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

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

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

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

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

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

This qualitative study involved interviews with staff in a women's prison to explore their suggestions about parenting education. Interviews were conducted to identify whether staff agreed with previous parenting education suggestions made by women experiencing incarceration and contribute to developing a parenting education program. Data were analyzed using reflexive thematic analysis. Staff highlighted the importance of accommodating complex needs, cultural safety, trauma-informed, woman-centred and a strengths-based approach. This approach to program development will contribute to a parenting education program designed for women experiencing incarceration and may support program sustainability attributing to the involvement of the prison community in program design. [ABSTRACT FROM AUTHOR]

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

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

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

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

AbstractObjective: To generate normative data (ND) for executive functions tests in the Waranka minority population of Ecuador. Method: Four-hundred participants aged 6–17 completed the Symbol-Digit Modalities Test (SDMT), Trail-Making Test (TMT), Modified-Wisconsin Card Sorting Test (M-WCST), and Test of Colors-Words (STROOP). Scores were normed using multiple linear regressions, including age, age2, natural logarithm of mean parent education (MPE), sex, bilingualism, and two-way interactions as predictors. Results: Age by MPE and Age2 by MPE interactions arose for SDMT, so that children with illiterate parents scored lower than those with literate parents. Girls scored higher in SDMT. All TMT and M-WCST scores were influenced by age2. Age by MPE interaction was found for TMT–A, so that children with higher MPE went faster; and age by bilingualism interaction for TMT–B, so that more bilingual children needed less time. Stroop-Word and Color were influenced by age2 by MPE interaction, so that children, while older, scored higher, especially those with higher MPE. Also, age2 by sex interaction arose, so that girls increased scores curvilinearly while boys linearly. Word-Color was influenced by age, while Stroop-interference by age2. Age by MPE interaction was found for MCST-Categories and Perseveration, so that perseverations decreased to then increased, especially in those with illiterate parents. M-WCST-Category scores increased to then decrease later on age in children with illiterate parents. Z-scores calculated through indigenous ND were significantly lower than generated through non-indigenous norms. Conclusions: ND for minority populations are critical since Waranka sample performed worse when using non-indigenous norms for z-score calculation. [ABSTRACT FROM AUTHOR]

This rapid review used a systematic approach to examine the available literature on rehabilitation and reintegration (R&R) programs for women and children returning from contexts of violent extremism, examining common assumptions, inputs, activities and outcomes across diverse settings. Fifty-one documents including peer reviewed articles and grey literature were included in the analysis. The most common program activities identified included mental health services, community level social programs, promoting school and vocational enrollment, regular health services, and parenting training & education, though there was a lack of consensus around core program components. The analysis points to the need for a robust set of inputs and resources to implement R&R programs including government officials, child welfare, mental health professionals, teachers, law enforcement, healthcare, community leaders, and extended family. The review also uncovered a number of gaps. This includes the need to create clear and analytically distinct definitions of rehabilitation and reintegration that are applicable and relevant to key stakeholders, delineating age-appropriate activities and outcomes for young children, youth, and adults, defining frameworks for service delivery and coordination of stakeholders, and placing R&R programs within existing domains of public safety and restorative justice. [ABSTRACT FROM AUTHOR]

Parents are often expected to be the primary implementers of intervention for their young children with autism spectrum disorder (ASD). The provision of a few hours a week of intervention by a trained therapist, in addition to parent-implemented intervention, could increase child outcomes compared to parent-implemented intervention in isolation. This study evaluated the effects of a 12-week parent coaching program based on the Early Start Denver Model (ESDM) followed by 12-weeks of therapist-delivered ESDM intervention for four children with ASD. The effects of these interventions on child participation, functional utterances, and imitation were evaluated using a multiple probe across participants design. Children's participation improved during both interventions. Children generally showed greater improvements in imitation with the therapist than with their parents but showed minimal improvements in functional utterances. This suggests there may be some benefit to low-intensity therapy in addition to parent coaching, but more research is needed. [ABSTRACT FROM AUTHOR]

This study assessed the quality of information about corporal punishment (CP) and psychological maltreatment (PM) offered in 236 on-line parenting blogs. Results revealed that fewer than 15% of posts made an unambiguous statement against CP, explained that it was harmful and/or ineffective, cited research evidence against its use, or countered reasons for its use. Not one post mentioned all six types of PM and the most common forms were mentioned by fewer than one third. Human service professionals should be aware that many online parenting resources are unlikely to warn parents against these harmful parenting behaviors. [ABSTRACT FROM AUTHOR]

