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Shared reading with young children has a positive impact on a range of areas including language development and literacy skills, yet some parents face challenges in engaging in this activity. While much is known about the benefits of shared reading, the barriers to it are poorly understood. The research presented here draws on in-depth interviews with 20 parents of pre-school children to understand home-reading practices in a socio-economically and culturally mixed sample, exploring the motivations and barriers that exist to engaging in shared reading. Results indicate that parents are motivated to engage in shared reading when there is clear evidence of their child's enjoyment. However, parental perceptions of 'negative' child-feedback could be a barrier to shared reading. This has particular implications for the age at which parents perceive reading to be a valued and worthwhile activity for their child, suggesting that some parents may choose not to read with their babies because they are not receiving the feedback they require in order to sustain the activity. Moreover, this study also revealed that, for many parents, their enjoyment of shared reading activity was closely related to evidence of child enjoyment, thus creating a further barrier to reading when child enjoyment was perceived to be absent. This has strong implications for interventions that seek to encourage and support home-reading practices between parents and young children.

Parents of children with special educational needs and disabilities (SEND) took part in an online survey that explored their experiences of home-schooling during the coronavirus pandemic. Two hundred and thirty-eight parents from the UK responded to 49 questions about the resources and support they had received, their management and feelings surrounding home-schooling. Chi-square analyses were used to establish whether parents' experiences differed as a result of socio-economic status (SES) or the nature of their child's SEND. Results indicated that parents were dissatisfied with the resources and support they had received for their child's educational and psychological needs. Parents felt inadequate and unprepared and believed that non-attendance at school had and would have a detrimental effect on their child's education and mental health. Parents also described the negative impact of home-schooling on their and their family's well-being. Finally, SES and SEND-type were not associated with parents' experiences of home-schooling.

This article explores methodological and ethical issues of researching with children, drawing on a project exploring children's perceptions of having a mother studying in Higher Education. While most prior research concentrates on a mother's view of her children, this article uniquely focuses on children's views on their mother. From analysis of the data and reflections on the research experience, the following themes emerged, the benefits and challenges of using drawing or Skype as a research method and ethical issues when working with children. Reflecting a view of children as competent and knowledgeable participants within research, I argue that children should be given opportunities to discuss a range of topics that concern them and advocate doing research 'with' rather than 'on' children. Throughout this article, the children's and mothers' voices are interjected to provide a narrative offering insights into family life from a child's perspective thus revealing the impact of this research on the mother.

Epidermolysis Bullosa (EB) is a chronic disease, some types of which may have morbidity and mortality. That is why the patients must receive multidisciplinary care in case any complications arise. Families must be informed about the disease, about home care and receive genetic counselling. The importance of genetic counselling cannot be stressed enough, since both M.C. and his younger brother were diagnosed with EB. If the family had received genetic counselling, this tragic situation could have been prevented. Home care education for the families of EB patients is also of great importance. Relatives of the patient must also be educated about wound care, infection control, patient nutrition and physical treatment. They must also be educated about how to use the medications and about bandaging, dressing, Vaseline bandages, antiseptics, bathing procedures, and the use of antibiotic cream ointment. It was obvious, therefore, that the nursing care given at home enhanced both the patient's and the family's quality of life.

Anyone hoping to understand China and Chinese people's behaviour in the present day must examine China's long history and culture, as these often have crystallized into current behavioural patterns. This paper discusses one important push-out factor for Chinese students' outbound mobility, and an element that is ignored in many futuristic predictions of international student mobility: traditional Chinese educational culture. I conduct an in-depth analysis of three major aspects of Chinese educational culture in relation to Chinese students' international mobility: the education-first culture, the saving culture, and the extended-family culture. I argue that these three aspects will continue to drive Chinese students' outbound mobility.

Relevance of the problem stated in the article is determined by the presence of a significant number of families in difficult life situations who need in professional support and socio-psychological assistance. The article aims to substantiate the effectiveness of the structural-functional model of professional supporting for families in difficult life situations. This kind of families' support is analyzed as a form of a complex form of social assistance. The leading methods are analyses of scientific works and practice, empirical and experimental data, method of involved observation, modeling and experimental method. The experimental method aimed to identify the problems of families and to test the conditions of their effective professional support. The article presents the complex program of the families' support, which includes diagnostic, projective, correctional, rehabilitative, recovery and consulting parts. This program is aimed both at eliminating factor of social risk, preventing the crisis situations in families and children's environment, achievement of high level of specialists' professional competence. The author determines a set of conditions necessary for effective professional support for families in difficult life situations (early diagnosis of the families needing in socio-psychological assistance; complex and systematic character of support; increasing the level of social workers' professional competence; interagency cooperation). The author has developed a model of professional supporting the families in difficult life situations which include subjective, content, technological and effective components. It has been verified experimentally and included 2 directions: 1) support of parents and children; 2) methodical work with specialists of social services.

