Search

This document provides abstracts from the 15th International Conference on Child and Adolescent Psychopathology, focusing on parenting programs implemented in various countries, including the Philippines, Singapore, and Malaysia. These programs aim to support parents during the COVID-19 pandemic and address issues such as child maltreatment, positive parenting, and parenting stress. The abstracts discuss the effectiveness, feasibility, and acceptability of these programs, offering valuable insights for program improvement and future trials. The studies cover topics such as online parenting programs, treatments for oppositional youth, interventions for refugee children, executive function development in children with a family history of autism or ADHD, promoting social skills in children with social communication difficulties, and training programs for early childhood professionals. [Extracted from the article]

Parenting represents the most beautiful but at the same time the most demanding role in the life of one parent. Modern parenting is very different from a few years ago due to numerous changes – in the work market, in the composition of families, in the relationship between men and women, by the appreciation of parental authority, and also by the relationship between parents and children. Given the complexity of the roles that modern parents have to coordinate, as well as the complexity of problems in the behavior of children and young people today, parents often need the help of professionals in parenting, which is still insufficiently widespread and known in our country. The aim of the paper is to describe and highlight the importance of professional education programs for parenting, the reasons for the inclusion of parents in parenting support programs, the characteristics of participants involved in the programs, and their expectations of the program itself, using the systematic review method of previous research on this topic. Although the necessity of professional assistance and support for parents is regulated by numerous laws and regulations, in Croatian practice we must nevertheless emphasize insufficient awareness of the need and benefits of professional support programs for parenting. Therefore, this paper aims to encourage the scientific, professional and general public to reflect and act at societal level on the importance and benefits of such programs, and to reduce the stigmatization of parents who are included in these programs, which is still present in our society. [ABSTRACT FROM AUTHOR]

Caregivers are increasingly recognised as significant in providing naturalistic interventions for children with autism spectrum disorder in high-income countries and low- and middle-income countries including Sri Lanka. It is imperative to assess the impact of programmes targeting desired parenting skills within cultural boundaries. A preliminary study evaluated the effectiveness of a play-based parent coaching programme by assessing caregiver interaction skills. A mixed-method approach included a prospective pre–post interventional study. A caregiver skills assessment checklist was designed by adapting a freely available tool to assess caregiver–child interactions following a 3-h parent coaching programme. Pre-/post-training 10-min video recordings were obtained for each child–caregiver dyad 2 weeks apart. Thirty mothers (25–55 years) participated. Mean scores improved significantly in all caregivers (p < 0.005) for special emotional (8.80–22.83), cognitive (4.63–14.13) and language (5.53–12.97) domains. Higher education level and older age of caregivers positively associated with the skill acquisition. Qualitative data revealed caregiver satisfaction of detailed workshops. Promising short-term outcomes demonstrated the potential role of parents as partners in autism spectrum disorder management in low- and middle-income countries. Longer-term outcomes on larger groups of children and caregivers need exploration. Most children with autism spectrum disorder live in low- and middle-income countries. Most of them do not have access to timely and culturally acceptable interventions. Research from high-income countries and low- and middle-income countries, such as Sri Lanka, show that parent-mediated intervention programmes improve functional outcomes, highlighting the importance of parents as partners. We undertook a preliminary study to evaluate how play-based parent coaching will enhance the parent interaction skills to promote social-emotional, cognitive and language skills in children with autism spectrum disorder aged 2–4 years. We evaluated how parents acquire interaction skills to engage with children using a caregiver skills assessment checklist adapted from freely accessible resources. Before and after training, all parent–child dyads participated in a 10-min video-recorded play session with a set of toys of their choice. Over the course of 2 weeks, all parents spent 2 h/day playing and interacting with the child to harness the desired skills. The results showed that the parental training had a positive effect on all 30 caregivers in gaining skills, with a significant improvement in all three domains with the highest impact on skills for social-emotional development. Overall, parents reported high levels of satisfaction on the training. The significant improvement in parent interaction skills was promising. However, further studies to look at the sustainability of the skills and the impact on children's overall development need to be looked into using larger and more generalised studies. [ABSTRACT FROM AUTHOR]

Background: Preterm birth is associated with adverse mental health outcomes, including internalizing problems, social difficulties and inattention. Interventions are needed beyond infancy and toddlerhood to support children and their families. We examined the feasibility and acceptability of the I‐InTERACT Preterm pilot study, an online parenting intervention for preterm children ages 3–8. Method: Families participated in a weekly intervention comprised of seven sessions with online modules followed by videoconference coaching sessions with a therapist. Following completion of the study, caregivers completed a survey to assess their satisfaction and were asked to participate in a voluntary semi‐structured interview to provide feedback. We anticipated greater than a 50% participation rate (enrollment feasibility) and 75% completion rate (adherence feasibility). We also hypothesized that at least 80% of participants would be satisfied with the intervention (acceptability). Results: Nineteen of 32 families (59%) enrolled in the study, suggesting adequate enrollment feasibility. Feasibility of programme completion (adherence) was lower than anticipated (59%). Regarding satisfaction, all caregivers agreed that the programme's information was relevant to them and their family. Nearly all participants (92%) indicated that they had a better understanding of the effects of preterm birth on behaviour, that they enjoyed the programme, that it met their expectations and that they recommend the programme to others. In qualitative interviews, caregivers expressed satisfaction with the content, skills they learned, and receiving direct coaching. Caregivers suggested improvements to increase intervention feasibility and skill implementation, including offering biweekly sessions and more hands‐on coaching. Conclusion: Our largely satisfactory acceptability rates suggest the value of and need for a parenting intervention for children born preterm past the initial period of early development. Future directions include modifying the intervention in response to caregiver feedback to improve recruitment, engagement and adherence. [ABSTRACT FROM AUTHOR]

