit/non-credit courses; evaluate and approve additions, modifications, or…

  11. Models for Instruction and Curriculum.

    Science.gov (United States)

    Toth, Elizabeth L.

    1999-01-01

    Proposes three models of course-specific curricula and a content-curriculum model for undergraduate public-relations education, and proposes core and elective areas for a master's of public-relations curriculum. Agrees that public-relations curricula should have a broad liberal arts and science basis, and recommended more attention to ethics,…

  12. Curriculum theory in physical education

    Science.gov (United States)

    Jewett, Ann E.

    1989-03-01

    Primary current concerns of curriculum theorists in sport and physical education relate to clarification of value orientations underlying curricular decision-making, selection and statement of curriculum goals, identification and organization of programme content, and the process of curriculum change. Disciplinary mastery is the most traditional value orientation and that which is most frequently found in practice. Curriculum theorists have identified four other value orientations for study: social reconstruction, self-actualization, learning process, and ecological validity. Health-related fitness and the development of motor skills have long been the primary goals of physical education. In recent years, however, curriculum specialists have begun to assign higher priorities to goals of personal integration and challenge, of social development and multicultural understanding. There is general agreement that human movement activities constitute the subject-matter of the sport and physical education curriculum. Differences exist, however, as to how learning activities should be selected for particular programmes. The current trend in seeking better understanding of content is toward studying the operational curriculum with particular attention to the historical and social contexts. An important contemporary focus is the need to translate short-term results into lifestyle changes. The curriculum in sports and physical education should be viewed as a multitude of possibilities.

  13. Transportation Consumer Education Curriculum Guide.

    Science.gov (United States)

    Finn, Peter; And Others

    Materials in this curriculum guide represent a selection of the major transportation consumer topics and ideas and are designed to set the stage for more intensive transportation consumer education curriculum development and teacher efforts. (Eleven manuals covering the four transportation topics of public transportation, transportation and the…

  14. Customizing Curriculum with Digital Resources

    Science.gov (United States)

    Miller, Jeffrey

    2011-01-01

    To effectively use digital resources in the classroom, teachers must customize the information, merge it with pre-existing curriculum, differentiate it for diverse student populations, and still meet standards-based learning goals. This article describes a solution to these challenges: the Curriculum Customization Service, which provides access to…

  15. Discrete Mathematics and Curriculum Reform.

    Science.gov (United States)

    Kenney, Margaret J.

    1996-01-01

    Defines discrete mathematics as the mathematics necessary to effect reasoned decision making in finite situations and explains how its use supports the current view of mathematics education. Discrete mathematics can be used by curriculum developers to improve the curriculum for students of all ages and abilities. (SLD)

  16. Curriculum Change Management and Workload

    Science.gov (United States)

    Alkahtani, Aishah

    2017-01-01

    This study examines the ways in which Saudi teachers have responded or are responding to the challenges posed by a new curriculum. It also deals with issues relating to workload demands which affect teachers' performance when they apply a new curriculum in a Saudi Arabian secondary school. In addition, problems such as scheduling and sharing space…

  17. The Integrated Early Childhood Curriculum.

    Science.gov (United States)

    Krogh, Suzanne

    This textbook provides an outline of an integrated curriculum for early childhood education. Part 1 discusses the human element in school: the child and the teacher and child development. Part 2 contains the curriculum itself and covers the subjects of language, mathematics, science, social studies, art, music, and movement. Guidelines provide…

  18. A Comparison of Child-Rearing Practices among Chinese, Immigrant Chinese, and Caucasian-American Parents.

    Science.gov (United States)

    Lin, Chin-Yau Cindy; Fu, Victoria R.

    1990-01-01

    Investigated differences and similarities in child-rearing practices among three groups of parents. Chinese and immigrant Chinese parents rated higher than Caucasian-American parents on parental control, encouragement of independence, and emphasis on achievement. (PCB)

  19. The teacher and the curriculum;

    DEFF Research Database (Denmark)

    Priestley, M.; Biesta, G.; Philippou, Stavroula

    2015-01-01

    A key debate in the curriculum field has centred on the extent to which teachers should or could achieve agency over the curriculum they enact. Risks to teacher agency have come from top-down control of curricula, either through input regulation (prescription of content, methods and/or teaching m...... with a discussion of why it is important to understand and take into account teacher agency, when formulating and developing curriculum policy.......A key debate in the curriculum field has centred on the extent to which teachers should or could achieve agency over the curriculum they enact. Risks to teacher agency have come from top-down control of curricula, either through input regulation (prescription of content, methods and/or teaching...

