Search

AimThe current study investigated the prospective relationships between parental monitoring, family conflict, and screen time across six screen time modalities in early adolescents in the USA.MethodsWe utilised prospective cohort data of children (ages 10-14 years) from the Adolescent Brain Cognitive Development (ABCD) Study (years baseline to Year 2 of follow-up; 2016-2020; N = 10 757). Adjusted coefficients (B) and 95% confidence intervals (CIs) were estimated using mixed-effect models with robust standard errors.ResultsA higher parental monitoring score was associated with less total screen time (B = -0.37, 95% CI -0.58, -0.16), with the strongest associations being with video games and YouTube videos. Conversely, a higher family conflict score was associated with more total screen time (B = 0.08, 95% CI 0.03, 0.12), with the strongest associations being with YouTube videos, video games, and watching television shows/movies in Years 1 and 2.ConclusionThe current study found that greater parental monitoring was associated with less screen time, while greater family conflict was linked to more screen time. These results may inform strategies to reduce screen time in adolescence, such as improving communication between parents and their children to strengthen family relationships.

Many consumers are caregivers and, as part of caregiving, frequently make food choices for their dependents. This research examines how food choices made for children influence the healthiness of parents' subsequent self-choices. Whereas prior work focuses on choices for the self (others) as based on self-needs (other-needs), the authors theorize when and why self-choices involve consideration of other-needs. Five studies, including a nursery school field study, test the effect of choosing healthy food for a child on the healthiness of parents' self-choices, focusing on the role of anticipating potentially sharing self-choices with one's child. Potential sharing increased parents' likelihood of making an unhealthy subsequent self-choice if they first made a healthy choice for their child. This effect was driven by parents' present-focused parenting concerns about whether one's child would eat and enjoy healthy options chosen for them. This effect was mitigated when parents instead had future-focused parenting concerns. Additionally, this effect was mitigated after making an initial choice for the child that was (1) unhealthy or (2) healthy but relatively liked by the child. This research contributes to understanding how choices for others shape choices for the self and offers important marketing and policy implications. [ABSTRACT FROM AUTHOR]

Background: This study examined the after-school activities of Japanese elementary school children in which little information is available for understanding the process by which participation in organized activities leads to the decrease in children's independent mobility. Methods: One thousand eight hundred and twenty-four mothers of elementary school children participated in an online survey. The mothers responded to the questions on the number of lessons (or cram schools) their children attended weekdays, as well as their children's behavior after classes, and parents providing transportation when their children go out to play. Results: The proportion of children attending lessons and/or cram schools increased as their grades progressed. A significant interaction existed between the degree of parental transportation and grade in terms of whether or not the children attended lessons and/or cram schools. Parental involvement included pick up or drop-off for a large percentage of younger children without lessons, whereas the degree of parental involvement was greater for older children attending lessons. In other words, parents of children without attending lessons or cram schools tended to allow children to engage in independent activities when they reached the higher grades, whereas parents of children who frequently attended lessons and cram schools tended to remain involved in transporting their children, even when they reached the higher grades. Conclusions: The results suggested that the participation of children in organized activities leads to a routine of parental pickup and/or drop-off, which renders difficult the facilitation of opportunities for children to independently participate in play activities. [ABSTRACT FROM AUTHOR]

Purpose: Studying physical activity in toddlers using accelerometers is challenging due to noncompliance with wear time (WT) and activity log (AL) instructions. The aims of this study are to examine relationships between WT and AL completion and (1) demographic and socioeconomic variables, (2) parenting style, and (3) whether sedentary time differs by AL completion. Methods: Secondary analysis was performed using baseline data from a community wellness program randomized controlled trial for parents with toddlers (12–35 mo). Parents had toddlers wear ActiGraph wGT3x accelerometers and completed ALs. Valid days included ≥600-minute WT. Analysis of variance and chi-square analyses were used. Results: The sample (n = 50) comprised racial and ethnically diverse toddlers (mean age = 27 mo, 58% male) and parents (mean age = 31.7 y, 84% female). Twenty-eight families (56%) returned valid accelerometer data with ALs. Participants in relationships were more likely to complete ALs (P <.05). Toddler sedentary time did not differ between those with ALs and those without. Conclusions: We found varied compliance with WT instructions and AL completion. Returned AL quality was poor, presenting challenges in correctly characterizing low-activity counts to improve internal validity of WT and physical activity measures. Support from marital partners may be important for adherence to study protocols. [ABSTRACT FROM AUTHOR]

Physical literacy development in early childhood, viewed by many as the foundation for lifelong physical activity engagement, is significantly influenced by parents. Our aim was to explore parents' understanding of physical literacy and gain insight into their perspectives on physical literacy promotion. We recruited 18 parents of children between 5 and 8 years old in Australia. Using semistructured interviews and thematic analysis, we identified several key issues regarding parents' understanding and implementation of physical literacy. Parents expressed interest in improving their implementation of physical literacy practices and had (often unintentionally) provided support for physical literacy subcomponents in the past. However, they described difficulties prioritizing physical literacy above other parental demands and expressed conflicting perceptions regarding where the responsibility should lie for developing their child's physical literacy (e.g., at home or at school). To ensure that the physical literacy "message" reaches parents, we encourage physical literacy promoters to consider the target (e.g., responsibility, priorities, and awareness) of their promotional strategies. Further investigation into the influence of sociocultural and economic factors on parents' understanding and application of physical literacy is warranted. [ABSTRACT FROM AUTHOR]

Childhood obesity is a major problem worldwide and a key contributor to adult obesity. This research explores caregivers' lay beliefs and food parenting practices, and their long-term, intergenerational effects on their children's food consumption and physiology. First, a cross-cultural survey reveals the link between parents' belief that tasty food is unhealthy and the use of extrinsic rewards to encourage their children to eat healthily, with adverse downstream consequences for the children's body mass indices. Next, two studies demonstrate the mechanism by which this strategy backfires, as providing extrinsic rewards ironically increases children's unhealthy food consumption, which in turn leads to an increase in their body mass indices. The final two studies demonstrate potential solutions for public policy and health practitioners, either by manipulating "unhealthy = tasty" beliefs directly or by breaking the association between these food beliefs and the use of extrinsic rewards through an intervention. [ABSTRACT FROM AUTHOR]