Background: Early childhood is a critical period for child development. Effective approaches to support families in low‐resource settings in the use of responsive and stimulating parenting are needed. Aim: The aim of this study was to examine the effects of the Reach Up early childhood parenting programme on children's development, parenting attitudes and practices, when delivered through early childhood development (ECD) centres in Zimbabwe. Methods: A cluster randomised controlled trial was conducted in Sanyati, a rural district in Zimbabwe. Twenty‐four of 51 available centres were randomised to intervention (n = 12) or control (n = 12) groups. Sixteen mothers with a child aged 12–30 months were recruited from each centre's catchment area (n = 189 intervention; n = 193 control). The intervention comprised two home visits per month delivered by centre teaching assistants over a period of 27 months. Primary outcomes were child Developmental Quotient (DQ), Language, Eye and Hand coordination, Performance and Practical Reasoning subscale scores assessed at follow‐up. Secondary outcomes were mothers' attitudes about child development, parenting practices and maternal depressive symptoms all measured at baseline and follow‐up. Intention to treat analyses was conducted using mixed‐effects regression models with the standard error adjusted for cluster and inverse proportionality weights to adjust for attrition. Significance was set at P < 0.05. Results: A total of 285 (74.6%) of 382 children enrolled were tested, with 97 children lost to follow‐up. The intervention improved the children's DQ by 3.55 points (95% CI 0.82 to 6.28), Eye and Hand by 3.58 (95% CI 0.59 to 6.56) and Practical Reasoning by 4.19 (95% CI 0.96 to 7.42). No significant improvements to Performance or Language scores, parenting attitudes, parenting practices and depressive symptoms were identified. Conclusions: A home visiting intervention delivered by ECD teaching assistants promoted children's development. This suggests that outreach from preschools may be an effective platform for delivery of parenting interventions. [ABSTRACT FROM AUTHOR]

Parents of adolescents are faced with a variety of challenges related to their children's behavior and development. Behavioral parent training (BPT) programs may be effective strategies to mitigate adverse childhood experiences (ACEs) and other common behavioral problems in the adolescent period. Adolescence is the period following the onset of puberty and describes the transition from childhood to adulthood. Digital BPTs, including those delivered via the internet, downloaded digital content, text message, tablet, and video call, may present a unique opportunity to reach a broad audience of parents of adolescents by removing barriers to program accessibility (e.g., cost and transportation). We conducted a literature review to synthesize the existing evidence on digital BPTs for parents of adolescents. We described the digital BPTs, study designs, and evaluation and feasibility outcomes. A structured literature search identified studies meeting the following criteria for inclusion: (a) published between January 2000 and October 2022, (b) peer-reviewed, (c) available in English language, (d) study included a description of a digital BPT methodological approach, (e) study had to identify at least one parent or child behavioral outcome (e.g., parent-reported communication with their child) or feasibility outcome associated with the digital BPT, and (f) study included parents of adolescents aged 10–18 years. We extracted data on the characteristics of the study and demographic characteristics of participants, digital BPT, and evaluation and feasibility outcomes. Twenty-eight studies met inclusion criteria. Twenty-two unique digital BPTs were evaluated across the published studies. Thirteen digital BPTs (59.1%) were developed from or grounded by an identified theory. Six digital BPTs were freely accessible by the public, while the remaining 16 were available through study participation or purchase. One digital BPT was specifically tailored to parents of adolescents of a racial/ethnic minority group. Of the 16 studies that reported either parent or adolescent race/ethnicity, 10 consisted of more than 50% White parent or adolescent participants. Twenty-four (88.9%) studies provided evaluation data for the digital BPT. Fourteen studies (63.6%) employed a randomized control trial study design, and the remaining study designs included quasi-experimental (n = 2), mixed methods (n = 1), open trial (n = 3), case study (n = 1), pretest–posttest design (n = 1), and feasibility and acceptability trial (n = 2). All studies reported improvements in at least one parent-reported or adolescent-reported behavioral outcome or feasibility outcomes, with effect sizes (Cohen's d) ranging from small (e.g., 0.20–0.49) to very large (e.g., > 1.20). The findings of this review illustrate that technology may be a valuable way to deliver BPTs to parents of adolescents. However, few digital BPTs were developed for parents of adolescents from racial/ethnic minority groups, and many digital BPTs were not available without cost or participation in a research study. Considerations for future research are discussed. [ABSTRACT FROM AUTHOR]

Aim: To explore the ingredients of early interventions provided to young children with cerebral palsy (CP) who are classified in Gross Motor Function Classification System (GMFCS) levels IV and V, and to identify the 'F‐words' addressed by the interventions. Method: Searches were completed in four electronic databases. Inclusion criteria were the original experimental studies that fitted the following PCC components: population, young children (aged 0–5 years, at least 30% of the sample) with CP and significant motor impairment (GMFCS levels IV or V, at least 30% of the sample); concept, non‐surgical and non‐pharmacological early intervention services measuring outcomes from any of the International Classification of Functioning, Disability and Health domains; and context, studies published from 2001 to 2021, from all settings and not limited to any specific geographical location. Results: Eighty‐seven papers were included for review, with qualitative (n = 3), mixed‐methods (n = 4), quantitative descriptive (n = 22), quantitative non‐randomized (n = 39), and quantitative randomized (n = 19) designs. Fitness (n = 59), family (n = 46), and functioning (n = 33) ingredients were addressed by most experimental studies, whereas studies on fun (n = 6), friends (n = 5), and future (n = 14) were scarce. Several other factors (n = 55) related to the environment, for example, service provision, professional training, therapy dose, and environmental modifications, were also relevant. Interpretation: Many studies positively supported formal parent training and use of assistive technology to promote several F‐words. A menu of intervention ingredients was provided, with suggestions for future research, to incorporate them into a real context within the family and clinical practice. What this paper adds: Family‐centred care (including coaching and caregiver‐delivered interventions) and formal parental training are effective strategies for children in GMFCS levels IV and V.Assistive technology ingredients (power, mobility, supported, sitting, stepping, and standing) may promote several 'F‐words' (functioning, fitness, family, fun, friends, and future).The lowest level of evidence was found for fun, friends, and future.Other factors (service provision, professional training, therapy dose, environmental modifications) are relevant for young children in GMFCS levels IV and V. [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]