In this article, we explored Chinese moral education standards for grades one and two by using the heuristic of moral autonomy and by employing a typology of moral autonomy, one based on Kantian and Deweyan ideas about moral autonomy and agency. Given the larger charge for all of schooling to develop independence, problem-solving, and creativity in China, we sought to determine whether this change is actually the case within the 2011 Chinese moral education standards for grades one and two, for the period of 2011-2020. Although some elements of moral autonomy are stated and suggested in the standard learning objectives, there are significant discrepancies between the ultimate goals of education for children's development of autonomy and their practices and implementation within these Chinese moral education curriculum standards.

This longitudinal study investigated identity development across early adulthood. To examine both stability and change in identity development, an explanatory mixed-methods design was employed. First, patterns of identity status development across early adulthood were examined, followed by an in-depth qualitative approach to understand more about the processes within identity status stability from the late 20s into the 30s. Analyses revealed group-level changes in identity status across ages 25 (M[subscript age] = 24.9, SD = 0.7), 29 (M[subscript age] = 29.3, SD = 0.6), and 33 (M[subscript age] = 33.3, SD = 0.5) among the 118 participants, with fewer individuals in moratorium and more in identity achievement in later years. Stable identity statuses with established commitments (identity achievement and foreclosure) were by far the most common patterns across early adulthood. To understand how early adults maintain their identity within these stable patterns, we employed longitudinal qualitative analyses of identity status interviews from ages 29 and 33. These analyses revealed 3 processes of identity development: "approach to change" (willingness to adjust and evolve previously established commitments), "story integration" (thematic and temporal integration, and metaexploration of previous identity work), and "participation in a broader life context" (identity expanding beyond personal aspirations). Together, these findings show that there is identity status change toward maturity across early adulthood and high stability within individual patterns. The findings also show that stable identity achievement facilitates further deepening within the three processes of identity development, and that stable foreclosure can be connected to both weakening and deepening in identity development.

There is a need for research to evaluate the feasibility and efficacy of alternative delivery methods to make evidence-based parenting programs more accessible to parents of teenagers. This study aimed to test the efficacy of a 2-h parenting discussion group for parents of adolescents experiencing family conflict. It was hypothesised that parents attending the discussion group would report reductions in family conflict and adolescent behavior problems and improvements in the parent-adolescent relationship and parenting in comparison to control parents. This study was a randomized controlled trial. Ninety parents of teenagers (11-16 years; M = 13.23 years) were randomly allocated to intervention (n = 43) or waitlist conditions (n = 47) and completed questionnaires of parent-adolescent and family conflict, adolescent behavior, the parent-adolescent relationship and parenting at pre- and post-intervention and 6-month follow up. At post-intervention, intervention parents reported greater declines in adolescent oppositional behavior problems in comparison to controls. No intervention effects were found for parent-adolescent or family conflict, or for the parent-adolescent relationship and parenting practices. Brief parenting interventions may offer an alternative strategy for supporting parents to deal with challenging adolescent behavior, but further research is required to determine if this type of brief and targeted intervention is effective for family conflict. Such research is important given the need for effective and easily deployable prevention and intervention approaches that address a problem that has significant impact on adolescent wellbeing and family functioning.

Background: Families of children with disabilities often face unique challenges. Developed in a U.S. context, the Beach Center Family Quality of Life measure assesses the effectiveness of supports and services that families receive. This study examines whether items from three sub-scales of the Beach Center instrument perform similarly for two samples, one from Lusaka, Zambia, and the second from a Midwestern U.S. state. Methods: This cross-sectional research used secondary data and completed hierarchical ordinal regression analyses on item-level performance within the sub-scales. Results: Only one item flagged for potential item bias with remaining items performing similarly when controlling for overall sub-scale scores. Conclusions: This study extends existing research on the cultural and linguistic appropriateness of the Beach Center measure, providing additional validity evidence about the internal structure of the scales. Findings indicate that these items are acceptable outcome measures for policy and programme evaluations in Zambia.

Background: Understanding the regional differences in child care is critical as the gendered division of child care in the family remains unequal between husbands and wives in China. Objective: The study aims to assess how child care time is divided differently between husband and wife within the families in urban and rural sectors, and how these divisions are associated with factors such as one's own or spouse's employment status, educational achievement, and earnings. Method: We analyzed data from the China Health and Nutrition Survey (2004, 2006, 2009, and 2011), using the relative resources theory, "doing gender" perceptive, as well as the gender attitudes model to explain gender differentials in child care among urban and rural families. Results: The gender difference in child care continues to persist but with a variation between urban and rural sectors. In addition to the wife's own employment status, the husband's employment status as well as income has played important roles in influencing the child care division inside the household. Conclusions: The relative resources theory explains the pattern of the gendered division of child care in rural sectors but cannot account for the patterns in urban sectors. Instead, patterns in urban women's child care time were more consistent with a "doing gender" perspective and urban men's child care time were consistent with an egalitarian gender attitudes model.

