Search

This study was aims to explore, describe, and analyze parent support for the speech delay early childhood. This study used to the qualitative method of the research subject is both parents of children who experience speech delay in Kalisari village. This study was used to three methods of data collection, namely observation, interviews, and documentation. The data analyze used to descriptive qualitative. Based on the results of the discussion that has been described it can be concluded that parent support that has been given to children who experience speech delay is informational support, assessment support, instrumental support, emotional social support, and real support. Of the five supports, the researchers concluded that the support often used by subjects was informational support, namely parents provided support through the provision of good advice and advice, giving instructions by installing pictures in the refrigerator so that the twins could understand the food taken and want to say food they took, and provided information by taking the twins for a walk to get a new vocabulary.

A szülősegítés évszázados múltra tekint vissza, melynek különböző formái vannak a nevelési tanácsoktól a különböző szülőtréningekig. Szakirodalmi áttekintésünkben különös hangsúlyt fektetünk a három éven aluli kisgyermekeket nevelő szülők támogatásának lehetőségeire. Áttekintjük a szülők támogatásának változatait, majd a távsegítés hazai és nemzetközi lehetőségeit, ezek formáit és hatékonyságát mutatjuk be. Az interneten keresztüli segítségnyújtás az elmúlt évtizedek egyik vívmánya, melynek fontosságára a Covid19-járvány miatti lezárások kényszerűsége is rámutatott. Írásunk végén a lehetséges távsegítő formák egy speciális formájáról, a szülőknek szóló tömeges nyílt online kurzusokról szólunk.

Child maltreatment is a public health problem of considerable magnitude. Though substantial progress has been made in the prevention of child maltreatment, one incident of maltreatment is one too many. Intervention and/or prevention efforts must always be dynamic. In this commentary, we highlight recent prevention and policy efforts in the United States, using SafeCare, an evidence-based parent support program with a focus on the prevention of neglect, as an example. We describe broad-scale implementation efforts and offer a vision for what the field must do to realize public heath impact, highlighting recent advances of parent support models in policy, advocacy, and programs. Strategies that might improve current efforts are suggested to ensure the field not become static.

Parents experience differentiated emotions after learning of their child’s abuse; however, little is known about the effect of trauma therapy on these differentiated reactions and the factors associated with these reactions. This study examined the impact of child trauma therapy on parents’ distress, guilt, and shame over the course of treatment and following treatment, the correlates of these emotional reactions before treatment, and the correlates of changes in these reactions. The sample at pre-therapy included 92 trauma-exposed children (68.90% female, Mage = 9.58 years, 38.10% Caucasian) and their parents receiving Trauma-Focused Cognitive Behavioural Therapy (TF-CBT). Parents rated their distress, guilt, and shame, their functioning (stress-levels, parent support), and their child’s functioning (emotion regulation and internalizing/externalizing symptoms) at pre-therapy, post-therapy, and 6-month follow-up. Significant modest-to-large improvements in parent distress, guilt, and shame were found immediately following TF-CBT and from pre-therapy to 6-month follow up. Parent and child functioning, as well as characteristics of the child’s abuse, accounted for a significant proportion of the variance in parents’ distress, guilt, and shame prior to treatment, with child internalizing symptoms being a consistent correlate. Changes in parent support and child internalizing symptoms were associated with changes in parent distress and shame over the course of TF-CBT, and changes in child externalizing symptoms were associated with changes in parents’ shame from pre-therapy to follow-up. Improvements in parents’ discrete emotional reactions were observed throughout TF-CBT and months after therapy has ended. The implications of results, as related to the key factors associated with these reactions, are discussed.

