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IntroductionParenthood can be experienced as a pleasant but challenging period for parents, possibly accompanied by parenting stress. Early parenthood in particular is a vulnerable period as many parents experience biological and psychosocial changes related to new parenthood. Previous studies have shown that parenting stress is related to child behavior problems, but few studies have investigated the transactional relations across time between parenting stress and child internalizing and externalizing outcomes separately, examining within-person changes. The first aim of this study was to examine the transactional within-person associations of parenting stress and child internalizing and externalizing behavior problems across childhood from age 9 months to 9 years. As a second aim, we examined parenting as a possible underlying mechanism of the transactional associations by testing whether parental warmth and hostility mediate within-person associations of parenting stress and child behavior across time.MethodData were analyzed from the Growing Up in Ireland longitudinal child cohort study including 7,208 caregiver-child dyads at wave 1 (child’s age 9 months), who were followed at child’s age three (wave 2), five (wave 3), and 9 years (wave 5). Primary caregiver’s and child’s age and gender, household income, occupational status, educational status, partner status, and cultural background were covariates assessed at all waves. Data were analyzed using a random intercept cross-lagged panel model (CLPM) in R-lavaan.ResultsBidirectional relations between parenting stress and child behavior were found for both internalizing and externalizing behavior from age 5 to 9, but not for earlier time points.DiscussionOur results did not indicate mediating effects of parental warmth or parental hostility in the associations between parenting stress and child behavior problems. Therefore, we conclude that parenting stress and child internalizing as well as parenting stress and child externalizing behaviors have transactional associations from child’s age 5 to 9 years. Future research examining transactional associations of parenting stress and child behaviors should investigate possible other mediations taking a within-person approach by utilizing the RI-CLPM.

Background The Health Service Executive in Ireland aims to facilitate the translation of research and innovation into policy and practice and increase dissemination of research. Previous HSE surveys showed that a high volume of research was undertaken but the impact on practice and policy was unclear. Researchers reported sharing their research in publications, conferences, and through education and training but identified problems in engaging with practice and policy stakeholders. Survey respondents requested help with dissemination and getting research into practice. An organisation-wide project to identify frameworks to support knowledge translation (KT), dissemination, and impact identified a recommended methodology, created guidance, and training for knowledge creators and users. Objectives Provide a series of six guides, tools and templates, to support knowledge creators and users across the organisation Provide online training to support translation and dissemination of research knowledge Underline the importance of planning KT and impact at research commencement and identify the planned outcomes Develop user-friendly training to explain the elements of KT and dissemination. Results Two pilot studies were undertaken to test the guidance which, although positively received, resulted in changes to the format, design, and language to increase useability. An explainer video and six online training modules were developed, based on the guidance and pilot feedback to be rolled out from July 2021. Learning was enhanced through transfer of complex information and models into short training modules to be accessed by researchers with a range of experience and understanding. Conclusions KT is a complex area and developing education and training for it requires understanding the different learning needs of knowledge creators and users. Education and training should focus on the need for KT and impact from the start of a project. Key messages Practical guidance to assist researchers in translation of their research findings into practice and improving dissemination enhances service user impact. Education and training should focus on the need to plan for KT from the start of a project.