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High-quality partnerships between families and schools can bring enormous benefits to the development, learning, and wellbeing of children. Decades of research has identified parenting self-efficacy as a key factor influencing parents' contributions toward effective home-school partnerships. However, the strength of this association has varied significantly across studies with the aggregated strength remaining unclear. This meta-analysis aimed to investigate the associations between parenting self-efficacy and various aspects of parents' contribution to the home-school partnership, namely home-based involvement, school-based involvement, home-school communication and relationships, as well as parental expectations and aspirations among parents of primary school students. Moderator effects were also examined. Through systematically searching six databases and screening papers, we included 50 independent studies involving 185 effect sizes (N = 20,043 children). Results showed a small to medium correlation between parenting self-efficacy and the multidimensional construct of home-school partnership outcomes (r = 0.189). The associations were stronger for education-focused parenting self-efficacy (r = 0.183) than general parenting self-efficacy (r = 0.114) and were stronger still for home-based participation (r = 0.248) and parental expectations and aspirations (r = 0.248) than school-based participation (r = 0.124) and parent-teacher communication/relationship (r = 0.090). We detected limited moderating effects of child gender, parent gender, ethnicity, sample type (general or targeted), and socio-economic status and publication bias. Overall, this meta-analysis provides evidence to support the positive relationship between parenting self-efficacy and parents' contributions to the strength of the home-school partnership. Implications and suggestions for future research are discussed.

Parenting and family environment have significant impact on child development, including development of executive function, attention, and self-regulation, and may affect the risk of developmental disorders including attention-deficit/hyperactivity disorder (ADHD). This paper examines the relationship of parenting and family environment factors with ADHD. A systematic review of the literature was conducted in 2014 and identified 52 longitudinal studies. A follow-up search in 2021 identified 7 additional articles, for a total of 59 studies that examined the association of parenting factors with ADHD outcomes: ADHD overall (diagnosis or symptoms), ADHD diagnosis specifically, or presence of the specific ADHD symptoms of inattention and hyperactivity/impulsivity. For parenting factors that were present in three or more studies, pooled effect sizes were calculated separately for dichotomous or continuous ADHD outcomes, accounting for each study's conditional variance. Factors with sufficient information for analysis were parenting interaction quality (sensitivity/warmth, intrusiveness/reactivity, and negativity/harsh discipline), maltreatment (general maltreatment and physical abuse), parental relationship status (divorce, single parenting), parental incarceration, and child media exposure. All factors showed a significant direct association with ADHD outcomes, except sensitivity/warmth which had an inverse association. Parenting factors predicted diagnosis and overall symptoms as well as inattentive and hyperactive symptoms when measured, but multiple factors showed significant heterogeneity across studies. These findings support the possibility that parenting and family environment influences ADHD symptoms and may affect a child's likelihood of being diagnosed with ADHD. Prevention strategies that support parents, such as decreasing parenting challenges and increasing access to parent training in behavior management, may improve children's long-term developmental health.

As a field established on improving the lives of individuals, families, and communities, Family and Consumer Sciences (FCS) is well-positioned to address the challenges and opportunities faced by justice-involved families (Nickols et al., 2009). From reentry and rehabilitation to parenting and family relationships, the support of justice-involved families is intrinsically linked to individual well-being, family strengths, and community vitality. Embedded within the FCS Body of Knowledge (BOK), the integrative element of human ecosystems provides practitioners with a lens for viewing the justice system's impact on families. The foundation of FCS emphasizes the importance of strong family relationships. For justice-involved families, these relationships may be strained due to the effects of incarceration. Multiple barriers, within and outside of the justice system, can impact a family's ability to interact and communicate with their justice-involved loved ones. Using the BOK as a model for practice, this paper details five ways in which the FCS profession can utilize the foundations of the field to support justice-involved families.

This is the first large-scale study of resources as a form of "language management" -- that is, a way of influencing children's language practices. We introduce the distinction between child-directed resources (i.e. those providing parents with opportunities to engage with their children in the languages they are transmitting) and parent-directed resources (i.e. those providing parents with information about multilingual child-rearing). This study focused on the awareness and use of, as well as the desire for, such resources among Québec-based parents (n = 819) raising infants/toddlers (0-4 years) with multiple languages in the home. Data were collected with a questionnaire. Quantitative data were analyzed statistically, and qualitative data were analyzed using a computer assisted discourse study. We compared parents transmitting at least one immigrant heritage language -- usually in addition to English and/or French (HL parents), and parents transmitting only English and French (non-HL parents). Overall, the findings show that non-HL parents were comparatively satisfied with existing child- and parent-directed resources in English and French. By contrast, HL parents had a stronger desire for additional resources in their HLs. All parents desired multilingual resources. The paper discusses the theoretical and practical contributions of this study as well as directions for further research.

With a focus on an under-studied group of immigrants in the UK, this paper examines Iranian families' language ideologies and practices at home in relation to Persian acquisition and maintenance for their children. Working within a family language policy (FLP) framework, we draw on sociolinguistic data from semi-structured interviews with eighteen mothers to understand how parental beliefs, their everyday language practices and the attempts they make to maintain, improve, or alter their language use will lead to their children's heritage language acquisition and maintenance. The results of the study suggest that the success in heritage language development and maintenance boils down to parental pro heritage language ideologies and their everyday small-scale practices. It was also found that the interrelationship between language and cultural values and a successful FLP was further reinforced by the parents' migration trajectory and proficiency in English as the societal language. This research also showed that the large size of this diaspora in the UK (particularly in London), their close-knit social network, availability of heritage language weekend schools and the possibility of frequent visits to the home country create a conducive situation for the Iranian diaspora to raise their children bilingually.