  20. Nucleonics across the curriculum

    International Nuclear Information System (INIS)

    Marrano, Rich

    2005-01-01

    Many within the ''nuclear'' community are interested in attracting young people to careers in nuclear related fields while they are at the age when they are considering career choices. High school is a good to introduce students to ideas that may lead them to investigate careers in nuclear science. However, they may not even be exposed to those ideas for various reasons. For example, many teachers may not see the connection between nuclear issues and other areas of instruction. In addition, most teachers already have a full curriculum, and adding another topic is unlikely. As a result many students will not see some of the practical applications of nuclear science in other fields of study unless they take a class where nuclear science is a specified topic of study. A good alternative is to incorporate nuclear examples across the curriculum to illustrate concepts already included in other classes. This would be a simple step that teachers may find interesting and would expose a variety of students to nuclear issues. (author)

  1. A Study of Parental Attitudes and Values Towards Education on the Navajo and Hopi Reservations. Part II, Parental Attitudes [Keams Canyon].

    Science.gov (United States)

    Biglin, J. E.; And Others

    Objectives of this study were (1) to determine the parental attitudes of those parents who reside in the Chinle, Keams Canyon, Kayenta, Ganado, Window Rock, or Tuba City school district toward public education on the Navajo and Hopi reservations in the areas of teachers, curriculum, social behaviors of children, school services, school policies,…

  2. A Study of Parental Attitudes and Values Towards Education on the Navajo and Hopi Reservations. Part II, Parental Attitudes [Tuba City].

    Science.gov (United States)

    Biglin, J. E.; And Others

    Objectives of this study were (1) to determine the parental attitudes of those parents who reside in the Chinle, Keams Canyon, Kayenta, Ganado, Window Rock, or Tuba City school district toward public education on the Navajo and Hopi reservations in the areas of teachers, curriculum, social behaviors of children, school services, school policies,…

  3. A Study of Parental Attitudes and Values Towards Education on the Navajo and Hopi Reservations. Part II, Parental Attitudes [Window Rock].

    Science.gov (United States)

    Biglin, J. E.; And Others

    Objectives of this study were (1) to determine the parental attitudes of those parents who reside in the Chinle, Keams Canyon, Kayenta, Ganado, Window Rock, or Tuba City school district toward public education on the Navajo and Hopi reservations in the areas of teachers, curriculum, social behaviors of children, school services, school policies,…

  4. Parenting Conflicts

    Science.gov (United States)

    ... Home Family Dynamics Adoption & Foster Care Communication & Discipline Types of Families Media Work & Play Getting Involved in Your Community Healthy Children > Family Life > Family Dynamics > Parenting Conflicts Family Life Listen Español Text Size Email Print ...

  5. TIPS Pamphlets for Parents.

    Science.gov (United States)

    Algozzine, Bob, Ed.; Ysseldyke, Jim, Ed.

    This manual presents 99 one-sheet informational brochures designed to improve parenting skills for children with and without disabilities. Each brochure is in a format suitable for duplicating, folding, and distributing. Each brochure offers references to related brochures in the collection. Brochures are grouped under the following broad areas:…

  6. Alpha Thalassemia (For Parents)

    Science.gov (United States)

    ... Safe Videos for Educators Search English Español Alpha Thalassemia KidsHealth / For Parents / Alpha Thalassemia What's in this ... Symptoms Diagnosis Treatment Print en español Alfa talasemia Thalassemias Thalassemias are a group of blood disorders that ...

  7. Beta Thalassemia (For Parents)

    Science.gov (United States)

    ... Safe Videos for Educators Search English Español Beta Thalassemia KidsHealth / For Parents / Beta Thalassemia What's in this ... Symptoms Diagnosis Treatment Print en español Beta talasemia Thalassemias Thalassemias are a group of blood disorders that ...

  8. Mexican Parenting Questionnaire (MPQ)

    Science.gov (United States)

    Halgunseth, Linda C.; Ispa, Jean M.