Although maternal stress during pregnancy and even before conception shapes offspring risk for mental health problems, relatively little is known about the mechanisms through which these associations operate. In theory, preconception and prenatal stress may affect offspring mental health by influencing child responses to postnatal caregiving. To address this knowledge gap, this study had two aims. First, we examined associations between preconception and prenatal stress with child temperament profiles at age four using multilevel assessment of maternal perceived stress and stress physiology. Second, we tested child temperament profiles as moderators of associations between observed parenting behaviors during a parent-child free-play interaction when children were 4 years old and child behavior problems 1 year later. Latent profile analyses yielded four distinct child temperament profiles: inhibited, exuberant, regulated low reactive, and regulated high reactive. Consistent with hypotheses, preconception, and prenatal stress each independently predicted the likelihood of children having temperament profiles characterized by higher negative emotionality and lower regulation. Specifically, preconception perceived stress and prenatal cortisol predicted likelihood of children having an exuberant temperament, whereas prenatal perceived stress predicted likelihood of children having an inhibited temperament. Contrary to hypotheses, temperament profiles did not moderate predictions of child behavior problems from observed parenting behaviors; however, responsive parenting behaviors inversely predicted child behavior problems independently of child temperament. These findings add to growing evidence regarding effects of preconception factors on child outcomes and underscore a central role for responsive parenting behaviors in predicting more favorable child mental health independent of child temperament. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

OBJECTIVES: Eating disorders (EDs) typically emerge during adolescence. Parental bonding has a lasting impact on a childs mental health during those developmentally critical years. There remains uncertainty over whether parental bonding is a risk factor for developing or maintaining specifically EDs or, rather, general psychopathology and the associated underlying brain function. METHODS: Forty-one young adult healthy control individuals (HC, 26.6 ± 3.5 years) and 46 individuals with EDs (25 with anorexia nervosa, AN, 22.8 ± 6.4 years, and 21 with bulimia nervosa, BN, 23.5 ± 4.2 years) completed the parental bonding instrument (PBI), assessments for anxiety, depression, and ED behaviors, and underwent a conditioning paradigm during brain imaging. RESULTS: In both groups, perceived parental care and overprotection were correlated with state and trait anxiety and interpersonal alienation, and in HC only, with body dissatisfaction and drive for thinness. Individuals with an ED reported lower self-perceived parental care, but higher overprotection compared to the HC group. Nucleus accumbens (NAc) response was related to bonding measures in both groups and right NAc response mediated the relationship between maternal care and trait anxiety in HC. CONCLUSIONS: Perceived parental bonding is associated with general psychopathology, including elevated anxiety and interpersonal difficulties across HC and ED groups. Lower perceived parental care and higher overprotection could predispose healthy individuals to develop problems with body shape or weight; however, other, maybe biological factors may determine whether a person will develop an ED. The link between perceived parental bonding, NAc valence processing and anxiety implicates dopaminergic circuits that should be studied further. LEVEL OF EVIDENCE: Level III: Case-control analytic study.

BACKGROUND: Health care providers are a key source of reports of infants to child welfare related to birthing peoples substance use. Many of these reports are overreports, or reports that exceed what is legally mandated, and reflect racial bias. We developed and evaluated a webinar for health professionals to address overreporting related to birthing peoples substance use. METHODS: This evaluation study collected data from health professionals registering to participate in a professional education webinar about pregnancy, substance use, and child welfare reporting. It collected baseline data upon webinar registration, immediate post-webinar data, and 6 month follow-up data. Differences in both pre-post-and 6 month follow-up data were used to examine changes from before to after the webinars in beliefs, attitudes, and practices related to pregnant and birthing people who use drugs and child welfare reporting. RESULTS: 592 nurses, social workers, physicians, public health professionals, and other health professionals completed the baseline survey. More than half of those completing the baseline survey (n = 307, 52%) completed one or both follow-up surveys. We observed statistically significant changes in five of the eleven opioid attitudes/beliefs and in four of the nine child welfare attitudes/beliefs from baseline to follow-ups, and few changes in control statements, i.e. beliefs we did not expect to change based on webinar participation. All of the changes were in the direction of less support for child welfare reporting. In particular, the proportion agreeing with the main evaluation outcome of I would rather err on the side of overreporting to child welfare than underreporting to child welfare decreased from 41% at baseline to 28% and 31% post-webinar and at 6-month follow up (p = 0.001). In addition, fewer participants endorsed reporting everyone at the 6 month follow-up than at baseline (12% to 22%) and more participants endorsed reporting no one at the 6-month follow-up than at baseline (28% to 18%), p = 0.013. CONCLUSIONS: Webinars on the legal, scientific, and ethical aspects of reporting that are co-developed with people with lived experience may be a path to reducing health professional overreporting to child welfare related to birthing peoples substance use.

INTRODUCTION: The COVID-19 pandemic led countries governments to rapidly establish lockdowns and social distancing, which altered family routines and the quality of family relationships worldwide. OBJECTIVES: This exploratory cross-sectional study aimed to identify the impacts of the social distancing and lockdown in parenting practices of caregivers from Brazil, Mexico, and the USA, and to analyze the continuity of parenting intervention support for children and their families at the beginning of the pandemic in these countries. METHODS: The sample consisted of 704 caregivers of children (286 from Brazil, 225 from Mexico, and 193 from the USA) who answered an online survey about parenting practices before/after quarantine, caregiver/child routines, feelings related to quarantine, changes in everyday life since the beginning of the COVID-19 pandemic, contact with health professionals, and sources of parenting information. RESULTS: Data indicate that caregivers from the three countries experienced similar parenting practices during this time, and did not report significant changes before and after the lockdown. They sought information about parenting predominantly via social media. Those receiving previous mental health care perceived the transition from in-person to telehealth services during the pandemic as feasible and acceptable. CONCLUSION: This study will be helpful for clinicians and parents to contextualize their practices amid long-standing effects that the COVID-19 pandemic can have on children and their families during and post-pandemic from multiple cultural backgrounds.

