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Background: Pediatric acute-onset neuropsychiatric syndrome (PANS) is a symptom-based and clinically heterogeneous condition characterized by an abrupt and dramatic onset of symptoms such as loss of motoric and cognitive abilities, anxiety, compulsion, tics, and eating disorders. PANS is a new diagnosis and the condition has gathered controversy in research and clinical practice. Aim: We aimed to investigate the process by which parents of children with PANS acquire knowledge about the condition; the causes that lead parents to search for knowledge; the ways in which they search for knowledge; and the manner in which this knowledge is received by medical care professionals. Method: The study employed in-depth semi-structured, individual interviews with 13 parents of children diagnosed with PANS. An inductive qualitative thematic analysis was used as a guide for analyzing the data. Results: Challenges to understand their child's illness and receive effective care led the parents to search for knowledge about PANS and provide an explanation for their child's symptoms. They used personal and social resources to search for knowledge. They felt trusted and encouraged when clinicians endorsed their knowledge. On the other hand, when they were dismissed as a source of knowledge, they experienced a lack of trust towards professionals. Conclusions: A driving force for parents' search for knowledge is a perceived incapacity to give meaning to their experiences. Another reason is mistrust of healthcare staff's existing knowledge. Highlights: PANS is a new diagnosis and the condition has gathered controversy in research and clinical practice, particularly with regard to the role of autoimmune and infectious diseases at the onset of PANS. Parents of children with PANS manage challenges to understand their child's illness and receive effective care by searching for knowledge about PANS. They used personal and social resources to search for knowledge. They felt trusted and encouraged when clinicians endorsed their knowledge. On the other hand, when they were dismissed as a source of knowledge, they experienced a lack of trust towards professionals. The results illustrate a need for in-depth knowledge of PANS in mental healthcare and enhanced person-centered care where parents are regarded as valuable carriers of knowledge. [ABSTRACT FROM AUTHOR]

Prior work and evolutionary theory suggest that parents might become controlling with their children in the face of environmental threat, and that controlling parenting is associated with negative consequences for children. We tested a model of relations among parental perceived threat, controlling parenting, and children's control beliefs and school grades, with the hypothesis that parents' perceptions of the world as more threatening would be associated with more controlling parenting, which would in turn be associated with children's less adaptive control beliefs and poorer performance in school. Sixth-grade children and their parents responded to questionnaire measures initially and again at one-year follow-up. The children's schools provided their grades at both time points. Findings were largely consistent with our hypotheses. Greater perceived threat predicted more controlling parenting, which predicted children's concurrent less adaptive control beliefs and lower grades, as well as change in control beliefs and grades over time. Parents quite understandably turn to controlling parenting practices as a way of protecting their children, but in actuality such controlling parenting is associated with worse outcomes. Highlights: Parents are evolutionarily predisposed to protect their children from threat. When parents perceive threat, they may be more likely to become controlling with their children. Threat was associated with controlling parenting, which was in turn associated with children's maladaptive control beliefs. Controlling parenting is a protective response to threat that backfires, leaving children less able to achieve their goals. [ABSTRACT FROM AUTHOR]

Families often have little knowledge and skills to support their trans children. Therefore, our aim was to learn more about the experiences of parents of trans children and adolescents and how the transition process is experienced. Using a qualitative approach, we analyzed 22 life stories written by parents of trans children and adolescents. The data were analyzed with MAXQDA. Three key periods were considered: (1) before, (2) during, and (3) after social transition. The themes most frequently reported by parents were: children's not expected gender expressions and negative attitudes and feelings, and parents' negative feelings, denial and repression attitudes, confussion and search of information, before transition; children's explicit disclosure, name selection and more positive attitudes, followed by parental understanding, acceptance and support, during transition; and both parents' and children's positive attitudes and feelings, as well as concern about pubertal development and expectations and fears about the future, after transition. In general, the stories reflect children's negative emotions before social transition and parents' doubts and lack of knowledge, which were followed by acceptance and more positive emotions once the social transition had taken place. Concerns and problems were reported by most of the families throughout the three time periods. Our findings emphasize the need to facilitate social transition and to design specific approaches to better support transitioning children and adolescents, and their families. Highlights: Different emotions manifested before, during, and after social transition. Before transition, children/adolescents exhibited constant signs of nonconformity and distress due to rejection of their gender identity. Parents move from an initial state of denial and lack of knowledge to support when transition takes place. Self-disclosure and name selection are key aspects of transition. Transition is associated with well-being and benefits for children and families. [ABSTRACT FROM AUTHOR]

The Palestinian minority in Israel has endured sociopolitical stressors (e.g., ethnonational racism, discrimination, oppression, and political violence) throughout the decades, which have adverse psychological and behavioral outcomes. In this study, we examine the association between interpersonal racism (IPR) among Palestinian parents in Israel and their child neglect, the mediating role of psychological distress on this relationship, and the moderating role of perceived social support (PSS) on the mediated effect of psychological distress on this relationship. A systematic sample of 770 parents (500 mothers and 270 fathers) aged 21–66 was recruited to fill out a self-administered questionnaire composed of several instruments. The results indicate that parents' IPR experiences are associated with an increased risk of child neglect, and this relationship is mediated by psychological distress. Results also show that in low or medium levels of PSS, psychological distress reports in relation to racism exposure are the highest. Yet, surprisingly, this effect strengthens at high levels of PSS. In comparison, the positive effect of psychological distress on child neglect strengthens in lower levels of PSS, showing a protective role of PSS. Finally, PSS moderates the mediation model's indirect effect; IPR is related to increased psychological distress, and in turn, to a greater risk of child neglect when perceiving low or medium levels of social support. The study underlines the negative consequences of IPR on child neglect and contributes new knowledge to the literature. Longitudinal research is needed to confirm and extend these findings, which could have important clinical implications for treating parents facing racism and potential child neglect. Highlights: Racism is a sociopolitical problem for the Palestinian minority in Israel. The study emphasizes its adverse psychological and behavioral outcomes on parents and children. Parents who experienced ethnonational racism and perceived having lowered levels of social support were at high risk of psychological distress and child neglect. Practitioners should provide programs that contain different sources of social support (instrumental and psychosocial support) when dealing with people exposed to racism. It is essential that policymakers reconsider combating current policies and rules as well as social exclusions to reduce disparities and barriers to services among minorities. [ABSTRACT FROM AUTHOR]

Tools that assess school supports for highly mobile, military-connected students are lacking. This study describes the development and preliminary validation of the Inventory of School Supports-Parent Report (ISS-PR). Participants were 433 parents (74% female; 62.5% White, 12% Black, 6.5% Asian, 5.5% Pacific Islander, 4% Native American, and 9.5% bi/multiracial; 19% Latinx) of students (grades 3–5) from families with an active-duty military parent. Parents completed the ISS-PR and rated: (a) how welcoming schools were toward military-connected families; (b) parent-teacher relationship quality; and (c) satisfaction with their child's school. We created three proportional index composite scores: a 26-item school supports score, a 13-item parent-focused supports score, and a 13-item child-focused supports score. Results supported the ISS-PR's psychometric properties: summary scores were positively linked to parent-teacher relationship quality, school welcoming, and parent satisfaction with the school. We also found evidence for test-retest reliability for parents completing the inventory with students who had either moved schools or remained in their previous schools. Future studies could use the ISS-PR to assess whether parents' perceptions of the availability and importance of school supports for military-connected families are related to other constructs such as overall school climate, student academic performance, and socioemotional functioning. Schools could use the inventory to determine which supports could potentially have the greatest impact for military-connected families and to what extent parents are aware of the supports schools offer. Highlights: Despite calls for research on military-connected (MC) families, an inventory of MC parents' perceptions of school supports does not exist. We developed an inventory with which MC parents could report on the availability and importance of school supports. Inventory scores were positively associated with parent-teacher relationship quality, school welcoming, and school satisfaction. Schools could use the inventory to assess parents' awareness of available school supports and whether they are considered important. [ABSTRACT FROM AUTHOR]

