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Purpose: This study examined the feasibility, acceptability, and preliminary effectiveness of Parenting for Lifelong Health for Parents and Adolescents program in reducing the risk of child maltreatment in Chinese families with adolescents. Methods: A pre-post single-arm pilot trial was conducted in July and August, 2023, and involved 16 parents and 13 teenagers with a mixed-methods design to collect both quantitative and qualitative data. Results: Parents reported enhanced positive parenting and reduced child behavioral problems. Adolescents reported decreased general child maltreatment and emotional maltreatment, along with perceived improvements in positive parenting and parent-child communication. Thematic analyses suggested of tangible benefits for participants, as well as for their family dynamics. Discussion: The program demonstrated promising feasibility, and it was significantly associated with reduced adolescent maltreatment. Further rigorous randomized controlled trials are needed. [ABSTRACT FROM AUTHOR]

Background: Stepping Stones Triple P (SSTP) is a complex parent‐mediated intervention aimed to reduce behaviours that challenge in children with moderate to severe intellectual disabilities, aged 30–59 months. Methods: To formulate a comprehensive understanding of SSTP implementation in the UK, we conducted a process evaluation collecting stakeholder views and considering intervention fidelity, dose, reach, delivery adaptations, and acceptability. Results: Fidelity and quality of delivery ratings were high. Parents perceived SSTP as valuable, reporting increased parental confidence and understanding of the child's behaviours. However, only 30% of families received an adequate dose of the intervention. Parents who only received treatment as usual described feeling abandoned by current services. Service managers emphasised the importance of availability of resources and therapist training for successful intervention delivery. Conclusions: SSTP supports effective management of early‐onset behaviours that challenge. Further work is needed to ensure equitable access to the intervention across health and social care services. Trial Registration: NCT03086876 – https://www.clinicaltrials.gov/ct2/show/NCT03086876?term=Hassiotis+Angela&draw=1&rank=1. [ABSTRACT FROM AUTHOR]

This study was conducted to measure the digital parenting awareness, attitude and self‐efficacy perceptions of parents of children with special needs and to determine whether they differ according to the disability status of their children. A total of 180 parents of children with special needs from various regions of Turkey participated in the study. This study was conducted using a relational screening model. Data were collected using digital parenting awareness, attitude and self‐efficacy perception scales and analysed using descriptive and correlational statistical methods. The findings revealed that parents had moderate levels of awareness, positive attitudes and self‐efficacy perceptions regarding digital parenting, but these variables showed significant differences according to the disability status of the children. In particular, parents of children with learning disabilities had higher digital parenting awareness than parents of other disability groups. In addition, a positive and significant relationship was found between parents' digital parenting awareness, attitudes and self‐efficacy perception. The findings of this study are important and contribute to both the practical and theoretical perspectives. In applicable terms, this study revealed the needs and expectations of parents of children with special needs regarding digital parenting. Theoretically, this is a rare study that examines the situation and experiences of parents with children with special needs in digital parenting. This study emphasizes the need for further research on digital parenting.Practitioner notesWhat is already known about this topicExisting research underscores the importance of digital parenting in the contemporary era, highlighting the need for parents to navigate the challenges and opportunities presented by technology in child‐rearing.Parental self‐efficacy in managing digital resources has been identified as a crucial factor in promoting children's effective and safe use of technology.Positive parental attitudes towards technology have been associated with healthier digital habits and development in children.What this paper addsThis study contributes to the literature by specifically focusing on parents of children with special needs and recognizing the unique challenges and opportunities they face in the realm of digital parenting.Findings revealed that parents of children with learning disabilities exhibit higher levels of digital parenting awareness, emphasizing the need for tailored interventions and support for different disability groups.The positive and significant relationship identified between digital parenting awareness, attitudes and self‐efficacy underscores the holistic nature of these factors and highlights the potential impact of comprehensive digital parenting programs.Implications for practice and/or policyDevelop targeted digital parenting support programmes that address the specific needs of parents with children with special needs, considering the variations among different disability groups.Advocates of inclusive education policies that incorporate digital parenting education as a vital component, recognizing its significance in the overall well‐being.Recognize the role of both mothers and fathers in digital parenting and design interventions that consider the unique perspectives and challenges faced by each gender.Facilitate collaboration between digital parenting experts and special education professionals to create comprehensive resources and training materials that cater to the diverse needs of children with special needs.Conduct longitudinal studies to assess the long‐term impact of digital parenting interventions on the development, well‐being, and digital literacy of children with special needs. This can inform the refinement of future programs and policies in this domain. [ABSTRACT FROM AUTHOR]

Although exposure-based practices are effective in treating selective mutism, difficulties arise when the child refuses to visit a clinical center. In this situation, it is important to intervene using remote technology and to support parents who have children with selective mutism. In this patient report, an exposure-based intervention using online technology was implemented for an 8-year-old girl with selective mutism. In addition, her mother was also experiencing increased parenting stress. Therefore, the mother received behavioral parent training specifically designed for parents of children with selective mutism. As a result, the child's nervousness decreased during the intervention, and the frequency of their speech, facial expression, and body motion improved. Initially, the child refused to visit our clinical center. However, they eventually agreed and managed to communicate non-verbally with the primary author in our clinical center. Behavioral parent training for selective mutism improved her mother's understanding of the condition, the way she interacts with her child, and reduced her parenting stress. Implementing Internet-based interventions is highly beneficial because it significantly reduces the fear of clinic or hospital visits among children with selective mutism. Furthermore, behavioral parent training tailored to selective mutism to improve parental stress and interaction can be a valuable support option for parents of children with selective mutism. [ABSTRACT FROM AUTHOR]