Introduction: Children exposed to parental intimate partner violence and abuse, mental illness, and substance use experience a range of problems which may persist into adulthood. These risks often co-occur and interact with structural factors such as poverty. Despite increasing evidence, it remains unclear how best to improve outcomes for children and families experiencing these adversities and address the complex issues they face. Aims and Methods: Systematic review of systematic reviews. We searched international literature databases for systematic reviews, from inception to 2021, to provide an evidence overview of the range and effectiveness of interventions to support children and families where these parental risk factors had been identified. Results: Sixty-two systematic reviews were included. The majority (n = 59) focused on interventions designed to address single risk factors. Reviews mostly focused on parental mental health (n = 38) and included psychological interventions or parenting-training for mothers. Only two reviews assessed interventions to address all three risk factors in combination and assessed structural interventions. Evidence indicates that families affected by parental mental health problems may be best served by integrated interventions combining therapeutic interventions for parents with parent skills training. Upstream interventions such as income supplementation and welfare reform were demonstrated to reduce the impacts of family adversity. Conclusion: Most intervention approaches focus on mitigating individual psychological harms and seek to address risk factors in isolation, which presents potentially significant gaps in intervention evidence. These interventions may not address the cumulative impacts of co-occurring risks, or social factors that may compound adversities. [ABSTRACT FROM AUTHOR]

Parenting programs are the most common intervention for preventing the lethal form of child maltreatment, abusive head trauma (AHT). However, certain results of the effects of these programs have not yet been compared across studies. A systematic review with meta-analysis is warranted to quantitively synthesize the available evidence to identify effective elements and strategies of the programs for preventing AHT. This review aims to estimate AHT preventive parenting programs' pooled effect on the reduction of AHT incidence, the improvement of parental knowledge, and the increased use of safe strategies in response to infants' inconsolable crying. Studies published in English and Mandarin were searched and retained if they were randomized control trials (RCTs) or with a quasi-experimental design, included an AHT preventive parenting program, and provided data that quantified targeted outcomes. Eighteen studies were included in this review. AHT preventive parenting programs had a pooled effect on improving parents' knowledge and increasing the use of safe coping strategies in response to inconsolable crying but not on the incidence of AHT and parents' emotional self-regulation. Subgroup analyses showed that the intervention effects were mostly present across study designs or measurements and emerged in the reduction of AHT incidence compared with historical controls. The findings suggest that AHT preventive parenting programs enhance parenting knowledge and skills to provide safe care for infants. Further efforts to evaluate AHT parenting programs on the reduction of AHT incidence are necessary for decision-making on allocating and disseminating interventions. [ABSTRACT FROM AUTHOR]

Arguments about the associations between child maltreatment and empathy remain controversial. This systematic review and meta-analysis aim to estimate the direction and magnitude of the relationships between child abuse and neglect and empathy. Four English databases (Web of Science, PsycInfo, PubMed, and Cochrane Library), three Chinese databases (China National Knowledge Infrastructure, Wanfang, and Weipu), and grey literature were systematically searched. We extracted data related to the associations between child maltreatment and empathy and pooled them using random effects models. A total of 24 eligible studies involving 22,580 participants and 176 estimates were included in the analyses. Overall, child maltreatment was significantly related to reduced empathy ( r _ = −0.15, 95% CI [−0.17, −0.13]). Specifically, the rank-order mean effect size of subtypes of maltreatment on empathy is: emotional neglect ( r _ = −0.18, 95% CI [−0.25, −0.12]) > physical neglect ( r _ = −0.16, 95% CI [−0.23, −0.09]) > emotional abuse ( r _ = −0.15, 95% CI [−0.21, −0.10]) > physical abuse ( r _ = −0.12, 95% CI [−0.17, −0.07]) > sexual abuse ( r _ = −0.07, 95% CI [−0.14, −0.01]). Furthermore, the meta-regression results suggested that the aggregated associations between child maltreatment and empathy were not inflated by publication bias, but they were moderated by the age of respondents, sample size, publication language, empathy measurement, and maltreatment type. The results indicate that general maltreatment and its subtypes are associated with reduced empathy. Parent training and empathy enhancement programs should be designed to help children with a history of childhood maltreatment, respectively, from an early stage. [ABSTRACT FROM AUTHOR]

Background: A paucity of Spanish language, culturally relevant parent education materials in the healthcare setting results in suboptimal care for Latinx families and further perpetuates health disparities. The purpose of this article is to describe the process for Spanish translation and cultural adaptations to parent education materials of a parent-centered physical therapy program designed to support maternal mental health and infant development during Neonatal Intensive Care (NICU).Methods: Two bilingual physical therapy (PT) students translated educational materials from English to Spanish and were proofread by a professional translator. Next, we conducted a materials review with 5 members of the Latine Community Review Board (CRB), a "standing" advisory group of natively Spanish-speaking, Latine North Carolinians who contract with research teams under the coordination of the Inclusive Science Program (ISP) of the North Carolina Translational and Clinical Sciences Institute (NC TraCS). Review session recruitment, facilitation, and data analysis were conducted by bilingual NC TraCS project managers and the primary investigator for the main feasibility study. Readability analyses were performed at the final stage of translation and adaptation.Results: Themes from CRB review sessions for improvement included to 1) use parent-friendly language, 2) use the plural masculine form of gendered language for caregivers to include all gender identities in this neonatal context, 3) address challenges with direct translation, and 4) use written education materials to supplement in-person, hands-on training with parents and their infants. All translated materials received a grade level of 5 on the Crawford grade-level index.Conclusion: Based on CRB feedback and readability analysis, the translation and cultural-adaptation process resulted in comprehensible written parent education materials for Spanish-speaking families. Review meetings with the CRB reinforced the need for Spanish materials in the healthcare setting. Further assessment of these materials with Spanish-speaking families in the NICU setting is needed. [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]