This document contains summaries of various research studies related to physical education and activity. The studies cover a range of topics, including the effects of COVID-19 on motor skill development and physical activity levels, the benefits of therapeutic physical activity for youth with disabilities, and the occupational socialization experiences of doctoral students in adapted physical education programs. Other studies explore the development of self-efficacy in behavior management for students with disabilities, the relationships between motor ability and core symptoms in children with autism, and the impact of various interventions on physical activity levels and well-being. These studies provide valuable insights into different aspects of physical education and activity. [Extracted from the article]

Objective: Early-onset behavior disorders (BDs) are common and costly. The evidence-base for Behavioral Parent Training (BPT), the standard of care for early intervention for BDs in young children, is well-established; yet, common comorbidities such as internalizing symptoms are common and their impact, not well understood. The goal of the current study was to examine the potential for technology to improve BPT effects on observed parenting and child behavior outcomes for families of children recruited for clinically significant problem behavior who also presented with relatively higher internalizing symptoms. Method: Families with low incomes (N = 101), who are overrepresented in statistics on early-onset BDs, were randomized to an evidence-based BPT program, Helping the Noncompliant Child (HNC), or Technology-Enhanced HNC (TE-HNC). Children were ages 3 to 8 years (55.4% were boys). Child race included White (64.0%), Black or African American (21.0%), more than one race (14.0%), and Hispanic/Latinx (13.9%). Results: Families in both groups evidenced improvement in internalizing symptoms at posttreatment; however, TE-HNC yielded the greatest improvement in positive parenting and child compliance at posttreatment and follow-up for children with the highest internalizing symptoms at baseline. Conclusions: TE-HNC resulted in improved parenting and child behavior outcomes for children with elevated levels of co-occurring internalizing symptoms at baseline relative to standard HNC. We posit that these added benefits may be a function of TE-HNC, creating the opportunity for therapists to personalize the treatment model boosting parent skill use with more complex presentations, although a formal test of mediation will be important in future work. [ABSTRACT FROM AUTHOR]

Mindfulness has been shown to increase parental well-being in multi-faceted ways, yet we do not invest in broad applications of mindfulness training for those most in need. The overall aim of this qualitative study is to better understand whether and how mindful self-care instruction helps Black, low-income women assimilate the experience of birth and the transition into motherhood. Conclusions indicate that the mindfulness program impacts these women by helping them feel more connected to themselves, increasing their awareness and practice of self-care, and improving their mental health and well-being. [ABSTRACT FROM AUTHOR]

Parent training (PT) for parents of children with developmental disabilities (DDs) has recently been recommended in community settings in many countries, including Japan. Research has shown PT could improve parenting skills and mental health in parents as well as improve adaptive skills and reduce behavioral problems in children. Despite evidence concerning the beneficial effects of PT on both parents and children, there is a lack of evidence concerning the potential benefits of PT in real world settings. Moreover, no research has examined whether PT programs implemented in clinical settings have a similar impact on all parents of children with various type of DDs. The present pilot study aimed to examine whether positive changes occur similarly in parental mental health and in the adaptive skills of children with DDs as a result of PT, irrespective of the children's disability type. The study used data from 128 parents who had participated in a PT program in a clinical setting and data concerning 128 children aged 2–17 years with a wide range of DDs, namely autism spectrum disorder, intellectual disability, and other DDs, generated through parental reports and retrospectively assessed the impact of PT on parents and their children. Specifically, changes in parental mental health and the adaptive skills of children were analyzed. The PT program was designed to help parents teach their children adaptive skills at home using applied behavior analytic techniques. The results showed that the parents improved their mental health significantly after completing the PT, irrespective of their child's disability type. During the PT period, almost all the parents were able to implement several instructional tasks targeted toward their children; some children with DDs acquired several adaptive skills. However, these positive changes were not observed in all the parents and their children. These findings suggest that some parents and their children with DDs may benefit from the PT program in a clinical setting. Concurrently, these findings highlight the importance of providing sustained additional support in clinical settings to parents and their children with DDs. [ABSTRACT FROM AUTHOR]