WHAT ARE CHILDREN FOR?: ON AMBIVALENCE AND CHOICE by Anastasia Berg and Rachel Wiseman ST MARTIN'S, 336 PAGES, $27 WHAT ARE children for? For my grandmother, this would have seemed [...]

CONTEXT: In-person home visiting programs that provide evidence-based parenting and child development support improve outcomes for low-income children and families. The COVID-19 pandemic led to a shift from primarily in-person to virtual home visiting services, and little is known about clients experience of home visiting in this context. OBJECTIVE: To describe the experience of clients in the California Work Opportunity and Responsibility to Kids (CalWORKs) Home Visiting Program (HVP) across California during the first 2 years of the pandemic. DESIGN: Three repeated cross-sectional surveys over a 2-year period. Clients free-text responses to open-ended questions were analyzed using a directed content analysis approach. SETTING: Forty-one counties in California. PARTICIPANTS: Current CalWORKs HVP clients and those who left the program in the 6 months prior to each survey. MAIN OUTCOME MEASURES: Clients experience of the CalWORKs HVP. RESULTS: Five main themes emerged: (1) benefits received from the program; (2) life challenges; (3) COVID-19-related or other program changes; (4) client dissatisfaction and suggestions for improvement; and (5) appreciation for the program. Clients valued the practical, financial, parenting, and interpersonal support provided to themselves and their children. Almost three-quarters commented on life challenges experienced during the program. Significant programmatic changes related to COVID-19 pandemic public health safety and organizational constraints impacted clients both positively and negatively. Very few clients experienced overt dissatisfaction with the program. Many clients expressed appreciation for the program, particularly the individualized and relational support offered by a consistent home visitor. CONCLUSIONS: The findings provide insights into the benefits and challenges experienced by clients receiving evidence-based home visiting services. The findings highlight the ongoing life challenges faced by clients who experience poverty, and how those challenges were exacerbated by a global pandemic. The CalWORKs HVP may buffer the substantial personal stresses clients experience related to parenting in the context of poverty and major public health challenges.

This study investigated how broader parental factors including parental happiness, parental play engagement, and parenting stress are related to Korean childrens happiness and weight status across three years via indirect pathways through the childrens energy-related behaviors of healthy and unhealthy food intake, physical activity, and screen time. Data from 1551 Korean parent pairs and 7-year-old children in the Panel Study on Korean Children were analyzed. A path analysis and gender-based multi-group analysis were conducted. Maternal happiness was negatively related to child screen time. Maternal play engagement showed positive concurrent associations with child healthy food intake and physical activity and negative associations with screen time. Maternal parenting stress was negatively related to child healthy eating. There was one significant finding related to fathers role on childrens energy-related behaviors, happiness, and weight status: the positive association between parental happiness and boys unhealthy food intake. Child screen time was positively related to child weight status and negatively to child happiness at each age. Broader maternal parenting factors can serve as a protective factor for childhood happiness and weight status in 7-to-9-year-olds through being associated with a reduction in child screen time.

Intimate partner violence (IPV) includes multiple forms of harm inflicted on an intimate partner. Experiences of IPV impact mental and physical health, social relationships, and parenting and resilience may play an important role in how women overcome these detrimental effects. There is little research on how resilience relates to mothers experience of IPV. We explored the role of resilience in the context of mothers who have experienced IPV in rural settings via semi-structured interviews with six women and 12 service providers. The relationship between resilience and motherhood was a common theme across all narratives. From this theme emerged three subthemes: 1) breaking the cycle of abuse; 2) giving children the best life; and 3) to stay or to leave: deciding for the kids. Findings underscore the importance of supporting rural women who experience violence in cultivating their resilience and consideration of policy changes which support trauma- and violence-informed care.

Parenting by lying is a practice in which parents lie to their children to influence their emotions or behavior. Recently, researchers have tried to document the nature of this phenomenon and to understand its causes and consequences. The present research provides an overview of the research in the emerging field, describes some key theoretical and methodological challenges in studying this topic, and proposes a theoretical framework for understanding parenting by lying and for guiding future research to advance our knowledge about this understudied parenting practice.

Copyright of Retos: Nuevas Perspectivas de Educación Física, Deporte y Recreación is the property of Federacion Espanola de Asociaciones de Docentes de Educacion Fisica 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.)

Maternal parenting stress during childhood may have important influences on offspring internalizing and externalizing behaviors during adolescence in unmarried households, but it is unclear whether effects differ across different trajectory patterns of maternal parenting stress and for native-born vs. immigrant families. Using data from the Future of Families and Child Wellbeing Study, we identified trajectory patterns of maternal parenting stress from ages 1–9 years using semi-parametric group-based trajectory modeling. We used negative binomial regression models to estimate associations between maternal parenting stress trajectories and adolescent behavioral symptoms at age fifteen. Five maternal parenting stress trajectory groups were identified among the 1982 unmarried families included in this study, representing consistently low (9.2 %), consistently mild (54.2 %), moderate and decreasing (14.4 %), moderate and increasing (16.0 %) and consistently high (6.2 %) levels of maternal parenting stress. For adolescent internalizing symptoms, all maternal parenting stress trajectory groups exhibited higher symptoms compared to the consistently low group: IRR for consistently mild: 1.21 (95 % CI: 0.98–1.56); IRR for moderate/decreasing: 1.34 (95 % CI: 1.04–1.74); IRR for moderate/increasing: 1.62 (95 % CI: 1.28–2.13); and IRR for consistently high: 1.74 (95 % CI = 1.29–2.41). Similar results were observed for adolescent externalizing symptoms. Stronger effects of maternal parenting stress trajectories on adolescent externalizing symptoms were observed among native-born vs. immigrant families. Differential attrition and same-source bias may lead to under- or over-estimation of the associations of interest. Interventions targeting unmarried families with elevated maternal parenting stress during childhood may reduce behavioral symptoms in adolescence. • Unmarried mothers generally suffer from elevated parenting stress • High maternal parenting stress in childhood linked to more adolescent internalizing and externalizing symptoms • Family immigration status changed how maternal stress affects adolescent externalizing symptoms [ABSTRACT FROM AUTHOR]