This study investigated whether autistic adolescents are socially motivated to play Massive Multiplayer Online Role-Playing Games (MMORPGs) and sought to explore whether parents' perceptions of MMORPGs and the closeness of the parent-child relationships' impact upon gaming habits. In a qualitative-based study, we explored the perspectives of five pairs of autistic adolescents and one of their parents. The themes identified through adolescent interviews indicated that autistic adolescents who play MMORPGs perceive that in-game socializing enhances their gaming experience which motivates them to socialize with other players and facilitates development of friendships. The themes derived from interviewing parents indicated that parents perceive social benefits to playing MMORPGs for their child, but there are factors that impact their support of socializing via gaming such as their own game use, attitudes towards socializing via games, and the amount of time their child spends gaming. This study's findings suggest that playing MMORPGs can potentially enhance quality-of-life for autistic adolescents through increased socialization and friendships and highlights the importance of the parent-child relationship and how this supports autistic adolescents to develop socially. However, as there were no parent-child pairs reporting low closeness, the transferability of these findings may be limited to parent-child pairs with close relationships. This research indicates that parents who play games alongside their autistic child are more likely to be more understanding of, and acknowledge, the social benefits of gaming in helping their child develop socially. These findings have implications for the development of cost-efficient, accessible interventions to facilitate socialization. Highlights: Explored social motivations and benefits of playing MMORPGs among 5 pairs of autistic adolescents and their parents. Investigated whether parent perceptions of gaming and closeness of parent-child relationship impacted adolescent gaming experiences and socialization. Communication via online gaming can facilitate socialization among autistic adolescents by increasing confidence and comfort in communicating with others and reducing barriers such as shyness. There are social benefits to playing MMORPGs among autistic adolescents; however, parental involvement is critical in ensuring that appropriate limits are put in place to circumvent negative outcomes (e.g., gaming addiction). These findings have implications for the development of cost-efficient, accessible interventions to facilitate socialization. [ABSTRACT FROM AUTHOR]

Parenting programs have the ability to enhance parenting quality and healthy child development, but the overwhelming majority of evidence for their effects comes from a small minority of countries and research-intensive contexts. More evidence is needed from effectiveness studies (rather than highly controlled efficacy studies) and from countries less well-represented in the international literature. We examined changes in parental cognitions and parenting behavior in 62 families completing a 10-week online group program (Growing up Together Online) as part of social services in Croatia in 2020 and 2021, during the Covid-19 pandemic and earthquake. Parents reported on their cognitions and behaviors before and after the intervention. Paired-sample t-tests show significant improvements in parent-reported general self-esteem, parenting self-efficacy, and parenting experience and morale. Parents also reported significant reductions in angry, harsh, and violent parenting. Parents did not report increased attempts to understand children's perspectives and positive interactions (e.g. joint play). Reliable change index analysis showed that reliable improvement was most common in parenting self-efficacy and least common in positive involvement and reinforcement. Findings provide preliminary evidence for the program's potential to optimize the parenting conditions of children growing up in an environment at risk for child abuse and neglect. Highlights: This study examined changes in parental cognitions and behavior in the context of a new online parenting program. Growing up Together Online was implemented as routine care in social services in Croatia. After the program, parents reported better self-esteem, parenting morale, and self-efficacy, and less anger and physical punishment. Already at pre-intervention, parents reported adequate levels of attempted understanding and positive involvement; these constructs did not change. Our study suggests that Growing up Together Online may improve parental cognitions and behavior, especially harsh parenting. [ABSTRACT FROM AUTHOR]

Participation in evidence-based parenting programs benefits parents and children, but these programs have limited reach. This study utilized a mixed-method design to investigate the parenting concerns and parenting program needs of Chinese immigrant parents in New Zealand. Parents (n = 159) were surveyed about their perceived levels of child adjustment problems, parenting confidence, and parenting risk and protective factors. Parents' knowledge and experience with parenting programs, and their program preferences were also examined. Eight Chinese parenting practitioners were interviewed about parenting challenges, parental concerns, and barriers to program participation of Chinese immigrant parents. Survey results showed that parents who gave their child higher ratings on behavior problems reported less parental self-efficacy, and more parental adjustment, family relationship, teamwork, and parenting difficulties. Parents' knowledge and experience of available parenting programs was low. Barriers to program participation included time constraints, lack of program awareness, cultural and language barriers, and no childcare provision. Parents indicated a preference for a range of delivery options including group-based, seminar, and individually tailored programs. Program features most likely to influence attendance were content that addresses personally relevant issues and children's self-development (such as coping with failure, managing negative emotions, and increasing confidence), and convenient location of program. Practitioners indicated that managing difficult child behavior and maintaining positive parent-child relationships were key parenting challenges. These concerns were linked to cultural expectations about child obedience, academic performance, and parent/grandparent relationships. Findings highlight program preferences that could be offered to meet Chinese immigrant parenting support needs and increase program participation. Highlights: Parents and practitioners highlighted challenges, concerns, and needs of Chinese immigrant parents. Parents who gave higher child behavior problems ratings reported more parenting and family relationship difficulties. Identified parenting program, delivery, and content options that could meet Chinese immigrant parenting support needs. [ABSTRACT FROM AUTHOR]

An under-explored strategy to increase youth mental health service uptake is pursuing a direct-to-consumer approach with parents; however, a prerequisite for informing and evaluating such efforts is a psychometrically sound measurement of parent beliefs that relate to their likelihood of youth service use. The Parental Attitudes Toward Psychological Services Inventory (PATPSI; Turner, 2012) was developed to assess parents' perspectives on youth services use across three reliable and valid factors (Help-Seeking Attitudes, Help-Seeking Intentions, and Stigmatization). Although the PATPSI has since been used to investigate parents' service-related attitudes and intentions in association with a variety of service use behaviors, no published studies have revisited the factor structure of the original, English-language PATPSI. This investigation conducted a confirmatory factor analysis on the PATPSI with a diverse community sample of 343 parents. Our results suggested that the three-factor model fit the data well, and internal consistencies for the three scales and the Total measure ranged from acceptable to good. For convergent validity, the Help-Seeking Intentions scale was significantly and positively associated with all three empowerment facets measured by the Family Empowerment Scale; the Stigmatization scale was significantly and negatively related with two of three empowerment scales; and we did not observe expected correlations between the Help-Seeking Attitudes and the empowerment scales. Furthermore, the associations between the PATPSI scales all performed significantly in the expected direction. Overall, this is the first study to replicate the PATPSI's factor structure, and evidence good reliability and validity, with a large, multiethnic United States sample. Highlights: The PATPSI's three-factor model of Help-Seeking Attitudes, Help-Seeking Intentions, and Stigmatization was supported within an ethnically diverse parent sample All three factors' internal consistency coefficients ranged from acceptable to good. Convergent validity findings varied by PATSPI scale, such that Help-Seeking Intentions and Stigmatization scales demonstrated greater convergent validity with the Family Empowerment Scale subscales compared to the PATPSI Help-Seeking Attitudes scale. The PATPSI may be a useful tool to assess diverse parents' perspectives during the help-seeking process for youth mental health services. [ABSTRACT FROM AUTHOR]

There is a dearth of research examining what parents in MENA region know about children's brain development and the type of activities they engage their young children at home to promote their cognitive development. This article describes and compares the views and behaviors of parents with children 0–6 years old from Casablanca, Morocco, the US, and the UK on early parental engagement. Seventy-eight Moroccan parents were compared to 1066 US/UK parents. The study utilizes survey data and explores parents' understanding of and support for their children's early cognitive development. Results reveal that more than fifty percent of Moroccan parents do not see themselves as having an impact on brain development until after the first year of their child's life compared to 10% of US parents, in part because they believe that babies' capacity for learning in the earliest years is limited. Yet Moroccan parents reported higher frequencies of teaching their young children letters and numbers and reading a book to them than US parents. These differences in at-home teaching practices may reflect the higher percentage of US/UK children who participate in early learning programs outside their own homes; such programs are not culturally accepted in Morocco. The belief that there is little capacity for learning in children's earliest years among Moroccan parents may minimize parents' motivation to function as their child's first teacher in the absence of early education programs. Policy implications and interventions are discussed concerning ways to change parents' knowledge and beliefs to motivate early learning activities. Highlights: Moroccan parents view themselves as having limited impact on their children's cognitive development in the early years compared to US parents. Moroccan parents reported higher frequencies of teaching their young children numbers and reading compared to UK parents. Sending very young children to early education centers is less acceptable in Morocco than in the US/UK. Moroccan parents turn to their extended family more than US parents do for guidance on child-rearing. Interventions should be culturally relevant and target sources to whom parents turn for support; home visits are promising. [ABSTRACT FROM AUTHOR]

This study investigated the experience of partnership development according to the degree of partnership between pediatric nurses and the parents of high-risk infants to identify the process of developing partnership using a two-step design with methodological triangulation that combined quantitative and qualitative research methods. In the first stage, 54 pairs of parents of high-risk infants in a NICU and their babies' primary nurses participated in the quantitative component of the study through a partnership survey. Based on the partnership scores obtained via the survey, we divided the participants into two groups: (1) a 4.0-point-and-higher group and (2) a group of over 3.0, but under 4.0 points, and thereafter included them in the qualitative component of the study—a semi-structured interview. We found that the core category influencing the pediatric nurses' partnership was "being a guide in working together," whereas for the parents, it was "getting along with the nurse based on faith." The process of partnership development between pediatric nurses and parents differed based on high and low partnership scores. Our study is meaningful in that it validated and added to the developing literature on the partnership between parents and nurses in NICU situations while considering the South Korean culture, and comprehensively explaining such partnership development from the parent's and nurse's individual perspectives. Considering the partnership development process between pediatric nurses and the parents of high-risk infants in the NICU based on their values and needs to promote partnership, a nursing intervention strategy to provide proper nursing management needs to be developed. Highlights: We investigated the degree and development process of partnership between nurses and parents of high-risk infants. The partnership development process differed according to the partnership score levels. These results may lay the groundwork for developing partnership interventions that consider nurses' and parents' needs. [ABSTRACT FROM AUTHOR]