Theodore Leventhal, a prominent figure in the field of clinical child and adolescent psychology, was the third president of the Section of Clinical Child Psychology of the American Psychological Association. He conducted research on various topics, including the role of the psychologist-patient relationship in therapeutic interactions, the factors contributing to delinquent behavior and runaway youth, the association between birth order and behavior problems, and school avoidance and phobia. Leventhal also implemented and evaluated brief therapy programs for children and adolescents, with a focus on making therapy accessible and engaging. His contributions to the field have had a lasting impact on clinical child and adolescent psychology. [Extracted from the article]

This article focuses on early childhood education (ECE) in low- and lower-middle-income countries, where millions of children lack access to pre-primary school. The article highlights the importance of ECE for future education and life outcomes and discusses the impact of the COVID-19 pandemic on ECE in the Global South. It presents evidence from various countries on the effects of the pandemic on ECE outcomes, the role of parents and caregivers in supporting children's learning during school closures, and the relationship between ECE and school readiness. The article also addresses the need for comprehensive system improvements, data-driven decision-making, and increased donor support for effective implementation of ECE programs. [Extracted from the article]

Can at-scale, government-implemented parent training programs improve parenting practices and child development outcomes? This article presents evidence on the effects of a low-cost, group-based early childhood education program that provided parent training and direct child stimulation in rural communities, evaluated in six Mexican states. Despite limited take-up, the program had positive impacts on observed parent behaviors in its first year. An index of observed parenting behaviors increased by 0.20 standard deviations, with larger effects (0.32 standard deviations) for parents of the youngest children (ages 0–35 months). An index of impacts on child development showed no statistically significantly effects, but certain aspects of child development showed suggestive evidence of positive impacts in the first year. For both parenting practices and child development, effect sizes were smaller and not statistically significant in the second year. The fade-out of effects is consistent with existing literature on parenting programs. Impacts of the program on child development were not significantly different for girls versus boys or for younger versus older children. These results suggest that parent training can be implemented at low cost, although design changes to improve implementation and take-up would likely be needed to generate sustained impacts on parenting practices. [ABSTRACT FROM AUTHOR]

Child Sexual Abuse (CSA) is widespread and pervasive in Pakistan, presenting a significant threat to a child's physical health, psychological well-being, and overall development. This study aimed to empirically substantiate the understanding of parents regarding CSA and their utilized preventive strategies. The study utilized Social Ecological Theory to gain a deeper comprehension of the phenomenon. Data was collected through in-depth semi-structured interviews with 18 parents from Islamabad capital city, using a qualitative phenomenological research approach along with thematic analysis. Results reveal that most of the parents were highly aware of the most common aspects of sexual assault and molestation, but they were unaware of the more manipulative subtle forms such as "grooming." Additionally, they had a limited understanding of the long-term consequences of sexual abuse. While many parents knew about the option of involving the police in cases of abuse, they were unaware of helpline services and the availability of psychological support. In terms of prevention, most parents employed an integrated approach involving various preventive measures, such as educating their children about appropriate and inappropriate touch. These findings underscore the importance of implementing public-focused initiatives and community-based programs to enhance parental awareness, knowledge, and capabilities in preventing CSA in Pakistan. [ABSTRACT FROM AUTHOR]

The aim of this study was to summarize evidence about the relations between parent math support in children aged 3–5 years (from several countries in America, Asia, and Europe) and concurrent and longitudinal math outcomes. The (bio)ecological model of human development guided our hypotheses. The design and reporting of this meta-analysis used the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA). We screened 2,163 abstracts, from which 135 full-text studies were assessed for eligibility. Forty-five studies fulfilled our inclusion criteria and were retained (representing 244 effect sizes); 90 studies were discarded as they did not include preschool children or measures of both parent math support and children's math skills. Meta-analysis using Correlated and Hierarchical Effect (CHE) models showed a significant positive association between parent math support and child math skills for both concurrent and longitudinal studies. On average, higher parent math support was associated with better math skills in children, albeit these being small effect sizes. We found non-significant or inconclusive moderator effects related to formal vs. informal parent math support, type of children's math skills, participants' characteristics (e.g., child age and child/parent gender), parent education, and study characteristics. There was a significant moderator effect of the specificity of parent math support, with global assessments showing higher correlations with math outcomes than specific assessments. The publication bias analysis showed small-study effects for longitudinal but not for concurrent studies. Conclusions are drawn regarding the importance of promoting parent math support and informing future intervention studies. [ABSTRACT FROM AUTHOR]