    2012-01-01

    The present study was conducted in four phases and constructed a self-report parenting instrument for use with Mexican immigrant mothers of children aged 6 to 10. The 14-item measure was based on semistructured qualitative interviews with Mexican immigrant mothers (N = 10), was refined by a focus group of Mexican immigrant mothers (N = 5), and was…

  9. Managing childhood chronic illness: parent perspectives and implications for parent-provider relationships.

    Science.gov (United States)

    Kratz, Lyn; Uding, Nancy; Trahms, Cristine M; Villareale, Nanci; Kieckhefer, Gail M

    2009-12-01

    When children have special health care needs, parents assume the roles of care coordinator, medical expert, and systems advocate as well as their typical parenting roles. They face many challenges in managing their child's chronic condition in the context of everyday life. Health care providers are uniquely positioned to assist parents in meeting those challenges and to promote parent competency and confidence in their child's care. The data for this analysis were collected during classes for parents of children with chronic conditions who took part in a randomized controlled study of a curriculum's effectiveness. During facilitated discussions, parents discussed challenges they faced and generated strategies they found helpful. Qualitative data analysis revealed dominant themes across subject areas. Challenges included social isolation, strained relationships and ongoing frustrations with health care and educational systems. Helpful strategies focused on being prepared, connecting with peers, becoming an advocate, developing partnerships and caring for one's self. Implications for health care providers include: understanding common challenges parents face; promoting parent-to-parent connections; and building partnerships with parents and their children with special needs.

  10. Parental Involvement as a Important Factor for Successful Education

    Directory of Open Access Journals (Sweden)

    Maša Đurišić

    2017-09-01

    Full Text Available To comply with the system of integrated support for their students’, schools need to build partnership with parents and develop mutual responsibility for childrens’ success in the educational system. In this way, parental involement are increased, parents’ effort to support schools are encouraged, and they are directly making a positive impact to a successful educational system. Considering the importance of parents’ participation and involvement in school activities, in this paper, we will analyse the positive effects of parental involvement, summarize leading principles for the successful partnership of parents and school and present six factors (Parenting, Communicating, Volunteering, Learning at home, Decision-making and Collaborating with the community and six models (Protective Model, Expert Model, Transmission Model, Curriculum-Enrichment Model, Consumer Model and Partnership Model of parental involvement. In addition, we will draw conclusions and make recommendations that are important for planning programs that are focused on the improvement of parent involvement.

  11. “As a parent, you become a tiger”: Parents talking about bullying at school

    OpenAIRE

    Hale, R; Fox, CL; Murray, MP

    2017-01-01

    Bullying at school can be a distressing experience for children. It is also likely to be distressing for their parents. In spite of this, research in the field of school bullying and peer victimisation has tended to overlook the experience of parents when their child is bullied. This study explored school bullying from the parent?s perspective. Twenty-one parents took part in semi-structured focus groups and interviews to share their experiences. Thematic analysis of the interview transcripts...

  12. Examining occupational therapy education through faculty engagement in curriculum mapping and pedagogical reflection.

    Science.gov (United States)

    MacNeil, Cheryl; Hand, Theresa

    2014-01-01

    This article discusses a 1-yr evaluation study of a master of science in occupational therapy program to examine curriculum content and pedagogical practices as a way to gauge program preparedness to move to a clinical doctorate. Faculty members participated in a multitiered qualitative study that included curriculum mapping, semistructured individual interviewing, and iterative group analysis. Findings indicate that curriculum mapping and authentic dialogue helped the program formulate a more streamlined and integrated curriculum with increased faculty collaboration. Curriculum mapping and collaborative pedagogical reflection are valuable evaluation strategies for examining preparedness to offer a clinical doctorate, enhancing a self-study process, and providing information for ongoing formative curriculum review. Copyright © 2014 by the American Occupational Therapy Association, Inc.

  13. Medical faculty and curriculum design - 'No, no, it's like this: You give your lectures...'

    DEFF Research Database (Denmark)

    Mørcke, Anne Mette; Eika, Berit

    2009-01-01

    Background and aims: The purpose of this study was to understand more completely the (tacit) curriculum design models of medical faculty. We report on two research questions: (1) Can medical faculty give an account of their curriculum design assumptions? and (2) What are their assumptions...... concerning curriculum design? Method: We conducted an explorative, qualitative case study. We interviewed educational decision makers at the three Danish medical schools and associate professors from different courses concerning curriculum design. We carried out four individual, in-depth interviews and four...... focus groups with 20 participants in all. Results and conclusions: Only one decision maker had an explicit curriculum design model. However, all participants had assumptions concerning curriculum design. We displayed their assumptions as five essentially different and increasingly complex models...

  14. CurriM : Curriculum mining (Poster)

    NARCIS (Netherlands)

    Pechenizkiy, M.; Trcka, N.; De Bra, P.M.E.; Toledo, P.