Previous research has demonstrated the influence of family functioning on developmental outcomes but only a few studies have addressed the normative changes of family functioning during adolescence. While there is evidence that family adaptability is stable, findings regarding the development of family cohesion levels are controversial. The focus on the association of family functioning with parenting behavior has also been quite limited. Some studies have revealed that an authoritative parenting style is connected with better family functioning, but only a small body of research has analyzed the association with the main dimensions of parenting behavior. The current study investigated developmental trajectories of family adaptability and cohesion from adolescence to young adulthood. The impact of sex, number of siblings, marital status, socioeconomic status and parenting behavior was studied in a sample of N = 619 participants from a longitudinal Swiss study at two measurement times. Repeated measures ANOVAs and cross-sectional linear regression models were used to analyze the data. There was a significant developmental decline in perceived family cohesion but no change in adaptability from adolescence to young adulthood. In addition, there was a significant main effect of socioeconomic status on adaptability and of parental divorce on cohesion. Boys experienced a significantly steeper decline in family cohesion than girls. Adaptability and cohesion were predicted by perceived parental acceptance and psychological control at both measurement times while cohesion was also significantly predicted by perceived parental structure. The findings reflect normative developmental processes in the transition period. Highlights: Family adaptability remains stable from adolescence to young adulthood but is affected by socioeconomic status. Family cohesion declines over this period and is influenced by sex and parental divorce. Higher perceived parental acceptance and lower psychological control predicts higher family adaptability and cohesion. Perceived parental structure is positively correlated with family cohesion. [ABSTRACT FROM AUTHOR]

Unintentional injury represents a significant health threat to young children worldwide, with infancy marking a particularly vulnerable stage of development. The current study identified parents' home safety practices at two stages of development during infancy (sitting versus walking independently), with a focus on six common injury threats: burns, cuts, falls, drowning, poisoning and suffocation/strangulation/choking. This study also examined associations between these practices and parents' beliefs about their infant's vulnerability for injury, potential severity of injury, and need for supervision, as well as parents' tolerance for their children's risk taking and extent of protectiveness. A home-safety interview and measures assessing injury beliefs were administered to 146 parents of infants. Results revealed that the nature and frequency of parents' safety precautions varied based on infant mobility status and type of injury. Different injury beliefs were associated with implementing these precautions at each motor development stage. Implications for developing safety messages to promote parents' injury prevention strategies are discussed. Highlights: Infants are a high-risk group for home injuries. Little is known about their parents' safety practices. In-home interviews tracked practices as infants developed motor skills. Practices varied based on infant mobility status and type of injury threat. Injury beliefs of parents influenced decisions about practices. [ABSTRACT FROM AUTHOR]

Pan-Canadian efforts to support universal access to quality early childhood education and care (ECEC) for families are underway. Focusing on a universally available ECEC program in Nova Scotia, this study explored the impact of the perceived value of this publicly funded ECEC program on parental decisions for enrollment. A thematic analysis of data from focus groups and interviews (n = 42 families represented) from two separate, but related studies, revealed themes (Ease of access, Communication, Supporting familiarity with school and Early learning) which provide insight on the value that parents place on a universal ECEC program and may help to inform other jurisdictions. Highlights: Explores the values families place on ECEC programs. Shares both experiences of those who did access the ECEC program and those who did not. Provides an opportunity to learn how to best meet parents needs and expectations while ensuring accessibility for all families. [ABSTRACT FROM AUTHOR]

The opposition to culturally responsive teaching practices in the media overshadows the importance and benefits of these practices for minoritized children and families, given the disparate mental health and educational disparities for students of color. Therefore, this study assessed the relationship between parents' and legal guardians' perceptions of culturally responsive teaching practices to the perceptions of their elementary-aged children's mental health and well-being. This study also aimed to investigate the buffering role of culturally responsive teaching practices on the relationship between school discrimination and children's mental health outcomes. One hundred thirty-one diverse parents and legal guardians with children in elementary school (Mage = 8.05) were recruited for participation. According to parents and legal guardians, teachers' culturally responsive practices were positively associated with children's prosocial behaviors and significantly moderated the relationship between discrimination and mental health, including internalizing behaviors. This study provides crucial information regarding cultural variables that should be considered in school professional development and educator practices for elementary-aged children. Highlights: Parents' perceptions of culturally responsive teaching practices are associated with higher prosocial behaviors for elementary students of color. Parents' perceptions of discrimination are associated with higher internalizing and externalizing symptoms for elementary students of color. Parents, who reported high cultural responsiveness in their child's classroom and low experiences of school-based discrimination, also reported the fewest concerns about their young child's mental health, including internalizing symptoms. The findings of this study highlight the vital perspective of parents and legal guardians of children of color that should be included in research, practice, and policy when improving culturally responsive practices, anti-racism in schools, and mental health outcomes. [ABSTRACT FROM AUTHOR]

Allowing competent children to exercise their right to consent relies largely on healthcare practitioners' own understanding and attitudes regarding the maturity and decision-making capacity of minor patients, particularly in circumstances when professional guidelines for practice do not exist. The aim of this study was to explore Serbian primary care physicians' a) views and experiences regarding decision-making capacity of adolescents, b) experiences with adolescents' parents regarding their children's right to give autonomous consent and c) views on their own role in adolescents' healthcare. Qualitative semi-structured interviews were conducted in person with twelve pediatricians and gynecologists at eight primary health care institutions at Belgrade (Serbia) from March to May 2016. Qualitative content analysis was used to identify categories in the data. Participants agreed that decision-making capacity is reached at an individual pace, making it difficult to set age boundaries for consent. However, they noted that adolescents' decision-making capacity can be enhanced by providing appropriate support, by both physicians and parents. Participants described witnessing overprotective behavior in parents, yet highlighted that physicians are well placed to help parents understand the importance of letting their adolescent children participate in decision-making. Since participation in decision-making is considered to be in the best interest of minors, primary care physicians can be important agents in strengthening adolescents' positions as decision-makers in healthcare. In addition, healthcare workers would benefit from additional training in skills to enhance communication with both adolescents and parents. Highlights: Adolescents need to be encouraged and assisted in the development of their decisional capacity and autonomy. Parents need to be educated on the importance of adolescents' right to participation in health care decision-making. Cultural values and inter-familial relations need to be taken into account when deciding on the level of children's autonomy. Primary care physicians would benefit from additional training in adolescent medicine and skills for communication with both adolescents and parents. [ABSTRACT FROM AUTHOR]

Positive parent and peer influences are frequently targets for enhancing prevention and intervention programs for adolescent substance use. However, differences in the patterns of cannabis use trajectories in the transition from late adolescence to young adulthood may affect the quality of relationships with parents and peers. We examined how parent and peer influences in adolescence and in young adulthood relate to cannabis use trajectory groups that distinguish high risk trajectories of cannabis use across ten years; namely, Increasers (20%) and Chronic users (11%), from lower risk user groups of Abstainers (29%), Occasional users (27%), and Decreasers (14%). We assessed mother and father communication and parent monitoring, and as well as experiences of peer victimization and engagement with peers involved in positive and negative activities. Data were from the Victoria Healthy Youth Survey (V-HYS). Youth were randomly recruited in 2003 (N = 662; 48% male; Mage = 15.5) and followed biennially for ten years to 2013 (N = 478; 45% male; Mage = 25.8). Parent monitoring distinguished groups in adolescence, but, as expected, monitoring was low and not significant in young adulthood. Levels of parent communication were high across both age groups, but were not related to the cannabis trajectory groups. Peer influences were similar in adolescence and young adulthood, in showing that deviant peer influences remain greater in high risk user groups across this transition. Implications for preventive and treatment interventions for high risk users in young adulthood are discussed. Highlights: This 10 year longitudinal study adds to an understanding of how different patterns of use of cannabis in the transition from adolescence to young adulthood are related to changes in parent and peer influences related to these differences. Peer influences were similar in adolescence and young adulthood, showing that deviant peer influences persist in their associations with high risk use across this transition. Parent monitoring had protective effects in adolescence but not young adulthood. The impact of parent communication on cannabis use was not significant in young adulthood, controlling for levels established in adolescents, however levels of communication were high in both adolescence and young adulthood. [ABSTRACT FROM AUTHOR]