Through collaborative practice research with the goal of identifying alternative discourses that can challenge expert-led knowledge in parent education, this study examined a community-based home visiting programme conducted by a social work practitioner serving disadvantaged migrant families in Shenzhen. To obtain diverse information, data was collected by three major methods, including in-depth interviews, participant observations and document reviews. Findings of this study shed lights on the social work research-practice partnership through a reflexive knowledge co-construction approach which helped to produce alternative discourses that considered parents' experiential knowledge and emphasised a system-oriented perspective. By embracing the alternative subjectivities constituted by alternative discourses as collaborators and co-learners, the practitioner and researcher also demonstrated abilities to think about new possibilities for parent education practice and research. Implications for future empowerment-oriented social work practice and research in family and parent education fields were also discussed. [ABSTRACT FROM AUTHOR]

The health and education consequences of school feeding programs have been well established, however, evidence regarding such programs' spillover effects on children's noncognitive skills remains scarce. Using the China Education Panel Survey (CEPS), this study examines the association between the Nutrition Improvement Program (NIP), which provides free school meals to eligible rural students, and children's Big Five noncognitive skills. The results show that the school feeding program significantly improves children's noncognitive outcomes, especially among students who are girls, left behind by parents, non-only-child, have a local hukou, live in low-income households, and have low levels of positive personality traits. Our main findings are robust to a battery of specifications and validity tests. In addition, we further explore the possible mechanisms and find that child health, cognitive skills, peer relationship, family economic status, and parenting behaviours are the potential channels through which participating in the school feeding program positively affects children's noncognitive development. Our findings suggest that school feeding should not only be treated as a nutrition or education scheme, but also as a transfer program that fosters children's development beyond health and academic outcomes. [ABSTRACT FROM AUTHOR]

Postpartum mental health problems are common and have deleterious effects on new mothers and their babies. This study developed a theoretically informed model of the relationship between exposure to images of motherhood in online parenting content and mothers' postpartum mental health. The model was tested using survey data collected from 509 Chinese mothers during their 12-month postpartum period. The results revealed that greater exposure to online public parenting content was indirectly related to lower levels of shame among new mothers via two mediators: the presumed influence of parenting media content on their partners, and the mothers' perceptions of the discrepancy between their actual selves as mothers and their partners' expectations of an ideal mother (i.e. actual/own – ideal/partner self-discrepancy). In contrast, increased exposure to online private parenting content shared by peers was indirectly related to increased levels of shame among new mothers via the mediation of social comparison with parenting media images, and of the mothers' perceptions of the discrepancy between their actual selves as mothers and their own expectations of an ideal mother (i.e. actual/own – ideal/own self-discrepancy). Additionally, new mothers were more likely to experience depressive symptoms and shame if they felt that they fell short of their partners' expectations of an ideal mother. However, increased social support reduced the anxiety and shame that stemmed from this belief. [ABSTRACT FROM AUTHOR]

Research Findings: The present study examined the relationship between poverty (income-to-needs ratio [INR], parent education, material hardship, and food insecurity) and children's school readiness (vocabulary, mathematic skills, and phonological awareness) through the mediating roles of stimulation and chaos in the home environment, maternal depression, and perceived maternal rejection. Participants were 5-year-old children (N = 184) and their mothers living in socioeconomically disadvantaged neighborhoods in Turkey. Mothers completed scales regarding poverty, home quality, and depression. Children were tested for their school readiness via several assessments. Moreover, children reported the parenting quality of their mothers. The results indicated that family INR and parent education positively, and food insecurity negatively predicted children's school readiness through the mediation of stimulation at home and perceived maternal rejection. Stimulation at home was positively related to children's math skills and receptive vocabulary, mothers' depression was negatively related to math skills, and perceived maternal rejection was negatively related to receptive vocabulary and phonological awareness. Practice or Policy: Implications of the findings for social policies and intervention programs are discussed. Improving home environment quality and mothers' parenting behaviors should be targeted in future policies to contribute to children's school readiness. [ABSTRACT FROM AUTHOR]

