scholarly journals THE IMPACT OF ASD ON MACEDONIAN FAMILIES AND THEIR EXPERIENCE OF PARENT EDUCATION

2019 ◽  
Vol 19 (3-4) ◽  
pp. 127-138 ◽  
Author(s):  
Jasmina Troshanska ◽  
Vladimir Trajkovski ◽  
Filip Jurtoski ◽  
David Ross Preece
Keyword(s):  
Parent Education ◽  
The Impact

scholarly journals Childrearing Practices and Developmental Expectations for Mexican-American Mothers and the Developmental Status of Their Infants

2004 ◽  
Vol 84 (5) ◽  
pp. 439-453 ◽  
Author(s):  
Thubi HA Kolobe
Keyword(s):  
Socioeconomic Status ◽  
Early Intervention ◽  
Parent Education ◽  
Mexican American ◽  
Child Assessment ◽  
Developmental Status ◽  
Childrearing Practices ◽  
And Behaviors ◽  
The Impact ◽  
The Relationship

Abstract Background and Purpose. The impact of parent education programs on early intervention programs is not thought to be uniform among children from majority and minority populations. This study examined the relationship between maternal childrearing practices and behaviors and the developmental status of Mexican-American infants. Subjects. Participants were 62 Mexican-American mother-infant pairs. The infants' mean adjusted age was 12 months (SD=1.7, range=9–14). A third of the children were diagnosed with developmental delays and referred for early intervention by physicians or therapists when the children received their medical follow-up. The group was stratified according to socioeconomic status and acculturation using the Bidimensional Acculturation Scale for Hispanics. This scale uses cutoff points to classify individuals into 3 levels of acculturation. Methods. Information on childrearing practices and behaviors was gathered using the Parent Behavior Checklist (PBC), the Home Observation for Measurement of the Environment (HOME) Inventory, and the Nursing Child Assessment Teaching Scale (NCATS). Infants' developmental status was assessed by use of the Bayley Scales of Infant Development II (BSID II). The Pearson product moment correlation, partial correlations, Fisher z transformation, and multiple regression analyses were used to examine the relationship between childrearing practices and parenting behaviors, demographic factors, and infants' developmental status. Results. Maternal nurturing behaviors, parent-child interaction, and quality of the home environment were positively correlated with the infants' cognitive development. Maternal years of education modified the observed relationship between PBC and BSID II scores but not the observed relationship between HOME Inventory and NCATS scores. The childrearing practices, maternal socioeconomic status (SES) and age, and infants' gestational age at birth (GA) explained 45% of the variance in infants' cognitive scores. The infants' GA, maternal SES and age, and NCATS scores accounted for 32% of the motor scores on the BSID II. Discussion and Conclusion. The findings partially support a link between aspects of the mothers' childrearing behaviors and their infants' cognitive developmental status. For motor developmental status, the association appeared stronger with the infants' characteristics than with maternal childrearing practices and behaviors tested in this study.

Bending like a river: The Parenting between Cultures program

2000 ◽  
Vol 25 (3) ◽  
pp. 17-22 ◽  
Author(s):  
Carole Kayrooz ◽  
Cathy Blunt
Keyword(s):  
Child Abuse ◽  
Parent Education ◽  
School System ◽  
Protective Factor ◽  
Linguistically Diverse ◽  
Ethnic Communities ◽  
Parenting Knowledge ◽  
Parent Education Programs ◽  
Diverse Groups ◽  
The Impact

While there are many parent education programs in Australia, there have been few developed to cater specifically to the needs of migrant groups. Attempting to fill this gap, a parenting program was developed and trialedfor three ethnic communities. The program addressed key parenting issues found to be of relevance to members of culturally and linguistically diverse groups, including: intergenerational conflict arising from different acculturation rates; the protective factor of a bicultural parenting identity; knowledge of the school system; discipline options and child abuse laws; and how to gain support. The program was subsequently independently evaluated. Quantitative and qualitative information from both the process and outcomes of the program revealed that it was effective, particularly in fostering an understanding of the impact of culture on parenting, knowledge of the school system, non-physical disciplinary methods and child abuse laws. This study may be one of the first targeted ethnic parenting programs to be independently evaluated in Australia.

