Experiences of Nursing Students who Participated in Community Health Education: Volunteering for Parenting Classes in the Municipality

Early exposure training for university students in the medical field is seen as “an educational method that attempts to motivate students by exposing them to the field of medicine and medical care at an early stage of their education,” and it is deemed to have great educational significance because it fosters students’ humanity and motivation to learn [1]. Modern youth are becoming caregivers without the opportunity to witness or participate in parenting [2]. Globally, many countries have been experiencing super-low birthrates and aging populations, and medical students’ experiences of contact with pregnant women and infants are becoming rarer. Practical training can also be a major stressor for students, as the relationship with teachers is a stress factor [3]; it is thus necessary to build relationships with teachers from an early stage.

Helicopter Parenting Versus Autonomy Supportive Parenting? A Latent Class Analysis of Parenting Among Emerging Adults and Their Psychological and Relational Well-Being

We aim to identify typologies of parenting among emerging adults and describe how parenting typologies are related to their life satisfaction, self-efficacy, and parent-child relationship. Using a three-step latent class approach, we analyzed 472 mother-child and 426 father-child relations. We recruited the students from a private university in Upstate New York. We confirmed four parenting classes among emerging adult mothers and fathers: helicopter parenting, autonomy supportive parenting, uninvolved parenting, and parenting that combined characteristics of helicopter parenting and autonomy supportive parenting. We found that emerging adults whose parents were in the autonomy supportive parenting class reported higher scores on life satisfaction, self-efficacy, and their relationship with their parents than those in the helicopter parenting and uninvolved parenting classes. In addition, we found that emerging adults in the combined parenting class reported higher scores for life satisfaction and their relationship with their parents than those in the autonomy supportive parenting class.

Instructional Ribbing as a Cultural Practice for Guiding Children

Valued cultural practices of marginalized communities are often critiqued by dominant cultural communities. In this study, US Mexican-heritage mothers who had experience in Indigenous ways (and limited schooling and parenting classes) espoused<i> instructional ribbing –</i>a cultural practice involving indirectly guiding children’s behavior through mock threats or lighthearted teasing to help them see how their misbehavior impacts others – as a positive, familiar practice that encourages active learning. However, European American mothers were very critical. Indications of cultural change came from US Mexican-heritage mothers with experience in two cultural systems – Western schooling/parenting classes and Indigenous ways. Half viewed instructional ribbing positively, and half were negative and often referred to what they learned in parenting classes as a source of their change from prior generations. The value of instructional ribbing in some communities may be undermined by experience in dominant cultural systems where its familial and communal value and supports are not understood.

Depressive symptoms in mothers with infants: The quantitative evidence of the association of COVID-19 crisis-related factors in Japan

Objective: This study explores the depressive symptoms in postpartum women during the coronavirus disease (COVID-19) crisis in Japan.Methods: An online survey conducted from 31 May to 6 June, 2020 resulted in 3,073 responses obtained from mothers with infants < 12 months. Results: The point prevalence of the Edinburgh Postnatal Depression Scale (EPDS) score of ≥ 9 was 28.66% for primipara and 25.83% for multipara. Logistic regression analysis indicated a negative association between the COVID-19 crisis and EPDS ≥ 9; specifically, decreased social support and financial concern were identified as risk factors. The COVID-19 related experiences significantly increased the score of each factor of EPDS, i.e., anxiety, anhedonia, and depression.Conclusions: During the COVID-19 crisis, the number of mothers who faced depreciation in social support and income had increased. Moreover, spending their perinatal period during the crisis increased the propensity of facing unexpected changes, such as changes of hospitals for delivery, or cancellation of parenting classes. These multiple factors were associated with an elevated risk of depression in postpartum women. In a prolonged crisis, postpartum mental health should be treated carefully with the prevention of infection.

Psychological and Pedagogical Program Aimed at the Correction of Aggressive Forms of Behavior and the Formation of Skills for Effective Interaction with the Outside World in Children 5–7 years old “Warmth and Light of Hearts”

The psychological and pedagogical program belongs to the direction of psychological correction of behavior and developmental disorders of students. In this particular version, the program is aimed at correcting aggressive forms of behavior and the formation of skills for effective interaction with the outside world in children 5–7 years old. The program “Warmth and Light of Hearts” is designed for the age category of senior preschool children with a period of implementation of 6–6.5 months. This program is intended for preschoolers with both normal physical and intellectual development, and with the peculiarities of psychophysical development. In addition, the program can be used to work with aggressive children, both from well-off and disadvantaged families and families in difficult life situations. The relevance and timeliness of the program lies in a purposefully developed and positively regulated mechanism for responding and correcting aggressive, destructive behavior in pre-school children, taking into account their individual characteristics and social developmental situation. The period of preschool childhood is the most favorable for the formation of the necessary mental functions and socially significant personality traits. In preschool age, the prerequisites for the formation and formation of a personality are laid, therefore, it will be especially important and timely to help children whose aggressiveness is at an early stage, i.e. in preschool age. Correctional work will be most effective if it is carried out simultaneously with consulting and training work with the family. The originality and effectiveness of the program lies in the fact that it includes not only correctional and developmental classes with children, but also child-parenting classes, training seminars for parents aimed at harmonizing child-parent relations, which plays an important role in correcting children’s aggressiveness. The main emphasis in the program is placed on the formation of social skills and competencies in children. In the classroom, preschoolers are given the opportunity “Here and Now” to try to overcome the vital problems for them, as well as to master effective ways of solving them.

Parenthood

Chapter 3 focuses on contemporary ideals and practices of ‘parenting’ by examining the normative constructions of parenthood articulated at parenting classes run by St John’s (conservative evangelical) and St George’s (charismatic evangelical), in which the parent–child relationship and its relationship with wider social norms was in question. The chapter explores how leaders at St John’s situated their ideals of children’s obedience to the father and understanding of children as inherently sinful as countercultural and outlines the techniques of parenting that were encouraged here. It then describes how, in contrast, ideas about parenting at St George’s drew on psychoanalytic literature and encouraged parents to learn from secular expertise on parenting, and it considers how these differing ways of understanding what it is to be a parent are shaped by processes of individualization, and open onto wider questions about the agency of the child, human agency, and the social and existential order.