Using data from the National Institute of Child Health and Human Development Study of Early Child Care and Youth Development (NICHD SECCYD), we used 2-level random effects models to examine whether the quality of school and home environments during elementary school moderated associations between pre-K quality and math, reading, and vocabulary achievement from first through fifth grade. Results showed that the quality of the home environment moderated the association between pre-K quality and children's vocabulary achievement. Supportive home environments during elementary school had an additive effect over and above the positive effects of pre-K quality in predicting children's vocabulary achievement. In contrast, when children experienced high levels of pre-K quality and lower quality home learning environments, the positive effects of pre-K were less likely to be sustained. Findings suggest the importance of considering programs and policies to support home-based learning as one potential mechanism to sustain early effects of pre-K.

Children's experiences in families, schools and neighbourhoods influence their childhoods as individuals learn to act in meaningful ways within social institutions. Many recent research works document challenges that economic and culturally disadvantaged students experience at colleges due to incongruence between their backgrounds and the culture at higher educational institutions. Rarely has early life experiences at one's home and family been the focal point of inquiry. The present article explores the accounts of early family life provided by students first in their families to pursue higher education. It discusses the ways in which socialisation impacts one's life trajectories related to education. Through emphasising on the process, the article focuses on the lived experiences of students marked by constraints due to poverty at home and its relation to the shaping of their academic decisions. In depth interviews with nine participants from Delhi studying in reputed colleges affiliated to a university at Delhi shows how one's economic and cultural position affect one's sense of belonging at home and educational spaces wherein students negotiate relationships and identity that are restructured and transformed while they navigate through them. Attempting to study student's self-constructions, the article shows how formal education continues to function as a project of western modernity creating fragmented bourgeoisie subjects out of poor children.

Information and support for families of children on the autism spectrum is limited in south-east Europe. A three-year project, "Equity and Social Inclusion Through Positive Parenting" (ESIPP), was established to develop and provide parent education (PE) in autism for families in Croatia, Cyprus and North Macedonia. This paper presents findings from Croatia regarding family life and the impact of PE. Data were collected via pre- and post-PE questionnaires and semi-structured interviews. Participants discussed the impact of autism on family life, the difficulty of obtaining a diagnosis, the importance of family support (and varying experience of formal support), common experiences of stigma and social exclusion and concerns for the future. The value and benefit of PE is identified, and recognition of its impact within Croatia has ensured its ongoing provision.

This study considers the issue of absenteeism in Norwegian high schools with a particular focus on the new controversial 10% ceiling, which began in August 2016. Data was obtained through documentary sources and participant observation in one high school with one of the highest absenteeism rates in the capital, Oslo. Employing Foucault's 'panoptic gaze', the study also interrogates schools' growing dependence on technology in self-reporting absence and enacting more effective forms of 'disciplinary power'. The study argues that each school and each individual case warrant careful attention before macro-policies on a national level are enacted by politicians, who at best have a superficial familiarity with the challenges and uncertainties that constrain these students' academic progress.

Families including a young child with a significant cognitive and motor developmental delay need to adapt their routines to the child's needs, while balancing the resources, needs and values of the whole family system. We aim to characterize if and how their routines are sustainable in terms of ecological fit, congruence and meaningfulness, in comparison with families including a typically developing child. Based on an adapted version of the Ecocultural Family Interview, conducted with one or both parent(s), the routines of 6 families within the study group and 5 families within the control group were analysed by combining directed content analysis with quantitative ratings. A myriad of common as well as group-specific indicators of ecological fit, strategies for reaching congruence as well as reported family values were identified. Parents actively influence family life sustainability. However, families including a child with complex needs are more dependent on others and could benefit greatly from improving the organization of formal support.

Background: Physical and psychosocial challenges are common after total laryngectomy. The surgery leads to lifelong changes in communication, airway, swallowing and appearance. As we move towards health models driven by patient-centred care, understanding the differential impacts of surgical procedures on subgroups of patients can help improve our care models, patient education and support systems. This paper discusses the experiences of women following total laryngectomy. Aims: To gain an insight into the impact of total laryngectomy on women's daily life while identifying their specific rehabilitation needs. Methods & Procedures: This paper is based on in-depth, semi-structured interviews with eight women who had undergone total laryngectomy. These interviews were conducted with women at least 1 year after they had undergone total laryngectomy, and the participants did not have recurrent disease. Using an interview guide, participants were encouraged to discuss their everyday experiences, while also focusing on issues typical to women. The transcribed interview data were analysed by thematic analysis, taking interpretative phenomenological analysis as a lead. Outcomes & Results: The interviews revealed three main themes: disease and treatment as a turning point, re-establishing meaningful everyday activities, and persistent vulnerability. Participants reported experiencing challenges in their rehabilitation process due to physical disabilities, dependency on others and experienced stigma. Women-specific challenges arose in dealing with the altered appearance and voice, performing care activities, and the spousal relationship (including intimacy). Conclusions & Implications: Women who undergo total laryngectomy are likely to experience issues in returning to work, the performance of informal care-work, the spousal relationship, intimacy and social interaction due to stigmatization. Medical pretreatment counselling and multidisciplinary rehabilitation programmes should help patients form realistic expectations and prepare them for the changes they will face. A gender- and age-matched laryngectomized patient visitor can contribute to this process. Rehabilitation programmes should incorporate the partner and offer psychosocial support for women following total laryngectomy to return to their former roles in family life, social life and work-related activities.

