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Sleep problems are common in children with autism spectrum disorder. Although previous research has shown the positive effects of parent-based sleep intervention, it was mainly focused on face-to-face modality, which might limit accessibility. This study aimed to examine the efficacy of a telehealth-delivered parent-based sleep-focused intervention in treating insomnia in preschool children with autism spectrum disorder. A total of 62 parents/caregivers with a child with autism spectrum disorder and comorbid insomnia (aged 3–6 years) were randomized to receive either three weekly group sessions of sleep-focused intervention via Zoom with telephone support (n = 30) or treatment as usual (n = 32). The intervention group had significantly greater improvements in overall sleep problems (Children's Sleep Habit Questionnaire total score; p < 0.05), bedtime resistance (p < 0.05), and sleep-onset delay (p < 0.05) at post-treatment as compared to the treatment as usual group. The intervention group also showed significant improvements in overall behavioral and emotional problems (p < 0.05), especially externalizing problems (p < 0.05) as measured by Strengths and Difficulties Questionnaire, and parental stress level (p < 0.05) as measured by Depression, Anxiety and Stress Scale-21 as compared to the treatment as usual group (partial η2 = 0.081–0.101). The findings supported the feasibility and promising effects of a brief parent-based sleep intervention delivered via telehealth. Sleep problems are common in children with autism spectrum disorder. Although the effects of parent-based sleep intervention were shown to be promising, previous research was limited to the face-to-face service model, which might limit accessibility. This study examined a sleep-focused parent training group delivered via telehealth for treating insomnia in preschool children with autism spectrum disorder, which allowed parents to join the intervention remotely. Results showed that children in the intervention group had greater improvements in sleep and insomnia symptoms after treatment, as compared to those who only received care as usual. This sleep-focused treatment also led to improved daytime behaviors, especially externalizing problems such as hyperactivity and conduct problems, in children with autism spectrum disorder. Parents who had attended the training also reported reduced parental stress level after treatment. The findings supported the feasibility and promising effects of a brief parent-based sleep intervention delivered via telehealth for preschooler with autism spectrum disorder. [ABSTRACT FROM AUTHOR]

Parents often struggle with discipline as well as how best to support their children's social and emotional growth. Unfortunately, many pediatricians, nurses, teachers, and other professionals involved in the lives of young children and their families lack the formal training and/or time to address parenting questions and concerns. And, although evidence‐based parenting programs do exist, their impact is limited by low rates of uptake. Logistical barriers to implementation and workforce shortages limit their availability, and even when available, families often face numerous obstacles to enrolling in and completing programs. From a public health perspective, lack of accessibility and low exposure rates severely limit their potential for reducing the prevalence of behavioral and emotional problems and for promoting psychological wellbeing. [ABSTRACT FROM AUTHOR]

Standardized, trauma-informed pre-certification trainings for resource parents may influence placement stability and outcomes for children in foster care. Eight focus groups were conducted to elicit feedback from resource parents and child welfare trainers on their experiences with pre-certification trainings and an urban child welfare system. Using directed content analysis, four major categorical themes emerged: relationships and supports, knowledge and understanding, motivations and expectations, and attitudes and perspectives. These findings provide insight into factors that both promote successful caregiving and offer considerations for training curricula content for foster care organizations. [ABSTRACT FROM AUTHOR]

Purpose: This study aimed to evaluate the outcomes of adapted Parenting for Lifelong Health for Young Children to prevent child maltreatment in the Mainland China. Methods: A pre–post-follow-up study was designed and 54 Chinese parents received the eight-session online parenting intervention between February 4 and March 25, 2023. Results: Forty-one participants (75.9%) completed post-assessment and 36 (66.7%) completed 3-month follow-up assessment. Participants reported reduced child maltreatment, especially in emotional abuse and corporal punishment after the intervention, and the effect was maintained in 3-month follow-up. Improved positive parenting behaviors and decreased child externalizing behaviors were also observed for pre-, post-, and 3-month follow-up assessments. However, there were no significant changes in parental stress, parent–child relationship, parental depressive symptoms, and social support. Conclusions: The online Parenting for Lifelong Health for Young Children program for Chinese parents has shown promise in reducing child maltreatment, improving positive parenting, and decreasing children's problem behaviors, although randomized controlled trials are needed in future studies. [ABSTRACT FROM AUTHOR]

The purpose of this pilot study was to assess the feasibility, benefits, and acceptability of a telehealth Pivotal Response Treatment (PRT) parent training program. Autistic children (N = 21; 2–6 years) with language delay and their parents participated in the 12-week program. Parent-report measures and parent–child home videos were used to assess changes in parent PRT treatment adherence and child language. Changes in child affect were used to assess intervention acceptability. At the end of the program, treatment adherence improved, and children made more intelligible utterances. Child communication skills as measured by parent-report on several standardized questionnaires also improved. This study demonstrates the benefits of telehealth parent training for improving child language and parent PRT implementation. Our findings also provide preliminary evidence of PRT acceptability. Randomized controlled trials are an important next step to evaluate the impact of telehealth parent training as a tool for overcoming barriers to accessing intervention. [ABSTRACT FROM AUTHOR]

AbstractPurposeMethodResultConclusionHealth promotion and prevention interventions to support children’s early language and literacy development are essential, however little is known about how social media can be used in this context. This study evaluated an intervention which aimed to build capacity of parents in supporting children’s language and literacy skills, implemented using Facebook.A cross-sector partnership of Australian speech-language pathologists developed a suite of universal messages for parents to support their child’s language development. Messages were delivered across 12 weeks via Facebook. A convergent mixed methods study design was used to evaluate survey responses from parents of children aged 0–5 years, before (n = 136) and after the intervention (n = 61). Social media analytics were collected.Participants identified social media was a helpful way to receive information about supporting their child’s language and literacy development, reporting an increase in knowledge following the intervention. Participants reported they trusted information provided in Facebook posts as it was from professionals and evidence-based sources. The usability (i.e. look and layout) was generally rated highly.Social media is a valuable tool for speech-language pathologists to deliver universal messages. Future social media initiatives should be co-designed with families and social media professionals to ensure delivery of trusted, consistent, and user-friendly information. [ABSTRACT FROM AUTHOR]

Background: Behavioural parent training (BPT) is a psychosocial intervention designed for children with attention deficit hyperactivity disorder (ADHD). BPT programs teach parents to use effective commands or rules whilst encouraging them to pay careful attention to their child's appropriate behaviour. In this study, we will investigate the efficacy of BPT on parental stress, mothers' sense of emotional closeness to their children, and children's attachment security to their mothers. We will also examine the effects of BPT on children's internalising and externalising symptoms, ADHD symptoms, and sensitivity to rewards and punishments compared to usual care alone. The use of bias-prone assessment tools limits the ability of previous studies to assess effectiveness. Therefore, in this study, the child's attachment security will be assessed in a structured interview conducted by assessors blinded to group allocation, and brain changes will be assessed using magnetic resonance imaging. Methods: This randomised controlled clinical trial will aim to compare the efficacy of BPT to routine clinical care for 60 children with ADHD. Participants will be randomised, with stratification by medication status for ADHD (medicated or non-medicated). The BPT intervention group will receive parent training weekly for 10 weeks in a group of six or less. The primary outcome measure will be changes in parental stress. Furthermore, the key secondary outcome measure will be the child's attachment security, which will be assessed in an interview conducted by assessors blinded to group allocation. We will also evaluate changes in neural connectivity in both children and mothers using magnetic resonance imaging. Other secondary outcomes will include child behavioural problems, ADHD symptoms, emotional regulation, child sensitivity to rewards and punishments, parental behaviour, and the child and parent's social support network following the completion of 10 sessions. Discussion: This study represents the first randomised controlled trial exploring the efficacy of BPT on child attachment security and mothers' sense of emotional closeness to their children. It aims to provide robust evidence to assist parents of children with ADHD in making appropriate treatment decisions. Trial registration: UMIN000038693. Registered on November 9, 2019. [ABSTRACT FROM AUTHOR]