Parents inevitable role in nurturing their child does not end at home. It extends its care and involvement towards their child's schooling. The involvement of parents in academic performance of their child. The study aims to know the correlation of parental involvement and academic performance of Grade 6 learners in San Francisco District and make a guideline that will help in parental engagement. Using descriptive-correlational research design approach that utilizes survey questionnaire to gather numerical data, the researcher compared the academic performance and the student's perception on parental involvement with a ten item questionnaire focusing on Epstein Theory of Parental Involvement such as parenting, communicating, volunteering, learning at home, decision-making and collaborating with the community. With 140 sample population the results showed that there is no significant relationship between the academic performance to parental involvement but there is a significant relationship with regards to the parentchild relationship and parental involvement. Thus, the implication of this study could be used to promote and help parents through creating guidelines to parental engagement. [ABSTRACT FROM AUTHOR]

The goal of the study was to determine the relationship between parental involvement, mathematical skills, and students' mathematics performance. The researchers employed a descriptive correlational research design to determine the relationship between math performance, parental involvement, and mathematical skills. The participants of the study were 67 first-year and 56 second-year education students of private university currently enrolled during the second semester of the school year 2022-2023. Total Enumeration Sampling technique was used in the selection of the participants. Likewise, adapted survey questionnaires were used to ascertain the level of parental involvement, mathematical skills, and students' mathematics performance. The findings of the study revealed that the students have a moderately high level of parental involvement from their parents and a high level of mathematical skills in terms of interest and study habits but have a low performance in mathematics. Thus students' math performance is not directly affected by the students' parental involvement of their parents, interest, and study habits. Despite the high level of parental involvement and mathematical skills most of the students still have difficulty in mathematics. [ABSTRACT FROM AUTHOR]

Copyright of Retos: Nuevas Perspectivas de Educación Física, Deporte y Recreación is the property of Federacion Espanola de Asociaciones de Docentes de Educacion Fisica 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.)

Parental involvement and financial means both play a role in sufficing the needs of children; however, it is common for Overseas Filipino Workers (OFW) to sacrifice one after the other. While several studies have investigated the effects of this on children, the emotional toll of immigration-related separation through the narratives of those affected by this remains an overlooked facet. This study explores the lived experiences of adolescents whose parents are Overseas Filipino Workers to gain perspectives from their personal sentiments on such circumstances. Using a phenomenological approach, six (6) participants were gathered through a purposive-sampling method and interviewed through face-to-face and online modality. The findings revealed that emotional and psychological effects may vary as there are positive outcomes such as acceptance and self-reliance, and negative manifestations like jealousy and feelings of misery. Family expectations, gender roles and relationship dynamics have also influenced them since comparison, societal beliefs and debt of gratitude come into play. Despite this, they are able to cope with their support systems and other avenues such as academics and social media expressions. Based on the findings, evidence indicates that adolescents with OFW parents predominantly experience burdensome effects rather than positive ones. [ABSTRACT FROM AUTHOR]

This study aimed to determine the challenges encountered of senior high school learners in Hindang and Kabacsanan National High School, for SY 2023-2024 and to examine how these challenges impacted their academic performance and overall life situations. A descriptive-correlation research method was used, involving survey, on the challenges encountered and academic performance assessments. A pilot testing was conducted with thirty senior high school learners at Bunawan National High School, to test the validity of the study since the researcher used a modified questionnaire. The respondents of this study were the 176 senior high school learners from above mentioned schools. Results indicated that learners in hinterland schools encountered various challenges, including personal challenges, environmental challenges, educational challenges, and parental involvement challenges. Despite these obstacles, the study revealed that learners demonstrated remarkable resilience and determination in managing their academic performance. Analysis of academic records suggested that the challenges faced by learners did not significantly hinder their ability to excel academically. Moreover, findings suggested that learners' life situations were not adversely affected by these challenges, indicating a capacity to navigate through difficulties without compromising their overall well-being. This resilience was attributed to various factors, including the support systems within the school environment, familial support, and individual motivation. The study underscored the importance of recognizing and addressing the specific challenges encountered by learners in hinterland areas. With these challenges and available existing support system, educators work towards ensuring equitable access to education and fostering resilience among senior high school learners in hinterland schools. [ABSTRACT FROM AUTHOR]

Learners' behavior is basically an offshoot of the environment and effect different factors which include parenting. This study determined the Parenting Style of the parents and its effect on the behavior of the leaners. Data were statistically treated with the suitable statistical tools such as mean and standard deviation, frequency and percentage Distribution, and Cramer's V. The respondents are learners and teachers from Dansalan Annex Elementary School located at Dansalan, Sapad, Lanao del Norte. The researcher used Parenting Style and Dimensions Questionnaire (PSDQ) and Children Behavior Checklist (CBC). Results showed that the respondents had experienced an authoritative way of parenting and revealed to have positive effect on the behavior of the learners. It revealed that there is a significant relationship between the authoritative, permissive, and uninvolved parenting to the learner's behavior. In contrast, authoritarian, has no significant relationship on the behavior of the learners. It is therefore recommended that the participation and support from the parents is needed in establishing a positive outcome in terms in the behavioral development of the learners and linked to have an influence on their academic performance. [ABSTRACT FROM AUTHOR]

Purpose: Parenting support is a pressing issue in Japan. The application of open dialogue (OD)—an alternative treatment for mental illnesses—to parenting support has generated considerable interest. This study aimed to describe the participants' experiences shared during a dialogic group session based on OD principles for mothers of young children facing parenting challenges. Methods: Five mothers with parenting concerns participated in five continuing group sessions over a half-year at a parenting support centre in Japan. The data comprised participants' utterances and feedback in each session, along with semi-structured individual interviews conducted after all sessions. Results: Qualitative descriptive analysis revealed six themes: "From initial surprise to growing ease with dialogue without a theme," "Talking and listening without interruption or judgement," "Reflections by the facilitators: insightful or uncomfortable?," "Learning to talk about difficult things," "Offering empathic advice without imposing opinions," and "Multiple voices helped deepen their thoughts and reflections." Conclusions: The participants discovered how to listen to others without judgement and verbalize thoughts that would otherwise have remained unvoiced. The sessions also enabled them to understand their families and themselves better. The dialogical group sessions demonstrated new possibilities for more open, mutually supportive communication. [ABSTRACT FROM AUTHOR]