In multilingual societies where migration is commonplace, language attitudes and ideologies are often shaped by broader sociopolitical issues and sociocultural practices that give values to different languages and language uses. Migrant families are often caught in the middle regarding how to use their own language and culture to support their children's academic development, and how to educate their children in the dominant societal/school language with which they are not familiar. This article reports on an on-going multilevel investigation of family language policies (FLPs) of transnational families in the UK. As part of this investigation, this study focuses on a group of eight families (10 parents) of different Chinese origins who send their children to one primary school and eight teachers who teach at that school. It provides a snapshot of the matches and mismatches of educational practices between home and school as well as the different expectations for educating migrant children with regard to the role of language(s) in learning and academic development from the perspectives of teachers and parents. Using a variety of tools for data collection including interviews, observations, a roundtable discussion, focus group interviews and e-mail communications, the study found that parents and teachers hold disparate views on educating migrant children with regard to language/literacy practices, educational expectations and parental involvements. Central to the disparate perspectives is the 'language gap' ideology which legitimatizes English as the only language in education, which allows teachers to control not only language use in classes but also the educational practices at home.

The underlying thesis of much popular parenting discourse in circulation in western Anglophone countries is that parenting labour has intensified historically, notably in regard to schooling, and that we are witnessing new kinds of parental attitudes and strategies. A related argument holds that parents, especially middle-class parents, have become entrepreneurial agents in their children's education, and that this activity is a consequence of global neoliberal policy reform. This paper examines the intensification thesis through a study of popular parenting advice in the late pre-neoliberal era, the 1960s and 1970s. It proposes that the rise of intensive school parenting must be understood not only through policy histories of competition, choice and marketisation but also through histories of domestic life, of the material and affective activities of 'home-making'. The focus is on a collection of parenting advice (including advertisements) published in one mass-market women's magazine, the Australian Women's Weekly. Such publications were, the paper argues, significant and exemplary in disseminating forms of advice that encouraged parents, especially mothers, to discover and develop new repertoires of educational child-rearing competencies and to consider themselves as competitors in the educational arena, on behalf of their own children.

Images of children and family life are prevalent across social media contexts. In particular, "Instagram" is a popular platform for sharing photographs and videos of children and families. This paper explores the representation of children and family life, with an emphasis on the 'image of the child' that exists on Instagram. A qualitative case study methodology was used to analyse a parent's Instagram posts for one month and her questionnaire responses. The deep meaning that Instagram holds in her life will be explored, the processes she engages in to take and share photos, and key issues and ideas for educators, researchers, and family members to consider. Focus will be drawn towards the 'image of the child' as understood by early childhood educators, and how the image of children presented in this parent's Instagram posts compares or contrasts to that.

Purpose: This study explores female-headed households in Grand Bassa, Lofa and Nimba counties to discern Liberia's smallholding, subsistence agriculture. Amid environmental and communal dynamics, addressing factors causing challenges of farming is imperative. Methodology: Using explanatory sequential methods this study collects, explains, and organizes farming and household situations qualitatively through field notes, observations, and extensive communications with 44 female farmers. Subsequently and quantitatively, Chi-Square Automatic Interaction Detection (CHAID) verifies aforementioned information, accompanied by 112 observations. Findings: Stories encapsulate female farmers in Grand Bassa, Lofa, and Nimba counties. They provide evidence of marginalized, progressive, and emerging farming in order. Children (n > 3) and inadequate support of Kuu (informal labor) and of community make food stability, availability and access insecure. Insufficient crop revenue further exacerbates the issues. Moderate- and mild food-insecure households need not worry about the problems above. However, their earnings notwithstanding, new challenges appear in credit practices and land conflict. Practical Implications: Extension agents should provide timely services for each community, with special attention to women-headed households. Findings imply ex-post evaluations to ex-ante extension services should be cyclical. Theoretical Implications: A gender-inclusive, gender-sensitive framework is vital to enhance food security and community resilience, transform subsistence agriculture into agribusiness and achieve fairness, gender equity and social justice for agrarian Liberians -- especially women and children. Originality/Value: This study captures distinctive phases of farming and family life -- yielding qualitative and subsequent quantitative validation of predictors of food insecurity in rural, women-headed farming households/operations. It should guide us to tailor ex-ante extension services.