A range of structural, interpersonal and individual factors contribute to the extent to which people can access higher education and experience inclusion and equity once there. This paper considers the experiences of parents in higher education settings, and examines the extent to which universities in two countries support parents' inclusion through the facilities and services evident on their campus maps. The inclusion of such parent-related facilities and services on campus maps reflects not only a commitment to providing support infrastructure, but importantly to making them visible, promoting a culture of normalisation of parents and parenting in higher education. We used manifest content analysis to examine the campus maps of Australia's n = 37 and New Zealand's n = 8 public universities, with a total of 281 distinct physical sites identified. Childcare services, parents' rooms, baby change tables, nursing areas and parking-related services were identified, although the prevalence within and across sites varied greatly. A lack of clarity in labelling and inconsistency across different modes of maps pose barriers to access and visibility in some cases, and overall, reporting of parenting-related infrastructure was limited. Our analysis indicates that parents attending university campuses may face ongoing challenges as they navigate their dual academic and parenting responsibilities.

Families have a right to privacy, but we know little about how the public–private boundary is negotiated at the micro level in educational settings. Adopting ethnomethodology, the paper examines how talk about the home situation was occasioned and managed in ten parent–teacher conferences in early childhood education and care (ECEC), with a special focus on the ECEC teacher's strategies for eliciting family information. The paper demonstrates a continuum of interactional practices which, in various degrees, make parents accountable for providing family information. The analysis shows that parents both volunteer and provide the pursued information, thus actively orienting to the norm of visibility in child rearing. However, although both parties orient to questioning and fishing as business as usual, the parents' accounts sometimes had an excusing quality or they adopted a reserved communication style, suggesting a certain ambivalence as well. The paper outlines different ways of understanding the present partnership ideal in parent–teacher teacher cooperation with implications for the negotiation of privacy. The paper also addresses training, which can contribute to staff and student reflections on the management of the public–private boundary. [ABSTRACT FROM AUTHOR]

The predominant position in the reproductive rights literature argues that access to assisted reproductive technologies (ART) forms part of an individual's right to reproduce. On this reasoning, refusal of treatment by clinicians (via provision) violates a hopeful parent's reproductive right and discriminates against the infertile. I reject these views and suggest they wrongly contort what reproductive freedom entitles individuals to do and demand of others. I suggest these views find their origin, at least in part, in the way we define "reproduction" itself. This paper critically analyses two widely accepted definitions of human reproduction and demonstrates that both are fundamentally flawed. While the process of reproduction includes the biological acts of begetting and bearing a child, I argue that it does not extend to include rearing. This reworked definition has little impact in the realm of sexual reproduction. However, it has significant ethical implications for the formulation and assignment of reproductive rights and responsibilities in the non-sexual realm in two important ways. First, a claim to access ART where one has an intention to rear a child (but does not beget or bear) cannot be grounded in reproductive rights. Second, lacking an intention to rear does not extinguish the reproductive rights and responsibilities for those who collaborate in the process. I conclude that clinicians collaborate in non-sexual reproduction at the point of triggering conception (begetting) and therefore have the right to refuse to be involved in non-sexual reproduction, in some instances, as do all reproductive collaborators. [ABSTRACT FROM AUTHOR]

Kinship care and child fostering are a common practice in certain parts of Africa. This narrative review seeks to explore and thematically code the contextual circumstances in which children leave their natal homes and are fostered across Africa and the corresponding outcomes for these children. It draws on case studies from Cameroon, the Democratic Republic of the Congo, Ethiopia, Kenya, and Namibia and other countries across the region to illustrate the diversity and cultural importance of kinship care and child fostering. These countries were selected based on their inclusion in the Thrive by Five International Program, a child rearing program promoting social, emotional, and cognitive development of children from birth to age five. The importance of kinship care and child fostering is also reinforced by outcomes from codesign workshops conducted for the Thrive by Five International Program in which parents, caregivers, and subject matter experts discussed their perspectives on child rearing practices and the challenges faced by caregivers in their home countries. The paper highlights the need to support kinship and foster caregivers in Africa with culturally adapted and place‐based child rearing programs to help ensure fostered children reach their full developmental potential. [ABSTRACT FROM AUTHOR]

Equity and inclusion are critical factors in ensuring that mothers of young children are able to participate fully in occupational therapy academia. Mothers of young children often face significant barriers that prevent them from fully engaging in academic pursuits, including lack of access to childcare, limited support structures, and societal expectations regarding gender roles and caregiving responsibilities. This opinion paper reviews strategies for academics at various levels within academia to promote equity and inclusion for these individuals. [ABSTRACT FROM AUTHOR]

An important cause of stunting is limited consumption of complementary foods, in terms of both quantities and nutrients. Although existing studies show a positive association between fathers' engagement and children's diet, programmes designed to improve complementary feeding practices often only target mothers. In response to this, maternal behaviour change communication (BCC), paternal BCC and food voucher programmes were designed and implemented in Ethiopia using a clustered randomized controlled trial design. The paternal BCC programme included gender‐equal messages to increase fathers' participation in childcare, household labour and decision making. The research reported in this paper is an examination of the BCC programmes, characterizing the behavioural, normative and control beliefs of both mothers and fathers in BCC households compared to those in control households. In this study, a total of 40 participants were included, with 13 mother–father pairs in the BCC + food voucher group, and seven pairs in the control group. Each participant was interviewed separately. We found that BCC mothers showed more gender‐equal tendencies than the control mothers despite being more rural in location. By contrast, the beliefs of BCC and control fathers were similar overall, suggesting men are more resistant to gender‐equal BCC. More work is needed to develop and test effective methods for changing fathers' beliefs and practices. Key messages: Mothers in behaviour change communication (BCC) group mothers held more gender‐equal beliefs than control mothers, while BCC and control fathers shared similar views, suggesting a male resistance to gender equality.Mothers found fathers' involvement in childcare socially acceptable but often perceived them as inexperienced, which limited their participation.Control mothers' traditional view on household chores maintained the conventional labour division, influencing fathers' involvement.Fathers typically resisted maternal control of resources; however, they agreed that the more knowledgeable should lead decision‐making. BCC mothers showed greater confidence in making household decisions as effectively as fathers. [ABSTRACT FROM AUTHOR]