Purpose: The aim of this study was to investigate the parenting behaviors and parental self-efficacy of parents of typically developing and child with an intellectual disability, considering their children's groups of with or without intellectual disability and other relevant variables. The study involved 1194 parents with children aged 3-6 years, of whom 521 parents had children with intellectual disabilities and the remaining 673 parents had typically developing children. Method: The data collection instruments used in this study were the Parental Behavior Scale Short Form and Parental Efficacy Scale. A t-test was used to compare parenting behavior and parental efficacy according to the child with or without an intellectual disability. In addition, MANOVA was used to compare parenting behavior and parental efficacy in relation to parents' level of education and to examine the possible interaction effect between these two independent variables. Results: The findings indicate that parents of typically developing children exhibit more positive parenting behaviors than parents of children with intellectual disabilities. However, the negative parenting behaviors of both groups were similar. In terms of parenting self-efficacy, parents of children with intellectual disabilities display higher self-efficacy than parents of typically developing children. The study also investigated whether there was a common effect in relation to child with or without an intellectual disability and parental education level, but no common effect was observed. Conclusion: Positive parenting behaviors and parental self-efficacy differed according to whether child with or without an intellectual disability. [ABSTRACT FROM AUTHOR]

This systematic review evaluates studies focusing on parenting and feeding practices, children's feeding behavior, and growth stunting in Asian countries. Eight electronic databases were searched to screen studies published between Jan 2015 and May 2021. There were contradictory findings related to gender differences in growth stunting and factors that reinforce/facilitate or inhibit acquisition of optimum growth in children. Theme of parenting practices showed that time spent on childcare, traditional beliefs about child-care feeding and responsive feeding were also contributing factors. Amidst economic improvement, political, social changes, and worldwide execution of various nutritional programs, stunting continues to be relentlessly persistent and widespread in Asia. Undernutrition disturbs areas of the mind involved in reasoning, reminiscence, locomotor skills and also an adverse influence on the physical and psychological growth of children and ensuing learning capabilities. Stunted children have more anxiety and depression and lower self-esteem than non-stunted children. A public health strategy is required to: (i) properly examine stunting with time through collaborated efforts of community members and various sectors, (ii) tackle malnutrition with steps to enhance maternal nutrition during pregnancy, infant feeding practices and (iii) involvement of effective multi-sectoral partnership programs for management of stunting. [ABSTRACT FROM AUTHOR]

Objective: Suicide is a leading cause of death in males aged 25–44 years, an age which often coincides with becoming a father. This review aims to synthesise the evidence of the prevalence of suicidal and self-harm ideation in fathers during the perinatal, postnatal and early parenting period. Methods: Five databases were searched (PsycINFO, Medline, Web of Science, PubMed and the Cochrane Database of Systematic Reviews) to identify papers published between 1 January 2000 and 9 March 2023. A meta-analysis was conducted to estimate the prevalence of suicidality and self-harm ideation across the included studies. Subgroup and sensitivity analyses were conducted to explore potential sources of heterogeneity. Results: A total of 4215 articles were identified, with 14 studies included in the review. The combined pooled prevalence of suicidal and self-harm ideation was 4.2% (95% CI [2.6%, 6.2%]). Prevalence estimates were higher for self-harm ideation at 5.1% (95% CI [2.6%, 6.2%]) than for suicidality at 3% (95% CI [0.9%, 6.1%]). Conclusions: This review found that a considerable proportion of fathers experience suicidal and self-harm ideation during the early years of parenting. However, the paucity of rigorous prevalence studies indicates that further research in this area is needed urgently. [ABSTRACT FROM AUTHOR]

Research has demonstrated benefits of paternal involvement during the prenatal stage: increased prenatal visits, better adherence to postpartum best practices, and improved communication between partners. In the United States, where maternal morbidity remains higher than other advanced economies, the need for varied interventions aimed at improving the wellbeing of the entire family unit should remain a top priority. In an arena that is understandably dominated by interventions aimed at expectant mothers, scholars also advocate for including men in prenatal health care to reduce maternal morbidity and mortality. In practice, however, they are often excluded. Evidence suggests paternal prenatal health interventions can result in better outcomes for the entire family, and researchers developed Father's Playbook – a free bilingual evidence-based app for expectant fathers – in support of that goal. This article examines the creation of and lessons learned from this health communication intervention which represents a case study of implementation science in the field of health communication. This article documents how the project moved from early formative research to app development and now ongoing promotion of a state-funded health communication and public health intervention utilizing a variety of research approaches. Researchers believe this intervention can serve as a blueprint for other public health and health communication practitioners. [ABSTRACT FROM AUTHOR]

Healthcare professionals play a crucial role in addressing the concerns of vaccine-hesitant parents since they form a trusted source for vaccine-related information. An increasing body of evidence suggests that healthcare professionals are faced with complexities when navigating the sensitive topic of parental vaccine hesitancy, as they balance their own vaccine- and context-specific concerns with institutional and societal pressures to vaccinate. Furthermore, health choices, such as parental choices for childhood vaccination, are often linked to moralisation. Given the emphasis on effective communication with vaccine-hesitant parents in the patient-centred care literature, it is important to consider healthcare professionals' interpretations of parental vaccine hesitancy. Hence, a deeper understanding of how healthcare professionals make sense of, and moralise, childhood vaccination can help us understand how moralisation might appear in their communication with hesitant parents (in)directly. Drawing on a critical social–psychological framework for discourse analysis, this study analyses 39 semi-structured interviews with healthcare professionals in Flanders, Belgium, and presents the discursive patterns articulated by healthcare professionals on parental vaccine hesitancy. The findings elucidate how healthcare professionals perpetuate, or resist, moral discourse in their accounts of vaccine hesitancy by constructing five different interpretative repertoires, that is, a "good" or "bad" parenting repertoire, a freedom of choice repertoire, an individual risk–benefit repertoire, a public health repertoire, and an accessibility repertoire. Our study highlights the complexities healthcare professionals experience in negotiating vaccine hesitancy, as their understandings of vaccine hesitancy are affected by, and contribute to, existing moral dilemmas and dominant discourses surrounding health and parenting. [ABSTRACT FROM AUTHOR]