A significant number of breast cancer survivors are living with their minor children. In this review we investigated the impact of maternal breast cancer on children. A literature search conducted through PubMed, Scopus, Cochrane Library and CINAHL yielded 26 relevant studies, which documented a variety of effects. Evidence has been presented that dealing with maternal breast cancer can cause uncertainty, anxiety and depression in children, but may also lead to enhanced social and academic performance. The risk of problems in these children is reported to be associated with both low parental affective responsiveness and excessive parental involvement. Internalising child problems were shown to be linked with maternal depression and family dysfunction, and externalising problems with family dysfunction and communication problems. Some of these problems may be modified by interventions for supporting these families, which should be designed to include both parents and children, and also the healthcare personnel.

Background: Social workers play a central role in service delivery for parents with intellectual disability (ID). Within Israeli Muslim society, men with ID are likely to marry non-disabled women and create families. This study adds to scarce research on how social workers view these families, and how they might better serve their needs. Method: A thematic analysis was conducted on nineteen semi-structured interviews with social workers. Results: Family characteristics are described. Findings illustrate the complicated position of the Israeli Arab Muslim social workers in balancing patriarchal and traditional cultural values against professional values such as social justice and equality. Although personally opposed to these marriages, they feel that they are unable to act against either their professional ethics or social boundaries. Conclusions: Social workers should be trained to support their clients' transition to marriage and parenthood. Policy makers should promote support services for non-disabled wives of husbands with ID.

Faculty members with families face well-documented challenges in managing the demands of work and life. However, we know less about the experiences of single faculty members. Using agency as a theoretical framework, we assessed whether faculty members have different experiences in enacting agency in work-life balance based on their partner status, gender, and rank. We found single faculty members, particularly single, women associate professors, felt less agency in their ability to balance work and life than their partnered peers. We offer policy recommendations for institutions to more equitably support all faculty members in negotiating work-life challenges.

Given the declining number of tenure-track positions, the academic job market has become fiercely competitive, often forcing faculty to make difficult choices, including living apart from their partners and children. These individuals become commuting couples, neatly segmenting their professional and personal lives, and thus creating a hyper-separation between work and family. Using work/family border theory as an analytical lens, we draw on interviews with 36 participants who were members of commuting couples to explore how participants fared in this arrangement. Participants discussed how being separated both facilitated their professional productivity and deepened their personal relationships. In short, participants were engaged in an extreme form of work/life balance. We term this phenomenon the hyper-separation of roles, which serves as a mechanism to enact balance.

Inclusive education interventions in low-income countries are dominated by definitions and frameworks from disability studies and educational research scholars from high-income countries. Disability studies scholars have argued for valuing diverse understandings and a different discourse when studying disability and inclusion in low-income countries. In this paper, we explore the meaning of belonging and inclusion to parents of children with disabilities in central Uganda. Through case study analysis we aim to give alternative starting points for inclusive primary education programmes. We explore the themes 'missing parts', the 'ability to manage', 'belonging to a family', and 'being given a chance' as key concepts of disability and inclusion. We argue not to translate parents' descriptions into international categories and framework, but to reflect on the larger and underlying meaning of the concepts to form a more culturally embedded and relevant starting point of education for all. We propose to address the gaps of the postcolonial education system that has taken teachers' and families' away from the concept of 'obuntu bulamu', and focus interventions on re-creating this togetherness and value the strength of concepts of belonging and caring for each other.

The National Disability Insurance Scheme (NDIS) was introduced in Australia in 2013 to address the inadequacies of a fragmented and underfunded service system for people with disabilities. For young children with developmental disabilities, NDIS services fall under the early childhood early intervention (ECEI) approach, the impact of which is yet to be documented. Considering the critical role of families in supporting their children with a disability, the aim of the present study was therefore to examine their experiences of the ECEI approach in the State of Victoria. Seventeen parents participated in interviews and focus groups, which generated information clustered around five themes: (1) accessing the NDIS and the ECEI; (2) plan development and implementation; (3) choice and control; (4) family and community life; and (5) parental distress. While highlighting the potential of the NDIS funding and its long-term benefits, participating parents reported numerous challenges in their pursuit of supports under the ECEI. It is concluded that for the NDIS to fulfil its promise and potential, substantive revisions of its systems, policies and practices will be required to be relevant and sensitive to the needs of young children with developmental disabilities and their families.