Standardized, trauma-informed pre-certification trainings for resource parents may influence placement stability and outcomes for children in foster care. Eight focus groups were conducted to elicit feedback from resource parents and child welfare trainers on their experiences with pre-certification trainings and an urban child welfare system. Using directed content analysis, four major categorical themes emerged: relationships and supports, knowledge and understanding, motivations and expectations, and attitudes and perspectives. These findings provide insight into factors that both promote successful caregiving and offer considerations for training curricula content for foster care organizations. [ABSTRACT FROM AUTHOR]

The article focuses on the growing use of telemedicine in developmental pediatrics, driven by the rapid adoption of telehealth technologies, especially during the COVID-19 pandemic. Topics include the role of telemedicine in enhancing healthcare access, the challenges posed by the scarcity of pediatric subspecialists, and the difficulties that individuals with developmental disabilities face in obtaining adequate care.

Purpose: This study evaluated the effectiveness of an eight-session universal parent training program for working parents using a parallel cluster randomized controlled trial design. The program was facilitated by preschool-based social workers in preschools. Method: Participants included 242 parents of children attending 16 preschools under the Pilot Scheme on Social Work Service for Pre-Primary Institutions, with 150 (seven preschools) randomly allocated to the intervention group and 92 (nine preschools) to the waitlist control group, with no blinding. Participants completed questionnaires on their parenting stress, parenting practices and emotion coaching (primary outcomes), and children's behavior problems (secondary outcomes). The study was registered with the ISRCTN registry (39415). Results: Mixed effects regression analysis (intention-to-treat) with preschool as a random factor indicated a significant decrease in over-reactivity, and an improvement in emotion coaching. Conclusions: The results provided promising research on the effectiveness of a preschool-based parenting program for working parents. [ABSTRACT FROM AUTHOR]

This paper estimates returns to education during a period of sharp wage cuts in Greece, considering both the endogenous nature of education and women's self-selection. Findings suggest that dramatic wage declines were followed by sharp decreases in returns to education, while the documented convergence of returns between genders is an added benefit. Once endogeneity is examined, using parental education and number of siblings in the household as instruments, and self-selection is accounted for, returns to education almost double compared to OLS. These findings are verified using several robustness tests and alternative specifications. [ABSTRACT FROM AUTHOR]

There is a well-established body of literature on parent-child sexual communication (PCSC) among Black families. Still, most of this work focuses on reducing sexual risk behaviors among Black girls and focuses less on the multidimensionality of PCSC among Black parents and their daughters. In this qualitative study, we explored Black mother-daughter PCSC by analyzing interviews with 29 Black mothers in the U.S. with daughters ages 6–11. We used consensual qualitative research methods to analyze mother’s responses to questions about the messages and strategies they used when educating their daughters about sex-related topics, such as pleasure and sexual identity. We identified the following themes related to mothers’ goals with their messages: (1) increasing awareness through neutral information, (2) building daughter’s sense of self, (3) challenging societal norms and White heteropatriarchy, and (4) upholding societal norms and White heteropatriarchy. We also developed five themes for mother’s strategies for PCSC: (5) direct and open PCSC, (6) modeling, (7) integrating real-life examples, (8) centering the child, and (9) monitoring and tailoring daughters’ experiences with others. Our findings add to existing research on sex-positive practices among Black families, highlight the need to use critical lenses when exploring PCSC, and have important implications for parent education. [ABSTRACT FROM AUTHOR]

Background : Vulnerable children, including those with neuro-developmental delays and disabilities, often face barriers in accessing early primary education, thus hindering progress toward Sustainable Development Goal 4.2. Evidence-based interventions are essential to enhancing inclusivity and establishing sustainable implementation strategies to address this challenge. This study, Every Newborn—Reach up Early Education Intervention for All Children (EN-REACH), builds on the previous Every Newborn- Simplified Measurement Integrating Longitudinal Neurodevelopmental and Growth (EN-SMILING) observational cohort study. This paper provides the protocol for a cluster randomized controlled trial (cRCT) to evaluate the effectiveness of a parenting group intervention program for enhancing school readiness in Bangladesh, Nepal, and Tanzania, and an embedded process evaluation to inform scalability and feasibility. Methods: EN-REACH is a cRCT with at least 150 clusters to evaluate the impact of a parent training program led by trained parent-teacher facilitator pairs, focusing on children aged 4 ~ 6 years preparing for preschool. Approximately 500 participants from the EN-SMILING cohort at each site have been identified. A geographic information system will define ~ 50 clusters in each of the three countries, each with approximately ten parent–child dyads. Half the clusters will be randomly assigned to intervention and control groups. The primary outcome is "school readiness", assessed using the Measuring Early Learning Quality and Outcomes tool. Secondary outcomes include Intelligence Quotient, child functioning, growth, visual, and hearing assessments. Data will be collected at baseline, and post-intervention data following implementation of the parent group intervention sessions over approximately 5 months. Quantitative data on coverage and quality care, combined with qualitative insights from children, caregivers, facilitators, and stakeholders' perspectives, will be used to conduct a process evaluation applying the Reach, Effectiveness, Adoption, Implementation, and Maintenance (RE-AIM) framework. Discussion: This protocol details a trial focused on enhancing school readiness and cognitive abilities in young children, inclusive of those with disabilities, aiming to bridge gap from home to early primary education. EN-REACH aims to provide insights into the effectiveness and acceptability of a co-designed disability-inclusive school readiness program in three countries, potentially impacting national and global policies for all children, including those with disabilities. Trial registration: The trial was retrospectively registered on clinicaltrials.gov on 29 February 2024 (NCT06334627). [ABSTRACT FROM AUTHOR]

AbstractBackgroundMethodsResultsConclusions\nIMPLICATIONS FOR REHABILITATIONWeb-based programmes offer parents of children with communication difficulties promising access to parent-mediated, early interventions. However, empirical evaluations of such programmes are limited. This study focused on parents and used mixed methods to examine the feasibility of ComAlong online.ComAlong online is a Swedish, self-managed web-resource teaching parents supportive strategies to promote child communication. Data of different types were collected from a total of 71 parents: ten individual parent interviews, 21 pre-questionnaires and 10 post-questionnaires, and finally 50 anonymous digital evaluation surveys. Descriptive statistics and deductive qualitative content analysis were used.Findings indicate that parents perceived improved child communication and own competence after using the ComAlong online. The most valued parts included podcasts with experts and videos of parent-child interaction. Parents reported that the resource was easy to use, but they wanted to have gained access to the resource when the child was younger. Suggestions for changes included adding a chat function with experts, a parent net forum, and the possibility of creating personalised playlists of videos and podcasts. Evaluation of the research process revealed difficulties in recruiting parents from local child healthcare services and parents of children not yet with a diagnosis.This study supports the potential for self-managed, web-based resources to disseminate evidence-based parent training for supporting early communication development. Importantly, parents lack individual guidance from experts and contact with other parents. Also, measures need to be made to disseminate the resources within local child healthcare services.Web-based service delivery programmes and digital technology offer promising access to parent-mediated interventions to support children with communication difficulties, but the empirical evaluations of such programmes are limited.Parents perceive web-based, self-managed resources teaching supportive strategies to promote child communication, in this case ComAlong online, easy to use, and such resources may improve child communication and increase competence in parents.Parents want to have access to web-based communication resources, such as ComAlong Online, early in the child’s life, and a chat function with experts, a parent forum, and the possibility of creating personalised playlists of videos and podcasts are desired functionality.Web-based service delivery programmes and digital technology offer promising access to parent-mediated interventions to support children with communication difficulties, but the empirical evaluations of such programmes are limited.Parents perceive web-based, self-managed resources teaching supportive strategies to promote child communication, in this case ComAlong online, easy to use, and such resources may improve child communication and increase competence in parents.Parents want to have access to web-based communication resources, such as ComAlong Online, early in the child’s life, and a chat function with experts, a parent forum, and the possibility of creating personalised playlists of videos and podcasts are desired functionality. [ABSTRACT FROM AUTHOR]