This study examined how parents' trust in an evidence-based parenting app is formed before and during initial use. In a sample of 106 parents, the study found that trust was related to intention to use the app. General trust in developmental science predicted trust in the app prior to first use. Transparency was identified as the key factor contributing to changes in trust after first use, while content quality had a marginal effect. Overall, the study highlights the importance of both trust in scientific disciplines and content-related transparency and quality cues for effective digital delivery of parenting advice. [ABSTRACT FROM AUTHOR]

An increasing number of neuropsychologists are evaluating children with congenital heart disease (CHD). When conceptualizing results, the provider must consider medical risks such as abnormal neuroimaging and comorbidities, along with social risks such as socioeconomic status. The aim of the current study was to examine the influence of parent income and education on IQ and achievement across race groups in adolescents with CHD, while also accounting for medical risk (e.g., gestational age, number of ventricles, neuroimaging). This is a single-center cross-sectional study, including 92 children ages 12–19 years (median 14.9 years; 59% male; 71% White; 29% Black) with high risk CHD (i.e., cardiac surgery <12 months) who were referred for a neuropsychological evaluation. Retrospective data were retrieved from a larger clinical registry. Patients completed an intellectual assessment (WISC-V; WAIS-IV; WASI-II), Word Reading and Math Calculation tests. Parents completed questionnaires assessing the family environment [income, parent education]. Results revealed significant differences in IQ when comparing children who were Black versus White (11.4 point IQ difference); however, around 70% of this variance was explained by parent income and education. Medical variables accounted for 12% of the variance in IQ. For academics, parent income and education accounted for 91.5% and 78.8% of the variance in race group differences for reading and math, respectively. Medical risk and sex explained 11.7% and 14.7% of the variance in reading and math, respectively. Findings suggest that sociodemographic factors should be weighed heavily during the neuropsychological evaluation, including prioritizing risk, making recommendations, and facilitating referrals. [ABSTRACT FROM AUTHOR]

The individualized education program (IEP) is often referred to as the most important plan designed to provide students with disabilities a free and appropriate public education that requires families and professionals to collaborate for student success. Using qualitative methodology, we examined four focus groups of 43 parents of students with disabilities about their experiences with the IEP meeting process, including suggestions for improvement. Findings revealed parental satisfaction was mostly associated with practices that fell within the legal requirements of the Individuals with Disabilities Education Act (IDEA). Key practices that lead to parent satisfaction included: (a) conveying a strengths-based perspective about the student, (b) utilizing meeting strategies, (c) working together as a team, (d) bringing outside support to the meeting, (e) learning about the IEP process ahead of time, and (f) having a supportive educator available to advocate for the student. Implications for future research and practice are discussed. [ABSTRACT FROM AUTHOR]

The Family First Prevention and Services Act (FFPSA) has created a major policy shift in how services are delivered in the US child welfare system. There is now an increased emphasis and incentive for states to focus on preventing children from entering the foster care system and the juvenile justice system. In addition, the FFPSA has created rigorous standards for evidence around these prevention services. We analyzed juvenile justice outcome data for the Family First parenting program for youth who started Families First between 2007 and2012. Youth in the program were matched to a comparison sample of court-supervised youth in the same time period using a propensity score-matched pair design. We found that youth enrolled in Families First had significantly fewer misdemeanor and felony charges than youth in the comparison group 12 months after the start (54% less) and end of the program (55% less). There were mixed findings for reductions in status and technical offenses. Our results suggest that the Families First model can be an effective intervention strategy for reducing recidivism in youth that are involved in both the child welfare and juvenile justice systems. [ABSTRACT FROM AUTHOR]

Asking questions about a text enhances comprehension whether the questions are self-generated by the reader or asked by another. Previous parent training studies have focused on Latino parents with low-income and low-levels of formal education and have noted that during shared reading, immigrant Latino parents ask few questions. In contrast, we examine shared reading for Latino immigrant parents who are relatively highly educated, specifically in relation to their question-asking behavior with their older children. The parents in our study spoke Spanish at home and their 3rd and 4th graders had at least 2 years of formal schooling in English. We conducted two studies. In Study 1, without training, no parent asked any conceptual questions. Study 2 showed an increase in question-asking after parents were given a 45-minute training. For the most part, this increase was maintained at the 5-week delayed follow-up (in the second study) with numerically large positive effects. These findings help us understand question-asking practices among immigrant families with school-age children. [ABSTRACT FROM AUTHOR]