The goal of the present study was to explore the potential moderating role of quality of Parent–child relationships in the relations between child shyness and peer difficulties across the transition to middle school. Participants were 215 children attending public primary schools in Shanghai, People’s Republic of China, who were followed from Grade 5 to Grade 6. Children reported on the quality of their relationships with mothers and fathers (conflict, support), while peer-nominations were used to assess shyness, peer rejection, and peer victimization. Among the results, shyness in Grade 5 was positively associated with peer rejection and peer victimization in Grade 6. The associations between shyness and peer relationship difficulties were stronger among Parent–child relationships characterized by higher levels of conflict and lower levels of support and attenuated among Parent–child relationships characterized by lower levels of conflict and higher levels of support. Gender differences were also found; parent support moderated the relations between shyness and peer difficulties, for girls, but not for boys. At lower levels of parent support, the association between shyness and peer difficulties among girls were stronger. Taken together, the findings offer evidence that the quality of Parent–child relationships function as a moderator, providing support for the Goodness-of-Fit model.

In dealing with the changes posed by the industrial era 4.0, college students need to have career adaptability. One of the factors that influence the development of career adaptability is parental support. However, some previous studies have shown inconsistencies in the influence of parental support on career adaptability. The inconsistency of the results indicates that there is the involvement of internal factors, namely proactive personality. This study aims to examine the role of proactive personality in mediating the effect of parental support on a student’s career adaptability. Participants involved in this research were undergraduate students (N equals 551) from various universities in Jakarta, Bogor, Depok, Tangerang, and Bekasi, who are in their 6th semester or more. The three research variables were measured using The Career Adapt-Ability Scale (CAAS), The Career-Related Parent Support (CRPSS), and the Proactive Personality Scale (PPS). Data processing was performed statistically using Pearson Correlation and PROCESS macros from Hayes. The results showed that parental support can influence career adaptability through proactive personality. Based on the limitations of this study, further research is suggested to consider the role of personality in parents, the characteristics of participants, and other factors that are likely to affect career adaptability.

This study investigated the associations among school climate domains and how school climate interacts with academic performance. A sample of Kosovan public school students ( N = 855) was assessed using the School Climate Survey. The results showed that students had positive perceptions in the school climate domains of teaching and learning and safety, indicating high school morale. Results further showed a positive correlation between students’ perceptions of school safety and their academic performance. Significant gender differences in perceptions of school safety were noted. Maternal education level was also shown to have an impact on student academic performance.

Robust research indicates that social support is negatively associated with depression and anxiety. Less work has investigated social support as a network of support across sources like parents and classmates. Past work suggests that sources of support have differential associations with internalizing outcomes. More work exploring the differential associations between each source along with the cumulative network of social support and internalizing symptoms is warranted. In a sample of female adolescents, the current study explored (1) what patterns of social support across sources emerged, and (2) how do depressive and anxiety symptoms vary based on those social support patterns?. The study utilized Latent Profile Analysis on a sample of female adolescents from four different high schools (N = 143) to identify patterns of social support across sources. Parent support emerged as a unique, individual predictor of depressive symptoms. Five unique profiles of social support emerged. Profile membership was associated with reports of depression but not with reports of anxiety. Reports of depression differed by profile such that profiles with moderate support from most sources and low support from siblings had the highest levels of depressive symptoms. Social support is associated with symptoms of depression in female adolescents. The study highlights the importance of parent–child relationships for female adolescents and suggests that additional work on sibling support is warranted. The study promotes that the network of social support is an important factor to consider when researching associations between social support and internalizing outcomes.

Parental support is of paramount importance in the promotion of positive parenting, strengthening parenthood and protecting children from disadvantages due to immigration experiences. The aim was to describe what is known about parent support programmes targeted to families who are immigrants. Electronic databases and the grey literature were systematically and comprehensively searched with no time/language restrictions. JBI approach and PRISMA-ScR were used to guide the review. N = 88 articles were sourced. Interventions were targeted to improve parental practices, skills and family wellbeing, usually through group-based methods. Most interventions included components of positive parenting and family communication. Identifying the needs of the target group and cultural tailoring were reported to be highly important in gaining acceptability, promoting engagement and producing benefits. Parent support programmes for families who are immigrants potentially improve positive parental practices and families’ wellbeing. There are many applicable and effective interventions to be exploited.