Emerging research suggests English and Spanish proficiencies of young Latine dual language learners (DLLs) are heterogeneous, including subgroups characterized by varying levels of English and Spanish dominance and proficiencies. However, there is limited understanding of contextual factors associated with the formation of DLL profiles. This study extends previous work by examining within-group variability in Spanish–English speaking DLLs' (n = 330) cognitive, linguistic, literacy, and math skills at the end of prekindergarten (M = 5.09 years old), their family (n = 313) characteristics, and their classrooms (n = 84). Using latent profile analysis, we identified four profiles of DLLs (English dominant, balanced average, Spanish dominant, emerging bilinguals), four profiles of parents (low parent education, high mother education, high parent education, high father education), and two profiles of classrooms (teachers with high education with high training and teachers with low education with low training). In general, the balanced average child profile outperformed the other child profiles in English and Spanish, and their norm-referenced standard scores provide additional evidence that bilingual development is not associated with educational risk. There was not a statistically significant correspondence between the parent and child profiles; however, the correspondence between the teacher and child profiles suggests that over half of the children taught by teachers with high education and training are in balanced average or Spanish-dominant profiles. A larger proportion of DLLs in the emerging-bilingual profile are in classrooms with teachers characterized by low education and little professional development as compared to the other three profiles. Educational Impact and Implications Statement: The results of this study highlight that preschool-aged Latine dual language learners (DLLs) are heterogeneous in terms of their cognition, language, literacy, and math skills. Four main profiles were identified (i.e., English dominant, balanced average, Spanish dominant, emerging bilingual). School personnel should consider these bilingual profiles when making decisions about assessment accommodations and individualized instructional models. Additional attention should be directed at identifying DLLs with low proficiencies in both English and Spanish. In the absence of early access to evidence-based intervention, these students will likely fall further and further behind their peers as they progress in school. The results also show the importance of teacher education and ongoing professional development. As the number of DLLs in U.S. schools increases, a larger investment must be made in preparing our teacher workforce to meet the instructional needs of DLL children. [ABSTRACT FROM AUTHOR]

Conflict between parents is stressful for children living in the midst of parental separation or divorce. Although some level of post‐separation/divorce conflict is understandable in an emotionally‐charged separation/divorce, it undermines the extent to which parents can protect their children from short‐ and long‐term problems. In this article, we weave together a synthesized perspective informed by our respective training and experience in prevention science and family law on the role of parent education programs for high‐conflict separating/divorcing parents. To do so, we first describe the research on the effects of interparental conflict on children's outcomes and then discuss current approaches and challenges to reducing these negative effects by offering parent education programs for high‐conflict separating/divorcing parents. Then, we propose and describe a new model for early, effective, and scalable parent education programs with the ultimate goal of protecting children after separation/divorce. [ABSTRACT FROM AUTHOR]

Intellectual Disabled (ID) person has a right to live and received recognition and importance. There is a strong need to strengthen the social, emotional, physical and personal support systems among the families of these ID people and the society at large. The purpose of the study was to assess the effectiveness of parents training program in quality of life of children with ID on its dimension Quality of Home & Community Living. Binet-Kamat Test of Intelligence and Quality of Life Scale for Persons with Disabilities was applied. Analysis of covariance (ANCOVA) was applied on the pre test scores and post test scores obtained by the participants in the experimental and control group before and after the Parent Training Programme. Parent training programme of individual with intellectual disability is effective and important interventional approach for enhancing better quality of life of parents as well as person with ID. [ABSTRACT FROM AUTHOR]

Purpose: Parenting programmes are increasingly a feature of services and policies aimed at improving outcomes for children and families and tackling inequality, yet they remain underused. This study aims to assess parent engagement and retention in the parent and infant (PIN) programme – a universal, multi-component intervention designed to support parents from birth to when their children reach two years of age. The programme can be tailored to parent/community needs but also includes standardised core elements including two Incredible Years parenting programmes. Programme provider perspectives on recruiting and supporting participation were also explored. Design/methodology/approach: A mixed methods study was conducted involving parents (n = 106) and programme providers involved in the PIN programme. Logistic regression analyses were used to assess the impact of participant demographic characteristics on the likelihood of programme engagement and attendance. Semi-structured interviews explored facilitators' experiences of parent recruitment and engagement, as well as barriers and facilitators of parental attendance. Findings: First-time mothers were more likely to initially enrol in the PIN programme than younger or lone parents. However, older age and married/cohabiting status were the strongest predictors of attending at least one-third of programme sessions. Qualitative findings highlighted the importance of relationship building and connection in supporting participant recruitment and engagement. Practical and psychological barriers to programme participation are also described. Originality/value: The findings shed light on factors that influence engagement and attendance in universal, early parent support programmes. Barriers to parent engagement are multi-layered and tailored strategies to promote uptake of parenting programmes are needed. [ABSTRACT FROM AUTHOR]