The COVID-19 pandemic has led some governments to mandate the rapid return of children in residential care to families. Constrained timelines and limited support lead to wellbeing risks for children and families in this situation. The goal of the present study was to better stand the needs of the families, as perceived by the children and families themselves. This can inform targeted service provision. Participants were 131 families who had experienced government-mandated rapid return in five nations. Using a qualitative design, results examined child and family perception of needs. Data revealed that children and families experiencing rapid return experienced several immediate needs. Four themes emerged: 1) basic needs, 2) security needs, 3) relational needs, and 4) educational needs. Based on the findings, four recommendations were made for service providers working with vulnerable children and families experiencing government-mandated rapid return. [ABSTRACT FROM AUTHOR]

Adolescent mothers experience high levels of psychological distress due to social disadvantage, adversities, and limited supports. These issues were exasperated by the requirement of pandemic stay-at-home orders and the closing of in-person programs and services. Given the risks associated with adolescent mothering and the impact on their children's developmental functioning, it is imperative that intervention programs are implemented to support these young mothers. There is a dearth of research that explores the feasibility of using online programming with adolescent mothers. This article describes our experiences delivering an arts-based mindfulness program online to adolescent mothers during the COVID-19 pandemic. Several challenges were encountered with respect to engagement and facilitation including high attrition rates and numerous disruptions during programming. Although the participants were motivated and interested in the program, they experienced numerous barriers to attendance and participation. Challenges with respect to technology, parenting, and family life significantly impacted the feasibility of online delivery. Future studies could attempt to address the social inequalities experienced by adolescent mothers to improve engagement and the effectiveness of online programs. [ABSTRACT FROM AUTHOR]

Parenting education programs (PEP) are an important and proven intervention strategy in preventing child abuse and neglect. While the literature on the efficacy of PEP is robust, there is still no consensus on the conditions that make some implementations of PEP more successful than others. This paper provides evidence of the impact of implementing the Nurturing Parenting Program (NPP), combined with the Family Development Matrix (FDM). Using a Pre-Post comparison design, data from the First 5 San Bernardino program were analyzed for the years 2012–2017. NPP outcome measures from the Adult-Adolescent Parenting Inventory (AAPI) improved substantially after the FDM was implemented. [ABSTRACT FROM AUTHOR]

The paper presents possibilities of comprehensive use of support tools for pupils at risk of school failure in the Czech primary schools practice in order to support the implementation of inclusive education. The research data obtained during the project implemented in the Pilsen region in period of 2016–2019 brought the results of assessment of new support tools that are not yet systemically introduced in the Czech educational system and commonly available for all schools, although these instruments seem to be very effective or even necessary for quality inclusive education. The most important new tools include the position of inclusion coordinator in schools, strengthening the counselling services available directly in schools, as well as new strategies for promotion of cooperation between the schools, families, and social services – including some specific techniques, such as parenting workshops on child support in education, case conferences with child's participation or seminars for parents and teachers on collaboration with social services. However, the exploitation of the results of this research and assessment will depend largely on political decisions at both local and governmental levels. [ABSTRACT FROM AUTHOR]

This study aimed to examine parental involvement in early childhood education in relation to coparenting relationships and motivational beliefs regarding parental involvement in education. In line with the aim of the study, an explanatory correlational research design was adopted. The data for the study was gathered from 1,618 heterosexual parents of preschoolers in Turkey through multiple data collection instruments: a demographic information form, the Coparenting Relationship Scale, the Role Activity Beliefs Scale, the Self-Efficacy Beliefs Scale, and the Family Involvement Questionnaire. To address the aim of the study, an initial and a final model were created and tested, to explore the direct and indirect relationships between the study variables. These models first explored whether coparenting predicted motivational beliefs and parental involvement and, second, investigated motivational beliefs as mediators of the relationships between the quality of coparenting and the levels of parental involvement in education. The results of the analysis indicated that coparenting support was directly and positively linked to role activity and self-efficacy beliefs; however, coparenting undermining was directly and negatively linked to self-efficacy beliefs, school-based involvement, and home-based involvement. Role activity and self-efficacy beliefs fully mediated the relationship between coparenting support and parental involvement. Moreover, self-efficacy partially mediated the relationship between coparenting undermining and parental involvement. In conclusion, the current study revealed that the qualified relationships between parents in their parenting, associated with their individual motivational beliefs, can enhance parental involvement in education. [ABSTRACT FROM AUTHOR]