This qualitative study examined the level of proficiency of reading and writing skills among students from the B40 families from the Malay Language teachers' perspective. A sum of four Malay Language teachers who teach B40 students were interviewed. It concerned two Malay Language teachers teaching in Secondary School A (SSA) and two Malay Language teachers teaching in Secondary School B (SSB). The participants of Malay Language teachers comprised three females and one male teacher. All Malay Language teachers are qualified teachers, having teaching experience between 11 to 25 years. Structured interviews were used as research instruments. The researchers analysed interview data narratively, and the themes derived were based on interview questions. The outcomes confirmed that all B40 Chinese, Indians and Malays students had minimal reading and writing level. B40 Chinese students had the weakest reading and writing skills. The four Malay Language teachers established that the B40 Chinese students had the weakest reading and writing skills, followed by B40 Indians and B40 Malay students. The Malay Language teachers affirmed that attitudinal factors were the principal grounds B40 students could not read, particularly B40 Chinese students. Essentially, the researchers identified attitude factors and parent support as drivers to the failure of B40 students to master reading and writing skills proficiently.

Parental support plays a vital role in protecting trans youth from mental health risks including depression, anxiety, substance use, and suicide. This study examined the acceptability of the Parent...

The present study utilized latent profile analysis with 1088 children with incarcerated parents to identify heterogeneity in behavioral and social problems. Four profiles were observed. The majority (61%) were well-adjusted with low behavioral problems at school and less affiliation with antisocial friends. Youth classified as overactive (20%) displayed frequent disruptive and hyperactive behaviors, while isolated youth (14%) exhibited high loneliness and depression and were most likely to be bullied. Youth in the aggressive profile (7%) exhibited frequent aggression, school behavioral problems, and affiliation with antisocial friends. Although the aggressive profile represented the smallest proportion of the sample, their level of delinquent behavior and number of negative school outcomes were the most concerning. Examination of risk and protective factors by profile found overactive and isolated youth to be more likely to have two or more adults in the household compared to well-adjusted and aggressive youth. Meanwhile, well-adjusted youth had significantly higher school connectedness, parent support, and positive teacher relationships. Aggressive youth were least likely to be raised by a married caregiver. Universal behavioral assessments of children with incarcerated parents would be useful in identifying youth at risk for escalating or persistent delinquency or hyperactivity.

Adolescent health has a significant influence as individuals transition to adulthood and can have lifelong effects on well-being. In addition to well-established structural determinants of health such as racism and poverty, proximal determinants of adolescent health illuminate on the health effects of the daily circumstances of adolescents. Guided by the proximal determinants of adolescent health theory, we examined the association between adolescents’ self-rated health and multiple domains of proximal determinants, including family relations, peer relationships, school environment, and neighborhood environment. Using data from the Fragile Families and Child Wellbeing Study, we analyzed 3,444 adolescents who were 14 to 15 years old. Results of ordered logistic regression analyses revealed significant associations between proximal determinants and adolescents’ self-rated health even when taking into account all the domains simultaneously. This study highlights the importance of unraveling factors of multiple systems on adolescents’ health and suggests implications for their subsequent transition to adulthood.

The purpose of this study was to determine the effect of parent support, peers and motivation to learn the results of student learning class XI IPS in SMA PGRI 2 Kota Jambi. The population in the study amounted to 61 students. Based on the results of the study, it can be concluded that in taking the learning process of parent support is very necessary for the growth of children in further education, this is due to the desire of children to attend school is not limited to different school environments or new peers but there is a high desire to continue take knowledge that is beneficial to them

In order to survey extant literature examining support specifically for postsecondary students with Autism Spectrum Disorder (ASD), a systematic review of the literature was conducted through a synthesis of an established protocol of quality indicators for special education research and the methodology for PRISMA (Preferred Reporting Items for Systematic reviews and Meta-Analyses). Eight themes were identified describing features of programs, interventions, and supports that were implemented or described in the 21 studies reviewed. One of the themes, parent support, is underexamined in the literature relating to postsecondary institutions. Recommendations for needed research are included.