Background: In this digital age, children typically start using the internet in early childhood. Studies highlighted that young children are vulnerable to internet addiction due to personal limitations and social influence (eg, family and school). Internet addiction can have long-term harmful effects on children's health and well-being. The high risk of internet addiction for vulnerable populations like young children has raised questions about how best to prevent the problem. Objective: This review study aimed to investigate the existing interventions and explore future directions to prevent or reduce internet addiction risks in children younger than 12 years. Methods: The systematic review was conducted following the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) guidelines. We searched for relevant literature from 4 research databases (Scopus, Web of Science, PubMed, and PsycINFO). We included 14 primary studies discussing the interventions to prevent or reduce internet addiction risks in young children and their efficacy outcomes. Results: The preventive interventions identified were categorized into four approaches as follows: (1) children's education, (2) parenting strategy, (3) strategic physical activity, and (4) counseling. Ten interventions showed promising efficacy in preventing or reducing internet addiction risks with small-to-medium effect sizes. Interventions that enhance children's competencies in having appropriate online behaviors and literacy were more likely to show better efficacy than interventions that force children to reduce screen time. Interventions that shift children's focus from online activities to real-world activities also showed promising efficacy in reducing engagement with the internet, thereby preventing addictive behaviors. We also identified the limitations of each approach (eg, temporariness, accessibility, and implementation) as valuable considerations in developing future interventions. Conclusions: The findings suggest the need to develop more sustainable and accessible interventions to encourage healthy online behaviors through education, appropriate parenting strategies, and substitutive activities to prevent children's overdependence on the internet. Developing digital tools and social support systems can be beneficial to improve the capability, efficiency, and accessibility of the interventions. Future interventions also need to consider their appropriateness within familial context or culture and provide adequate implementation training. Last, policy makers and experts can also contribute by making design guidelines to prevent digital product developers from making products that can encourage overuse in children. [ABSTRACT FROM AUTHOR]

The article focuses on examining how family structure (organization, control) and family process (cohesion, expressiveness, conflict) relate to maternal parenting efficacy among participants in the Home Instruction for Parents of Preschool Youngsters (HIPPY) program. It explores the associations between these variables, shedding light on the significance of family dynamics in shaping maternal confidence and effectiveness in parenting.

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

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

Background: Hanen Programs® have a research-based history of helping parents learn to support the oral language, social communication, and literacy development of their young children. Programs are delivered by Hanen-certified speech-language pathologists, usually in preschool speech and language centers. The global COVID-19 pandemic that began in March 2020 required school-based clinicians to adjust their professional practices to meet the needs of students during disruptive school years. Method: This clinical case study describes the two-year project launched to incorporate Hanen Programs® through telepractice, and discusses the feasibility of offering them as part of a continuum of services at the Toronto District School Board in Toronto, Ontario Canada. Results: Favorable responses from stakeholders led to the expansion of the project. Attrition rate and staff allocation were found to be problematic. Discussion/conclusion: Reasons for the high attrition rate were explored, and a response plan was developed. Additional training for interested staff members was scheduled. Ongoing monitoring is needed to determine the long-term feasibility of offering Hanen Programs® in a school board setting. [ABSTRACT FROM AUTHOR]

This research aims to determine perceptions regarding "Brand Image and Promotion on Consumer Purchasing Decisions in the Indonesian Parenting Home Education Program at PT Naruna Karya Bersama". The research method uses qualitative methods with data collection techniques used in this research, namely observation and interviews. The results of this research explain that the perception of brand image and promotion on consumer purchasing decisions in the Home Education Indonesia parenting program is very positive. This is based on interviews conducted with consumers, namely with school principals, teachers and parents who explained that this parenting activity really helped increase their knowledge and made them aware of how to care for children properly and correctly. [ABSTRACT FROM AUTHOR]

Objectives: The objectives of this study were to assess the knowledge and practice skills on home-based urinary catheter care among parents of under-five children with urinary catheter. Materials and Methods: This cross-sectional study was conducted from June 1, 2021, to September 11, 2021, in a tertiary hospital in north India. Purposive sampling was used to select 50 participants. Three instruments were employed for data collection after fulfilling sample criteria; for baseline information demographic tool, knowledge questionnaires, and a practice checklist. Data were analyzed using descriptive and inferential statistics. Results: On assessment of 50 participants, the majority of parents aged above 30 years (74%). Most of the participants were male (82%), graduated (38%), and working in the private sector (58%). Similarly, two-thirds of participants were residing in a nuclear family (64%) with a single child 32 (64%) and family income <5000 rupees per month (60%). The mean score of knowledge was 1.94 ± 0.81 and that of practice skills was 1.98 ± 0.85 on home-based care. Regression analysis showed that knowledge of parents was significantly associated with qualification (ß: 1.821, P = 0.002). Similarly, association of practice skills of parents with gender (ß: 1.235, P = 0.050) and qualification (ß: 1.889, P = 0.00) was significant. Conclusion: The general findings of our study showed that parents' education and occupation played a significant role in a child's care. Parental education and catheter care skills positively affect the child and reduce readmission rates. [ABSTRACT FROM AUTHOR]

Introduction: There is evidence that two-generation early childhood programs, those that strive to support not only child development, but also optimal parenting and family wellbeing, help to foster resilience for young children and their families in the face of adversity. Methods: Using data from a large experimental evaluation, the Early Head Start Research and Evaluation Project, this paper explores how parenting and family self-sufficiency services embedded in Early Head Start (EHS), a federally funded, nationally implemented two-generation early childhood program for lowincome families lasting from pregnancy and until children are three, contribute to the impacts of the program for both the children and their families. Results: Parenting support in any modality (home visiting, case management or parent education) contributed to program impacts on important child and family outcomes, but not parent employment. Somewhat surprisingly, family receipt of employment services did not lead to any of the impacts of the program, while education and job training services did. When EHS parents received education or job training services, it led to impacts not only on mother employment, but also on other important family and child outcomes. Discussion: These findings validate and reinforce the two-generation approach of EHS, specifically supporting the focus on parenting and parent education and job training. [ABSTRACT FROM AUTHOR]