Parental support of children's learning contributes to children's motivation, efficacy, and academic success. Nonetheless, in the context of homework, many parents struggle to offer adequate academic support and intervene in a manner that can curtail children's academic progress. A mentalization-based online intervention was proposed for improving parental homework support. The intervention involves teaching parents to dedicate the first 5 minutes of homework preparation to observation of the child's and the parent's mental states. Thirty-seven Israeli parents of elementary school children randomly assigned to intervention or waitlist conditions participated in a pilot study assessing the feasibility and initial efficacy of the intervention. Participants completed self-report measures before and after the intervention or a 2-week waiting period and provided feedback on the intervention. Pilot findings suggest that this low-intensity online intervention can be effective in improving parenting practices in the homework supervision context. A randomized controlled trial is required to further establish the intervention's efficacy. [ABSTRACT FROM AUTHOR]

Connect, an attachment-based and trauma-informed parenting group intervention, has been demonstrated to improve adolescent mental health, parental wellbeing, and family functioning. We report on the online adaptation and delivery of Connect (eConnect) and pre-post treatment changes in parent, family and youth functioning in a clinical sample (N= 190) of parents of youth with serious mental health challenges. Consistent with research evaluating in-person Connect, parents reported significant reductions in youth internalizing and externalizing problems, attachment anxiety and avoidance, and aggression toward parents. Parents also reported significant reductions in caregiver strain and aggression toward their child. Unlike prior research, parent depressed mood did not decline, perhaps due to pandemic stressors. Program completion was remarkably high (84.7%), and parents reported high program satisfaction. Uptake by eConnect program facilitators and host agencies was extremely positive, suggesting good potential for sustainability and broadened program accessibility. Randomized clinical trials and implementation within diverse populations are needed. [ABSTRACT FROM AUTHOR]

This study examined educators' attitudes, values, and beliefs about families and the development of family-school partnerships in demographically changing school and community contexts. Survey data were collected from 188 educators in nine school districts. In-depth interviews were conducted with four teachers, four leaders, and one parent liaison. Analysis revealed five themes: value of families; parent involvement and value of education; challenges families experience; onus for change; and, equity and power. Themes were pervasive across the data; however, how educators discussed the themes crafted two markedly different discourses (i.e., deficit and culturally responsive) about families. Leadership implications are discussed. [ABSTRACT FROM AUTHOR]

How does linguistic structure affect children's developing cardinal number knowledge? The bootstrapping theory proposes that children might use syntactic information provided by known words such as quantifiers to bootstrap the meanings of unfamiliar words such as number words. Prior studies of numeral and quantifier development have indicated that the bootstrapping mechanism that children can use to discover numeral meanings might work differently in different languages. Nevertheless, support for this conclusion remains preliminary. The present study explored this hypothesis through an investigation of the possible relations between cardinal number knowledge and quantifier comprehension in Mandarin Chinese-speaking children. Notably, in contrast with previous studies, this study also offered a glimpse into children's receptive vocabulary development and its relation with cardinal number knowledge and quantifier comprehension. Results showed that cardinal number knowledge did not seem to be correlated with quantifier comprehension (both "exact" and "non-exact" quantifiers) when controlling for such covariates as children's age, gender, parent education, and family income. Moreover, children's receptive vocabulary size explained a significant amount of variance in their quantifier knowledge over and above children's age, gender, parent education, and family income, but not in their cardinal number development over and above these covariates. These results provide further evidence for the hypothesis that while the bootstrapping mechanism may facilitate number word learning in children speaking languages like English, it might play a lesser role in children speaking classifier languages such as Mandarin Chinese. Implications for the role that general receptive vocabulary plays in the acquisition of number words and quantifiers are also discussed. [ABSTRACT FROM AUTHOR]