Introduction: Parental support behaviors are established predictors of children's physical activity and healthy eating. However, little is known about predictors of these parental support behaviors. Identity (i.e. a component of the self-concept) has been hypothesized to be an influential construct that may be associated with a variety of behavioral antecedents and behavior itself. Specifically, research suggests healthy eating or physical activity parental support affective attitude may predict parental identity, and that identity may predict support behavior directly and indirectly through support self-regulation (e.g. planning). Thus, this study expands on past literature by exploring these antecedents and outcomes of parental identity in the context of parental support for physical activity and healthy eating among overweight and obese children. Methods: Using a cross-sectional survey design, 83 parents (61.4% female) with at least one overweight or obese child completed measures assessing parental support affective attitude, parental identity, support self-regulation, and actual support behaviors. Path analysis was conducted to examine model fit and hypothesized relationships between variables for eating and physical activity separately. Results: For both behavioral domains, the model fit was good. Parental support affective attitude predicted parental identity, parental identity predicted support self-regulation, and support self-regulation predicted support behavior. Further, for both behaviors, support self-regulation mediated the relationship between parental identity and support behavior. Finally, parental identity also directly predicted support behavior for physical activity but not eating. Conclusions: The results demonstrate the importance of identity in parental support behaviors. These results also show that fostering enjoyable experiences for parents while supporting their children may strengthen their supportive identities.

This study departs from the expectation that high or low student learning motivation are influenced by self-efficacy and family environment. The results of the study show that: 1) self-efficacy has a significant effect on learning motivation. 2) self-efficacy and parental support have a significant effect on learning motivation. This research is an associative descriptive study. The sample in this study is the business management students of class X and XI that are registered at Padang Private Vocational School. The findings from this study are expected to be a reference for teachers and other academic communities to be able to pay more attention to students in learning by giving attention to the family environment and paying attention to their learning attitudes and also help increase student motivation in learning so that maximum learning outcomes are obtained

The purpose of this study was to examine parental responses to transgender and gender nonconforming [TGNC] youths' gender identities and explore associations of parent support with parental abuse, depressive symptoms, and LGBT-identity disclosure stress. TGNC youth (

Therapeutic playgroups provide a unique service for children with developmental delays and disabilities and their families, delivering tailored play-based therapy while facilitating parent support and community connections. Despite the prevalence of playgroups within the disability sector there is a paucity of research defining the key principles of therapeutic playgroups and their perceived benefits. Taking the perspectives of early intervention professionals this study sought to provide a definition of therapeutic playgroups and identify the “active ingredients” of therapeutic playgroups for children with developmental delays and disabilities. Focus group methodology was used to gather perspectives of 40 professionals with experience facilitating playgroups for children with developmental delays and/or disabilities and their families. Findings highlighted the complex nature of therapeutic playgroups which require an interplay of five “active ingredients” to be perceived as beneficial: facilitator and participant characteristics; playgroup structural characteristics, information provision, administration and logistical considerations. Therapeutic playgroups have distinct practice principles that distinguish them from other playgroups and therapeutic models for children with delays and disabilities and their families. This paper provides a definition of therapeutic playgroups, outlining the core practice principles for therapeutic playgroups, an essential step in developing and evaluating the effectiveness of therapeutic playgroups.