[Main Purpose] "PFA (Psychological First Aid) for Children" is a hands-on training program developed by the World Health Organization (WHO) and others based on the PFA manual. For people (especially children) who have suffered mental pain as a result of experiencing a crisis situation that seriously disrupts their daily lives, such as disaster victims or accidents/incidents. On the other hand, what kind of education is required in which grade for pharmacy students who do not have specialized knowledge in psychological care? Therefore, we qualitatively and quantitatively analyzed the reports of pharmacy students who participated in "PFA training for children." [Method] Students from the School of Pharmacy, Niigata Pharmaceutical University (6 4th year students, 6 5th -year students, total 12 students) who participated in the "PFA training session for children " held at Center for Disaster Medicine and Education, Niigata University School of Medicine in June 2018. All participants were asked to submit a post-training report in a free writing format within one A4 sheet of paper within one week after the completion of the training. KH Coder was used for text mining analysis. [Results & Discussion] As a result of co-occurrence network analysis, a cluster was formed around the word "listening" for 4th year students, but a cluster was formed around the word "training" for 5th year students. In the extracted word list, four of the top five frequently occurring words were the same. Our results thus suggest that when the "PFA for Children training" was given to pharmacy students after their clinical training, they were more proactive and engaged in the training. Therefore, attending this training session after the 5th year of practical and clinical training is considered to have a high educational effect for pharmacy students who do not have specialized knowledge of psychological care. [ABSTRACT FROM AUTHOR]

This study addresses two distinct but interwoven questions on the link between spirituality and religion in the lives of Syrian Muslim refugee parents. (1) How do religious and spiritual convictions impact these refugees and their families? (2) How do these convictions shape Syrian Muslim refugee parents' own positionality as caregivers and as individuals? We distinguish religious convictions as ones entrenched in the practice of organized religion (e.g., prayer and fasting), and spiritual convictions as ones associated with the frame of reference inspired by religion (e.g., embedded references to God and/or the Prophet Muhammad peace and blessing be upon him). This paper is focused on qualitative findings from 16 Syrian refugee parents (15 mothers and 1 father) and their individual families. While the study began as a pilot for an intervention program focused on early childhood education among refugee children in Jordan, it became overwhelmingly clear that the refugee parents' individual senses of parenthood, responsibility, and aspiration for their children's futures are inextricably linked to their spiritual and religious convictions. Highlights: Explores the importance of faith and spirituality in the context of refugee parenting and early childhood development. Provides insight into how refugee parents speak about their faith and spirituality in the context of their migration experiences, aspirations for their children, and as an extension of their own development. Based on a qualitative study with 16 Syrian caregivers in Jordan. Argues for the need to include awareness of and sensitivity to Islamic religious and spiritual practices in the design of interventions and programs concerning Muslim refugee children. [ABSTRACT FROM AUTHOR]

Copyright of Socioloski Pregled is the property of Srpsko Sociolosko Drustvo and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Unequal distribution of child rearing and domestic responsibilities between parents contributes to gender inequity, a wicked problem in Australia. Inequitable parental leave policies at Australian public Universities place the burden of care squarely on the mother, diminishing or absenting the father. We examine how the gendered nature of the existing policies are constructed in ways that create inequities and discourage their uptake. A post‐structural feminist lens provides us with a theoretical vantage point from which this wicked problem can be problematized. We present three recommendations for enabling more equitable outcomes for parents. The first is to eradicate the punitive approach and support flexibility; second, the policies must be parental leave in name, provision and practice; and finally we recommend a minimum parental leave standard for Australian universities nationally. These findings have policy‐level significance for redressing parental leave inequity within the Australian university context. The paper concludes with theoretical contributions, practical implications, and suggestions for future research. [ABSTRACT FROM AUTHOR]

Background: Despite the widespread use of humor in social interactions and the considerable literature on humor in multiple fields of study, the use of humor in parenting has received very little formal study. The purpose of this pilot study was to gather preliminary data on the use of humor in the raising of children. Materials and methods: We developed and administered a 10-item survey to measure people's experiences being raised with humor and their views regarding humor as a parenting tool. Responses were aggregated into Disagree, Indeterminate, and Agree, and analyzed using standard statistical methods. Results: Respondents (n = 312) predominantly identified as male (63.6%) and white (76.6%) and were (by selection) between the ages of 18–45 years old. The majority of participants reported that they: were raised by people who used humor in their parenting (55.2%); believe humor can be an effective parenting tool (71.8%) and in that capacity has more potential benefit than harm (63.3%); either use (or plan to use) humor in parenting their own children (61.8%); and would value a course on how to utilize humor in parenting (69.7%). Significant correlations were found between the use of humor and both i) the quality of respondents' relationships with their parents and ii) assessments of how good a job their parents had done. Conclusions: In this pilot study, respondents of childbearing/rearing age reported positive views about humor as a parenting tool. [ABSTRACT FROM AUTHOR]