School refusal is heterogeneous in aetiology and presentation. The heterogeneity in its presentation, the focus of this study, complicates the conceptualisation and assessment of school refusal. The present study documents the development of a descriptive model of school refusal that was used to inform the development of a questionnaire for identifying manifestations of school refusal (the SChool REfusal EvaluatioN -- SCREEN). Semi-structured interviews were conducted with 42 participants: adolescents who display school refusal and those who do not, middle school professionals, and care professionals working with adolescents displaying school refusal. Analysis of interview data led to the organisation of school refusal manifestations according to four main themes comprising ten categories. The four themes were: "School," "Daily and Family Life," "Health," and "Socialisation Outside Home and Family." These themes correspond to the various contexts in which school refusal may be manifest. Results support the common notion that school refusal manifestations are not limited to absence from the school context, and are likely to occur outside this environment. This study represents the first empirical analysis of the manifestations of school refusal among French youth displaying school refusal.

In the spirit of the 110th anniversary of the American Association for Family & Consumer Sciences (AAFCS), which was celebrated in 2019, this paper traces Ellen Swallow Richards' lasting contributions to the discipline and profession, focusing on the years leading up to its formation in 1909. Within a span of approximately 15 years, she conceived six new disciplines or names for the same: "oekology," "home ecology," "ecology," "human ecology," and "euthenics," culminating in "home economics," which is now called family and consumer sciences. Always, her intent, couched in the disruptive change and prevailing ideologies of the Industrial Revolution, was the control or modification of the home environment using scientific knowledge to secure health, safety and sanitation (hygiene), and efficiency for the betterment of society. Serendipitously tracing her visionary journey proved a fitting way to celebrate 111 years of always moving forward.

Iowa State University Human Sciences Extension and Outreach (HSEO) provides informal educational opportunities to older adults and their families in rural Iowa within the subject areas of family life, family finance, and nutrition and wellness. The successful implementation of educational opportunities is partially determined by the knowledge of HSEO educators who connect with rural older adults. Although past literature has identified gaps of transportation issues and healthcare access for older adults in rural areas, we aimed to extend this literature to understand rural aging experience through the perspective of Iowa State University HSEO educators' interaction with rural older adults. We outline the Extension model as a national system and as part of the land-grant university, together with the role it plays in providing community-based education to support the health and well-being of rural older adults and their families. In 2018, 28 HSEO educators completed the revised Fraboni Scale of Ageism, which assessed their ageism levels. Results indicated relatively low levels of ageism (M = 37.75, SD = 7.44). Follow-up interviews with a subsample of 13 educators were conducted to delineate perceived barriers and needs for alternative delivery and marketing methods to improve outreach in rural areas. Results from this study will be used to inform the creation, implementation, and evaluation of new educational offerings within Iowa State University Extension and Outreach, with the goal to improve the well-being of older adults and their families in rural Iowa. We provide recommendations for other professionals who work with older adults in rural areas.

This study considered the quality and stability of infant and toddler nonparental child care from 6 to 36 months in relation to language, social, and academic skills measured proximally at 36 months and distally at kindergarten. "Quality" was measured separately as caregiver-child verbal interactions and caregiver sensitivity, and "stability" was measured as having fewer sequential child-care caregivers. This longitudinal examination involved a subsample (N = 1,055) from the Family Life Project, a representative sample of families living in rural counties in the United States. Structural equation modeling revealed that children who experienced more positive caregiver-child verbal interactions had higher 36-month language skills, which indirectly led to higher kindergarten academic and social skills. Children who experienced more caregiver stability had higher kindergarten social skills.

Developmental disabilities (DDs) are prevalent and associated with health disparities among children. Family health literacy of parents and/or children is one modifiable factor associated with child health; however, little is known about family health literacy for children with DDs. This systematic review was conducted to determine evidence on associations of health literacy with health outcomes among children with DDs. Medline, CINAHL, Embase, ERIC, PsycInfo, and Web of Science were searched through August 2018. Of 2,768 unique records, 53 full text articles were reviewed and four articles were included. Associations of family health literacy with health outcomes among children with DDs were mixed. Future research should include more diverse samples, greater breadth in health outcomes assessed, and increased methodological rigor.

Family resilience is a concept that has wide and deep roots, ranging from the development of the concept of individual resilience to the postulates of general systems theory, including family systems theory and related therapeutic models as well as studies on family stress and coping. Integration of these roots into a comprehensive theory remains incomplete. Consequently, numerous ambiguities in the conceptualization and operationalization of the concept of family resilience remain. This has important implications for both research and the application of the concept to practice. This article aims to contribute to the clarification and understanding of this evolving concept by reviewing the foundations upon which the concept of family resilience has emerged and has been developing. Our work connects family resilience to the concepts of individual resilience, as well as, community resilience, presenting key challenges but also possible solutions in operationalizing indicators of risk, protective factors, and good outcomes. This article discusses the influence of context and dominant social discourses in defining both risk exposure and family adaptation, highlighting community engagement as a core resilience resource. The article concludes by presenting the challenges that remain in the field of family resilience research, especially in light of the relevance of this concept to interventions and practice pertaining to child and youth care practice.