Colombian parents of children with autism spectrum disorder: Perceptions, experiences, and expectations

2021 ◽  
Author(s):  
Marie Tejero Hughes ◽  
Sandra Magaña ◽  
Wendy Gonzales ◽  
Giselle Núñez ◽  
Marisol Moreno-Angarita
Keyword(s):  
Autism Spectrum Disorder ◽  
Parent Education ◽  
Critical Role ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Future Aspirations ◽  
Services And Supports ◽  
Parent Education Programs ◽  
The Impact

Abstract Families play a critical role in supporting their children with autism spectrum disorder (ASD) and in advocating for their health and educational needs. However, many families around the world experience social, emotional, and financial difficulties, as well as challenges navigating various systems in search for the services and supports their children require. Colombia has made some recent strides in supporting the needs of families of children with ASD, but there is still concern among families that their children are not receiving adequate services. Thus, we were interested in learning more about what it was like to parent a child with ASD in Colombia. In particular, we focused on investigating the families' perceptions, experiences, and aspirations for their child with ASD by conducting focus group interviews. Four primary themes emerged from these interviews with Colombian parents, which included the impact of the disability diagnosis on the family, the systemic and societal challenges they faced, the strengths they saw in their child, and their future aspirations and expectations for their child. Implications for developing culturally responsive parent education programs are discussed.

Media, Children, and Violence: A Public Policy Perspective

PEDIATRICS ◽  
1994 ◽  
Vol 94 (4) ◽  
pp. 631-637
Author(s):  
Peggy Charren ◽  
Andrew Gelber ◽  
Milton Arnold
Keyword(s):  
Parent Education ◽  
Well Being ◽  
Children's Television ◽  
Television Programming ◽  
Program Content ◽  
Television Violence ◽  
The Impact ◽  
Children’S Exposure ◽  
Health And Well Being

Pediatrician advocacy concerning the impact of television violence on children should be clearly grounded in the holistic concern of pediatricians with children's health and well-being. Pediatricians should not promote legislative or regulatory efforts to reduce children's exposure to television violence by proscribing certain kinds of program content. Instead, priority should be given to strategies that improve the content and quality of television programming viewed by children and that enhance the viewing choices made by children and their families. Such strategies include providing parent education and pressing for strong implementation of the Children's Television Act. Pediatricians should dedicate their efforts to increasing the awareness of broadcasters and the general public, acting as educators and persuaders. In order to advocate and educate effectively, pediatricians need to amplify their own knowledge and understanding of television-related issues and their significance. Finally, because children's exposure to television violence is but one part of a larger social context, pediatricians concerned with this issue should devote significant attention to related problems that diminish the health and well-being of children.

Health Care Needs of Children in the Foster Care System

PEDIATRICS ◽  
2000 ◽  
Vol 106 (Supplement_3) ◽  
pp. 909-918 ◽  
Author(s):  
Mark D. Simms ◽  
Howard Dubowitz ◽  
Moira A. Szilagyi
Keyword(s):  
Health Care ◽  
Foster Care ◽  
Parent Education ◽  
Continuity Of Care ◽  
Care Delivery ◽  
Well Being ◽  
The United States ◽  
Developmental Problems ◽  
Children In Foster Care ◽  
The Impact

Nearly 750 000 children are currently in foster care in the United States. Recent trends in foster care include reliance on extended family members to care for children in kinship care placements, increased efforts to reduce the length of placement, acceleration of termination of parental rights proceedings, and emphasis on adoption. It is not clear what impact welfare reform may have on the number of children who may require foster care placement. Although most children enter foster care with medical, mental health, or developmental problems, many do not receive adequate or appropriate care while in placement. Psychological and emotional problems, in particular, may worsen rather than improve. Multiple barriers to adequate health care for this population exist. Health care practitioners can help to improve the health and well-being of children in foster care by performing timely and thorough admission evaluations, providing continuity of care, and playing an active advocacy role. Potential areas for health services research include study of the impact of different models of health care delivery, the role of a medical home in providing continuity of care, the perception of the foster care experience by the child, children's adjustment to foster care, and foster parent education on health outcomes.

scholarly journals DIVERGENT INTERPRETATION OF POST-CONCUSSIVE SYMPTOMS BETWEEN PARENT AND CHILD