In response to highly publicized instances of overt racial injustice, there has been a recent resurgence of interest and commitment to identifying processes through which anti‐racist behaviors develop among White individuals. One particularly important context in which anti‐racist behaviors can develop is within families and as a result of childrearing. Theories of anti‐racism typically neglect the role of families and family science research typically neglects a focus on anti‐racist parenting outcomes. To further research and applied work on fostering anti‐racism within White families, this paper introduces a new integrative model called routes to effective anti‐racist parenting (REAP). The model draws on theories from various fields, including family science and social psychology, and uses a metaphor of nurturing a plant to explain the nuanced, multi‐faceted approaches to anti‐racist parenting. The model incorporates factors related to the "pot" (i.e., fundamental values and structure necessary to contain more specific anti‐racist skills and behaviors), "soil" (i.e., characteristics that define anti‐racist commitment), "seeds" (i.e., direct transmission of anti‐racism skills), and "environment" (i.e., influential external factors). Finally, we describe the intended benefits that can be reaped from this intentional approach to anti‐racist parenting. The REAP model contributes to the family science literature by providing an empirically grounded theoretical model describing the roles that parents can play in children's anti‐racist development. [ABSTRACT FROM AUTHOR]

Backgroud: Despite the advancements in the rights of persons with disabilities in Western countries, the motherhood of women with intellectual disabilities remains scarcely visible. The approval of the Convention on the Rights of Persons with Disabilities (2006) and its subsequent ratification by the Spanish Government (2008) recalls the obligation to fulfil the rights of persons with disabilities to found a family (art. 23) and to choose who they want to live with (art. 19). While the importance of this legislation is undeniable, the personal experiences of women with intellectual disabilities still demand effective changes. Methods: This article reports the results of a study entitled Subjectivities and motherhood in women with intellectual disabilities. Reflections in dialogue through an inclusive research project. In this study, we delved into the stories of 13 women, aged between 24 and 72, to learn about their motherhood experiences (before, during and after making the decision of being mothers) and to identify the barriers and supports encountered. Methods for data collection included individual semi‐structured interviews, discussion groups and other narrative and visual resources (images and biograms). Findings: This study explores in depth the obstacles identified by the participating mothers, which have been organised around six themes: (1) information and guidance on sexuality and family planning, (2) assistance of health services, (3) employment and housing situation, (4) child custody, (5) raising children, and (6) informal support. The participants encountered difficulties in all the above fields related to contextual factors. In other words, these barriers do not derive from individual issues centred on their disability, but from factors that often do not depend on mothers with intellectual disabilities, such as deprivation of socio‐educational opportunities. Conclusions: Our results show the nuanced ways in which these mothers were immersed in a social system that questions them as 'good mothers' and violates their rights. As we discussed, the participants' desires and decisions to engage and/or continue with motherhood constitute an exercise of resistance to this system. Accessible summary: People with intellectual disabilities have the right to start a family and to choose who they want to live with.These rights need the support of society and institutions to be effective.This paper deals with interviews and discussion groups with thirteen women with intellectual disabilities.Women with intellectual disabilities shared their experiences of motherhood.The participating women and academic researchers found some of the barriers mothers with intellectual disabilities encountered.Women with intellectual disabilities defend their desire and ability to become mothers. [ABSTRACT FROM AUTHOR]

In this paper, I explore the characteristic reason that motivates a virtuously honest person to perform honest actions. I critically examine previous accounts of honesty's characteristic motivating reason, including Christian Miller's pluralistic account, which allows various virtuous motivating reasons to count as honesty's motivation. I then introduce the respect for the right not to be deceived as the moral ground that characteristically motivates a virtuously honest person's honest action. After addressing possible objections, I conclude by discussing its educational implications on cultivating the virtue of honesty. [ABSTRACT FROM AUTHOR]

This paper examines the concept and moral significance of "childhood interests." This concept is important in medical decision-making for children and more broadly in the field of pediatric ethics. The authors argue that childhood interests are identifiable components of childhood well-being that carry moral weight. Parents have a special role in protecting and promoting these interests and special obligations to do so. These parental obligations are grounded by the independent interests of the child, as well as the good of society more generally. Because parents have these child-rearing obligations, they must also have the authority and wide discretion necessary to fulfill them. However, while parental discretion is wide, it is not unlimited, for it must be used to safeguard and advance childhood interests. [ABSTRACT FROM AUTHOR]

While it is now widely acknowledged that child-rearing practices vary culturally, there has been little research or consideration on how cultural difference is experienced by Polish immigrant parents in Ireland. This paper reflects on how culture is experienced by migrant parents and shapes Polish migrant parenting in the Irish context. It draws on findings from a qualitative study which elicited Polish migrant parents' perspectives on the norms that shape parenting and their parental experiences, while residing in a culturally diverse neighbourhood in Ireland. Findings highlight that no single theoretical framework accurately captures Polish migrant parenting, which is a complex, multidimensional and dynamic phenomenon. Instead, insight is required into migration experiences, the influence of childhood, family relationships and obligations, as well as employment and parenting styles, all of which are underpinned by specific cultural norms and values, to better understand parental challenges in the adaptation to their post migration environment. [ABSTRACT FROM AUTHOR]

The article "Advancing understanding of overparenting and child adjustment: Mechanisms, methodology, context, and development" explores the impact of overparenting on child development, emphasizing its prevalence, consequences, and underlying mechanisms. Topics include the various forms of overparenting, its effects on adolescent and emerging adult adjustment, and the need for nuanced research to understand its complexity and cultural context.