Objective: Behavioral parent training (BPT) is the standard of care for early onset behavior disorders (BDs), however, not all families benefit. Emotion regulation (ER) is one potential mechanism underlying BPT outcomes, yet there are challenges in capturing intra- and interpersonal aspects of emotion regulation within parent–child interactions that are central to BPT. This study examined how vocally encoded emotional arousal unfolds during parent–child interactions and how parents and children influence each other's arousal (Aim 1), the links between these emotion dynamics, child behavior, and parenting at baseline (Aim 2), and BPT outcome (Aim 3). Method: Families of children with BDs (N = 45) completed two interaction tasks and measures of parenting and child behavior. Parent–child dynamics of vocal fundamental frequency (f0) were modeled using actor–partner interdependence models (APIMs) and coupled linear oscillators (CLOs). Results: When considering relative levels of f0 from one talk turn to the next (APIMs), parents and children showed intrapersonal regulation and synchronizing reactivity to each other's f0. When considering the shape of oscillations (CLOs), parents and children showed intrapersonal regulation but no reactivity. Intrapersonal regulation of f0 during the interaction was slowed for parents with more maladaptive parenting and children with more behavior problems at baseline. Conclusions: This preliminary characterization of f0 in families presenting for BPT provides insights into the emotion dynamics potentially underlying parenting behavior and child behavior. What is the public health significance of this article?: This study showed that parents and children with behavior disorders influence each other's emotional arousal reflected in the pitch of their voices during interactions, which holds promise for refining more personalized treatment. [ABSTRACT FROM AUTHOR]

The present study investigated multilevel models posited to predict student approaches to homework. Participants were 1,072 middle school students in China. Results revealed that deep and surface approaches were positively associated with performance-approach. Furthermore, deep approach to homework was associated negatively with homework cost, yet positively with mastery-approach, homework expectancy, and prior knowledge. Surface approach to homework was associated positively with homework cost and parent education, yet negatively with homework expectancy and mastery-approach. Females were less likely to use surface approach to homework than males. At the class level, surface approach to homework was negatively associated with parent education. Implications for homework practice and future investigation are discussed in terms of these results. [ABSTRACT FROM AUTHOR]

Purpose: This study examined the feasibility, acceptability, and preliminary effectiveness of Parenting for Lifelong Health for Parents and Adolescents program in reducing the risk of child maltreatment in Chinese families with adolescents. Methods: A pre-post single-arm pilot trial was conducted in July and August, 2023, and involved 16 parents and 13 teenagers with a mixed-methods design to collect both quantitative and qualitative data. Results: Parents reported enhanced positive parenting and reduced child behavioral problems. Adolescents reported decreased general child maltreatment and emotional maltreatment, along with perceived improvements in positive parenting and parent-child communication. Thematic analyses suggested of tangible benefits for participants, as well as for their family dynamics. Discussion: The program demonstrated promising feasibility, and it was significantly associated with reduced adolescent maltreatment. Further rigorous randomized controlled trials are needed. [ABSTRACT FROM AUTHOR]

Background: Stepping Stones Triple P (SSTP) is a complex parent‐mediated intervention aimed to reduce behaviours that challenge in children with moderate to severe intellectual disabilities, aged 30–59 months. Methods: To formulate a comprehensive understanding of SSTP implementation in the UK, we conducted a process evaluation collecting stakeholder views and considering intervention fidelity, dose, reach, delivery adaptations, and acceptability. Results: Fidelity and quality of delivery ratings were high. Parents perceived SSTP as valuable, reporting increased parental confidence and understanding of the child's behaviours. However, only 30% of families received an adequate dose of the intervention. Parents who only received treatment as usual described feeling abandoned by current services. Service managers emphasised the importance of availability of resources and therapist training for successful intervention delivery. Conclusions: SSTP supports effective management of early‐onset behaviours that challenge. Further work is needed to ensure equitable access to the intervention across health and social care services. Trial Registration: NCT03086876 – https://www.clinicaltrials.gov/ct2/show/NCT03086876?term=Hassiotis+Angela&draw=1&rank=1. [ABSTRACT FROM AUTHOR]

This study was conducted to measure the digital parenting awareness, attitude and self‐efficacy perceptions of parents of children with special needs and to determine whether they differ according to the disability status of their children. A total of 180 parents of children with special needs from various regions of Turkey participated in the study. This study was conducted using a relational screening model. Data were collected using digital parenting awareness, attitude and self‐efficacy perception scales and analysed using descriptive and correlational statistical methods. The findings revealed that parents had moderate levels of awareness, positive attitudes and self‐efficacy perceptions regarding digital parenting, but these variables showed significant differences according to the disability status of the children. In particular, parents of children with learning disabilities had higher digital parenting awareness than parents of other disability groups. In addition, a positive and significant relationship was found between parents' digital parenting awareness, attitudes and self‐efficacy perception. The findings of this study are important and contribute to both the practical and theoretical perspectives. In applicable terms, this study revealed the needs and expectations of parents of children with special needs regarding digital parenting. Theoretically, this is a rare study that examines the situation and experiences of parents with children with special needs in digital parenting. This study emphasizes the need for further research on digital parenting.Practitioner notesWhat is already known about this topicExisting research underscores the importance of digital parenting in the contemporary era, highlighting the need for parents to navigate the challenges and opportunities presented by technology in child‐rearing.Parental self‐efficacy in managing digital resources has been identified as a crucial factor in promoting children's effective and safe use of technology.Positive parental attitudes towards technology have been associated with healthier digital habits and development in children.What this paper addsThis study contributes to the literature by specifically focusing on parents of children with special needs and recognizing the unique challenges and opportunities they face in the realm of digital parenting.Findings revealed that parents of children with learning disabilities exhibit higher levels of digital parenting awareness, emphasizing the need for tailored interventions and support for different disability groups.The positive and significant relationship identified between digital parenting awareness, attitudes and self‐efficacy underscores the holistic nature of these factors and highlights the potential impact of comprehensive digital parenting programs.Implications for practice and/or policyDevelop targeted digital parenting support programmes that address the specific needs of parents with children with special needs, considering the variations among different disability groups.Advocates of inclusive education policies that incorporate digital parenting education as a vital component, recognizing its significance in the overall well‐being.Recognize the role of both mothers and fathers in digital parenting and design interventions that consider the unique perspectives and challenges faced by each gender.Facilitate collaboration between digital parenting experts and special education professionals to create comprehensive resources and training materials that cater to the diverse needs of children with special needs.Conduct longitudinal studies to assess the long‐term impact of digital parenting interventions on the development, well‐being, and digital literacy of children with special needs. This can inform the refinement of future programs and policies in this domain. [ABSTRACT FROM AUTHOR]