The ethnic minorities in China follow two major linguistic educational systems. They receive an education and write the college entrance exam in either Chinese or their own ethnic language. However, the existing literature views the expansion of Chinese education to the ethnic regions of China in recent decades as a forcible process of cultural and linguistic assimilation, so that Chinese-educated minority students become more sinicized (Han Chinese) and their own ethnic identity is eroded and eventually lost. This study examines this alleged assimilation process based on interviews with 30 Chinese-educated ethnic minority young people, including the Mongols, Tibetans, and Uighurs. Our study shows that the Chinese education process conditions the manners, skills and life goals of minority young people that facilitate them to access mainstream Chinese society. Nevertheless, they still retain ethnic ties through family life and many of them show a strong interest in their own ethnic culture.

Background: The association between maternal depression and child negative behavior outcomes has been well established in the literature. However, understanding how maternal depression is associated with child behaviors will have important implications for research and intervention strategies. Objective: We used samples from two distinct family contexts: urban, middle-class families (N = 454); and rural, low-income families (N = 240), to compare the impact of family rituals and maternal depressive symptoms on child externalizing behaviors. We also examined the impact of maternal depressive symptoms on family rituals. Methods: Structural equation modeling and multiple group analyses were conducted. Child age, child gender, mother age, mother education, mother partner status, family income, and family size served as control variables. Indirect effect tests and incremental validity tests were performed. Results: Depressive symptoms were linked to externalizing behaviors in both samples. The impacts of family rituals on child externalizing behaviors were more context-specific. For urban, middle-class families, vacations played a particularly helpful intermediate role. Also, in these families, maternal depressive symptoms were associated with less involvement in religious holidays. For rural, low-income families, involvement in annual celebrations was associated with less child externalizing behaviors, although maternal depressive symptoms did not impact involvement in any family rituals. Conclusions: Results suggest that family context matters in determining the impacts of maternal depression on the practice of family rituals, as well as the benefits of family rituals for child behaviors, and that certain family rituals can do more than others to reduce child externalizing behaviors (e.g., vacation).

Like many countries in the developing world gender inequity remains a staggering problem in The Gambia, particularly at the secondary school level. In this study, we focus on the relationship between girls' education and heavy domestic workloads, herein referred to as girls' familial responsibilities. We explore this topic in relation not only to performance but also to the value that girls assign to schooling at the post-primary level through the use of a qualitative-inductive phenomenological-approach, mixed with descriptive survey. Findings from this study enabled us to gain a more nuanced snapshot of how, in practice, familial responsibilities can work against the goal of gender equality in and through formal education. More specifically, we find that although access to girls' schooling has improved in The Gambia, there is still a profound tension between the values parents assigned to female education and the gender socialization of the girl child in preparation for their socially expected future roles as mothers and care takers of their families. We conclude from the data that girls are allowed to attend formal schooling, but they are expected to remain feminine in and out of formal schooling spaces. Arguably, the goal for girls to remain feminine has an immediate negative effect on their schooling performances and lasting consequences on the ways they construe their opinions and values about their gender roles, social statuses and future employment capabilities.

Since the 1960s, the United States has witnessed a dramatic retreat from marriage, marked by divorce, cohabitation, single parenthood, and lower overall marriage rates. Marriage is now less likely to anchor adults' lives or provide a stable framework for childrearing, especially among poor and working-class Americans. Much research on the retreat from marriage has focused on its economic foundations. Bradford Wilcox, Nicholas Wolfinger, and Charles Stokes take a different tack, exploring cultural factors that may have contributed to the retreat from marriage and the growing class divide in marriage. These include growing individualism and the waning of a family-oriented ethos, the rise of a "capstone" model of marriage, and the decline of civil society. These cultural and civic trends have been especially consequential for poorer American families. Yet if we take into account cultural factors like adolescent attitudes toward single parenthood and the structure of the family in which they grew up, the authors find, the class divide in nonmarital childbearing among U.S. young women is reduced by about one-fifth. For example, compared to their peers from less-educated homes, adolescent girls with college-educated parents are more likely to hold marriage-friendly attitudes and to be raised in an intact, married home, factors that reduce their risk of having a child outside of marriage. Wilcox, Wolfinger, and Stokes conclude by outlining public policy changes and civic and cultural reforms that might strengthen family life and marriage across the country, especially among poor and working-class families.

In 1918, the author's great great aunt, Sophie Judd Cooke founded a small progressive school in Honolulu. Her brother Henry named it Hanahau'oli School, which means joyful work school. In this essay the author's mother, Linda Summers Strong and the author reflect on the impact of Hanahau'oli School's Deweyan approach to education on the development of the family's culture. The author and her mother start with memories of the author's grandmother, Catherine "Cappy" Cooke Summers, who attended Hanahau'oli School in the 1920s. Then they recount their own experiences at the school, which were remembered over a series of dialogues and inquiries that they engaged in with one another over the past couple of months. Finally, they share observations of the author's daughter, Catherine "Cappy" Kala'iopua Makaiau, who is currently attending Hanahau'oli School as a junior kindergartner. At the end of the essay, the author and her mom comment on the special role that women played in progressive era education reforms, including the ways in which the women in their family have integrated a Deweyan approach to teaching and learning into their family culture. [This essay was written with Linda Summers Strong.]