Background This study explored New Zealand parents’ experiences of obtaining an autism spectrum disorder (ASD) diagnosis for their child and aimed to identify factors that predicted parent satisfaction. Method Parents of ASD parent support groups were invited by email to participate in an anonymous online survey. Parents were asked to rate their satisfaction with a number of key aspects of the diagnostic process for ASD. Correlation analysis and ANOVA were utilized to explore possible associations between parent satisfaction and putative demographic and clinical factors and experiences. Multiple regression analysis was used to identify key predictor variables of parent satisfaction and stress. Results Parent (n = 516) satisfaction with the diagnostic process for ASD was endorsed by 53.1%. The strongest predictor was satisfaction with the diagnostic assessment report, followed by higher levels of parent stress. Higher satisfaction was also predicted by spending less time on a wait-list for assessment, multi-disciplinary assessment and the absence of concurrent ADHD. Most parents found the diagnostic process stressful. Only 23% of parents were satisfied with post-diagnostic supports, and just 19% their coordination. Conclusions Just over half of New Zealand parents are satisfied with the diagnostic process for ASD, despite most finding the process stressful. Streamlining referral pathways, reducing assessment wait-times and increasing rates of multi-disciplinary team assessment may raise satisfaction rates further. Receiving a satisfactory diagnostic assessment report appears to be of particular importance to parents. The very low rate of satisfaction with post-diagnostic supports indicates that further development of these services is a priority for NZ.

The majority of children in foster care 24 months or longer experience three or more placements. Children's behavior problems are a primary contributor to multiple moves, but little is known about how behavior problems and other stressors lead to disruptions. This study focused on foster parents' experiences of parenting a child at risk for moves using the determinants of parenting model (Belsky, 1984) to identify potential correlates of difficult parenting experiences and placement disruption.To identify factors associated with difficult parenting experiences and placement disruption.Foster parents (N = 139) caring for children age 8-14 in long term foster care with a history of two or more moves were randomly selected in a large Midwestern state in the U.S.Participants completed a 90-minute telephone interview (86% response rate). Placement moves were tracked prospectively for two years. Parenting experiences and disruption were analyzed using multiple and logistic regression.Results support aspects of the determinants of parenting model. Behavior problems, children's risk to others, low support, and stress were significantly associated with more difficult parenting experiences (βs = .28, .22, .18, .19, respectively, ps .05), and more difficult parenting experiences strongly predicted placement disruption (p .01). Risk to others also predicted disruption before including parenting experiences, with this association becoming nonsignificant after including parenting experiences. Unexpectedly, African American foster parents had a higher risk for disruption, despite more positive parenting experiences.These findings support attending to foster parents' parenting experiences, children's risk to others, social support and stress to better support placements of children at risk for disruption.

The research objective is to identify influence factors that influence student entrepreneurial intention or student intention to become entrepreneur particularly for polytechnic students. This is very interisting because at the beginning, the student who going study to polytechnic just only expect to get a job quickly after their graduated. The sampling method of this reseach used purposive sampling whereas 165 selected samples were taken from up to 4 semester student of all study program that were participated in entrepreneurship learning program at Batam Polytechnic . The methods used for analysis were descriptive analysis and multiple linier regression analysis and processed by SPSS Software Tools. The student entrepreneurial intention would represented as dependend variable meanwhile the independend variable come from factors that represent sosio-demographic and environment characteristic of the students. The result of this research indicates that the existence of some factors particularly the environmental factors such as student entrepereneurship program, facilities and mentoring support by campus, parent support and existence of entrepreneur association having significant correlation statistically to students entrepreneurial intention of Polytechnic Students. It means those factors tend to higher influence for student to become entrepreneur. Meanwhile, the sosio-demographic factors such as gender, study program background, level of education program, parent occupation, have no significant correlation. The finding of research also was affirming the role of campus, parent and entepreuner communities have very important to support the student to become prospective entrepreneur. The finding related the role of those parties implies campus structurally should develop an integrated relationship model between the parties that allow the parties give optimal contribution or support, so therefore it should be maximized the positive effect for student entrepreneurial intention in the future.

The current study aimed to compare depressive symptoms in emerging adults with early left-behind experiences (LB-A) and their counterparts (non-LB-A) in China. Of importance, guided by a risk and r...

Parent-to-parent support for the families of deaf children has been provided in an East London district as an adjunct to the existing Early Support programme. Two parents of deaf children were empl...