Adolescent parenting often generates serious challenges for adolescents and their infants, including failure to gain education, homelessness, psychological distress, and poor developmental outcomes. Mindfulness-Based Interventions (MBIs) are increasingly being used to help improve parenting, prevent chronic parenting stress, and break the cycle of dysfunctional parenting patterns and behaviors. Researchers have found that arts-based MBIs provide a fun and non-threatening way for young people to express themselves. Given our interests in arts-based mindfulness interventions, we conducted this scoping review to explore how mindfulness and arts-based methods have been studied with the adolescent parenting populations. To the best of our knowledge this is the first scoping review that explores MBIs and arts-based methods with adolescent mothers. The questions that guided our study were: (1) How have MBIs been studied with the adolescent parenting populations? (2) How have arts-based methods been studied with the adolescent parenting population? (3) What are the key findings from these studies? The search did not identify any articles that described the use of MBIs with the adolescent parenting population. However, we identified 10 articles in which authors described arts-based parenting interventions with adolescent mothers. Participants from these studies reported that engaging in arts-based activities enabled them to develop ways to positively interact with their children, resulting in greater attunement to their children. Benefits to psychological well-being included a reduction in symptoms of depression, anxiety, and PTSD. Arts-based methods are potentially helpful in enhancing the experiences of adolescent mothers in their day-to-day parenting and warrant further exploration. Given the benefits of MBIs with other parenting populations, more work should be done to explore the feasibility and potential benefits of MBIs with the adolescent parent populations. [ABSTRACT FROM AUTHOR]

Callous and unemotional (CU) traits are associated with an earlier onset of conduct problems in children. The presence of CU traits typically predicts a severe, stable, and aggressive pattern of behavior, especially when the onset of such behaviors begins in childhood. Children with conduct problems and CU continue to exhibit challenging behavior despite implementation of behavior management strategies compared to children with conduct problems alone. An emerging body of research suggests that Parent-Child Interaction Therapy (PCIT) specifically tailored to address the characteristics unique to CU traits (PCIT-CU) may be an effective intervention for children with conduct problems + CU. This case study presents the treatment of a 3-year-old boy using PCIT-CU who presents with oppositional defiant disorder (ODD), attention-deficit/hyperactivity disorder—combined presentation (ADHD-C), and CU traits. Both caregivers participated but were separated. Following the completion of treatment, conduct problems improved, parent ratings of CU traits decreased, and positive parenting practices increased. This case study adds to the growing literature in support of tailoring behavioral management training interventions for children with conduct problems + CU. [ABSTRACT FROM AUTHOR]

AbstractPurposeMethodResultConclusionThe purpose of this systematic review and meta-analysis was to synthesise the evidence from randomised controlled trials for caregiver training on child and family outcomes for children with paediatric feeding disorder.A systematic review was conducted in accordance with PRISMA guidelines. Searches of Medline, CINAHL, PsychInfo, and EMBASE were conducted using the key concepts of paediatrics, feeding disorders, parents/caregivers, and training. Eligible studies included randomised controlled trials published in peer-reviewed articles, testing the impact of caregiver training on outcomes for children with paediatric feeding disorder.Eight articles met the inclusion criteria, involving 575 participants from three countries. Seven articles were included in the meta-analyses, providing high certainty evidence that caregiver training improves child feeding behaviours and reduces unhelpful caregiver mealtime strategies compared with no intervention. Uncertainty remains in regard to impact on caregiver stress and intervention intensity.Caregiver training is an effective strategy for improving outcomes in children with paediatric feeding disorder. Further research is required to determine the most effective methods of caregiver training, including the intensity of treatment required to attain clinically important benefits for families with different levels of need. [ABSTRACT FROM AUTHOR]

Caregivers of children with autism spectrum disorder (ASD) often report higher levels of stress and mental health issues. Support services and parent training programs may help buffer the effects of caring for a child with ASD. However, due to the national lack of trained ASD providers and disparity of ASD support resources available in rural areas, caregivers often go without support. A possible solution to reach caregivers in rural areas is web-based interventions. This paper describes an ongoing pilot study examining the feasibility, acceptability, and preliminary effects on caregiver well-being and disruptive child behaviors for a web-based parent training program (Attend Behavior) for caregivers of young children (ages 2–11 years old) with autism spectrum disorder (ASD) living in rural areas (trial registration NCT05554198). The intervention is available on the internet as well as a downloadable app for mobile phones. Participants will be invited to use the intervention program for 12-weeks. Prior to using the program, participants will be asked to take a baseline survey assessing depressive symptoms (PROMIS Depression Short Form-6a), caregiver stress (Parenting Stress Index-Short Form), child disruptive behaviors (Home Situations Questionnaire-ASD and Aberrant Behavior Checklist). After 12-weeks, participants will be asked to complete a post-intervention survey with the same measurement scales plus questions regarding intervention acceptability, appropriateness, and feasibility (Acceptability of Intervention, Intervention Appropriateness Measure, and the Feasibility of Intervention Measure). Participants are also invited to partake in a brief 1:1 interview with a study team member to give further feedback regarding the intervention. Study retention and participant app usage data will be examined. Information generated from this pilot study will be used to inform a future larger scale randomized control trial of Attend Behavior. [ABSTRACT FROM AUTHOR]

Background : Vulnerable children, including those with neuro-developmental delays and disabilities, often face barriers in accessing early primary education, thus hindering progress toward Sustainable Development Goal 4.2. Evidence-based interventions are essential to enhancing inclusivity and establishing sustainable implementation strategies to address this challenge. This study, Every Newborn—Reach up Early Education Intervention for All Children (EN-REACH), builds on the previous Every Newborn- Simplified Measurement Integrating Longitudinal Neurodevelopmental and Growth (EN-SMILING) observational cohort study. This paper provides the protocol for a cluster randomized controlled trial (cRCT) to evaluate the effectiveness of a parenting group intervention program for enhancing school readiness in Bangladesh, Nepal, and Tanzania, and an embedded process evaluation to inform scalability and feasibility. Methods: EN-REACH is a cRCT with at least 150 clusters to evaluate the impact of a parent training program led by trained parent-teacher facilitator pairs, focusing on children aged 4 ~ 6 years preparing for preschool. Approximately 500 participants from the EN-SMILING cohort at each site have been identified. A geographic information system will define ~ 50 clusters in each of the three countries, each with approximately ten parent–child dyads. Half the clusters will be randomly assigned to intervention and control groups. The primary outcome is "school readiness", assessed using the Measuring Early Learning Quality and Outcomes tool. Secondary outcomes include Intelligence Quotient, child functioning, growth, visual, and hearing assessments. Data will be collected at baseline, and post-intervention data following implementation of the parent group intervention sessions over approximately 5 months. Quantitative data on coverage and quality care, combined with qualitative insights from children, caregivers, facilitators, and stakeholders' perspectives, will be used to conduct a process evaluation applying the Reach, Effectiveness, Adoption, Implementation, and Maintenance (RE-AIM) framework. Discussion: This protocol details a trial focused on enhancing school readiness and cognitive abilities in young children, inclusive of those with disabilities, aiming to bridge gap from home to early primary education. EN-REACH aims to provide insights into the effectiveness and acceptability of a co-designed disability-inclusive school readiness program in three countries, potentially impacting national and global policies for all children, including those with disabilities. Trial registration: The trial was retrospectively registered on clinicaltrials.gov on 29 February 2024 (NCT06334627). [ABSTRACT FROM AUTHOR]