Extensive research, in Western countries, links parental mood and parenting styles with child outcomes including emotional and behavioural adjustment. However, the effects of cultural differences, particularly between Australia and Indonesia on such linkages have not been adequately addressed in the existing literature. This cross-cultural study aims to examine the relationship between perceived parental mood, parenting styles, and child emotional and behavioural adjustment among both Australian and Indonesian parents. Using an online survey, a total of 436 parents (125 Australian and 311 Indonesian parents) with at least one typically developing child between the age of 3 and 9 years participated in this descriptive, exploratory study. Results indicated that in comparison to Australian parents, Indonesian participants reported greater anxiety symptoms, lower levels of depression, and more use of an authoritarian style in parenting. Similar patterns in the associations of observed variables were found between different cultural groups. High levels of parental stress and less use of authoritative parenting were revealed to be predictors of child emotional and behavioural problems while the authoritative parenting style was the predictor for child competencies within both cultures. This study provides evidence for the inconsistency between cultural preference in parenting style and the predicted factors for child outcomes. Highlights: This is one of the few studies that directly compares parenting across a Western (Australian) and an Asian (Indonesian) culture. Despite cultural differences, the high use of authoritative parenting and low use of authoritarian parenting styles were associated with higher child competencies in both Australia and Indonesia parenting. Indonesian parents were more likely to use authoritarian parenting than Australian parents but also reported lower levels of depressive symptomatology. This suggests a cultural difference in the association between parenting style and depressive symptoms. Parent's poor parental moods (depression and anxiety) are consistently associated with parenting styles and child adjustment within Western cultures; however, the links are less clear for Asian countries potentially due to cultural acceptance of and high use of authoritarian parenting. Culturally differences and norms play a role in parenting. [ABSTRACT FROM AUTHOR]

Grounded in Interpersonal Acceptance-Rejection Theory, this study assessed children's (N = 1315) perceptions of maternal and paternal acceptance-rejection in nine countries (China, Colombia, Italy, Jordan, Kenya, the Philippines, Sweden, Thailand, and the United States) as predictors of children's externalizing and internalizing behaviors across ages 7–14 years. Parenting behaviors were measured using children's reports on the Parental Acceptance-Rejection Questionnaire. Child externalizing and internalizing behaviors were measured using mother, father, and child reports on the Achenbach System of Empirically-Based Assessment. Using a multilevel modeling framework, we found that in cultures where both maternal and paternal indifference/neglect scores were higher than average–compared to other cultures–children's internalizing problems were more persistent. At the within-culture level, all four forms of maternal and paternal rejection (i.e., coldness/lack of affection, hostility/aggression, indifference/neglect, and undifferentiated rejection) were independently associated with either externalizing and internalizing problems across ages 7–14 even after controlling for child gender, parent education, and each of the four forms of parental rejection. Results demonstrate that the effects of perceived parental acceptance-rejection are panculturally similar. Highlights: Studied effects of parent coldness, hostility, neglect, and rejection on age 7–14 mental health in 12 cultural groups. In cultures where mother and father neglect was higher than average, children's internalizing problems persisted. Higher than culturally-average levels of the 4 parenting behaviors predicted higher externalizing/internalizing problems. These between- and within-culture parenting effects persisted controlling for child gender and parent education. Results demonstrate that the effects of perceived parental acceptance-rejection are panculturally similar. [ABSTRACT FROM AUTHOR]

Anxiety and depressive disorders are global public health concerns, and research suggests that these disorders are common in parents and can adversely influence family functioning. However, little is known about normative levels of anxiety and depressive symptoms in parents of school-age children. The present study reports on generalized anxiety and depressive symptoms in 1570 parents and guardians of a nationally representative sample of children ages five to twelve years using two widely used and validated questionnaires: the eight-item variant of the Patient Health Questionnaire depression scale (PHQ-8) and the seven-item Generalized Anxiety Disorder scale (GAD-7). Moderate to severe levels of generalized anxiety symptoms were reported in 12.7% of the total sample and moderate to severe levels of depressive symptoms were reported in 14.1% of the sample; 17.7% of the sample reported moderate to severe levels of either generalized anxiety or depressive symptoms. This percentage was higher for females, younger parents and guardians, and parents and guardians reporting lower household incomes. These data, collected online in early 2018, may be useful for researchers and clinicians studying and treating anxiety and depression in parents. Further, these data provide a baseline for researchers currently studying the impact of changes related to the novel coronavirus (COVID-19) pandemic (e.g., school closures) on the mental health of parents of school-age children. Highlights: Almost 18% of parents and guardians of school-age children in the United States report moderate to severe symptoms of generalized anxiety or depression. Symptoms of generalized anxiety and depression are higher in younger parents and guardians and those reporting the lowest household incomes. Normative levels of generalized anxiety and depressive symptoms are provided for researchers, clinicians, and other health professionals studying and treating parents of school-age children. [ABSTRACT FROM AUTHOR]

Parenting a child with cancer creates numerous additional care demands that may lead to increased difficulties in balancing work and family responsibilities. Still, there is limited knowledge of how parents cope with both parenthood and paid work after a child's cancer diagnosis. The aim of the study was to explore mothers' and fathers' experiences of balancing the dual roles of work and parenthood following a child's cancer diagnosis. Nine focus groups with in total 32 parents of children with cancer in Sweden were conducted. The data was analysed using qualitative content analysis. Three categories were identified: Shifts in the importance of the parent role and the work role, Influence of context and conditions on the balance of roles, and Long-term unbalance of roles. Parents expressed an increased appreciation of time spent with family, but also emphasized the importance of work to counterbalance the sometimes overwhelming parenting demands. The pre-existing financial situation, work situation, and employer behaviour were important factors influencing the parents' ability to balance work and family. Traditional gender roles influenced how couples divided responsibilities and reflected on their experiences. Mothers and fathers were also met with different expectations, which highlights the need for the healthcare to consider their communication with caregivers. Importantly, the parents expressed how the child's illness affected their ability to balance work and family for a long time, while the understanding and support from others had steadily declined. Enabling parents to care for their ill child without sacrificing their own career is of utmost importance, and future research should focus on identifying which factors facilitate for parents to achieve a sustainable work-life balance. Highlights: Parents cherish time with family even more after the child's illness, but also emphasize the importance of work to counterbalance the parenting demands. Characteristics of the work environment play a highly influential role in parents' ability to manage the work-family balance. Traditional gendered division of parenting and working increased after the child's illness. Different experiences between mothers and fathers highlight the importance for the healthcare to consider their communication. Difficulties with balancing work and family remain for a long time, while understanding and support from others decrease with time. [ABSTRACT FROM AUTHOR]

The COVID-19 pandemic has forced many countries to close their schools and to change their education system to adopt the learning from home (LFH) method, which arguably requires more direct involvement from parents to succeed. This study explored parent's attitudes toward LFH policy based on a survey of 261 participants from 16 provinces in Indonesia. Employing latent class analysis, we revealed three distinct groups of parents with unique compounds of attitudes toward LFH (i.e., disengaged, positive, and negative). Disengaged parents neither consider LFH useful, nor do they see it as demanding. In contrast, the other two groups of parents have quite the opposite views on the usefulness and demandingness of LFH. Further analysis using multinomial logistic regression revealed that older parents from low-income households tend to be disengaged while fathers of young children tend to have negative attitudes toward LFH. Interestingly, the ownership of a personal computer at home seems to be a key indicator of parents with positive attitudes toward LFH after controlling for other demographic factors. How the findings provide a firsthand insight on the existence of digital divide by highlighting the importance of access to personal computers at home is further discussed. Highlights: Three groups of parents based on their attitudes toward the learning from home (LFH) policy amid COVID-19 pandemic were disengaged, positive, and negative. Disengaged parents did not consider LFH useful, nor did they see it as demanding. Parents with positive attitudes toward LFH considered it useful and not demanding, contrary to the other group of parents with negative attitudes who found it very demanding and not that useful. Older parents from low-income households tended to be disengaged while fathers of young children tended to have negative attitudes toward LFH. The ownership of a personal computer at home was a key indicator of parents with positive attitudes toward LFH after controlling for demographic factors. [ABSTRACT FROM AUTHOR]