This paper examines the optimal design of childcare subsidies and how subsidies are implemented. We combine the optimal subsidy model with the situation in China and construct the optimal childcare subsidy model using families as units. We discuss the selection patterns of direct and indirect subsidies and prove the applicable ranges and selection thresholds for different subsidy types. Based on the CFPS database in China, we simulate the amount of childcare subsidies for families with different levels of market productivity and calculate the optimal amount of subsidies for them. The results show that direct subsidies should be provided to families whose wages are lower than the market price of childcare. Indirect subsidies should be provided to families whose wages are above the market price for childcare. Finally, the optimal child-rearing subsidy curve is derived, and the easily identifiable macro optimal subsidy curve is designed for implementation. [ABSTRACT FROM AUTHOR]

Copyright of Seminare Learned Investigations / Seminare. Poszukiwania naukowe is the property of Francis de Sales Scientific Society / Towarzystwo Naukowe Franciszka Salezego and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Present study aimed to evaluate the relationship between self-compassion and psychological hardiness, and psychological well-being among mothers of children with autism. The research design was correlational, and its statistical population sample consisted of 101 mothers of children with an autism spectrum disorder. The results of a correlational analysis showed a significant positive relationship between self-compassion and psychological hardiness, and psychological well-being. Multiple regression analysis showed that among the variables of self-compassion and psychological hardiness, the variable of self-compassion had the largest share in predicting the psychological well-being of mothers. Concerning self-compassion, conscious awareness of self-kindness along with psychological hardship could predict the psychological well-being in these groups of mothers, such as raising a child with ASD. [ABSTRACT FROM AUTHOR]

Objective: Successful parenting is a new and globally recognized program regarding child-rearing that fosters a positive relationship between parents and their children. Thus, the present study aimed to design and explain a local model of successful parenting. Methods and Materials: This qualitative research is a phenomenological study, with the statistical population consisting of all parents of elementary school students in Isfahan city during the 2021-2022 academic year. A sample of 32 individuals (16 couples) was selected. The research measurement tool was an interview. The interview data were analyzed using MAXQDA 2020 software. Findings: The results of this study indicate that the contextual conditions of successful parenting include family economy, family rights, love and intimacy in marital relationships, responsibility for child-rearing, collaboration, and joint problem-solving in marital issues. The causal conditions of successful parenting are study and consultation for child-rearing, inherent characteristics (parental personality), intervening conditions (obstructive/facilitating), social conditions of the community, economic conditions of the community, family performance, strategies of successful parenting, education and awareness, joint family activities, providing opportunities for self-expression, maintaining close and respectful relationships with children, supervising children, collaboration and participation in problem-solving with children. The outcomes of successful parenting are societal advancement and excellence, family success, and children's success. Conclusion: The local model for successful parenting involves causal, contextual, and intervening factors, as well as strategies and outcomes of successful parenting. The proposed model can be useful for family counselors, psychologists, and parents for effective child-rearing. [ABSTRACT FROM AUTHOR]

Introduction: A substantial body of research indicates an increasing prevalence of mental health issues among university students in a range of countries. A number of psychosocial factors have been put forward in the research literature as possible explanations for this persistent decline in psychological wellbeing in higher education. The present study focused on the role of family factors and the use of digital technologies by students. Methods: A replication study was conducted at the University of the Americas (Chile) based on a previous study on psychosocial factors of academic learning patterns and mental health of university students at the Complutense University of Madrid (UCM), Spain. A cross-sectional design was employed, using the same questionnaire, plus indicators of most frequently used digital technologies by the students. The questionnaire was administered online at the same time to all incoming students, gathering a sample of 4,523 students. A series of multiple regressions and ANOVAs was conducted to ascertain the extent to which family and digital factors could be identified as predictors of mental health indicators. Results: The most significant findings indicate that high levels of parental protection and control/discipline, and especially the high use of social media and smartphones, are particularly salient factors contributing to mental health problems in the learning process of higher education students. Discussion: The results suggest strategies to promote wellbeing, with a focus on the psychosocial diversity within an inclusive university community. Social and digital innovation, collective entrepreneurship, and participatory place-building may facilitate networks of artistic, cultural, ecological, and sports spaces to promote the sense of university community. A longitudinal follow-up on the same sample across academic years will reveal the extent to which these wellbeing initiatives are fruitful. [ABSTRACT FROM AUTHOR]

While far-right movements are commonly associated with masculinity and women are in the minority, it is notable that they often play significant roles within these movements. To deepen our understanding of the motivations behind women's participation, this study challenges Blee's argument that women's motivations for participating are shaped by their interactions with other members. By using the psychosocial method devised by Hollway and Jefferson and developed by Gadd, the present study argues that women's pre-participation experiences can play a vital part in drawing them to the movements. Through analyzing the life stories of six far-right women in Japan and conducting an in-depth case study of three of them, the study aims to uncover a wide range of experiences that may initially appear unrelated to far-right ideology but ultimately led these subjects to become involved in far-right movements. It highlights the importance of paying attention to their complex subjectivities, which are formed by the interplay between their unique trajectories and societal transitions concerning gender norms, particularly within the era of neoliberal "emancipation." The study finds that the duality of far-right movements, which combine conservatism with deviance, enables some women to express paradoxical desires that they experience in response to living through a transitional era. [ABSTRACT FROM AUTHOR]

To investigate the association between parenting style and child's dental caries. Parents presenting with their children to the Department of Pediatric Dentistry at Tufts University School of Dental Medicine for an initial exam or re-care appointment completed a demographic survey and the parenting styles and dimensions questionnaire. Recruitment of subjects started in May 2019 and ended in February of 2020. Child's decayed, missing, and filled teeth (dmft) index, diet score, sex, and age were recorded, as were parent's race, education level, and form of payment. Adjustment for confounders was done using multivariable negative binomial regression. The sample size was 210 parent/child dyads. In the multivariable analysis, parenting style and child's dmft were not significantly associated (p > 0.05). Parents with an education level less than high school (p = 0.02) and at the high school graduate level (p = 0.008) were significantly associated with children who had higher dmft, compared to parents with a college degree or higher. Children with excellent diet scores had significantly lower dmft than children with a diet score in the "needs improvement" category (p = 0.003). There was no significant evidence that parenting style is associated with child's dental caries. Parent's education level and child's diet score were significantly associated with child's dmft, less than high school (p = 0.02) and at the level of high school graduate (p = 0.008). Pediatric dental professionals should be aware of these risk indicators. [ABSTRACT FROM AUTHOR]