Background: Chronic pain often clusters in families, where parents and their offspring both experience chronic pain conditions. Young children of parents with irritable bowel syndrome (IBS) represent an at-risk group for the development of abdominal pain, disability, and excess health care visits in later childhood. Parental solicitous responses to children's expressions of discomfort and maternal modeling of their own illness behavior contribute to a greater focus on somatic sensations, leading to illness behaviors in children. This randomized controlled trial will test the effectiveness of an early preventive web-based psychosocial intervention (REACH)[TM] vs. an educational web-based safety comparison condition delivered to parents with IBS to alter parental responses and lead to improved child health and decreased health care costs. Methods: Parents with IBS who have children ages 4–7 years are recruited via community-based approaches (e.g., social media advertisements, school electronic distribution, research networks) and health care providers. The target sample is 460 parents randomized to REACH, a web-based social learning and cognitive behavior therapy (SLCBT) intervention or an educational web-based safety comparison condition (EC). Participants will be assessed at baseline, 6-week (immediate post-intervention), 6-month, 12-month, and 18-month follow-up periods (months post-completion of intervention). The primary outcome is change in parental solicitous/protective behaviors. Secondary outcomes include parent risk and protective factors, child health and symptom outcomes, and health care utilization and cost savings. Discussion: This study adapts a validated, parent-delivered intervention to treat chronic pain in children to a web-based application designed to prevent the development of chronic pain in very young, high-risk children. If successful, this strategy can both prevent adverse sequelae of this condition from developing as well as be widely accessible. Furthermore, the availability of a prevention model for parent training could result in significant short- and long-term health benefits across a broad spectrum of conditions. Trial registration: ClinicalTrials.gov NCT05730491. Registered on February 15, 2023. [ABSTRACT FROM AUTHOR]

Objectives: There is limited evidence on the effectiveness of parenting interventions to improve disruptive behaviour in children with intellectual developmental disabilities. This clinical trial evaluated whether an adapted group parenting intervention for preschool children with intellectual developmental disabilities who display challenging behaviour is superior to treatment as usual in England. Study design: 261 children aged 30–59 months with moderate to severe intellectual developmental disabilities and challenging behaviour were randomised to either the intervention (Stepping Stones Triple P) and treatment as usual or treatment as usual alone. The primary outcome was the parent-rated Child Behaviour Checklist at 52 weeks after randomisation. A health economic evaluation was also completed. Results: We found no significant difference between arms on the primary outcome (mean difference -4.23; 95% CI: -9.99 to 1.53; p = 0.147). However, a subgroup analysis suggests the intervention was effective for participants randomised before the COVID-19 pandemic (mean difference -7.12; 95% CI: -13.44 to -0.81; p = 0.046). Furthermore, a complier average causal effects analysis (mean difference -11.53; 95% CI: -26.97 to 3.91; p = 0.143) suggests the intervention requires participants to receive a sufficient intervention dose. The intervention generated statistically significant cost savings (-£1,057.88; 95% CI -£3,218.6 to -£46.67) but the mean point estimate in Quality Adjusted Life Years was similar in both groups. Conclusion: This study did not find an effect of the intervention on reducing challenging behaviour, but this may have been influenced by problems with engagement. The intervention could be considered by services as an early intervention if families are supported to attend, especially given its low cost. [ABSTRACT FROM AUTHOR]

The purpose of this study was to understand the associations of Thai parents' cultural values (i.e., individualism, collectivism and conformity) with parenting behaviour (i.e., warmth, autonomy granting, rules/limit‐setting, knowledge solicitation and expectations regarding children's family obligations) and children's adjustment (i.e., internalising and externalising problems). These data were collected via child, mother and father reports when the children were 10 years old, on average. Mothers' individualism was correlated with more parental autonomy granting. Fathers' individualism was correlated with higher maternal expectations regarding children's family obligations. Parents' higher collectivism was correlated with more with parental warmth. Mothers' higher collectivism was also correlated with more parental knowledge solicitation, and fathers' higher collectivism was also associated with mothers' and fathers' higher expectations regarding children's family obligations. Fathers' higher conformity values were correlated with more parental autonomy granting and with fewer child internalising and externalising behaviours. However, after controlling for child gender, parent education and the other cultural values, mothers' and fathers' collectivism remained the only significant cultural value predicting parenting behaviours. Results advance understanding of relations between cultural values of Thai mothers and fathers and their parenting behaviours and children's adjustment. [ABSTRACT FROM AUTHOR]

The present study examined the association of mothers' and fathers' individualism, collectivism and conformity values with parenting behaviours and child adjustment during middle childhood in an Italian sample. Children (n = 194; 95 from Naples and 99 from Rome; 49% girls) were 10.93 years old (SD =.61) at the time of data collection. Their mothers (n = 194) and fathers (n = 152) also participated. Mother and father reports were collected about parental individualism and collectivism, conformity values, warmth, family obligations expectations and their children's internalising and externalising problems. Child reports were collected about their parents' warmth, psychological control, rules/limit‐setting, family obligations expectations and their own internalising and externalising behaviours. Multiple regressions predicted each of the parenting and child adjustment variables from the value variables, controlling for child gender and parent education. Results showed that maternal collectivism was associated with high psychological control, parental collectivism was associated with high expectations regarding children's family obligations and fathers' conformity values were associated with more child internalising behaviours. Overall, the present study shed light on how parents' cultural values are related to some parenting practices and children's internalising problems in Italy. [ABSTRACT FROM AUTHOR]

Fatherhood interventions have emerged as significant tools for strengthening father identity and parenting skills. Despite the growing evidence of the effectiveness and benefits of these interventions for fathers and their families, there are limited studies on fathers' and providers' perspectives and experiences with the implementation of father‐based interventions. To fill this gap, we explore the unique experiences of the Black and Latino programme staff and fathers in the implementation of the 24/7 Dad® intervention. Qualitative data were collected between October 2021 and February 2022 from all programme staff (n = 7) and selected Dad 24/7 fathers (n = 20) from the English (n = 10) and Spanish (n = 10) intervention groups. All programme staff completed a semi‐structured interview via phone and/or video conferencing. A qualitative descriptive approach was used for analysis. Average age of staff was 53 years; mean age of fathers was 43 years. Among staff, 43% were Black, and 57% were Latino. Fathers self‐identified as Black (30%) and Latino (70%). Three key staff themes were benefits to fathers, impact on fathers and facilitators, and ways to strengthen fatherhood interventions. Three key father themes were intervention benefits, intervention impact (what 'made it work') and ways to strengthen intervention services. Fathering is a key component in maintaining healthy families and communities. Fatherhood interventions have great potential for empowering fathers and strengthening families. Finding ways to a relational approach, allocating more time for robust participation and building on facilitators' experiences and assets can help strengthen the impact of fatherhood interventions. [ABSTRACT FROM AUTHOR]

The Alabama parenting questionnaire (APQ) is a commonly used instrument for assessing parenting practices and evaluating treatment outcomes of parent‐training interventions targeting child conduct problems. In the present study we translated and developed a Swedish version of the APQ parent version and tested it on a community sample of 799 parents of children between 6 and 15 years with diverse socioeconomic backgrounds. Data were collected through an online survey distributed through school newsletters and social media. Exploratory factor analysis (EFA) suggested a five‐factor model with 23 items. Four of these factors correspond to the subscales suggested in the original version of the APQ: inconsistent discipline, poor monitoring, involvement, and positive parenting. The fifth subscale from the original APQ, corporal punishment, did not show up as a factor in our data sample. Instead, a new factor, which we refer to as contingency management, was revealed. A confirmatory factor analysis further suggested some misalignment between the original APQ subscale structure and our sample, which we interpret as a signal that the instrument may need refinement to better reflect contemporary parenting methods in diverse cultural contexts. Despite this limitation, and with the exclusion of the corporal punishment subscale, which should be employed judiciously, our results suggest that the Swedish version of the APQ can be a useful instrument in measuring parenting practices in Sweden. We present norm data stratified by child age, which practitioners and researchers can use as a reference for assessment of parenting practices in the Swedish population. [ABSTRACT FROM AUTHOR]