A parent-directed intervention designed to foster growth-oriented mindsets about math was evaluated in a longitudinal randomized-control trial. Parents (N = 615; 61% White, 22% Black; 63% with at least a bachelor's degree) participated in the intervention or an active control condition in which they learned about the Common Core math curriculum. Parents reported on their math mindsets and parenting practices (e.g., autonomy-supportive math homework assistance) over 15–18 months; their young elementary school children's (Mage = 7.17 years; 50% girls) math adjustment (e.g., mindsets and achievement) was also assessed. The intervention (vs. control) led to sustained increases in parents' beliefs that math ability is malleable and math failure is beneficial for learning. The intervention, however, did not improve their math parenting practices or children's math adjustment relative to the control. Instead, there were generally improvements in math parenting practices and children's math adjustment over the course of the study regardless of condition, perhaps because the control condition provided parents with useful information about the Common Core math curriculum. Overall, the findings indicate that although the mindset intervention was effective in instilling stronger growth-oriented mindsets about math in parents, this did not translate into benefits for children's math learning over and above the active control condition. Public Significance Statement: The findings of this research indicate that although it is possible to enhance parents' beliefs about the malleability of math ability and the benefits of math failure, this does not translate into benefits for parents' math practices or children's math learning. The findings, however, point to the possibility that simply exposing parents to information about children's math learning has benefits. [ABSTRACT FROM AUTHOR]

Based on a longitudinal and ethnographic study, this research examines how women experience the emotional aspects of their maternal foodwork in England across social classes. Maternal foodwork is linked to guilt and anxiety due to intense gendered and class-related ideals of proper feeding within the context of responsibilising discourses. This article contributes to the literature by introducing a temporal perspective, exploring how emotions beyond anxiety transform as caregiving arrangements evolve over time. It reveals that middle-class mothers adopt a downscaling strategy to counter maternal guilt when maintaining the standards set by intensive feeding ideology proves to be challenging with time. Working-class mothers adopt the same strategy to counteract feelings of inadequacy tied to persistent institutional surveillance and the challenge of embodying middle-class dispositions. The study underscores women's capacity to cultivate agentic responses, albeit within the boundaries of their class habitus, crafting pockets of resistance against intensive feeding ideals. [ABSTRACT FROM AUTHOR]

Background: In situations where a child's mental well‐being is threatened, the parents also need support. The available support has been perceived as insufficient by both parents and professionals. Aim: To explore the views of experts‐by‐experience of the support needed by parents when a child's mental well‐being is threatened. Methods: A qualitative study with a phenomenological approach was conducted in Finland. The data were collected in six focus group interviews during the autumn of 2022. The participants (n = 26) were adult experts‐by‐experience who had experienced either mental well‐being challenges in their own childhood (before the age of 18 years) or experienced the mental well‐being challenges of a child from the role of a parent. The data were analysed using inductive content analysis. Results: The support needed by parents in situations where the mental well‐being of their child is at risk consists of support for parenting, support for sharing and support for surviving. Conclusion: Parents whose child's mental well‐being is at risk, need support both for their own well‐being and for their ability to support their child's well‐being. Support is needed not only from professionals but also from peers. [ABSTRACT FROM AUTHOR]

Introduction: Among people diagnosed with Amyotrophic Lateral Sclerosis (ALS), there are parents with children living at home. Children in families experiencing severe illness are exposed to stress and health risks. Since 2010, healthcare personnel in Norway must assess whether patients have children under 18 years of age and make sure the children's needs for support are met. A child's ability to cope with family life affected by a serious illness depends on how the parent without the disease manages the situation. Little is known about how the partner of someone affected by ALS manages being next of kin and a parent simultaneously, and what kind of support they need. Methods: During 2021–2022, six semi‐structured interviews were conducted with partners to persons with ALS, whom had children living at home. The interviews were transcribed verbatim and analysed through qualitative content analysis. Results: Three themes with subthemes emerged: (1) Together, yet alone; (a) restricted home life, (b) missing the sharing of responsibilities and tasks as equal parents, and (c) caught between children's and partner's needs; (2) Experience of coping while waiting for death; (a) cherishing the moments, (b) sense of coping and concern, and (c) ensuring to get recharged; and (3) Support in times of need; (a) difficult to ask the network for help and (b) the healthcare system does not see the whole family. Conclusions: Our respondents felt alone, caught between the needs of their children and partner, without necessary support from the services, and were left to handle everyday life with all new challenges on their own. Future healthcare services need to consider the challenges faced by families dealing with life‐limiting illnesses. A family‐focused perspective is needed, so is peer support and interventions that address both emotional and practical aspects of life with an ill partner. [ABSTRACT FROM AUTHOR]

Background and aim: Globally, harmful substance use is among the leading causes of premature deaths in the general population, and most of these behaviours are initiated during pre‐adolescence to young adulthood. Preventing the onset or reducing the prevalence of substance use among young people is thus a global health priority. Diverse school‐based interventions have been implemented in low‐and‐middle‐income countries (LMICs); however, evidence regarding their theoretical underpinnings and core components is lacking. The aim of this scoping review was to identify the underlying (social/behavioural) theories, models or frameworks (TMF) and core (practical) components of school‐based interventions in LMICs aimed at preventing the onset or reducing the prevalence of substance use among young people. Methods: Using the Joanna Briggs Institute (JBI) guidance for conducting scoping reviews, we searched scientific literature databases for articles published from 1995 to 2022. A further search was conducted using the reference lists of included articles. We selected randomized and non‐randomized trials of school‐based interventions in LMICs that aimed at preventing the onset or reducing the prevalence of substance use among young people. We used Covidence software to screen titles and abstracts, as well as full texts. We then extracted the data and analysed it using a descriptive content analysis approach. Two reviewers conducted the screening, extraction and data analysis and discussed discrepancies, and clarified doubts and uncertainties through consultation with the other team members. Findings: A total of 58 articles were included in the review. Most articles (63.8%) used either a single or combination of two or more TMFs to inform their interventions. The most widely used TMF was social learning theory followed by theory of planned behaviour. We identified six core components of substance use prevention interventions: education, school environment, school policy, parental involvement, peer engagement and counselling. Conclusion: This scoping review outlines the core components of school‐based substance use prevention interventions used in low‐and‐middle‐income countries and the common theories, models or frameworks that underpin the design of those interventions. [ABSTRACT FROM AUTHOR]