Parenting effectively after resettlement is a significant challenge faced by many former refugees. This study considers experiences of the Positive Parenting Programme (Triple P), an evidence-based parenting program; specifically, its perceived utility in assisting refugee background parents. This includes identifying amendments to better meet these parents' needs. This New Zealand-based study involved interviewing seven refugee background mothers following their attendance of the Triple P Discussion Group Series. Analysis of accounts has participants describing this series as useful in addressing parenting needs, but also identifying amendments which would render the program more effective and relevant, including addressing changes in family dynamics, parental mental health concerns, and single parenting. [ABSTRACT FROM AUTHOR]

Engaging caregivers in their children's mental health treatment is critical for delivering high quality, evidence-based care, particularly for young children with externalizing behaviors. Lay health workers (LHWs), including peer providers and promotoras de salud, have been identified as important workforces in addressing structural and stigma-related barriers to engagement in mental health services. Importantly, research has suggested that LHWs may be integral in efforts to address engagement disparities in evidence-based behavioral parent training programs (BPTs) for Latinx caregivers. The purpose of the study was to understand how different LHW workforces engage caregivers within their usual services, in order to inform strategies that improve access to and engagement in BPTs. Qualitative interviews were conducted with two different LHW workforces: volunteer LHWs (i.e., promotoras de salud) (n = 14), who were part of a community-embedded network, and paid LHWs (i.e., parent support partners, home visitors) (n = 9) embedded within children's mental health agencies. Participants were predominately Latinx (79%) and female (96%). Qualitative analyses revealed three primary themes related to engagement strategies used by LHWs to address barriers to care: 1.) Building Trust, 2.) Empowerment, 3.) Increasing Access. Although the majority of themes and sub-themes were consistent across the two LHW workforces, agency-embedded LHWs often discussed having the means to provide resources through their organizations, whereas community-embedded LHWs discussed acting as a bridge to services by providing information and conducting outreach. Findings have implications for partnering with different workforces of LHWs to increase equity in access to BPTs. [ABSTRACT FROM AUTHOR]

Media use among early adolescents is nearly ubiquitous and has been associated with important health outcomes such as physical activity, sleep and problematic internet use (PIU). Parent involvement has been recommended as a prevention strategy; it remains unclear how it is associated with media use and health outcomes. The purpose of this study was to develop profiles of media use, parent involvement and health outcomes among adolescents. Early adolescents were recruited to a cross-sectional online survey using the Qualtrics platform and panels. Media use measures included ownership and bedroom use of devices, social media platforms and video games. Parent media involvement assessed media rules and role-modeling. Health measures included physical activity, sleep and PIU. We used latent class analysis (LCA) to identify distinct profile groups across these three areas. The 1155 participants had a mean age of 13.6 years (SD = 1.1), of whom 49.7% were female, 73.7% were White and 61.1% had parent education with a college degree. We found that most participants owned personal media devices, including smartphones (81.4%), computers (64.6%) and video game systems (58.9%). The LCA identified three distinct profile groups: (1) Active Autonomous Media Users, (2) Young Low-Tech Sleepers and (3) Risky Regulated Media Users. Findings support that media use patterns vary across adolescents, suggesting different education and prevention approaches may be needed. Targeting educational messages to different media profiles may be an effective strategy to optimize productive media use and health. [ABSTRACT FROM AUTHOR]

The article focuses on the benefits of family literacy programs, which involve parents and young children learning together, creating circular learning between parents, children, and teachers. The article provides examples of family literacy program designs, including the state of Minnesota's Early Childhood Family Education program that considers parents as their children's first and most enduring teachers.

The 'Hold Me Tight, Let Me Go' relationship education and enhancement programme for families with teens was indigenised to help parents with preteens to lower their parenting pressure and to enhance parent–child communication. The evaluation of the intervention adopted a mixed method approach. 45 parents and 64 children were invited to fill out pre-test (T0), post-test (T1), and 2-month follow-up (T2) questionnaire. A total of 16 parent participants were involved in two focus groups. The findings indicated that participants' parenting stress was lowered after the group intervention, and improvement in family relationships was observed in the aspects of communication, mutuality, and parental control. Children respondents were aware of the positive change in parents in terms of communication and statistically significant differences were found in the pre-test and 2-month follow-up. Parent participants highlighted that the prerequisites to become an accessible, responsive, and emotionally engaging parent was self-care and self-regulation. [ABSTRACT FROM AUTHOR]