This study identified custodial grandparents' perception of sources of stress that may affect their health and better understand their needs. Findings from this qualitative study are based on thematic analysis of interviews with 10 custodial grandparents. The following themes emerged: 1) grandparents' stress from perceived lack of readiness to care for grandchildren; 2) need for effective communication between and among family members; 3) sufficiency of financial and legal resources; 4) access to community resources, and 5) raising grandchildren reenergizes and revitalizes grandparents' physical and mental health. These findings provide insight into the stressful aspects of the role of raising grandchildren. Understanding stressors affecting custodial grandparents and their grandchildren will help school nurses, social workers, teachers, school administrators and other professionals collaborate to address their challenges. [ABSTRACT FROM AUTHOR]

The impact of parenting competences on child well-being is well-established. During the last years, parenting support initiatives have increased in several countries, namely in Spain, offering support to promote parents' childcare resources and competences, particularly for families at psychosocial risk. Recognizing the specificities of different subgroups of families, such as migrant families, allows the development of more tailored and effective interventions in the field of family support. However, there is a gap in the literature about parenting competences in migrant families. This article explores differences and similarities in parenting competences among 492 migrant and non-migrant parents involved in family preservation services in Spain, as well as examines the impact of these competences on children's well-being. Our findings revealed that migrant and non-migrant vulnerable families face similar needs in terms of parenting competences in domains covered by the existing family support interventions. However, we found a few differences in parenting competences between both populations, as well as in the impact of several parenting competences in children's well-being. Implications for research and practice are discussed. [ABSTRACT FROM AUTHOR]

Malaysia is one of the ASEAN countries that is lagging behind others in terms of women's employment level. The main reason for the lack of women in the workforce is childbearing. This study investigates the relationship between childcare matters (availability, education, quality, and cost of childcare) and mothers' participation in the labour market. Besides, this research examined whether financial assistance relates to mothers' employment participation. With the purposive sampling technique, the questionnaires were distributed through the online platform. Of the 513 respondents who had completed the survey, 394 were working, and 119 were not working. Besides, 276 (53.8%) respondents send their children to a registered childcare centre and 101 (19.7%) to an unregistered childcare centre. Besides, 136 (26.5%) respondents personally attend to the care of their children; this includes those who alternate child-rearing responsibilities with their partners due to differing work schedules. The binary logistic regression analysis found that childcare availability and childcare cost were significant, while childcare education and childcare quality were not. With positive and significant results, bootstrap analysis established that financial assistance is a mediator between the cost of childcare and a mother's participation in the labour market. Based on the current situation in Malaysia, where financial assistance for childcare is limited and not comprehensive, this study suggests that the government increase the financial assistance provided. In addition, it is appropriate to conduct a study to provide evidence for the extent to which the existing financial assistance can help increase the participation of mothers in and continue to increase in the labour market. [ABSTRACT FROM AUTHOR]

Children with autism have significant difficulties in communication, which negatively affects their further development and socialization. The study showed that the comprehension of speech depends on the intellectual level of development of students, speech development in General, and individual characteristics. The concreteness of children’s thinking, its lack of flexibility, and the inertia of neural connections require long-term development of each skill, its retaining in new situations and everyday life. The article presents the results of experimental teaching of speech comprehension development of children with autism according to a special program. Positive learning results let us suggest that children with autism are able to perceive and understand emotions if they are trained for a long period of time. Experimental training aimed at developing the understanding of speech among children with autism has shown that when choosing methods and techniques for working with this category of children, it is necessary to take into account not only autism spectrum disorders, but also the intellectual level of development of students, the speech development, and individual characteristics. [ABSTRACT FROM AUTHOR]

This study examined the second-order schema domains of Early Maladaptive and Adaptive Schemas based on recent trends and compared them with the five theoretical second-order schema domains commonly used in schema therapy. Using six international Eastern and Western community samples—Singapore (n = 628), Malaysia (n = 229), USA (n = 396), South Africa (n = 390), Nigeria (n = 364), India (n = 306)—confirmatory factor analysis showed that the four second-order domains of EMSs and EASs, which ran almost parallel with each other, were the most robust models calling into question the validity of the five domain model. Given the hypothesized links between schemas and needs, these four categories of EMSs and EASs represent four categories of toxic experiences and core emotional needs, respectively. These categories were supported empirically and are useful to parents as well as to clinicians as they approach child rearing and the treatment of clients in schema therapy from the vantage point of needs. These four categories of psychological core emotional needs, as well as toxic experiences, were found, as expected, to be linked with various measures of well-being and ill-being. [ABSTRACT FROM AUTHOR]

Labour markets in post-industrial countries have been undergoing tremendous transformations in the last two decades, substantially changing the conditions in which young adults take family decisions and raise children. Whilst these changes create new opportunities, they also generate risks which potentially foster uncertain futures and affect individuals' opportunities to earn income, provide care for family members, and make long-term commitments. This Special Issue aims to stimulate the debate on the effects of rapid labour market transformations and growing uncertainty on families in contemporary wealthiest countries. Its articles suggest that economic uncertainty, the threat of unemployment or precarious employment, and financial difficulties lead to fertility postponement and increase the risk of union disruption. These effects intensify when labour market deregulation goes in tandem with labour market dualization and become more pronounced during periods of economic hardship, such as economic recessions or the COVID-19 pandemic. In addition, the effects of economic activity on family-related behaviours have become less gendered as women increasingly gain economic independence. Finally, it appears that highly educated workers and members of the upper social classes face increasingly better conditions for realising their fertility intentions than their lower-educated counterparts and those of the lower social classes. In this introductory article, we review the theoretical premises and the empirical evidence to provide a comprehensive background on what labour force participation and its conditions imply for family life courses. We then introduce the articles collected in this Special Issue and conclude with a discussion on prospects for future research. [ABSTRACT FROM AUTHOR]