Background: Well Parent Japan (WPJ) is a new hybrid group parent training programme combining sessions to improve mothers' psychological well‐being with a culturally adapted version of the New Forest Parenting Programme (NFPP). This study investigates the effectiveness and cost‐effectiveness of WPJ against treatment as usual (TAU) within Japanese child mental health services. Methods: TRANSFORM was a pragmatic multi‐site randomised controlled trial (RCT) with two parallel arms. Altogether 124 mothers of 6–12‐year‐old children with DSM‐5 ADHD were randomised to WPJ (n = 65) or TAU (n = 59). Participants were assessed at baseline, post‐treatment and three‐month follow‐up. The primary outcome was parent‐domain stress following intervention. Secondary outcomes included maternal reports of child‐domain stress, parenting practices, parenting efficacy, mood, family strain, child behaviour and impairment. Objective measures of the parent–child relationship were collected at baseline and post‐treatment. Data analysis was intention to treat (ITT) with treatment effects quantified through analysis of covariance (ANCOVA) via multilevel modelling. An incremental cost‐effectiveness ratio (ICER) assessed WPJ's cost‐effectiveness. Results: WPJ was superior to TAU in reducing parent‐domain stress post‐treatment (adjusted mean difference = 5.05, 95% CI 0.33 to 9.81, p =.036) and at follow‐up (adjusted mean difference 4.82, 95% CI 0.09 to 9.55, p =.046). Significant WPJ intervention effects were also observed for parenting practices, parenting efficacy and family strain. WPJ and TAU were not significantly different post‐intervention or at follow‐up for the other secondary outcomes. The incremental cost of WPJ was 34,202 JPY (315.81 USD). The probability that WPJ is cost‐effective is 74% at 10,000 JPY (USD 108.30) per one‐point improvement in parenting stress, 92% at 20,000 JPY (216.60 USD). The programme was delivered with high fidelity and excellent retention. Conclusions: WPJ can be delivered in routine clinical care at modest cost with positive effects on self‐reported well‐being of the mothers, parenting practices and family coping. WPJ is a promising addition to psychosocial interventions for ADHD in Japan. [ABSTRACT FROM AUTHOR]

Autistic children show higher rates of co-occurring emotional and behavioural difficulties compared to other children in the general population. However, the environmental factors which contribute to the development of emotional (internalising) and behavioural (externalising) difficulties in autistic individuals are poorly understood. This study sought to investigate the association between harsh parenting (smacking, shouting, telling off) and the trajectories of emotional and behavioural difficulties in autistic children from ages 3 to 7. A sample comprising of 349 autistic children participated from the UK's Millennium Cohort Study. Associations between harsh parenting and child emotional and behavioural difficulties were modelled using multilevel growth curve models. In autistic children, harsh parenting was associated with total emotional and behavioural difficulties and behavioural (but not emotional) problems concurrently. Moreover, harsh parenting was not associated with changes in emotional and behavioural difficulties over time. Harsh parenting may have an important role in externalising problems in young autistic children indicating the need for public health strategies which educate parents on its effects. [ABSTRACT FROM AUTHOR]

Parents of children with autism spectrum disorder (ASD) report increased distress relative to parents of children with neurotypical development. Parent well-being is generally considered a key determinant of parenting behavior, thus increased distress may spill over into less optimal parenting in families of children with ASD. However, evidence is mixed regarding the degree to which parenting is actually compromised in this population, suggesting the possibility of buffering, wherein the parenting of children with ASD may be robust against spillover from increased parental distress. The current study tested competing spillover and buffering models with regard to relations among child ASD status, parental distress, and parenting behavior. Parents of preschoolers with (n = 73) and without (n = 55) ASD completed self-report measures of parenting stress, depressive symptoms, and emotion dysregulation, as well as of positive and negative parenting behaviors. Families of preschoolers with ASD reported higher distress and negative parenting, and lower positive parenting than did their counterparts. Findings supported the spillover model for negative parenting such that increased parental distress accounted for status-group differences in negative parenting. In contrast, potential buffering was observed for positive parenting in that an inverse association between distress and parenting was observed for parents of children with neurotypical development only. Findings highlight the potential benefit of intervention to reduce parental distress in families of children with ASD, but also suggest some existing ability of these families to buffer certain parenting behaviors from deleterious effects of parent distress. [ABSTRACT FROM AUTHOR]

For decades, language and literacy scholars working within a sociocultural framework have laboured to bring attention to the strengths of marginalized students in an effort to create more inclusive and equitable learning environments (e.g., Cummins, 2000 ; Dyson, 1997 ; González et al., 2005 ; Heath, 1983). While this work has moved the field forward in invaluable ways, it has not consistently engaged with processes of marginalization as a complex practice, which has produced gaps in our understanding of how we can best address it in research and practice to the benefit of all learners. Drawing on the notions of literacy socialization (Sterponi, 2012) and syncretic literacy (Duranti and Ochs, 1996 ; Gregory et al., 2013a), in this paper I conduct a close examination of the in- and out-of-school literacy socialization practices of Max Calfu, a seven-year-old Chilean-Canadian boy, over the course of a year-long ethnography that I conducted with his family at their home, at his Spanish-English bilingual public school, and in transit between home and school in a large Western Canadian city. At school, Max's Indigenous identity was regularly rendered invisible by the cultural capital his Chilean-national heritage held within the Spanish bilingual program (Calderón and Urrieta, 2019). Using thematic analysis (Saldaña, 2013), I demonstrate how Max incorporated the wolf figure into his literacy practices over the course of the research year, considering multiple scales of space and time, and in relation to key mediators. My analysis calls attention to the ways in which he drew on his syncretic literacy experiences to author his Indigenous identity in official and unofficial learning spaces. I conclude the paper by arguing that examining syncretism in children's literacy practices can lay the foundation for a more ethically, emotionally, and culturally engaged language education. [ABSTRACT FROM AUTHOR]