Background: Family is one of the most influential social institutions and caregivers act as the main protective factors for children's mental health and resilience skills. Family skills programmes support caregivers to be better parents and strengthen positive age-specific and age-appropriate family functioning and interactions. We developed a universal, brief and light programme for implementation in low-resource settings, the Family UNited (FU) programme, and conducted a pilot study to show feasibility of implementation, replicability and effectiveness in improving family functioning, child behaviour and resilience. Methods: We recruited caregivers with children aged 8–14 years through schools in East Java, Indonesia and Dhaka, Bangladesh to the FU programme. Demographic data, emotional and behavioural difficulties of children, child resilience and parental skills and family adjustment measures were collected from children and caregivers before, 2 and 6 weeks after the intervention. Outcome was assessed through the SDQ (Strengths and Difficulties Questionnaire), PAFAS (Parenting and Family Adjustment Scales) and CYRM-R (Child and Youth Resilience Measure). Results: We enrolled 29 families in Bangladesh and allocated 37 families to the intervention and 33 to the control group in Indonesia. Overall, there was no effect over time in the control group on any of the PAFAS subscales, whereas significant reductions in scores were found on six of the seven subscales in either country in the intervention group, most prominently in caregivers with higher scores at baseline. We found highly significant reductions in total SDQ scores in the intervention group in both countries, whereas there was no effect over time in the control group in Indonesia. Boys in the intervention group in Indonesia and in Bangladesh seemed to have benefitted significantly on the SDQ as well as the total resilience scale. Overall, on the CYRM-R, particularly children below the 33rd percentile at pre-test benefitted substantially from the programme. Conclusions: The implementation of a brief family skills programme was seemingly effective and feasible in resource-limited settings and positively improved child mental health, resilience and parenting practices and family adjustment skills. These results suggest the value of such a programme and call for further validation through other methods of impact assessment and outcome evaluation. Trial registration: Clinical Trial Registration: ISRCTN99645405, retrospectively registered, 22 September, 2022. [ABSTRACT FROM AUTHOR]

Neonatal testicular torsion (NTT) is a rare but significant condition occurring within the first 30-day postbirth, leading to vascular compromise and potential testicular loss. This paper presents a case of NTT detected incidentally in a neonate with bilateral hydrocele, emphasizing the challenge of early diagnosis and management complexities. The infant underwent surgical intervention involving detorsion and bilateral orchiopexy but eventually required right orchiectomy due to necrosis. The paper highlights the prevalence of NTT in conjunction with hydrocele and stresses the importance of parent education and vigilant follow-up. Various diagnostic methods, primarily ultrasonography, and a range of management strategies are discussed, considering factors such as salvage potential, risk to the contralateral testicle, and surgical intervention's risks and benefits. The paper argues for individualized management, taking into account specific neonate conditions and parental preferences, underlining the essential role of informed and empathetic consultation. The case reinforces the urgent need for increased awareness, early detection, and carefully considered therapeutic approaches to prevent devastating outcomes like infertility and the necessity for lifelong hormone supplementation. [ABSTRACT FROM AUTHOR]

Purpose: Neurodivergent children who are part of Indigenous communities in rural areas often have inequitable access to specialized services. Parent education and training programs can be used to help address these gaps in the service system. Yet few parent education and training programs exist for Indigenous parents of children with autism, including parents who identify as Diné (Navajo, meaning "The People"), the largest federated tribe in the United States. The Parents Taking Action (PTA) program is a parent education and training program delivered by community health workers that was originally developed for Latine parents of children with autism. The PTA program has been culturally adapted for other groups, and a growing evidence base exists supporting the program's feasibility, acceptability, and efficacy. We, therefore, sought to adapt the PTA program for Diné parents. Methods: This was a community-engaged case study on how the PTA program was adapted for Diné parents of children with autism. A community advisory board (CAB) comprised of 13 individuals including Diné parents of children with autism and professionals helped guide the adaptation process. We interviewed 15 Diné parents of a child with autism about their needs and preferences for the PTA program and used this information to adapt the PTA program. CAB workgroups used the Ecological Validity Framework to provide input on adaptations needed for the original PTA program materials. We also obtained input on the program's adaptation from Diné communities and a PTA research collaborative. Results: To incorporate the CAB's collective feedback on the PTA program adaptation, we modified terminology, visuals, and narratives. From the parent interview findings, we reduced the number of lessons and enabled community health workers to deliver lessons remotely. We further integrated feedback from the CAB workgroups in the adaptation of specific lessons. We addressed feedback from the larger community by expanding our project's catchment area and involving additional programs. Conclusion: This case study demonstrates how an evidence-based, parent education and training program was adapted for Diné parents of children with autism. The adapted Diné PTA program is being piloted. We will continue to improve Diné PTA by using the pilot's results and community input to inform future adaptations. [ABSTRACT FROM AUTHOR]

Students' reasons for attending university are likely to impact their participation, academic engagement, and learning outcomes. This study aims to investigate undergraduate students' motivations for attending a South African university and its association with specific socio-demographic factors. The study used a cross-sectional survey design. Participants were undergraduate students (N = 220) who completed a socio-demographic survey and the Student Motivations for Attending University Questionnaire-Revised scale. Descriptive statistics, correlations, and analysis of variance were used to determine associations between the study variables. The reasons for attending university were significantly related to racial identity, student generational status, parental educational status, and family characteristics. Students in their first and second years of study were motivated to attend university to prove their self-worth. Students who identified as Black as well as those coming from a single- or double-parent household and students whose parents had a school-level education were more likely to attend university to help their families. The findings suggest that students are motivated beyond the immediate benefits of employment and personal earnings and that the upliftment of their families is a central reason for attending university. For universities striving to connect with their students, understanding students' motivational orientation can inform intervention efforts aimed at enhancing retention and throughput. [ABSTRACT FROM AUTHOR]