2021 ◽  
Vol 9 (7_suppl3) ◽  
pp. 2325967121S0009
Author(s):  
Jennifer Kieschnick ◽  
Ben Seagraves ◽  
Holly Nieman ◽  
Todd Caze
Keyword(s):  
Parent Education ◽  
Self Report ◽  
Symptom Reporting ◽  
Symptom Scale ◽  
Injured Child ◽  
Age Appropriate ◽  
Report Symptom ◽  
The Impact ◽  
Insight Into ◽  
Symptom Rating

Background: Self-report symptom scales are often given to both parents and the injured child to rate a child’s symptoms following concussion. Previous research has shown that individual symptom reporting may not reflect agreement between parent and child. While total calculated scores may reflect agreement, looking at the total number of items reported may provide more insight into consistency between parent and child symptom rating following concussion. Purpose/Hypothesis: To evaluate the degree of divergence in post-concussive symptom reporting between parent and child. It was hypothesized the parent would endorse their child as having more symptoms following their concussion than self-reported by the child. Methods: The concussed child and their parent completed the Post-Concussion Symptom Inventory (PCSI), a self-reported concussion symptom scale to document symptoms related to the injury. The concussed child completed the age-appropriate version (8-12 years-old or 13-18 years-old) of the PCSI while the parent reported their perception of symptoms experienced by the child. The parent version of PCSI has 26 items, the adolescent version has 25 items, and the child version has 23 items. The total number of symptoms endorsed were calculated by recoding each symptom as a 0 or 1 variable to account for the item differences on the scales. A difference in total items reported, between parent and child as well as parent and adolescent PCSI, were calculated. Results: A total of 36 patients, 15 males and 21 females aged 8-18 (13.8±12.1 years), filled out the PCSI with 10 patients filling out the 8-12 years-old version and 26 filling out the 13-18 years-old version. The 10 parents of children ages 8-12, endorsed 2.9±2.7 more concussion symptoms. Of the 26 parents to adolescents ages 13-18, 1.08±6.28 more concussion symptoms were reported. Conclusion: Current results suggest the parents endorse their child experiencing more symptoms following their concussion than what is self-reported by the child. A future study to investigate the impact of parents’ elevated PCSI score(s) (i.e. total score or endorsed items) when compared to patient’s duration of recovery is recommended. This research would provide more comprehensive guidelines for recovery by means of patient and parent education.

scholarly journals Experience with Canada’s First Policy on Concussion Education and Management in Schools

2016 ◽  
Vol 43 (4) ◽  
pp. 554-560 ◽  
Author(s):  
Laureen D. Hachem ◽  
George Kourtis ◽  
Swapna Mylabathula ◽  
Charles H. Tator
Keyword(s):  
High School ◽  
Physical Education ◽  
School Board ◽  
High School Principals ◽  
Parent Education ◽  
School Principals ◽  
Return To Play ◽  
The Impact ◽  
Toronto District School Board ◽  
Concussion Education

AbstractBackground: In response to the rising incidence of concussions among children and adolescents, the province of Ontario recently introduced the Ontario Policy/Program Memorandum on Concussions (PPM No. 158) requiring school boards to develop a concussion protocol. As this is the first policy of its kind in Canada, the impact of the PPM is not yet known. Methods: An electronic survey was sent to all high school principals in the Toronto District School Board 1 year after announcement of the PPM. Questions covered extent of student, parent, and staff concussion education along with concussion management protocols. Results: Of 109 high school principals contacted, 39 responded (36%). Almost all schools provided concussion education to students (92%), with most education delivered through physical education classes. Nearly all schools had return to play (92%) and return to learn (77%) protocols. Although 85% of schools educated staff on concussions, training was aimed at individuals involved in sports/physical education. Only 43.6% of schools delivered concussion education to parents, and many principals requested additional resources in this area. Conclusions: One year after announcement of the PPM, high schools in the Toronto District School Board implemented significant student concussion education programs and management protocols. Staff training and parent education required further development. A series of recommendations are provided to aid in future concussion policy development.

The Impact of Evidence-Based Parent Education in Organized Youth Sport: A Pilot Study

2016 ◽  
Vol 29 (2) ◽  
pp. 199-214 ◽  
Author(s):  
Travis E. Dorsch ◽  
Michael Q. King ◽  
Charles R. Dunn ◽  
Keith V. Osai ◽  
Sarah Tulane
Keyword(s):  
Pilot Study ◽  
Parent Education ◽  
Youth Sport ◽  
Evidence Based ◽  
The Impact
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