Little research exists on the human immunodeficiency virus (HIV)-intimate partner violence (IPV)-mental health (MH) syndemic impact on parenting. The objective of this scoping review is to identify and summarize the available evidence regarding the syndemic relationship between HIV or Acquired Immune Deficiency Syndrome (AIDS), IPV, and poor MH among mothers and caregivers who identify as women. We conducted the review according to the Joanna Briggs Institute and Preferred Reporting Items for Systematic reviews and meta-analyses extension for scoping reviews guidelines, a comprehensive search was conducted from 2001 to September 2023. The inclusion criteria targeted studies examining at least two of the HIV, IPV, or MH epidemics among participants and their syndemic impact on parenting. Both qualitative and quantitative studies were included. Covidence software was used to screen and extract data. Twenty-three studies were included in the analysis. Most of the studies were conducted in the United States. Furthermore, all the studies used quantitative research designs, with most being longitudinal. Most of the research was concentrated on the IPV-MH syndemic with no research found on the HIV-IPV syndemic impact on parenting. Research on the HIV-IPV-MH syndemic found that an HIV diagnosis exacerbated the negative impacts of IPV-MH on parenting. Research on IPV-MH showed that this syndemic significantly influences parenting, leading to less nurturing and more punitive behaviors. Studies did not find a direct association between IPV and harsh parenting practices, the relationship was mediated by poor MH. Studies examining the HIV-MH syndemic found that anxiety and maternal depression were the most frequent MH disorders. The review revealed that living with the different syndemics, (IPV-MH-HIV, HIV-MH, and IPV-MH) adversely affects parenting practices, resulting in harsher parenting. [ABSTRACT FROM AUTHOR]

Emotional and behavioral regulations are crucial for the development of perceptive, responsive, and flexible parenting. Moreover, maternal emotional dysregulation constitutes a risk for maltreatment behaviors. The present study aimed to conduct a systematic review of empirical studies on the associations between mothers' emotional and behavioral regulations and parenting practices with their children or adolescents. A systematic review was conducted, including papers that addressed these variables, analyzing the direct effects, and moderation or mediation effects of maternal emotional and behavioral regulation on parenting practices, targeting child and adolescent samples. We identified 35 studies for analysis. Most of the studies (86%) showed significant associations between maternal emotional and behavioral regulation and parenting practices. Mothers' emotional dysregulation was related to a high risk of maltreatment and negative parenting, such as unsupportive reactions and harsh discipline. High maternal emotional dysregulation and negative parenting, in turn, were associated with children's aggressive behaviors. Conversely, when mothers exhibited high emotional regulation, they engaged in more positive and supportive parenting. Additionally, maternal behavioral regulation with inhibitory control and effortful control led to supportive and warm parenting. Individual and contextual factors, such as maternal victimization history and symptoms of inattention and hyperactivity, had effects on maternal emotional dysregulation, which, in turn, impacted their parenting practices. Consequently, emotional and behavioral regulation played a crucial role in mothers' parenting practices with their children and adolescents. The findings of the current review could contribute to planning parenting interventions, including maternal emotional and behavioral regulation skills, aimed at preventing maltreatment of their children. [ABSTRACT FROM AUTHOR]

Background and Aims: This study examined how parenting styles influence children's language skills and reading comprehension. Materials and Methods: Six hundred and eighty‐five Chinese‐speaking third graders (Mage = 9.23 years, SD =.66; 341 girls) were randomly recruited from eight primary schools. We measured students' primary caregivers' parenting styles, parental education, family income, migration status, number of children's extracurricular books in the home and family cohesion at Wave 1 (i.e. grade 3). We also assessed students' reading motivation, language skills (i.e. vocabulary knowledge and syntactic awareness) and reading comprehension at Wave 2 (i.e. grade 4). Results: The structural equation model analysis revealed that parenting styles indirectly affect language and reading comprehension development, with authoritative and authoritarian parenting exerting different influences on the two outcomes. Specifically, authoritative parenting was positively related to the number of children's books, which in turn was directly, or indirectly through reading motivation, associated with children's language skills and reading comprehension. In contrast, authoritarian parenting was negatively related to family cohesion, which was associated with children's reading motivation, and consequently, their language skills and reading comprehension. The multigroup analysis showed that the indirect pathways varied slightly across parental migration statuses. Discussion and Conclusion: These findings enhance the global understanding of the pathways linking parenting styles to children's language skills and reading comprehension, suggesting that educators and researchers should not overly emphasize the direct role of parenting styles in children's academic performance. [ABSTRACT FROM AUTHOR]

Background: Parent involvement strongly correlates with children's educational attainment. Sociocultural shifts in parenting roles and shared responsibilities have driven an increase in the need for involvement of fathers in activities to support their children's educational development. Several factors are thought to influence father involvement in children's education; however, the most salient factors remain unclear. Aims: To examine which variables correlate with father involvement in their children's education using a combination of demographic, parent‐related and employment‐related variance. Sample: A total of 166 fathers of at least one child aged 6–17 years and residing across five industrialized Western countries participated in an online survey. Method: Hierarchical multiple regression analysis (HMRA) was performed to examine the total and incremental variance using regression models including demographic, parenting‐ and employment‐related variables linked to educational involvement. Results and Conclusions: The variables included in the current study could explain a large and statistically significant 34% of the variability in fathers' educational involvement. Of these variables, only four were statistically significant in the final model. Specifically, fathers were more likely to be engaged in their children's education when their children were younger, and when parent self‐efficacy, positive work‐to‐family interface and financial anxiety were high. The study's findings indicate that a positive work environment can help fathers better support their children's education, offering a new focus for future interventions and policies. This includes those focused on targeting work‐related constructs to optimize family functioning. [ABSTRACT FROM AUTHOR]