This study explored and documented the child-rearing stories of parents of a child with Down syndrome in the city of Iloilo. The qualitative study examined child-rearing experiences of parents with children having Down Syndrome, utilizing narrative inquiry to gather stories and insights. One family was primarily chosen with additional participants for triangulation. Through interviews and observations, the study aimed to understand the challenges, successes, and parenting aspects involved. The study addressed specific questions regarding parental experiences, successes and challenges, parenting features, and lessons learned. The findings highlighted the initial difficulty parents faced upon learning about their child's condition, eventually accepting it and supporting their child to overcome challenges. Successes included fostering understanding and patience, leading to the child's acceptance and growth. However, challenges such as caregiving responsibilities, illness, and financial strain were evident, aligning with existing research. Parenting aspects revealed a positive parenting style, balancing guidance and discipline while respecting the child's autonomy. This approach facilitated the child's development and reduced the severity of disability symptoms over time. Key lessons learned by parents included accepting their child's condition, improving parenting skills through acceptance, and realizing the importance of unconditional love and guidance in raising a child with special needs. Overall, the study shed light on the complex experiences of parents raising children with Down Syndrome, emphasizing the importance of acceptance, support, and positive parenting in promoting the child's well-being and development. [ABSTRACT FROM AUTHOR]

Background: Virtual reality (VR) is one of the most rapidly growing technological advancements being studied, developed, and implemented in mental health care. It offers a wide array of possibilities that go beyond the traditional ways of providing mental health care services. Many interventions require clients to learn new skills in order for change to occur. Relevant to this study, behavioral parent-training (BPT) interventions are focused on the acquisition of parenting skills in order to change child behavior. VR was added to the Parent–Child Interaction Therapy (PCIT) – a known BPT intervention — as an additional practice tool. In the present study, which is part of a larger study, the qualitative experiences of (PCIT-)VR from both parents' and therapists' perspectives are evaluated, as well as their suggestions for implementation. Method: Semi-structured interviews were conducted with eleven parents. Five therapists participated in a focus group and three additional semi-structured interviews were conducted with therapists. To analyze, a combination of deductive and inductive thematic analysis was used. Results: Responses from interviews were divided into three categories: (1) parents' evaluation, (2) therapists' evaluation, and (3) suggestions for implementation from both parents and therapists. Next to a positive overall experience with PCIT, a large number of parents were also positive about the addition of VR to treatment. Both parents and therapists experienced VR as a useful additional practice tool. The additional practice in VR led to a boost in confidence in using positive parenting skills. There were mixed experiences regarding the ease and immersion of the tool. Suggestions for implementation from both parents and therapists were to make the tool more appealing and realistic, to vary more in VR modules and to improve certain practical aspects. Conclusion: Adding VR to PCIT is still a pioneering piece of technology within PCIT. The value of this VR tool lies in the provision of the possibility to practice with skills outside of the therapeutic encounter, which has the potential to instill confidence in using those skills. Given the positive experiences regarding PCIT-VR, it is important to further develop the VR tool. We believe that ultimately, PCIT-VR can potentially serve as a customized way for parents to practice what they are taught during the treatment. [ABSTRACT FROM AUTHOR]

Copyright of Investigacion & Educacion en Enfermeria is the property of Universidad de Antioquia, Facultad de Enfermeria and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Background: The health care systems in the Nordic countries and worldwide are under pressure due to increased longevity and a shortage of nurses. Providing nurses with a high level of education, such as advanced practice nursing, is of great importance to ensure effective, safe and high-quality care. Aim: The aim of this study was to investigate self-reported competence using the Nurse Professional Competence Scale Short-Form for the first time among master's students of advanced practice nursing in the Nordic countries and to relate the findings to age, work obligations, child-rearing responsibilities, level of education and clinical nursing experience. Methods: A multicentre, cross-sectional design was used in this study conducted at five universities in Denmark, Finland and Norway. The Nurse Professional Competence Scale Short-Form consisting of six competence areas was used with a maximum score of 7 per item for the analysis of single items and a transformed scale from 14.3 to 100 for analysing the competence areas (higher score equals higher self-reported competence). Descriptive and comparative statistics were used to analyse the data. Results: The highest mean score was found for the competence area 'Value-based nursing care'. Students living with home-dwelling children (≤ 18 years) reported significantly higher competence in 'Nursing care', while students ≥33 years reported significantly higher competence in 'Nursing care' and 'Value-based nursing care'. No significant differences were found between students working and those not working alongside their studies, between students with and without further nursing-related education, or between students with long and short experience as nurses. Conclusions: The findings from this study might help to further develop curricula in advanced practice nursing master's programmes to ensure high-quality nursing and sustainable health care in the future. Future high-quality master's programmes might benefit from systematic collaboration between Nordic higher education institutions as also Sweden is planning master's programme. Higher age, having children at home and working while studying should not be considered causes for concern. [ABSTRACT FROM AUTHOR]

Objectives: This study aimed to examine the impact of maternal parenting anxiety on young children’s emotional intelligence, as well as the mediating effect of father-child interaction on their relationship. To achieve this, we examined how maternal parenting anxiety is perceived in father-child interaction and elucidated the pathway leading to young children’s emotional intelligence. Methods: The study participants included 372 pairs of mothers and fathers of five-year-old children enrolled in 50 daycare centers located in Seoul and metropolitan areas, and 81 daycare teachers. For data analysis, descriptive statistics and correlation analysis were conducted using SPSS 23.0. The PROCESS macro version 3.4 was used to verify the mediating effect. Results: Firstly, maternal parenting anxiety did not directly affect the children’s emotional intelligence. Second, father-child interaction mediated the relationship between maternal parenting anxiety and children’s emotional intelligence. Based on these results, it was found that low levels of maternal parenting anxiety can induce high levels of children’s emotional intelligence through father-child interaction. Conclusion: Based on these results, it is necessary develop a plan to promote healthy functioning of the mother-father variables influencing young children’s emotional intelligence. In particular, father-child interaction was found to significantly affect children’s emotional intelligence. This indicates that it is possible to alleviate maternal parenting anxiety and enhance positive father-child interaction by improving healthy parenting values and skills and establishing common child-rearing goals. [ABSTRACT FROM AUTHOR]