We evaluate how two aspects of socioeconomic status, parental objective and subjective social status, are associated with health-related quality of life in three racial/ethnic groups during pre- to mid-adolescent development, using growth curve modeling. In a longitudinal cohort study, 4,048 Black, Latinx, or White adolescents were assessed in 5th, 7th and 10th grade. Objective social status (OSS) was based on parent-reported highest household educational attainment and total household income, and subjective social status (SSS) was measured with the MacArthur Scale, through which parents indicated their social standing in reference to community and national norms. Adolescents completed the Pediatric Quality of Life Inventory to measure their physical and psychosocial health-related quality of life. Based on growth curve modeling of the intercept, adolescents whose parents have higher OSS levels reported better health-related quality of life, whereas parental SSS was not associated with adolescent health-related quality of life in 5th grade. These findings were largely consistent across racial/ethnic groups. Based on growth curve modeling of the developmental slopes (or growth curves), higher objective social status was associated with a slower positive growth of health-related quality of life from 5th to 10th grade, which was largely consistent across racial/ethnic groups. The opposite appeared for parental SSS and physical health-related quality of life, and only for Latinx, where higher parental perceived social status was associated with an acceleration of positive change. Family income and education may influence health-related quality of life at the start of adolescence, but its effect appears to diminish as youth mature. However, in Latinx youth, parents' perceived social status may continue to influence improvement in their physical health-related quality of life as they mature. Highlights: Socioeconomic status (SES) is known to influence health throughout the lifespan, but the potentially different influence from different components of SES during adolescent development is unknown. Parental income and education level are positively associated with health-related quality of life (HRQOL) for youth in 5th grade. However, the role of parental income and education fades as adolescents mature, generally consistently across racial/ethnic groups. Yet, in Latinx adolescents, parents' perceived social status may continue to influence improvement in their physical HRQOL as they mature. [ABSTRACT FROM AUTHOR]

Parents' sense of community (SOC) may ease the impact of neighborhood risk on children's outcomes, but not all parents feel part of a trusted community. In this study, we examined whether parents' ratings of neighborhood risk and interpersonal support were related to their SOC, and whether interpersonal support moderated the relationship between neighborhood risk and parents' SOC. Participants included 161 parents (M = 40.25 years; 92.3% female) of minor children who were enrolled in youth mentoring programs. Results indicated that greater interpersonal support and less neighborhood risk was associated with parents' SOC. Post-hoc analyses showed that living in a neighborhood with gangs and illegal drugs, but not residential instability or living in public housing, was a salient risk factor for lower SOC. Contrary to our prediction, interpersonal support did not moderate the link between neighborhood risk and parents' SOC. These findings may inform interventions designed to bolster parents' connectedness to community and ability to promote children's positive development. Highlights: Parents' sense of community (SOC) has been linked to the health and well-being of children and families. We replicated previous research suggesting parents' SOC is diminished in the face of neighborhood risk, particularly a neighborhood with gangs and illegal drugs. Parents' level of interpersonal support, however, was a significant, positive predictor of parents' SOC. Our findings help clarify the factors that promote and detract from parents' SOC. [ABSTRACT FROM AUTHOR]

This study aimed to evaluate the efficacy of a brief, group-based parenting intervention for parents of children aged three to 10 years, in improving parental communication about sexuality with their children. A 2 (intervention vs. control) by 3 (baseline, 4-week follow-up, 3-month follow-up) design was used, with parents randomly allocated to intervention or control groups. The intervention comprised of a single session, two-hour parent discussion group on how to positively communicate to children about sexuality. Parental behaviours, self-efficacy, beliefs, and attitudes about sexuality communication were the primary outcome measures. Secondary outcome measures included parental knowledge, parental comfort, child behaviours, and observed sexuality communication. 117 parents completed assessment measures across three time-points and their data were used in the final analyses. Parents in the intervention group reported (i) greater sexuality teaching behaviours; (ii) increased self-efficacy in using sexuality teaching strategies; and (iii) decreased negative beliefs and attitudes about child sexuality communication, relative to parents in the control group, at the 4-week and 3-month follow-ups. No significant differences between parents in the two groups were found on parental knowledge, parental comfort, and child behaviours. Observational data indicated significant intervention effects only on parents' encouraging responses to their child's sexuality questions. These findings provide initial support for a brief parenting discussion group in improving sexuality communication between parents and children. Further research is needed to expand on the generalisability of the present study's findings. Australian and New Zealand Clinical Trials Registry ACTRN12615000459527 Highlights: Most parents acknowledge their role as sexuality educators, yet often feel that they lack the skills and confidence in effectively communicating to their children about sexuality. Parents participating in a brief intervention reported changes in sexuality teaching behaviours, self-efficacy, and beliefs and attitudes about child sexuality communication. Findings support the efficacy of a brief parenting discussion group in improving sexuality communication between parents and children, but studies on generalisability to more diverse populations are needed. [ABSTRACT FROM AUTHOR]

The United Nations Convention on the Rights of the Child stipulates the need for children and young people to have a say in matters that affect them. Despite being a signatory to this international legislation, Ghanaian children's input in child protection decisions are rarely considered. As a measure to improve child participation in decision making, the possible outcomes for involving children in child protection meetings were explored. Twenty-five parents who have been in contact with a Department of Social Welfare in Ghana took part in the study. This study adapted elements of the constructivist grounded theory approach using an in-depth interview method. The interviews were audio recorded, analysed thematically and managed with NVivo software. Analysis of the interview data revealed positive outcomes of cultural integration and alteration, and children becoming responsible parents in the future. On the other hand, the study revealed escalating maltreatment and obstructing children's education as possible negative outcomes for children when involved in child protection meetings. The findings suggest that child participation in case meetings can present an opportunity to break the cultural barriers of silencing children in decision making. Also, to further protect the child, after-case follow-ups and community sensitisation programmes have to be undertaken by practitioners to mitigate the possibilities of maltreatment from parents following children's involvement in the child protection process. Highlights: Parents perceive that children can learn to be responsible parents the more they are involved in child protection meetings. Increasing children's participation in child protection meetings can change the culture of silence in adult-centric settings. Developing and intensifying after-case follow-ups could help to mitigate maltreatments by parents following children's participation in child protection meetings. [ABSTRACT FROM AUTHOR]

A high-quality coparenting relationship among families of typically developing children has been shown to be beneficial for both parental and child outcomes. Nevertheless, these results cannot be generalized to parents of a child on the autism spectrum, as they are confronted with very different parenting demands. This systematic review aims to investigate the factors associated with coparenting a child on the autism spectrum. We systematically conducted this review according to the PRISMA statement. Twelve databases were searched and nine articles met the criteria for inclusion after screening. The findings suggested that certain factors such as parenting stress and satisfaction with the division of childcare-related labor are important aspects of coparenting a child on the autism spectrum. There was also some evidence to suggest that autism symptom severity may influence the coparenting relationship. However, the studies were limited by their number and heterogeneous methodologies. Further studies are needed to develop a greater understanding of risk and protective factors, as well as how the coparenting relationship affects the child on the autism spectrum throughout different stages of development. We provide recommendations to guide future research and discuss the implications for clinical practice towards the end of this systematic review. Highlights: Co-parenting is related to various factors, such as parenting stress and satisfaction with division of labor. Certain factors linked to coparenting a child on the spectrum are not reported among the wider population. This review emphasizes the need for more research in this field using consistent and rigorous methodologies Further explorations are needed to determine implications for practice over time. [ABSTRACT FROM AUTHOR]

No review to date has focused on evaluating the use of videos and digital media in parent-implemented interventions for parents of children with primary language or speech sound disorder (LD/SSD). Research objectives guiding this scoping review included an evaluation of (a) use of videos and/or other digital media in parent-implemented interventions; (b) use of videos and/or other digital media in asynchronous content; (c) the role of the parent as learner; and (d) the program impact on parents and children. This review followed a five-stage framework: (a) identify research questions; (b) identify relevant studies; (c) select studies; (d) chart the data; and (e) collate, summarize and report the results. Ten studies were included. No program included parents of children with speech disorders. One fully asynchronous program was identified, though many programs included videos concurrent with direct instruction. No study described the parent as learner and only four studies examined parent satisfaction and perceptions. These four studies directly measured specific parent behavior and results indicated that the programs had a positive impact on parents' interactions. Nine of the ten studies included child outcomes. This low volume of studies suggests limited work in this area. The review describes research gaps and future directions. Highlights: Parent-implemented interventions using asynchronous instructional content indicate promise. Parent-implemented interventions for children with LD/SSD infrequently use asynchronous instructional content. Evaluations of programs using self-managed or asynchronous instructional content is lacking. [ABSTRACT FROM AUTHOR]