The importance of parent-child shared book reading (SBR) is well established. However, there is a limited understanding of parental interaction patterns during SBR among preschool children in the Indian context. Using a cross-sectional observational study design, mothers' verbal and nonverbal behavior during SBR was analyzed in 26 Kannada-speaking mother-child dyads. Relationships between the quantity of SBR experiences and parental attitudes and beliefs about storybook reading were examined. Findings revealed that mothers predominantly used dialogic reading strategies followed by extra-textual talk, print referencing strategies, and nonverbal strategies. Few correlations were found between parental attitudes and beliefs and the quantity of SBR experiences. Implications for parent training in SBR are discussed. [ABSTRACT FROM AUTHOR]

Inconsistent program engagement is a common barrier in neighborhoods where families face significant structural, economic, and wellbeing challenges. Sulphur Springs is an under-served, low-income, predominantly Black community in Tampa, Florida where funding efforts have catalyzed targeted service responses, yet many agencies continue to report barriers to engaging families in programs. Ethnographic research methods were used to better understand the barriers to engagement in programs at a neighborhood family center. Analysis of in-depth interviews with parents (n = 11) and staff (n = 7) revealed four key areas where participants perceived engagement challenges, including neighborhood conditions, relevance and fit, understanding of Black families' needs, and program infrastructure. The authors highlight perspectives of parents and staff to give voice to important insights that are typically underrepresented in program development and illustrate the numerous—and often subtle—ways that racial ideologies inform program development and acceptance. This study offers suggestions for improving engagement by reconsidering approaches to programming that better meet the needs of Black families in neighborhoods like Sulphur Springs. Highlights: Child-abuse prevention agencies face unique challenges in consistently engaging Black, low-income families in programs. Existing research provides little guidance on how to best adapt prevention services to meet Black families' needs. Evolving rapid qualitative methods are well-suited to examining phenomena of service providers and users in a short timeframe. Neighborhood conditions, relevance and fit, and agency infrastructure were key challenges identified by participants. Addressing organizational capacity to serve Black families and assessing specific community needs may improve engagement. [ABSTRACT FROM AUTHOR]

Fathers are at increased risk of mental health difficulties such as depression during the first postnatal year, however little is currently known about the extent to which fathers experience symptoms of anxiety and stress, and the factors associated with these symptoms. This study aimed to: (1) investigate the extent to which fathers accessing support to strengthen their coparenting relationship through a community health organisation experience depressive, anxiety and stress symptoms during the first postnatal year, and (2) examine associations between a broad range of individual, child, and family factors and fathers' depressive, anxiety, and stress symptoms during the first postnatal year. This study involved secondary analysis of routinely collected data from 170 fathers of children aged 0–12 months who were enroled in a coparenting intervention programme delivered by a community health organisation in Melbourne, Australia. Elevated symptoms of stress were reported by ~28% of fathers, while elevated symptoms of depression and anxiety were reported by ~26% and 16% of fathers, respectively. Multiple regression analyses revealed evidence for associations between reduced parental self-efficacy and higher depressive and stress symptoms, while infant regulation difficulties and increased interparental conflict were associated with higher levels of stress. This study highlights that fathers are at risk of mental health difficulties during the first postnatal year. Findings demonstrate the importance of undertaking a broad assessment of fathers' mental health during the first postnatal year and provide important insights into individual, child, and family factors that may represent optimal targets for prevention and early intervention. Highlights: Focus on mental health of fathers of children aged 0–12 months enroled in a coparenting programme in Australia. The extent to which fathers experienced depressive, anxiety and stress symptoms, and the factors associated with these symptoms were explored. Reduced parental self-efficacy was associated with higher depressive symptoms. Reduced parental self-efficacy, infant dysregulation, and increased parental conflict were associated with higher stress. A range of individual, child, and family factors may represent important targets for prevention and early intervention of mental health difficulties in fathers. [ABSTRACT FROM AUTHOR]

This study explores the effects of the two‐generation program CareerAdvance—which combines education and training for parents in healthcare with Head Start for children—on children's academic, language, mathematics, and inhibitory control followed for 3 years. The sample (collected in Tulsa, Oklahoma from 2011 to 2018) includes 147 children in the CareerAdvance group and 139 children in a matched comparison group (n = 286; 40% Black, 17%, White, 10% Hispanic, 33% Mixed Race, or Other Race; M = 3.6 years old; 47% female). Overall, the effect of CareerAdvance on child outcomes is neither greater nor less than Head Start alone. These findings suggest that children's developmental outcomes do not worsen or improve in the short term when their parents return to school. [ABSTRACT FROM AUTHOR]

Background Methods Results Conclusions Herein, we consider the hypothesis that mothers harm peer relations when they respond to child conduct problems by expressing disapproval of friends, which exacerbates the behavior problems they were presumably attempting to deter.A community sample of Lithuanian adolescents (292 boys and 270 girls, aged 9–14 years) completed surveys three times during an academic year. Classmate nominations indexed peer status (acceptance and rejection), self‐reports described perceived maternal disapproval of friends, and peer nominations and self‐reports separately gauged conduct problems.Over the course of a school year: (a) conduct problems were associated with subsequent increases in perceived maternal friend disapproval; (b) perceived maternal friend disapproval was associated with subsequent decreases in peer status; and (c) low peer status was associated with subsequent increases in conduct problems. Full longitudinal, random‐intercept cross‐lagged panel mediation models confirmed that mothers who disapproved of friends were sources of peer difficulties that culminated in conduct problems and intermediaries whose response to child conduct problems damaged peer relations. Findings were stronger for peer rejection than for peer acceptance, suggesting that peers actively dislike those with mothers who intervene in peer relationships.Maternal disapproval of friends in response to child conduct problems damages the child's standing among peers, which then exacerbates behavior problems. This consequential cascade underscores the need for parent education about the potential deleterious consequences of well‐intentioned interference in peer relations. Practitioners should be prepared to offer constructive, alternative solutions when youth present behavior problems. [ABSTRACT FROM AUTHOR]

Background: Development of guidelines for public health, health system, and health policy interventions demands complex systems thinking to understand direct and indirect effects of interventions within dynamic systems. The WHO-INTEGRATE framework, an evidence-to-decision framework rooted in the norms and values of the World Health Organization (WHO), provides a structured method to assess complexities in guidelines systematically, such as the balance of an intervention's health benefits and harms and their human rights and socio-cultural acceptability. This paper provides a worked example of the application of the WHO-INTEGRATE framework in developing the WHO guidelines on parenting interventions to prevent child maltreatment, and shares reflective insights regarding the value added, challenges encountered, and lessons learnt. Methods: The methodological approach comprised describing the intended step-by-step application of the WHO-INTEGRATE framework and gaining reflective insights from introspective sessions within the core team guiding the development of the WHO guidelines on parenting interventions and a methodological workshop. Results: The WHO-INTEGRATE framework was used throughout the guideline development process. It facilitated reflective deliberation across a broad range of decision criteria and system-level aspects in the following steps: (1) scoping the guideline and defining stakeholder engagement, (2) prioritising WHO-INTEGRATE sub-criteria and guideline outcomes, (3) using research evidence to inform WHO-INTEGRATE criteria, and (4) developing and presenting recommendations informed by WHO-INTEGRATE criteria. Despite the value added, challenges, such as substantial time investment required, broad scope of prioritised sub-criteria, integration across diverse criteria, and sources of evidence and translation of insights into concise formats, were encountered. Conclusions: Application of the WHO-INTEGRATE framework was crucial in the integration of effectiveness evidence with insights into implementation and broader implications of parenting interventions, extending beyond health benefits and harms considerations and fostering a whole-of-society-perspective. The evidence reviews for prioritised WHO-INTEGRATE sub-criteria were instrumental in guiding guideline development group discussions, informing recommendations and clarifying uncertainties. This experience offers important lessons for future guideline panels and guideline methodologists using the WHO-INTEGRATE framework. [ABSTRACT FROM AUTHOR]