    2012-01-01

    Curriculum mining includes three main kinds of tasks: (i) actual curriculum model discovery, i.e. constructing complete and compact academic curriculum models that are able to reproduce the observed behavior of students, (ii) curriculum model conformance checking, i.e. checking whether the observed

  15. Curriculum Prototypes and the Seven Dwarfs.

    Science.gov (United States)

    Chapman, Shirley

    Jonathan Culler's notion, that each change of perspective a reader makes brings something different from the text, is explored by using four curricula. They are: the traditional language arts curriculum, an active reading comprehension curriculum, a psychology curriculum, and a feminist curriculum. By analyzing the same text, "Snow White and…

  16. School Leadership and Curriculum: German Perspectives

    Science.gov (United States)

    Huber, Stephan; Tulowitzki, Pierre; Hameyer, Uwe

    2017-01-01

    This article looks at the role of school leadership vis-à-vis the curriculum. First, it offers a brief overview of school leadership in Germany. Next, curriculum development and curriculum research in Germany is briefly recapped. We present empirical data on school leadership preferences, strain experience, and practices as to curriculum work.…

  17. A Study of an English Education Curriculum Developed for a County Penal Institution.

    Science.gov (United States)

    Seubert, Hilary Frank

    The major purpose of this study was to determine the extent of the progress of county prison students involved in a Curriculum for Improving Communications Skills (CICS) treatment as compared to another group of county inmates not pursuing this type of curriculum. The CICS program used in this research consisted of a series of twenty…

  18. Elementary Students' Perspectives on a Curriculum for Literacy Education

    Science.gov (United States)

    Pires Pereira, Íris Susana; González Riaño, Xosé Antón

    2018-01-01

    This article arises out of an initiative to implement a curriculum designed to enhance the literacy learning of elementary school children in Portugal. Researchers explored students' perspectives about the experienced curriculum through the enactment of group interviews. Thematic analysis of the conversations revealed positive opinions and…

  19. EVALUASI HIDDEN CURRICULUM DI SMP NEGERI BOJA, KABUPATEN KENDAL

    Directory of Open Access Journals (Sweden)

    Neni Lestari

    2015-12-01

    Full Text Available This study aimed to evaluate the implementation and impact of Hidden Curriculum, as well as the determinant factors of success and sustainability in SMPN 2 Boja Kendal. This study was an evaluative research using qualitative approach. The data collected by using observation, interviews, and documentation. Data analyzed by collecting and selecting to be deduce. Validity used triangulation data that combined the result of observation, interviews, and documentation. The results of the study were: 1 The activities of hidden curriculum development at SMPN 2 Boja Kendal, namely: flag ceremony, school environmental management, establishing and enforcing discipline, special religious worship, smiles, greetings and courtesies, exemplary, relationship among students and principal, teachers, and staff, school canteen services. 2 The impact of the hidden curriculum development was the changing of school community’s behavior being better, created clean and beautiful school environment, the improvement of public trust to the school toward their kids’ education. Development of the hidden curriculum could establish students good character and an optimal achievement as well as a good school culture. 3 Internal supporting factors including: qualified human resources, the availability of school facilities, school environment was clean and beautiful. External supporting factors occur in the form of endorsement of the parents, school committees and communities in establishing good and virtuous character for the students.

  20. Parental affectionless control and suicidality.

    Science.gov (United States)

    Goschin, Simona; Briggs, Jessica; Blanco-Lutzen, Sally; Cohen, Lisa J; Galynker, Igor

    2013-10-01

    Although poor parental bonding is a known risk factor for suicidality, current literature is inconsistent about the relative role of low parental care and parental overprotection, as well as the combination of the two, termed "affectionless control". This review presents the current state of knowledge of the relationship between suicidality and these two aspects of parental bonding. The computerized databases Medline, PubMed, PsychINFO, PsychLit, and Google Scholar were searched using combinations of the following keywords: suicidality, suicide, suicide attempt, suicidal behavior, parental bonding, and parental bonding instrument. Using the results, we reviewed the reports on the relationship between suicidality and parental bonding as measured by validated parental bonding instruments. Twelve papers were analyzed. All of them used the parental bonding instrument (PBI) and one used both the PBI and the object representation inventory (ORI). Most reports agreed that, in mothers, either lack of maternal care and/or overprotection was associated with an increase in suicidal behavior, while in fathers only low care was consistently associated with suicidality. This lack of constancy with regard to the effect of paternal overprotection appears to be due to cultural differences in fathers' role in child rearing. With these differences acknowledged, affectionless control in both parents emerges as the parenting style most strongly associated with suicidal behavior. Common methodological problems included low numbers of subjects, inconsistent control groups, and the lack of a uniform definition of suicidality. Despite methodological limitations, current literature consistently indicates that parental affectionless control is associated with suicidal behavior. Recognizing affectionless control as a risk factor for suicide and developing early interventions aimed at modifying affectionless and overprotective parenting style in families with a history of affective disorders