While parent training often focuses on teaching parents of children with Autism Sepctrum Disorders (ASD) specific skills to address their child's problem behavior, it has often overlooked factors related to parents' own mental health and well-being, such as how they think and feel about their child's behavior and their parenting. The purpose of this study was to examine the impact of positive family intervention (PFI), a parent training program which combines cognitive-behavioral therapy (CBT) with family based positive behavior support (PBS), on parents' cognitions and children's problem behavior for families of children with ASD. A nonconcurrent multiple baseline design across three mothers was used to examine the impact of PFI on parent-reported stress, self-efficacy, attributions, rational and irrational beliefs, pessimism, and ratings of child behavior problems. Each mother received eight weekly 90-minute PFI sessions without the child present. Findings demonstrated significant decreases in parent ratings of problem behavior as well as observed child problem behavior for all three families, though visual analysis showed only modest change in parent-reported problem behavior for one of those three mothers, and direct observation data was only collected pre- and post-intervention. Two of the three mothers reported significant decreases in dysfunctional child- and parent-causal attributions, irrational beliefs, and pessimistic thoughts. In addition, one of those two mothers reported improvements in parental stress and self-efficacy. This study suggests that there may be benefits to incorporating CBT with PBS in terms of affecting parents' perceptions of their children and themselves. Factors potentially contributing to or limiting the effectiveness of PFI for each participant are discussed. Highlights: Child behavioral problems significantly decreased as a result of Positive Family Intervention (PFI). PFI resulted in improved cognitions or attitudes for two of the three mothers of children with ASD. Future research should identify which parents may benefit from adding parent–child coaching at home to parent-only sessions. Integrating cognitive-behavioral therapy with positive behavior support may help parents to implement behavioral interventions and cope with difficult situations. [ABSTRACT FROM AUTHOR]

This study examined parental perspectives on educating children about child sexual abuse (CSA) and personal safety. Twenty-four focus groups consisting of 144 parents or guardians (89% female) of children between the ages of 3 and 11 years were conducted in four areas of the U.S. (Northeast, Southeast, Mid-West, West). Parents were recruited through schools and community agencies. Participants viewed the family videos from the Second Step Child Protection Unit and then discussed their perspectives on parenting and sexual abuse prevention. The conversations were audio-recorded, transcribed, and analyzed qualitatively using a thematic approach. A major theme was that parents encountered barriers and challenges in their efforts to protect children and educate them about CSA. These included ambiguous safety messages for children; denial that their child could be at risk; personal discomfort with the topic; fear of ruining their child's innocence; and limitations imposed by gender role stereotypes. Additional challenges emerged from a sub-sample of groups from low-resourced communities. Many of these parents described challenges in overcoming intergenerational abuse and the culture of silence that surrounds it; fear of reporting CSA due to mistrust of authorities; and lack of options for safe child care. Results suggest that prevention programming should be tailored to the communities in which it will be presented, with attention given to reducing ambiguities in messaging and improving access to resources in low-resourced communities. Findings are interpreted within the framework of Protection Motivation Theory. Highlights: Talking with children about sexual abuse is often challenging for parents. Ambiguities in prevention messaging make it difficult for parents to provide children with clear guidance. Gender role stereotypes and personal discomfort pose significant barriers to talking about sexual abuse. Parents from low-resourced communities face unique barriers to protecting their children from sexual abuse. Understanding cultural context is critical to sexual abuse prevention efforts. [ABSTRACT FROM AUTHOR]

The transition to parenthood is a momentous time that has numerous repercussions for new parents, as a couple and as individuals. This qualitative exploratory study examines new parents' experiences and perceptions of the challenges in assuming the parenting role and maintaining relational well-being. Twenty-three new parent heterosexual or same-sex couples, belonging to various ethnocultural groups, with a child aged from 6 to 18 months, and residing in the Greater Montreal Area (Québec, Canada) underwent semi-directed dyadic interviews followed by individual interviews. Topics addressed concerned their trajectories before, during, and after the child's birth. Thematic analysis revealed three central challenges during the transition to parenthood: (1) loss of individuality and couplehood, given the primary identity as parent; (2) parental equality in terms of childcare and the associated tasks: a significant source of irritation; and (3) managing expectations: the influence of social norms and judgments on parental self-development. Gender, the fact of having borne the child or not, and identification as a homoparental family influenced the experience of the transition to parenthood. These challenges were amplified by factors that impeded their adjustment to the new parenting role: fatigue and lack of sleep; social isolation and feelings of solitude; and the work–school–family balancing act. Recommendations aimed at the sharing of tasks, the distribution of parental leave and the gendered nature of maternity are proposed to make new and future parents aware of these game-changing transformations during the transition to parenthood. Highlights: Both parents found it rather challenging to combine and balance their different roles and identities (parent, self, partner). Striking a fair balance in terms of childcare is a challenge: (1) its burden seemed to depend on gender, and (2) parents tended to fall into stereotyped parenting roles. Gender is not the only angle to explore the sharing childcare tasks and responsibilities, as the mental burden was heavier for the mothers who had borne the child in same-sex couples. There is notable paradox in the social norms for parenting. On the one hand, there is a strong social pressure to fully invest in this new role and to devote themselves to their baby. On the other hand, they face strong social pressure to be more than just a parent and continue to accomplish things in other life spheres. [ABSTRACT FROM AUTHOR]

Objectives: Little is known about the vulnerabilities faced by human immunodeficiency virus [HIV] positive parents living with their children in Bangladesh. Methods: A qualitative research design was used to examine parental experiences of living with HIV in the Bangladeshi family context, with data collected through in-depth interviews with 19 individuals in the cities of Khulna and Dhaka. Results: Psychological distress emerged as a major theme, specifically in regard to parental concern about their childrens' future. Economic insecurity was a primary concern, with financial difficulties a consequence of reduced income, savings and assets. Impacts were greater with parents who were poor, where both parents were HIV-positive, in families with a single parent, particularly single or widowed women, and parents living with significant HIV-related disabilities. Conclusions: There is an urgent need to both develop and implement appropriate psychological health- and wider social-care programmes for the welfare of parents living with HIV and their families in Bangladesh. [ABSTRACT FROM AUTHOR]

Objectives: Mindfulness interventions have been found to positively impact mental health, decrease stress and increase resilience. Nevertheless, mindfulness is not commonly included in routine prenatal resources. The purpose of this study was to conduct the first step in the scaling up approach to intervention dissemination by examining parents' knowledge and attitudes about mindfulness and learning preferences. The objective is to inform subsequent wide spread dissemination of mindfulness education for expectant women and their families through a local health department in Ontario to promote mental wellness during the transition to parenthood. Methods: This study employed an exploratory cross-sectional design. New and expectant parents in Ontario were surveyed to determine their knowledge, interest, and preferences in learning about mindfulness. Results: One hundred participants were recruited. Over half of the participants had heard about mindfulness, yet few were currently practicing mindfulness. The most commonly known practice was mindful breathing. The majority of participants were interested in learning more about the practices of: mindful breathing (87.5%), everyday mindfulness (89.1%), body scan (89.5%) and loving kindness (86.1%). Participants indicated they liked to receive information in a variety of formats, however; digital means (76%) was preferred over print format (50%). The highest rated methods of information delivery were from a professional (61%) or through websites (60%), using visual methods (75%). Conclusions: The findings of this study will inform the implementation of mindfulness education on a population level, which will be evaluated to determine its effectiveness on decreasing perinatal mood disorders within the population. [ABSTRACT FROM AUTHOR]

Objectives: Overparenting research has been primarily confined to parents of adult, college-aged children. Few studies have examined overparenting among parents of early adolescent children, particularly in non-academic out-of-school time settings. The present study examined the relation between overparenting, commonly associated parental behaviors, and child gender, to determine if, in a sample of 169 parents of youth ages 11–17 (M = 15.49), the same relations would be present as in prior overparenting research with emerging adult samples. Methods: Data were collected using a cross-sectional design with a questionnaire administered to parents following their child's participation in a one-week university-based residential summer camp. The initial seven-factor scale included items related to overparenting, affect management, parental monitoring, digital limit setting, psychological control, risk aversion, and autonomy granting. The final seven-factor 22-item measure was validated through confirmatory factor analysis and study hypotheses were tested through a structural equation model. Results: Consistent with much of the overparenting literature involving parents of emerging adults, overparenting had a significant positive direct effect on affect management, parental monitoring, parental digital limit setting, psychological control, and risk aversion, and a significant negative direct effect on autonomy granting. No relation was found between child gender and affect management, parental monitoring, parental digital limit setting, overparenting, risk aversion, psychological control, or autonomy granting. Conclusions: The findings were partly consistent with prior studies of emerging adults and have implications for our understanding of overparenting during adolescence as well as within the out-of-school time contexts in which overparenting research is emerging. [ABSTRACT FROM AUTHOR]

Objectives: Training in trauma-informed early intervention programs is greatly needed for Part C early intervention providers (EIs). This study evaluated the feasibility, acceptability, and initial outcomes of Trauma-Informed Behavioral Parenting (TIBP; subsequently renamed Smart Start), an early intervention program designed to meet the social–emotional needs of toddlers enrolled in Part C services. Methods: This pilot study consisted of training and supervising 5 EIs to implement TIBP with 8 parent–child dyads as part of their Part C services. Preliminary changes in child behavior problems, trauma exposures, parenting stress, and parenting skills were evaluated quantitively. EIs completed treatment integrity measures. Focus groups provided data regarding the feasibility of implementation and caregiver attitudes about TIBP. Results: Significant reductions in child trauma symptoms on both the YCPC-PTSD (S = 11.5, p = 0.0586, rMPRB = 0.64) and YCPC-FI (S = 11.5, p = 0.0586, rMPRB = 0.53) were indicated. No significant changes in externalizing behaviors were observed. Caregivers demonstrated improved use of positive verbal reinforcement and verbal reflections, and reported improvements on parent–child dysfunctional interactions on the PSI-SF (S = 16, p = 0.0117, rMPRB = 0.89). All focus group participants reported benefits from participating in TIBP. EIs demonstrated high adherence to treatment protocol and identified TIBP as a feasible program to implement within Part C services. Conclusions: This study showed promising results as a means to disseminate evidence-based practices into a community-level program to address the social–emotional needs of toddlers. The need for additional, large sample research was highlighted. [ABSTRACT FROM AUTHOR]