Background: Behaviour parent training (BPT) is first‐line treatment for preschool attention deficit hyperactivity disorder (ADHD). BPT in a group format can be a cost‐ and time‐effective alternative in low and middle‐income countries (LMIC) settings with limited resources. We conducted a randomized controlled trial to compare the feasibility and efficacy of group BPT with individual BPT in improving ADHD severity in the preschool age group over 12 weeks. Methods: After approval by the ethical committee, the study was conducted in the child guidance clinic, JIPMER. Fifty‐six children aged 2.5 to 6 years diagnosed with ADHD according to DSM5 were recruited. Children with autism spectrum disorder and a social quotient less than 50 were excluded. Block randomization parallel design was done. Group interventions were delivered with 4–8 parents per group, focusing on psychoeducation, structuring of routine, attention enhancing tasks, behavioural parenting techniques, and TAU. ADHD severity was assessed using Conner's abbreviated behaviour rating scale at baseline, 4, 8, and 12 weeks. Parental stress was estimated by FISC‐MR adapted for ADHD. Statistical analysis included repeated measures ANOVA. Results: Significant improvement was noticed for both groups (F = 20.261, p <.001, ES (η2) = 0.539). Group intervention was not inferior to individual BPT in reducing ADHD severity (F = 0.860, p =.468, ES (η2) = 0.047). There was a statistically significant difference from baseline to 12 weeks of intervention in the reduction of parental stress (F = 20.80, p <.001, ES (η2) = 0.278) and enhancement of the coping strategies (F = 64.4, (p <.001), ES (η2) = 0.78). The intervention had high attendance and fidelity rates. Conclusion: Group BPT was promising in treating ADHD in low‐resource settings. [ABSTRACT FROM AUTHOR]

The COVID-19 pandemic increased the use of remote service delivery in early childhood intervention (EI), and this increased use is promising for young children with disabilities living in rural communities. However, the increase in remote service delivery requires a greater understanding of using evidence-based practices (EBP) delivered by EI providers via this mode. Remote service delivery adds a new context to EI services requiring study to identify (a) what works for whom and under what conditions, (b) how an evidence-based practice delivered remotely results in positive outcomes for young children and caregivers, and (c) the independent variables that influence those outcomes. This position paper explains the importance of remote service delivery for improving access to EBP for young children with disabilities and their families in rural communities using a conceptual framework. The conceptual framework includes three essential factors described in depth in this article. First, the conceptual framework can support researchers in designing rigorous studies to deliver evidence-based practices remotely. Second, the conceptual framework can support EI programs and providers in identifying EBP for service delivery for young children and families in rural communities. [ABSTRACT FROM AUTHOR]

Parenting interventions are a promising means for preventing and treating a variety of child behavior and conduct problems; yet, many families lack access to such services. Online parenting programs offer an opportunity to mitigate many barriers to intervention access by extending service delivery options. The purpose of the present study was to evaluate the acceptability and preliminary effectiveness of a brief, online parenting program. We developed a new online parenting program based on foundational content from the evidence‐based GenerationPMTO intervention and used a mixed‐methods, single‐arm open trial (pre–post) design to perform a preliminary evaluation. The combined results from the quantitative and qualitative data provide initial support for the acceptability and preliminary effectiveness of the online program, based on participant self‐report data from program completers. Participants indicated high levels of acceptability for the program topics and videos. They also reported statistically significant improvements from baseline to 4 weeks postintervention in parental efficacy, parenting practices, and child behavior problems. The qualitative data corroborated and expanded these findings. We go on to discuss important accessibility and sustainability considerations addressed by this online parenting program as well as to suggest implications for intervention research and mental health practice. [ABSTRACT FROM AUTHOR]

Interactional processes between child and parents, in particular harsh and coercive parenting practices, have been established as important factors maintaining and shaping the developmental trajectory of disruptive child behavior. The Incredible Years Parent Training (IYPT) is a well‐established evidence‐based program targeting negative parent‐child interactions in families with children exhibiting high levels of disruptive behaviors. There are, however, few studies investigating the effectiveness of the IYPT when implemented in established practice settings independently from research environments. Also, very little evidence exists for the program's effectiveness for school‐aged children. The IYPT was administered to consecutive groups of parents (N = 842) across 19 Danish community sites during the period from 2012 to 2019. Pre and post data were collected using the Eyberg Child Behavior Inventory (ECBI). By means of a benchmark approach, the effectiveness of the intervention was compared with that of two European effectiveness randomized controlled trials. Large effect sizes were seen from pre to post for both parent‐reported number of problematic disruptive child behaviors (ECBI Problem subscale; d = 1.51, p = 0.000, 95% CI [9.06–10.01]) and frequency of these behaviors (ECBI Intensity subscale; d = 1.15, p = 0.000, 95% CI [29.33–32.73]). Treatment effects found in this study are comparable to or larger than those found in previous effectiveness studies and show the IYPT to be an effective intervention when implemented across a range of different community settings in a large community sample of children across an age span of 2 to 12 years. [ABSTRACT FROM AUTHOR]

Children with electrical status epilepticus in sleep (ESES) often present with cognitive deficits and behavioral difficulties. Children that present with autism spectrum disorder (ASD), attention deficit hyperactivity disorder (ADHD), intellectual disability, and ESES would be expected to manifest more complex symptoms and increased behavioral difficulties given the nature of these disorders. Despite the complex presentation, there is little research to support effective treatments that manage behavior challenges and associated symptoms of ASD in such patients. In the present case report, the authors implemented a validated parent management training intervention, The Research Unit on Behavioral Interventions (RUBI) Autism Network Parent Training program (RUBI-PT) via telemedicine to manage symptoms of ADHD, ASD, and disruptive behaviors in an 8-year-old South-Asian boy with ESES and associated mild intellectual disability. The family participated in 15 RUBI-PT sessions over 22 weeks. Parent report and ratings using the clinical global impression, improvement scale (CGI-I) indicated reductions in challenging behavior and improvement in adaptive skills. The current case report demonstrates the utility of RUBI-PT in the treatment of behavioral difficulties in a patient with ASD, ADHD, and ESES. Further, the present study explores future directions for the use of RUBI-PT to address behavioral challenges associated with ESES and commonly co-occurring conditions and highlights the importance of cultural responsive practice in the context of parent management training. [ABSTRACT FROM AUTHOR]