School failure and early school dropout particularly affect members of certain minority groups such as the gypsy population. The obstacles that must be overcome for the members of these groups appear to be related to the discontinuities between the values and goals of community family life and those of the school. This article presents an analysis of obstacles based on the perception of gypsy families and other minority groups who don't have the same difficulties. The findings of this study help to analyze and understand the characteristics that promote the inclusion through extended education communities based on the Fifth Dimension model within the framework of a project developed in Barcelona with the gypsy and immigrant population.

This article documents the findings of a qualitative study into the social value of community-based adult education in Limerick City. The article demonstrates that participants experience significant improvements in numerous facets of their lives and we argue that it is crucial that we recognise the multiple and inter-connected social impacts that community-based adult education offers to its participants, as well as to the community in which this service is provided.

Twenty-first century literacy practices demand that children are actively engaged with technology as they participate in a wide variety of literacy activities. Technology-enriched environments, such as using blogs to further discussions on socially significant issues, create opportunities for broader, authentic audiences for students' thinking, encourages student ownership of texts, and promotes critical analysis (Boyd, 2013; McGrail & Davis, 2011). Blogs encourage students to share initial ideas, challenge others' thinking, and offer revised insights in public forums. The purpose of this article is to highlight how students in a third grade classroom navigated a blog site to foster a critical inquiry stance, offer alternative perspectives on salient topics, and display group solidarity as they worked to make sense of issues related to immigration and deportation.

Most people with intellectual disabilities (IDs) live at home with family, and most carers and care recipients wish to continue this arrangement. However, despite worry about what will happen when carers are unable to continue caring, most families do not plan for the future. The "Future Care Road Map" (FCRM) pilot study sought to enhance future care planning for families of adults with ID. Twelve families were facilitated through the FCRM process to establish future care plans, including future living and care arrangements. The pilot successfully improved future planning, but readiness of families and facilitation were important to outcomes. Continued care within the family was the most common future wish of care recipients. However, caring capacity emerged as a pervasive theme. Ultimately, it may be the capacity of the family, services or individual with ID themselves to provide future care which determines how feasibly future wishes translate into future plans.

Family leisure can provide opportunities for both enjoyment and family growth. However, families of children with autism spectrum disorder experience multiple barriers to engaging in satisfying family leisure activities. This study surveyed parents of children with autism spectrum disorder (n = 112) and parents of children with typical development (n = 123) to examine relationships among family leisure involvement, leisure satisfaction, family functioning, and satisfaction with family life. Parents of children with autism spectrum disorder reported a similar amount of leisure involvement as families of typically developing children. However, they reported lower leisure satisfaction, poorer family functioning, and less satisfaction with family life. Mediation models suggested that low leisure satisfaction was related to less effective family communication, which in turn led to poorer family functioning and less satisfaction with family life. Amount of time spent in leisure made relatively small contributions to predicting other family variables. These results suggest that leisure-focused interventions for families of children with autism spectrum disorder should focus on improving quality, rather than quantity, of family leisure time.

Kappan editor Rafael Heller interviews Annette Lareau about her research into different experiences of childhood and family life. In her observations of families of different social classes, she learned that upper-middle-class families approach parenting as an act of "concerted cultivation" requiring ongoing attention, making them more likely to become active participants in their children's education. Working-class and poor parents, in contrast, focus on "natural growth" and are more likely to defer to teachers' expertise. Lareau contends that both parenting strategies have advantages and disadvantages.

Drawing on data from the German Socio-Economic Panel (SOEP), this study examines change and stability in personal goal appraisals among German young adults aged 18-29 from 2008, the depth of the Great Recession, to 2012, into the recovery period (N = 3,292). Young adults in Germany, particularly young male workers, were greatly affected by the recession. We examine adaptation in personal appraisals of family, work, leisure, and self-fulfillment goals. Latent transition analysis revealed two profiles of goal adaptation, which differed mainly on the significance of family formation goals (low vs. high). Transitions between the latent profiles over time were less common. Females, older participants, partnered, and employed respondents were more likely to be classified into the high family formation profile. The high family formation profile was also associated with higher levels of life satisfaction and satisfaction with family life, yet simultaneously with lower levels of satisfaction with work and more concerns about the general economy at the onset of the recession. Furthermore, results do not reveal that family formation goals were relinquished over the recession years in favor of self-fulfillment or work-related goals. The high degree of stability in goal appraisals suggests that holding on to family formation goals was important for the well-being of young adults, and that maintaining high aspirations for multiple goals may have protected young people from the effects of economic strain. These findings are discussed in light of the unique aspects of German context.