Objectives: The purpose of this study was to examine the direct and indirect links between the perception of family-centered care (FCC) and psychological well-being via the perceived self-efficacy of parents of children with cancer. This study also sought to identify the potential moderators of these links (treatment status and patient age). Methods: This cross-sectional study was conducted at the pediatric oncology wards of two Portuguese public hospitals. The consecutive sample comprised 251 parents (87.6% mothers) of children/adolescents (8−20 years old) diagnosed with cancer. Participants completed self-report questionnaires measuring their perception of family-centered care (family-centered services and providing general information), perceived self-efficacy (regarding healthcare and parenting role) and psychological wellbeing. Results: Results from the Structural Equation Modeling suggested that parents' perception of FCC was indirectly, but not directly, linked to psychological well-being via perceived self-efficacy. Multi-group analyses suggested that this mediation model was valid across treatment status (on vs. off-treatment) and patient age groups (children vs. adolescents). Conclusions: These findings highlighted that, through the implementation of FCC, healthcare professionals may promote parents' perceived self-efficacy and, consequently, their psychological well-being. Results also suggest that FCC may equally operate on parents' psychosocial functioning, regardless of treatment status or patient age. Overall, our findings reinforced the benefits of FCC practices in pediatric oncology wards. [ABSTRACT FROM AUTHOR]

Objectives: Childhood cancer has a profound impact on parents and family relationships. After their child's diagnosis, parents commonly require support from their extended family members including their own parents and siblings. Limited research has assessed how parents draw upon their extended families for support after diagnosis. Importantly, support–or lack of support–offered by extended family members may change family relationships. We aimed to assess how parents, after their child's diagnosis: perceive the support they received from their extended family; and describe changes to relationships with extended family members. Methods: We interviewed 35 parents of childhood cancer survivors (n = 32 female, 91.4%). On average, children had successfully completed their cancer treatment 1.52 years (SD= 1.23 years) prior to their parents' participation in our study (range = 0.17–6.33 years). Results: Thematic analysis of the data revealed five themes: extended family members as sources of support; hurt, anger and resentment; empathy for extended family members; insulating the nuclear family; and relationships after treatment. Extended family members can provide valuable support to parents of a child with cancer. At the same time, families can be a source of anger and frustration for parents, potentially damaging relationships into the future. Conclusions: Parents and their extended family members may have different ideas or expectations regarding the kind of support which is helpful during a child's cancer treatment. Interventions and resources which educate extended family members may assist in bridging the gap between the support parents need, and what they receive, when their child is diagnosed with cancer. [ABSTRACT FROM AUTHOR]

Using an online questionnaire among 516 Dutch parents (children between 1 and 12 years; 68% mothers, 18% single parents) this study explored whether parents see media devices as useful tools in childrearing, and how parent-family characteristics and parental perceptions on parenting, media effects and child development predict the acceptance of instrumental media use. Findings revealed that parents saw media as a) a distractor providing the parent relief in childrearing, b) a babysitter when the parent is unavailable, and c) a tool to modify children's behavior. Whereas 20 to 30 percent found media useful as a modifier or babysitter, only about 10 percent perceived media helpful as a distractor. Acceptance of the different types of instrumental media use depended more on parental perceptions than on parent-family variables: i.e., instrumental use of media was primarily endorsed by parents who are less confident about their parenting, have less support from a partner, expect positive effects from the media, and report health and conduct problems in their children. [ABSTRACT FROM AUTHOR]

This study examined the views of parents living with HIV/AIDS (PLWHA) and healthcare providers in Togo, on the appropriateness of HIV-infected fathers disclosing their serostatus to their sons. In early 2016, 177 PLWHA (95 mothers and 82 fathers) and 123 healthcare providers (20 physicians, 24 nurses, 41 nurse’s aides, 13 health counsellors, and 25 psychologists) judged the appropriateness of disclosure in 48 scenarios. These scenarios were composed by systematically varying the levels of four factors derived from previous studies on disclosure of bad news: the visibility of symptoms, the son’s level of psychological robustness, the son’s age, and whether the mother was involved in the decision. Seven qualitatively different positions were found: Depends on Son’s Maturity (20%), Depends on Mother’s Involvement in the Decision and Son’s Maturity (19%), Always Quite Appropriate (16%), Depends on Visibility of Symptoms and Son’s Maturity (15%), Depends on Mother’s Involvement in the Decision (14%), Depends on Son’s Age (9%), and Don’t Tell to Adult Son (7%). Healthcare providers (59% of nurses and 25% of physicians) were more likely than PLWHA (10%) to endorse the view that disclosure is Always Quite Appropriate. These findings suggest that interventions to encourage and support parental HIV disclosure in Togo, and possibly in other sub-Saharan African countries, must not be “one size fits all”, but must be tailored in design and implementation to address parents’ differing views, fears, and needs. [ABSTRACT FROM AUTHOR]

Although research suggests that various familial factors and the parent-child relationship are important for the adjustment to college, less is known about how a parent with a mental illness impacts the challenges that accompany the transition to college. This mixed methods study examined differences among college students (N = 196, age range 18-30 years) with and without a parent with a mental illness with regard to general psychological adjustment, college adjustment, coping, and the parent-child relationship. Participants with a parent with a mental illness experienced higher levels of depression and anxiety when compared to emerging adults without a parent with mental illness. There was a marginally significant difference in the use of coping styles between emerging adults with and without a parent with a mental illness. Furthermore, participants with a parent with a mental illness experienced higher levels of homesickness and college negative affect compared to emerging adults without a parent with mental illness. Qualitative analyses comparing freshmen with and without a parent with a mental illness showed that freshmen with a parent with mental illness were more likely to describe familial homesickness as a problem in their transition to college. Freshmen with a father with a mental illness were less likely to describe their father as a positive influence on their college adjustment when compared to freshmen without a father with a mental illness. The findings further support the importance of investigating the influence of having a parent with a mental illness on the transition to college for research and clinical practice. [ABSTRACT FROM AUTHOR]

This study aims to analyze the potential impact of taking care of a child with congenital Zika virus syndrome (CZS) on the mental health of parents. Specifically, three objectives were formulated: (a) to assess the level of mental health of the parents; (b) to examine the influence of subjective well-being and fatigue as predictors of parents’ mental health; and (c) to identify the impact of sociodemographic variables on parents’ mental health. Sixty-nine mothers (Mage = 26.38; SD = 6.23) and 17 fathers (Mage = 31.41; SD = 7.57) of children diagnosed with CZS took part in this study. They answered a questionnaire containing measures of positive and negative affects, life satisfaction, fatigue, mental health, as well as sociodemographic questions. The results indicated that approximately 7% of the participants had low levels of mental health and probable emotional disorder. In addition, higher levels of fatigue and negative affects and lower levels of life satisfaction significantly predict a lower level of mental health. Finally, comparative analysis showed significant differences between fathers and mothers: mothers reported experiencing fewer positive and more negative affects, a lower level of satisfaction with life, a higher level of fatigue and worse mental health. In summary, this article presents an overview of the mental health of mothers and fathers of children with CZS and points the way to devising strategies for psychological intervention that promote the adaptation of parents to this kind of developmental disability in the family. [ABSTRACT FROM AUTHOR]

Parent’s awareness that their child’s development is not proceeding as they expected can create an unanticipated transition from being a parent to becoming the parent of a child with a developmental diagnosis. While many transition theories contribute to our understanding of how parents’ experience change over time, many traditional transition models are not family-centered and do not provide a strengths-based perspective of parents’ experiences during this transition. This paper describes the process of theory derivation to develop a strengths-based theory of parental transformation (STPT). We used the theory of well-being of refugee women experiencing cultural transition to gain insights into parents’ experiences related to their child’s diagnosis. We propose that the STPT addresses a gap in the literature by situating the diagnostic process within a strengths’ based framework that aligns with contemporary perspectives regarding disability. The STPT emphasizes understanding parents’ experiences and needs in ways that promote personal growth to support the parent and child. [ABSTRACT FROM AUTHOR]