In this study, we examined the acceptability and appropriateness of Tuning in to Kids Together (TIK-Together) from the perspective of program facilitators. TIK-Together is newly a modified version of Tuning in to Kids that specifically focuses on the coparenting relationship (i.e., how parents work together to raise their children) and requires parents to both attend sessions. Through a mixed-method design, Australian facilitators who participated in the TIK-Together pilot study provided their perspectives on the acceptability (i.e., affective attitudes, burden, program benefits) and appropriateness of the program in their communities. It is essential to involve stakeholders, such as program facilitators, in pilot studies as they can provide valuable feedback from their first-hand experience with the program. Facilitators reported that TIK-Together was enjoyable and rewarding, and although delivery was straightforward, additional preparation time was required to manage program materials. Facilitators observed several program benefits, including coparents becoming more aligned and collaborative in their approach to parenting. Certain program components were particularly helpful for parents, including activities that were experiential, interactive, and reflective. Overall, facilitators deemed TIK-Together appropriate for their communities; however, it is not suitable for parents who are uncomfortable or unwilling to work alongside each other in sessions. Given the increased focus on a coparent approach to parenting interventions, the findings provide important insights for researchers and practitioners. Highlights: The current study explores the implementation of Tuning in to Kids Together (TIK-Together), a newly modified emotion-focused coparenting program. Findings show that facilitators perceived TIK-Together to be acceptable and appropriate for their communities. Facilitators reported TIK-Together led to positive benefits (e.g., increased alignment and cohesion between coparents), but it may not be suitable for all families. [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]

In line with the Matthew-effect in reading, reading comprehension and leisure time reading tend to be reciprocally related. Whereas prior research invested much efforts in the identification and description of variables explaining individual differences in reading comprehension, less efforts were spend on the exploration of variables important for the development of leisure time reading. This study focuses on family literacy activities in preschool age – joint book reading, joint library visits, and the teaching of letters – and how these relate to the children' s later leisure time reading and reading comprehension. Furthermore, the role of parents' education is considered. Empirical findings are based on a sample of N = 1.242 children from the National Education Panel Study (NEPS). Joint book reading and joint library visits in families, both aspects of informal literacy activities, predicted leisure time reading of children in Grade 4, which was related to their reading comprehension. In addition, disparities with regard to parents' education were found. The results are discussed against the background of ways to promote children's leisure time reading and practical implications are derived. [ABSTRACT FROM AUTHOR]

This paper aims to conceptualize a family business parenting approach called family-led learning to break the third-generational curse in family business. This means that family business can hardly surpass the third generation. Family enterprises is expected to represent approximately 40 percent of the world's largest corporations by 2025, but this will not come to realization if parenting approach is not learned by the leaders of the family and experienced by the next generations. In Indonesia, family business composes around 95 percent of all the businesses and contributes about 80 percent to the country's economy. Since it is crucial to sustain the family business in Indonesia, theorizing the parenting approach for succession is vital. Applying grounded theory, this inquiry constructed the "Parenting to Equip" category in Parenting–Harmonizing–Collaborating (PHC) theory by interviewing 28 participants from four family conglomerates that are public-listed companies and are planning beyond the third generation. Next, this study integrated the Community of Inquiry (CoI) theory to the "Parenting to Equip" component to create a deep and meaningful learning experience. This results in the Family-Led Learning in Family Business (FLL-FB) concept that enable effective parenting to equip the next generations. This novel insight denotes parents of family businesses must incorporate entrepreneurial training into their parenting practices through nonformal learning experiences in informal learning environments to equip the next generations become potential successors. [ABSTRACT FROM AUTHOR]

Parents play an important role in shaping behavioral and motivational outcomes in their child's education, presumably even more so during the COVID-19 pandemic, where concomitant school closures forced students worldwide to learn remotely at home, affecting socio-economically disadvantaged students most negatively. However, it remains unclear how different parent-focused family process variables (demanding-structuring and responsive-motivational parental involvement, responsibility for learning) and structure variables (socio-economic status, immigrant background) relate to important learning-related student outcomes, namely extrinsic and intrinsic motivation and actual participation in learning activities, during emergency remote education. Using questionnaire data from N = 117 German secondary school students (Mage = 15.14, SD = 0.93; 49.6% female) with a low average socio-economic status, structural equation models revealed associations between higher parental involvement and responsibility and higher motivational and behavioral student outcomes. Furthermore, immigrant background related negatively to some parent process variables, and indirectly negatively to extrinsic motivation. These results highlight parents' role in learning, particularly during emergency remote education. [ABSTRACT FROM AUTHOR]

The article evaluates recent research on combined treatment for ADHD in children, emphasizing the importance of psychosocial interventions alongside medication, particularly in addressing functional impairments. Topics include the dosing and sequencing of combined treatment, the impact on functional outcomes and the need for individualized approaches based on child and family characteristics.

Heart and Hope (H&H) was designed to provide parenting education and social-emotional skills to children and parents exposed to intimate partner violence (IPV) in rural Nevada. The goal was to evaluate IPV efforts by measuring parent (N = 47) and children’s (N =100) knowledge and behavior change around building healthy relationships and improved parenting practices following exposure to IPV and the H&H curriculum. Results indicated significant increases in both perceived knowledge and behavior change, suggesting that the program is effective in strengthening family relationships, improving parenting practices, developing emotional competency, and helping families envision a positive future. One of the most critical take-away messages is that Extension programs can have a positive impact in rural locations related to helping families recover and rebuild following intimate partner violence.

This paper firstly discusses the special name of ethnic minority students’ formation education in colleges and universities under the background of big data, analyzes the influencing factors of formation education, and puts forward the 1535 innovative education model of formation education in colleges and universities. Secondly, based on the innovative education model, the evaluation index system of nurturing education was constructed, the triangular fuzzy number was introduced to optimize the hierarchical analysis method, and the weights of the indexes were determined by using TNFAHP. Finally, an empirical analysis was carried out to assess the effectiveness of the 1535 education model in nurturing education and the evaluation index system. The results show that the path of ethnic minority students in colleges and universities can be coordinated through the development of living habits, learning habits, and civilized habits, and the comprehensive evaluation score of the Adult Education 1535 education model is 80.57 points. This shows that the 1535 education model can effectively promote the formation of education for ethnic minority students and improve their study habits, civilized quality, and life etiquette.

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]