Background: Reports of children's engagement in active transportation outline low participation rates in many countries despite many associated mental, physical, and social health benefits. One of the main contributors to this phenomenon is a cited lack of education and knowledge among children regarding active travel (AT), specifically road safety. To address this issue, the aim of this study was to evaluate the feasibility and effectiveness of an online road safety education intervention to promote AT among children and their parents. Methods: Applying the Multiphase Optimization Strategy (MOST) for intervention development, implementation, and evaluation, we designed and assessed a four-module online road safety education intervention with a sample of 57 parent-child dyads using a 23 factorial design featuring both qualitative and quantitative analyses. Results: Main intervention feasibility findings include positive and critical feedback on the program's content and design, and moderate participant engagement as reflected by program retention and completion rates. With respect to the preliminary intervention effectiveness on children, a significant improvement in road safety knowledge scores was observed for groups that feature the "wheeling safety and skills" module. Slight improvements in AT knowledge scores across all the intervention groups were observed, but were not of significance. Preliminary intervention effectiveness on select parental AT practices and perceptions saw significant improvements in some groups. Groups that featured the 'wheeling safety and skills' module exhibited significantly higher guided choice scores upon completion of the program than those who did not receive this component. Conclusion: The MOST framework allowed us to design and evaluate the feasibility and preliminary effectiveness of an online road safety education intervention. The developed intervention has demonstrated that it has the potential to improve children's road safety knowledge and some areas of parental AT practices and perceptions, to which improvements may be attributed to the inclusion of the "wheeling safety and skills" module, suggesting that the targeted focus on cycling skills is a prioritized area. AT programming and practice implications are discussed. Future research is encouraged to refine modules to better reflect the priorities of children and parents and to test these refined components among larger samples. Word count: 9,391 (excludes abstract, tables, figures, abbreviations, and references). [ABSTRACT FROM AUTHOR]

Background: Asthma is a prevalent major non-communicable disease that significantly affects the quality of life for many individuals. As measured by disability-adjusted life years, asthma is the 16th most common cause of years lived with disability and the 28th most common cause of burden of disease on a global scale. Objective: This study aimed to determine the risk factors for asthma exacerbations among asthmatic children attending Mansura University Children Hospital and to assess the outcome of exacerbation. Methods: The study included 110 participants, who were divided into two groups: Cases of asthma exacerbation and age- and sex-matched control group. Results: This study showed no significant difference among patients and controls in terms of age, sex, residence and parent education. A significantly higher socioeconomic status was detected among control group than in cases. A significant higher mean body mass index, frequency of preterm, positive family history of atopy, asthma, allergic rhinitis, cough, wheezes, bad housing, smoking- related symptoms, viral-related symptoms, cold air-related symptoms, dust-related symptoms among cases than in control group. There was a significant association among severe asthma exacerbation and presence of strong emotions as aggravating factors. There was no significant association between exacerbation severity and past and family history of the studied cases. Younger age at diagnosis, low socioeconomic status were significant predictors of severe asthma. They predicted severity by 74.2%. Decreasing age at diagnosis by one year increased risk of severe asthma by 0.960(0.935 -0.987). Low socioeconomic status increased risk of severe asthma by 11.25 more times than cases with high socioeconomic status. Conclusion: Obesity, prematurity, low socioeconomic status, younger age of diagnosis, family history of atopy, asthma or allergic rhinitis, bad housing, smoking, dust, viral infections, cold air and strong emotions are the most detected predictors and risk factors for asthma exacerbations among asthmatic children. Severe exacerbations were more associated with low socioeconomic status and presence of strong emotions as aggravating factor s. It is imperative to possess an understanding of the specific risk factors in order to develop effective treatment and control protocols. Reduced exposure to these risk factors enhanced management of asthma. [ABSTRACT FROM AUTHOR]

This study aimed to examine multilevel models posited to predict student perceptions of teacher feedback quality. A cross‐sectional survey design was used, involving 1072 middle school students. We incorporated two clusters of variables: (a) student characteristics (gender, prior knowledge, parent education, homework expectancy, homework value, homework cost, and help seeking) and (b) the characteristics of the classroom context (perceived homework quality, autonomy support, and teacher monitoring). Perceived feedback quality was positively related to perceived autonomy support and homework quality at the individual and class levels. Meanwhile, perceived feedback quality was positively related to homework expectancy, homework value, and help seeking at the individual level. Practitioner points: At the student level, homework expectancy, value, help seeking, homework quality, and autonomy support predicted student‐perceived feedback quality.At the class level, homework quality and autonomy support predicted student‐perceived feedback quality.It would be desirable to place more emphasis on homework quality and autonomy support. [ABSTRACT FROM AUTHOR]

This research seeks to know the experience of participants -15 caregivers of children between 4 and 12 years old from two schools with a high vulnerability index in Santiago de Chile and 4 facilitators - in the GenerationPMTO program adapted to a remote modality, in the context of the COVID-19 health crisis. A descriptive, exploratory, qualitative study was carried out. Semi-structured interviews with 15 caregivers from both schools participating in the program; one focus group with 4 facilitators who implemented the online program; and a documentary review of the journals registered by the facilitators after each session were conducted. The information collected was analyzed qualitatively through the open coding procedures of Grounded Theory. After that, the perspectives of both groups were gathered through an integrated analysis. From the experience of participants, the online adaptation of the program was successful since the facilitators were able to develop the contents and strategies of the intervention in virtual mode, and the families were able to participate and learn them from their homes. This was compatible with physical distancing (given the COVID-19 pandemic) and allowed caregivers' participation in the program to be compatible with other life activities. Among challenges, strengthening group participation and cohesion were highlighted, as well as overcoming barriers related to unstable internet connection and/or inappropriate home conditions to participate. These results show a successful adaptation of the program from the perspective of its participants, providing insights that contribute to improve the adaptation of this and other programs to virtual modality. [ABSTRACT FROM AUTHOR]

Dr. Lee Salk was a Pediatric/Clinical Child Psychologist known for his contributions in the areas of parent-child relationships, family, and promoting emotional health in children and adolescents. He conducted research on topics such as retirement and mortality, mother's heartbeat as an imprinting stimulus in infants, and the impact of divorce on children. Dr. Salk believed in the importance of active father participation in child rearing and emphasized the role of psychologists in pediatric settings. He also wrote books and appeared on television programs to disseminate scientific research to the public and provide guidance to parents. His work continues to be relevant in addressing issues related to family relationships and child development. [Extracted from the article]

Russia's war on Ukraine has displaced millions. For autistic children this resulted in the loss of services based on applied behavior analysis (ABA). To develop a model of culturally competent, high-efficacy, family-centered, and fidelity driven ABA services for displaced Ukrainian families in Czechia, this study piloted a package teaching caregivers to build skills with their autistic children. Using a multiple probe design, practitioners collaboratively selected targets, lectured, and held coaching sessions. Results demonstrated that the program was socially valid, contributed to parental skill gains, and in a broader context can serve as a foundation for future work serving refugee families. [ABSTRACT FROM AUTHOR]

