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In the present study, we explored the factor structure as well as validity and reliability of the Spanish version of the Child Adjustment and Parent Efficacy Scale (CAPES) suitable for assessing child behavioural and emotional difficulties (Intensity Scale) and parental self-efficacy (Self-Efficacy Scale) among Spanish-speaking parents from the US, Latin America and Spain. This instrument was designed to be brief and easy to read in order to reach parents with low-literacy levels and from under-resourced backgrounds. Psychometrics for the English version of the CAPES indicates good internal consistency, as well as satisfactory construct and predictive validity of the measure (Morawska et al., 2014). A sample of 174 parents of children (91 boys and 78 girls) from Panama participated in this study. They completed the instrument alongside the Strengths and Difficulties Questionnaire (SDQ) for measuring child psychological problems and the Parenting Task Checklist (PTC) for measuring parental self-efficacy. In addition, a group of 49 parents completed the CAPES at time 1 (T1) and 2 weeks after (T2). Psychometric evaluation of the Spanish version of the CAPES revealed that it has adequate internal consistency and test-retest reliability, as well as satisfactory convergent and discriminant validity. In conclusion, this instrument shows promise as a brief outcome measure to be used in clinical settings and to assess the effects of parenting interventions among Spanish-speaking parents. More research into psychometric properties of the Spanish version of the CAPES is needed, before it can be widely applied in practice.

The purpose of this survey study was to explore the views of young deaf and hearing people (16-25 years old) on school and home sex and relationships education (SRE). The study addressed a critical knowledge gap in the research literature on deaf youth's perception of SRE. The small-scale study explored young deaf people's experiences of SRE and the challenges they had faced when learning about sexuality and relationships. Recommendations on how to improve school SRE lessons were also obtained. Data were collected from 81 young people (n = 27 deaf, n = 54 hearing). Overall, deaf participants indicated greater levels of satisfaction with school SRE than hearing respondents. More deaf young people than young hearing people felt that the school had provided them with enough opportunities to learn about sexuality and relationships. The deaf group showed a preference for school SRE lessons to start at a later age than the hearing group. Mothers and friends were the two sources most frequently consulted in both groups. Teachers and school nurses were a third source frequently used by the deaf group. The views of deaf and hearing youth on their own SRE are important for the development, implementation and delivery of the school SRE curriculum. The study's findings can provide educators with valuable insight on the needs of a minority group who are particularly vulnerable to sexual exploitation and sexual misinformation due to their sensory loss and associated factors. (Contains 3 tables and 1 note.)

Providing children who are deaf with accessible, age-appropriate guidance and support in learning about growing up is of great importance for their healthy sexual development. This quantitative survey study is part of an exploratory research program with the goal of providing empirical data on the growth of sexual understanding in deaf children (the term "deaf" includes all children with a permanent hearing loss). A short questionnaire was used to explore the views of teachers of the deaf on this subject as well as to provide an insight into the challenges these professionals face in the area of sex education. The study's findings highlight an overall concern over the suitability of current methods and materials often used to teach mainstreamed deaf children about sexuality and relationships. The data show a demand for a sex education module for teachers of the deaf and a need for deaf-friendly sex education material. The study's findings could support schools' efforts to implement a sex and relationships education policy that is inclusive and beneficial for all children, but especially for deaf children's development into confident, responsible and well-informed young adults. (Contains 2 tables.)

Background: This study investigated whether providing self-directed and web-based support for parents enhanced the effects of viewing a reality television series based on the Triple P--Positive Parenting Programme. Method: Parents with a child aged 2 to 9 (N=454) were randomly assigned to either a standard or enhanced intervention condition. In the standard television alone viewing condition, parents watched the six-episode weekly television series, "Driving Mum and Dad Mad". Parents in the enhanced television viewing condition received a self-help workbook, extra web support involving downloadable parenting tip sheets, audio and video streaming of positive parenting messages and email support, in addition to viewing the television series. Results: Parents in both conditions reported significant improvements in their child's disruptive behaviour and improvements in dysfunctional parenting practices. Effects were greater for the enhanced condition as seen on the ECBI, two of the three parenting indicators and overall programme satisfaction. However, no significant differences were seen on other measures, including parent affect indicators. The level of improvement was related to number of episodes watched, with greatest changes occurring in families who watched each episode. Improvements achieved at post-intervention by parents in both groups were maintained at six-month follow-up. Online tip sheets were frequently accessed; uptake of web-based resources was highest early in the series. Conclusions: The value of combining self-help approaches, technology and media as part of a comprehensive public health approach to providing parenting support is discussed.

Background: The effectiveness of parent management training (PMT) as a treatment for child behaviour problems is reduced by high attrition rates. One difficulty with engaging mothers is that, by definition, PMT is directed at the parent, yet many parents believe the "cause" of the problem lies within the child. Hence the model of therapy offered contradicts their understanding about the cause and nature of the problem. Moreover, the emotional consequence of holding child-responsibility causal attributions is associated with high expressed emotion (EE), a known predictor of poor compliance with therapy in other child psychiatric disorders. Methods: Seventy-five consecutive referrals of mothers to a PMT programme were recruited. EE was assessed using the Camberwell Family Interview methodology. Spontaneous causal attributions about their child's problem behaviour were collected from the same interview material and independently coded using the Leeds Attributional Coding System. Attendance data at the PMT programme was collected following completion of programmes. Results: Contrary to expectations, mothers who made child-responsibility attributions and were highly critical about their child's behaviour were no more likely than non-blaming, low EE parents to drop out prematurely from a course of PMT. However, expressing an understanding of their own role in managing their child's behaviour was predictive of attendance. Two factors were, however, more closely associated with greater attrition: having been offered a clinical diagnosis and being from a lower socio-economic family. Conclusions: Socio-economic factors should be viewed as barriers to uptake of services and successful strategies for increasing engagement of families are likely to be economical rather than psychological. However, although the causal attributions mothers make about their child's behaviour did not predict whether they were likely to attend PMT, an exploratory analysis found evidence to suggest that successful engagement with PMT begins early in the referral process and that referring clinicians should ensure treatment options are aligned with diagnoses provided.