Copyright of Health Bulletin / Zdravstveni Glasnik is the property of Faculty of Health Studies, University of Mostar and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Background: Globally, families experience challenges caring for and raising children with intellectual disability (ID). Family caregivers in rural states are mostly known for lacking support resources, including information on understanding the care of ID. Lack of adequate information on understanding of ID compromises the provision of life-long care and support of the children with ID's physical, emotional, psychological and social developmental well-being. The study aimed to explore the information needs of family caregivers regarding the care of children with ID in rural areas of Limpopo Province, South Africa. Methods: This qualitative explorative research conducted 16 in-depth individual interviews and one focus group discussion with ten family members. The participants shared their experiences of raising children with ID in rural communities. Inductive thematic analysis using Atlas Ti software categorised emerging themes and subthemes of this study from merged data sets on information needs regarding the care of children with ID among family caregivers. Results: The findings highlighted the need for information regarding ID care among family caregivers raising children with ID in the home environment. The information challenges experienced by family caregivers include caring for the challenging behaviour of children with ID and available support resources and services for the children and their families. These challenges impact the care and support required to meet the developmental needs of children with ID. Furthermore, inadequate information on ID among family caregivers in rural communities with a lack of resources restricts the children from accessing required support services. Conclusions: Given the information challenges these families face on ID, the stakeholders must develop continuous training programmes that will equip, empower, and further monitor ID care and management among family caregivers to enhance care and the raising of children with dignity. [ABSTRACT FROM AUTHOR]

Growing evidence shows the potential benefits of robot-assisted therapy for children with Autism Spectrum Disorder (ASD). However, when developing new robotics technologies, it must be considered that this condition often causes increased anxiety in unfamiliar settings. Indeed, children with ASD have difficulties accepting changes like introducing multiple new technological devices in their routines, therefore, embedded solutions should be preferred. Also, in this context, robots should be small as children find the bigger ones scary. This leads to limited computing resources onboard as small batteries power them. This article presents a study on gesture recognition using video recorded only by the camera embedded in a NAO robot, while it was leading a clinical procedure. The video is 2D and low quality because of the limits of the NAO-embedded computing resources. The recognition is made more challenging by robot movements, which alter the vision by moving the camera and sometimes by obstructing it with the robot's arms for short periods. Despite these challenging real-world conditions, in our experiments, we have tuned and improved state-of-the-art algorithms to yield an accuracy higher than 90 % in the gesture classification, with the best accuracy being 94 % . This level of accuracy is suitable for evaluating the children's performance and providing information for the diagnosis and continuous assessment of the therapy. We have also considered the performance improvement of using a low-power GPU-AI accelerator embedded system, which could be included in future robots, to enable gesture analysis during the therapy, which could be adapted to the child's performance. [ABSTRACT FROM AUTHOR]

Introduction: Relatively little research has explored non-Western women workers and their career transitions within their unique cultural contexts. Thus, more context-sensitive approaches to women’s career trajectories are needed. Methods: Based on Bian and Wang’s Career Decision Tree Model (2019) as a conceptual framework, the reasons for South Korean women workers’ career transitions and influencing factors were explored using a qualitative approach with in-depth interviews with 35 South Korean women workers at various career stages. Results and Discussion: Their main motive of career transitions was difficulty maintaining their physical and mental health, which stemmed from their demanding work life. A typical issue, the burden of child rearing and family responsibilities, was also reported, but it was not the primary reason for their career transitions. Instead, the women workers often mentioned these responsibilities along with other reasons. Other reasons were unresolved career interests and expectations associated with their lack of career goals and preparation prior to joining the labor market. These factors led to significant changes in women’s values and priorities along their career path, which finally triggered a decision to make a career transition. South Korean socio-cultural characteristics embedded in the South Korean women’s personal and organizational lives provide insights on how to interpret the findings. Although on the surface some of our findings appeared to confirm previous studies on women’s career transitions in Western-based literature, noteworthy differences were discovered when delving deeper into women’s career transitions in the South Korean context. [ABSTRACT FROM AUTHOR]

The number of children affected by family dissolution is increasing worldwide. Beneficially, a growing number of both parents desire to remain active in their children's lives, favouring the practice of shared care. Unfortunately, this has introduced new dilemmas that can negatively impact children's well-being. One example is the controversial topic of travelling children, who have become 'visitors' traversing between their parent's households. The bird's nest arrangement, a child-centred shared parenting system wherein the child resides in a single home while the parents rotate living with them, can resolve this problem. Despite its unique focus, few studies have investigated its application or the effects of the arrangement. To identify factors related to the child's best interests, this work qualitatively explored the experiences of Estonian parents who chose a bird's nest arrangement. Parents recruited through purposive sampling underwent in-depth, semi-structured interviews from March 2020 to January 2021. Bird's nest parenting was found to be guided by the parents' desire to act in the best interests of their children, holding the view that children should not suffer due to parents' separation. The post-divorce physical setting was found to impact the child's health and well-being as the preservation of a single familiar home was associated with multiple advantages like avoiding adjustment problems, ensuring stability and improving relations. While also viable for long-term solutions, nesting was considered particularly useful for the transitional period following separation, as it minimised sudden, harmful changes. The arrangement was perceived as beneficial for both children and parents. [ABSTRACT FROM AUTHOR]