OBJECTIVES: There are a variety of parent-support programs designed to improve parenting and, thereby,the safety and well-being of children. Providers trained in multiple programs are likely to select components of interventions they feel will meet the needs of the families they serve leaving out aspects they deem unnecessary orredundant. In so doing, the fidelity of the evidence-based program is at risk. A potential solution is systematic braiding in which evidence-based programs are combined such that the fidelity to each original model and its implementation are maintained. METHODS: Drawing on qualitative feedback from a prior iteration, this paper discusses results of a feasibility and acceptability pilot of a modified version of the systematically braided Parents as Teachers and SafeCare at Home (PATSCH) curriculum This modification removed a provider-perceived “redundant” portion from the original PATSCH curriculum. A pre-post design (N=18) was used to evaluate the efficacy of the modified curriculum RESULTS: Significant improvements were seen in trained parent behaviors surrounding home safety and child health. There was also improvement in self-reported parenting behaviors, the portion of the braided curriculum removed, suggesting that the PAT curriculum adequately teaches these skills. Providers and parents were highly satisfied with themodified curriculum CONCLUSIONS: If a curriculum is modified to reflect provider and parent preferences, then the potential for delivery without fidelity is minimized.

The present study tracked adolescents via mobile phones to describe how parents and their adolescent children are using digital technologies in daily life (i.e. facilitating warmth and behavioral control), and whether these uses are associated with the quality of offline parent-adolescent interactions and with adolescents’ mental health. A sample of young adolescents (N=388; mean age 13.37) completed a 14-day ecological momentary assessment in 2016– 2017, reporting on their daily digital contact and offline interactions with their parents and their mental health. Adolescents reported using texting and calling to communicate somewhat infrequently with their parents (i.e., on 29% of days), but days with more digital contacts (for both warmth and behavioral control) were also more likely to be characterized by more positive offline interactions with parents. Furthermore, adolescents struggling with mental health symptoms across the study period reported using texts/calls more frequently to seek out parent support, and parents were more likely to do text/call “check ins” on young people who were experiencing more behavioral problems. Results highlight the potential for the digital communication devices to be used as tools in fostering parent-adolescent connection, support provision, and behavioral control in the digital era.

In the spring of 2020, when the entire education system worldwide switched to distance learning, parents became key learning agents, helping students to understand how to continue learning, how to use digital solutions and how to support students in this process. This article summarizes parents’ views on the distance learning process and the challenges they faced. This is part of a larger study carried out within the project “Life with COVID-19: Evaluation of the overcoming coronavirus crisis in Latvia and recommendations for social resilience in the future” (CoLife), which was launched in Latvia in the summer of 2020 and analyzed what digital learning tools schools can use to support students in their learning. Parents’ views on 738 school-age children (313 responses about 1st–4th graders; 362 responses for 5th–9th graders and 63 responses for 10th–12th graders) were obtained, and the main conclusions were that after parents became learning agents, they would have liked more support from educators to understand how to support their children in the learning process. Parents would also have liked schools to be interested in how their children are doing and whether everything necessary is available. Overall, it can be concluded that in this crisis, parents tried to support their children, and in most cases, it was the mothers of the students who provided this support, but it was primarily based on the need to use digital technologies, which means that children whose parents do not use digital technologies may be more exposed to the danger of falling into a risk group with larger educational gaps.

We sought to assess parental support for varying standards that social media sites can employ to combat vaccine misinformation. Between July and August 2019, we conducted a web-based survey with a national sample of 1073 parents of adolescents and who use social media. The survey assessed support for ten standards about vaccine misinformation. Multivariable logistic regression assessed correlates of support. Overall, 61% of parents supported at least one standard. Support for each standard varied greatly (12-51%), with higher support for less restrictive standards. Parents more often supported standards if their child had already initiated human papillomavirus (HPV) vaccination, if they were non-Hispanic black or Hispanic, if they agreed that vaccine misinformation is harmful, or if they saw information on social media in favor of HPV vaccine (all p < .05). Our findings suggest favorable support for standards that social media sites can implement to combat vaccine misinformation.