In the present article, we review the theory and research on religious deconversion with a focus on adolescence and young adulthood. First, we present the relevant terminology (e.g. religious deconversion, religious disaffiliation, and religious deidentification) and statistical trends (e.g. the prevalence of religious Nones and Dones). We define religious deconversion as any movement away from religion. Religiosity decreases across adolescence and into young adulthood, and these developmental periods also have heightened rates of religious deidentification, at least in many Western cultures. Second, we review the theory and research on processes, predictors, and outcomes of religious deconversion. Deconversion is discussed both in terms of individuals becoming less religious and possibly deidentifying from religion. In terms of processes of deconversion, we discuss various theoretical models and self-expressed reasons for deconversion. Religious deconversion tends to progress in phases, often initiated by religious and spiritual struggles. In terms of predictors, we identify predictors at the level of the individual (e.g. demographics, personality, norm-violating behavior, and dimensions of religiosity), family (e.g. parent and family religiosity, family dynamics such as parenting styles, and religious socialization), peers (e.g. peer religiosity and religious conversations with peers), religious communities (e.g. supportiveness, engagement, and dialogue), formal education, and social media. In line with developmental systems perspectives, religious deconversion is a complex and dynamic process involving numerous individual and contextual factors. In terms of outcomes of deconversion, we identify potential individual and relational outcomes that are considered both negative and positive. Finally, we outlined 10 promising future directions for research on religious deconversion. [ABSTRACT FROM AUTHOR]

Children who experience homelessness are vulnerable to mental health problems, developmental delays and lower academic achievement. Research suggests that parental health literacy, sensitive parenting behaviour and child self‐regulation are modifiable mechanisms that might enhance children's resilience to adversities associated with homelessness, yet empirical evidence on implementing such interventions in shelter settings is limited. Through a coordinated academic‐community partnership, this study aimed to examine the (1) feasibility of conducting an integrated health approach in shelter settings and (2) the effectiveness of separate interventions on child and parent outcomes. Results are discussed in terms of best practices in shelter settings and building resilience in families experiencing homelessness with young children. [ABSTRACT FROM AUTHOR]

The quality of parenting program implementation significantly affects the extent to which a program is delivered effectively as well as the likelihood of it becoming embedded in everyday services. The group based Parenting for Lifelong Health for Young Children (PLH-YC) program for parents of children aged 2–9 years was developed specifically for implementation in low- and middle-income contexts, has been tested in five randomized trials, and incorporates a number of strategies to encourage fidelity of delivery. This paper reports on the introduction of PLH-YC to Montenegro, including initial work to engage government agencies and service providers, adapt the program and, following initial evidence of effectiveness, implement strategies to promote effective delivery and embed the program. Following program adaptation and initial facilitator training, eight groups were run, supported with resources and supervision and independently evaluated. The successful pilot led to program training accreditation by national professional agencies and a series of steps to successfully further embed it into routine settings in Montenegro, including by recognizing the program in national policy documents. This led to further facilitator trainings, now numbering 97 facilitators and the certification of ten coaches and two trainers. By the end of 2023, 1278 parents, across 13 municipalities (half of all municipalities in Montenegro) and a range of service providers, have received the program. The paper describes the project phases and key fidelity components that underpinned the successful introduction and embedding of the program in Montenegro. The plan has resulted in Montenegro having its own domestic resources to continue to implement the program effectively and further plan for widespread dissemination. [ABSTRACT FROM AUTHOR]

Despite increasing demands, the uptake of parenting education programs in developing countries is limited. This study evaluated the effectiveness of a Learning Through Play (LTP) informed, illustration-based parent educational training program designed for low-literacy populations in Bangladesh to promote early childhood development. A quasi-experimental design was employed, involving parents of typically developing children and children with special needs aged 0–6 years. Results showed significant enhancements in parenting knowledge, skills, and attitudes in both groups, with larger effects on knowledge and attitudes among parents of special needs children. The findings underscore the potential of LTP Calendar-based educational training programs as cost-effective, culturally sensitive, and accessible strategies for enhancing positive parenting practices and child development outcomes in economically disadvantaged settings. Future research should focus on cultural sensitivity evaluation, sample size expansion, and long-term impact assessment to further validate and extend these findings. [ABSTRACT FROM AUTHOR]

This integrative review of the ACT Raising Safe Kids (ACT)—child maltreatment prevention program for parents—focuses on the program's theoretical framework, examines the ACT studies about the effects on caregivers, and discusses the ACT's implications for the practice and public policy. A systematic search of the PubMed, Web of Science, PsycINFO, and Lilacs databases was performed, along with a search on the ACT Program website and contacting program researchers. Twenty-five studies evaluating the ACT Program were reviewed. The evaluation studies were conducted in the United States, Brazil, Portugal, and Peru. The program improved parenting practices in general and targeted populations such as incarcerated parents, mothers with a history of childhood violence, and mothers of preterm children. Additionally, the program was effective in decreasing child behavioral problems. Overall, the ACT Program effectively decreased hostile, aggressive, and coercive parenting and child behavior problems, which are key predictors of family violence. [ABSTRACT FROM AUTHOR]

Bedtime and sleep disturbances are ubiquitous in children with autism. The telehealth delivery of a behavior analytic parent training program was earlier reported to be efficacious in improving child sleep and parent sense of competency. Our aim in this brief report was to determine the durability of the telehealth delivered sleep parent training program (SPT) compared to the control condition in this randomized controlled trial. Telehealth delivery could be a means to expand access to such early treatment if efficacious. Parents of young children, ages 2–7 years, with autism and co-occurring sleep disturbances were enrolled in this study. Participants were randomized to either SPT or a comparison arm that included non-sleep related parent education except for one session Sleep Parent Education; SPE). Each participant was individually administered a 5 session program delivered over 10 weeks. Outcome measures were collected at weeks 5 and 10 and at post-treatment follow-up at 16 weeks. Follow-up week 16 data were available for 30 participants randomized to SPT and 24 participants randomized to SPE. Demographics for this follow-up cohort were similar to the full sample. At week 16 follow-up, there was a significant group difference between SPT and SPE the Modified Simonds & Parraga Sleep Questionnaire-Composite Sleep Index (MSPSQ – CSI) (p = 0.011) with an effect size of 0.68. Further, 8 of the 10 children in SPT who were negative responders at the week 10 endpoint were rated as positive responders at week 16 by the treatment masked IE compared to 2 out of 12 in the SPE group (p = 0.008). Post-treatment follow-up data suggests SPT is durable over time compared to SPE, the active control group. Further, for some participants in SPT, a positive responsive emerged after the treatment endpoint. This brief report adds to the efficacy of SPT as a time-limited intervention for insomnia in young autistic children. • Significant improvements of Sleep Parent Training (SPT) was durable at week 16 follow-up compared Sleep Parent Education (SPE) control condition. • Positive response to SPT may emerge after the active 10 week treatment. [ABSTRACT FROM AUTHOR]

Divorce education programs seek to provide parents with information about various aspects of the divorce process, its consequences, and strategies for successful adjustment. Within those broad content areas, however, there are myriad of potential promotive‐, protective‐, and risk‐factors that programs could address. Thus, divorce education programs could benefit from further guidance about the content areas divorcing parents may find the most helpful. In the present study we aimed to describe what divorced parents felt had helped their families throughout the divorce process. We did so to promote further alignment between divorce education program content and what parents have found helpful. Specifically, we identified a typology of helpful post‐divorce family assets. Our findings suggest that though a plurality of divorcing parents benefit from a wide range of legal/professional, former spouse, and personal assets, the majority rely predominately upon their own parenting skills and resources, or perceive few beneficial assets to draw on. We contend divorce educators should consider incorporating further information on developing personal parenting skills or resources, and skillfully navigating legal or therapeutic systems, to further complement existing curricula. Key Points for the Family Court Community: Divorce education programs could benefit from further understanding of what divorced parents find helpful as they navigate family transitions.We identified three patterns of helpful assets: (1) Everything Helps (37.6% of sample); (2) Nothing Helps (34.2%); and (3) I Help Myself (28.2%).Across groups, the assets most likely to be seen as helpful were within parents' own control (e.g., their own parenting skills). Divorce education programs should consider expanding their focus on these individually controlled assets and skillfully navigating the legal system. [ABSTRACT FROM AUTHOR]