Although links have been found between parents' and teachers' (caregivers') attitudes about aggressive behavior, their responses to aggressive behaviour in children, and those children's own use of aggressive behaviour, most research has focused on primary and secondary school contexts and has examined the influence of parents and teachers separately. The current study explored both parents' and teachers' beliefs and intervention strategies for relational and physical aggression in early childhood settings. Teachers ( N = 18; Mage = 34.8 years) and parents ( N = 68; Mage = 32.2 years) were presented with vignettes portraying relational and physical aggression. Following each vignette, their perceptions of the seriousness of the act, empathy for the victim, likelihood to intervene, and intervention strategies used to respond to each vignette were assessed. Teachers were also interviewed about examples of aggression that have been seen in preschool age children. Results indicated that caregivers viewed relational compared to physical aggression as more normative, and had less empathy for, and were less likely to intervene in instances of relationally aggressive behaviour. They also recommended more passive intervention strategies towards relationally aggressive children and more direct strategies towards physically aggressive children. Interview responses indicated that teachers perceived the primary cause of aggression to be related to developmental characteristics of the child. Implications for how these findings about adult-child interactions impact the development of relational and physical aggression are discussed. [ABSTRACT FROM AUTHOR]

Parental perception of a child's weight is important in determining parenting and feeding styles, which relate to childhood obesity. Evidence suggests this perception can vary by ethnicity. The purpose of this review was to explore Asian parents' child weight perception and examine factors related to Asian parents' child weight misperception. A systematic literature review was conducted on eight studies between 2000 and 2016 through the databases of CINAHL, Cochrane Reviews, PsycINFO, Medline, and PubMed. Searching key words were Asians, Asian-Americans, weight perception, and parents. The review revealed that all eight studies identified child weight misperception, but with highly varying results (ranging from 29.7 to 89.2%). Factors that influenced the accuracy of a parent's child weight perception included maternal BMI, parental gender and age, child's BMI, child's own weight perception, child's gender and age, and child's birth order and birth weight. Misperception about their children's weight is prevalent among Asian parents. Anthropometric measurement of a child, rather than a parent's reporting of a child's weight, should be used to educate Asian parents regarding childhood obesity. Health care professionals should be aware of misperceptions when developing and providing a culturally appropriate intervention to address overweight/obesity among Asian children, which might include improving weight perception. [ABSTRACT FROM AUTHOR]

During the past few decades, research has increasingly addressed the associations between the interparental relationship and coparenting. However, limited headway has been made to systematically examine the longitudinal and bidirectional effects in this link. In the present study we tested whether change in couples' dyadic coping predicted the trajectory of coparenting conflict over 1 year, or the reciprocal pathway, drawing data from a RCT intervention study in 150 parental couples. Couples were randomly assigned to (1) a couple-focused program ( CCET), (2) a parenting training ( Triple P), or (3) an untreated control group. The parents' perceptions of their dyadic coping skills and coparenting conflict were assessed by means of questionnaires 2 weeks prior to and 2 weeks after completion of the treatment, at 6-month, and at 1-year follow-up. Results indicated that for the total sample, independent of treatment, increase in mothers', but not fathers', reports of dyadic coping from pre- to post-assessment predicted their own decrease in coparenting conflict over time, after controlling for both partners' baseline levels, average age of children per family, and problematic behavior of one target child reported by parents. In contrast, decrease in coparenting conflict from pre- to post-assessment was not related with the trajectory of dyadic coping. This pattern of findings suggests that enhancement of dyadic coping skills in parents may be a promising means to promote the parents' intimate relationship and, as a result, their supportive coparenting. [ABSTRACT FROM AUTHOR]

We conducted a one-year follow-up study of child psychoeducational assessment cases to examine whether and how the assessments were helpful to families. The current report focuses on parents' views of their child's assessment as well as the parents' adherence with the written recommendations provided to them following their child's assessment. Fifty-one of 72 eligible parents whose child received an assessment in an urban, Midwest university clinic participated. Based on semistructured interviews with the parents about the assessment recommendations, we grouped the recommendations and any barriers to adherence the parents mentioned into categories, and we also rated the clarity and complexity of the recommendations. Findings showed that, on average, parents identified the assessment process as useful and attempted or fully adhered to 71.5 % of recommendations. Parents reported the lowest adherence when referrals were recommended for their child to be seen by other professionals such as a pediatrician or psychiatrist; and they cited significantly more stigma barriers for recommendations to seek counseling/therapy or psychotropic medication than for recommendations pertaining to changes at home or school. Higher parental compliance was predicted by a combination of parents reporting fewer barriers and receiving more home based recommendations. The results support the utility of psychological assessments from parents' perspectives and suggest ways in which psychologists may increase the likelihood that parents will adhere to their recommendations. [ABSTRACT FROM AUTHOR]

The present study examined authoritative parenting and associations with parenting sense of competence and social support in Chinese mothers of children with intellectual disability and mothers of typically developing children. One hundred and sixty-seven mothers of children with intellectual disability with a mean age of 10.89 years (SD = 1.74) and 119 mothers of typically developing children with a mean age of 10.55 years (SD = 1.10) participated in a survey. Mothers of children with intellectual disability reported similar levels of parental warmth, and less use of reasoning and autonomy support compared with mothers of typically developing children. Parenting efficacy contributed uniquely to three dimensions of authoritative parenting for mothers of children with intellectual disability. By comparison, parenting efficacy did not contribute to use of reasoning and autonomy support for mothers of typically developing children. Social support made a unique but small contribution to parental warmth but not to parental reasoning and autonomy support for mothers of children with intellectual disability. For mothers of typically developing children, social support was associated with both parental warmth and autonomy support. This study suggests that child disability status is related to maternal authoritative parenting, and additionally, parenting efficacy plays a more critical role in predicting authoritative parenting of Chinese mothers of children with intellectual disability than mothers of typically developing children. [ABSTRACT FROM AUTHOR]

Parent training is an effective intervention for parents of children with a variety of childhood disorders, including conduct problems, and parents often view behavioral parent training as acceptable. Explanations and rationales for parent training are commonly provided at the beginning of treatment. The purpose of this study was to determine whether changing the description of a behavioral parenting intervention influenced parents' acceptability ratings and whether mothers and fathers differed in their ratings. There were 78 participants (39 mother-father dyads) in this study. Participants viewed one of two descriptions of parent training that focused on either addressing deficits in parenting skills or enhancing existing parenting skills. Parents' acceptability of the treatment descriptions was evaluated using the Treatment Evaluation Inventory-Short Form. Participants also completed the Eyberg Child Behavior Inventory and The Parental Locus of Control Scale. A multiple linear regression and a mixed factorial ANOVA were used to analyze the data. There was not a significant interaction between parent gender and parent training description type. There was also not a significant difference in the acceptability of the two parent training descriptions. However, mothers rated both treatment descriptions as more acceptable than did fathers. Results indicated that parental locus of control significantly predicted acceptability of the parent training descriptions. The results of the current study suggested that treatment acceptability was not influenced by the way that the interventions were described. Future research should focus on how to increase acceptability of parent training for fathers and parents with an external locus of control. [ABSTRACT FROM AUTHOR]

This paper explores the relationship between gender, academic achievement, and family functioning in a Chinese cultural background. Primary and secondary school students ( n = 1597) in Hong Kong participated in a survey questionnaire. Two competing hypotheses are derived and empirically tested based on the idea that parents are likely to have higher expectations toward their sons. First, when boys perform well academically, their parents might not feel particularly overjoyed because their sons simply achieved what they were expected to, which would not affect the parents' attitudes within the family and thus the boys' perceptions of the family. Second, when parents have such high expectations for their sons, they would feel particularly satisfied when the outcome fulfills their high expectations. The results indicated that boys did well academically to prevent their parents from potential disappointment, whereas parents were actually happier if their daughters overachieve because they have lower initial expectations. Such differences affected parents' attitudes, family functioning, and thus adolescents' view of family. The results of this study carry implications for the study of family functioning and parenting among Chinese families. In particular, parents should avoid having gender-based expectations toward their children, which could adversely affect how boys view their family. [ABSTRACT FROM AUTHOR]

This qualitative study compared West African immigrant parents' and adolescents' perspectives on parental monitoring of adolescents' peer groups. Parents ( n = 31) and adolescent children ( n = 25) were interviewed using focus groups and individual interviews, and data were analyzed using a grounded theory approach. Parents expressed a general concern about external influences on their children, particularly their mistrust of their children's friends. Adolescents reported that they were aware of their parents' fears and described their attempts to manage their parents' concerns while simultaneously maintaining friendships with same-ethnic and other-ethnic peers. This study offers both parent and adolescent perspectives in an effort to better understand adolescents' peer socialization and parental monitoring among West African immigrant families, one of the fastest growing demographic groups in the United States. Recommendations for mental health professions are discussed. [ABSTRACT FROM AUTHOR]