Background Parent training (PT) programs have been implemented for neurodevelopmental disorders such as autism spectrum disorder (ASD) in recent years. However, in Southeast Asia, the diffusion of rehabilitation programs for children with ASD and that of PT as a parental support measure has been slow. Methods This study assessed the effectiveness of an online PT program that was developed in Japan and remotely delivered to Vietnamese parents of children with ASD residing in Vietnam. Sixteen parents of Vietnamese children with ASD participated in seven online Tottori University-style PT sessions. The online PT was conducted in real-time from Japan, considering the two-hour time difference between countries. Lectures and exercises were presented in Vietnamese with PowerPoint materials. Japanese staff provided explanations in Japanese, which were then simultaneously translated by a Vietnamese interpreter. Attendance, completion of homework assignments, and the number of statements on Zoom and social media were tallied. A pre-post-test design was employed to measure changes in parents' mental health factors and children's behavior. A post-intervention questionnaire was administered to assess participant's acceptance of PT. Results The findings showed that attendance and task completion rates were considerably high. The study found that the mental health scores of parents significantly improved after participating in online parenting training compared to before. However, there were no statistically significant improvements found in children's behavior. The study also confirmed high satisfaction with the cross-country online parenting training. Conclusion This study confirmed that TUPT, developed in Japan and implemented as an online PT for parents of children with ASD living in Vietnam, was effective in improving parental mental health. The program acceptability questionnaire also showed positive results. This study is the first step in the evaluation and dissemination of Internet-based, cross-country parent training for parental support in Asia. [ABSTRACT FROM AUTHOR]

Caregivers of children with autism spectrum disorder (ASD) often report higher levels of stress and mental health issues. Support services and parent training programs may help buffer the effects of caring for a child with ASD. However, due to the national lack of trained ASD providers and disparity of ASD support resources available in rural areas, caregivers often go without support. A possible solution to reach caregivers in rural areas is web-based interventions. This paper describes an ongoing pilot study examining the feasibility, acceptability, and preliminary effects on caregiver well-being and disruptive child behaviors for a web-based parent training program (Attend Behavior) for caregivers of young children (ages 2–11 years old) with autism spectrum disorder (ASD) living in rural areas (trial registration NCT05554198). The intervention is available on the internet as well as a downloadable app for mobile phones. Participants will be invited to use the intervention program for 12-weeks. Prior to using the program, participants will be asked to take a baseline survey assessing depressive symptoms (PROMIS Depression Short Form-6a), caregiver stress (Parenting Stress Index-Short Form), child disruptive behaviors (Home Situations Questionnaire-ASD and Aberrant Behavior Checklist). After 12-weeks, participants will be asked to complete a post-intervention survey with the same measurement scales plus questions regarding intervention acceptability, appropriateness, and feasibility (Acceptability of Intervention, Intervention Appropriateness Measure, and the Feasibility of Intervention Measure). Participants are also invited to partake in a brief 1:1 interview with a study team member to give further feedback regarding the intervention. Study retention and participant app usage data will be examined. Information generated from this pilot study will be used to inform a future larger scale randomized control trial of Attend Behavior. [ABSTRACT FROM AUTHOR]

Background : Vulnerable children, including those with neuro-developmental delays and disabilities, often face barriers in accessing early primary education, thus hindering progress toward Sustainable Development Goal 4.2. Evidence-based interventions are essential to enhancing inclusivity and establishing sustainable implementation strategies to address this challenge. This study, Every Newborn—Reach up Early Education Intervention for All Children (EN-REACH), builds on the previous Every Newborn- Simplified Measurement Integrating Longitudinal Neurodevelopmental and Growth (EN-SMILING) observational cohort study. This paper provides the protocol for a cluster randomized controlled trial (cRCT) to evaluate the effectiveness of a parenting group intervention program for enhancing school readiness in Bangladesh, Nepal, and Tanzania, and an embedded process evaluation to inform scalability and feasibility. Methods: EN-REACH is a cRCT with at least 150 clusters to evaluate the impact of a parent training program led by trained parent-teacher facilitator pairs, focusing on children aged 4 ~ 6 years preparing for preschool. Approximately 500 participants from the EN-SMILING cohort at each site have been identified. A geographic information system will define ~ 50 clusters in each of the three countries, each with approximately ten parent–child dyads. Half the clusters will be randomly assigned to intervention and control groups. The primary outcome is "school readiness", assessed using the Measuring Early Learning Quality and Outcomes tool. Secondary outcomes include Intelligence Quotient, child functioning, growth, visual, and hearing assessments. Data will be collected at baseline, and post-intervention data following implementation of the parent group intervention sessions over approximately 5 months. Quantitative data on coverage and quality care, combined with qualitative insights from children, caregivers, facilitators, and stakeholders' perspectives, will be used to conduct a process evaluation applying the Reach, Effectiveness, Adoption, Implementation, and Maintenance (RE-AIM) framework. Discussion: This protocol details a trial focused on enhancing school readiness and cognitive abilities in young children, inclusive of those with disabilities, aiming to bridge gap from home to early primary education. EN-REACH aims to provide insights into the effectiveness and acceptability of a co-designed disability-inclusive school readiness program in three countries, potentially impacting national and global policies for all children, including those with disabilities. Trial registration: The trial was retrospectively registered on clinicaltrials.gov on 29 February 2024 (NCT06334627). [ABSTRACT FROM AUTHOR]

Background: Chronic pain often clusters in families, where parents and their offspring both experience chronic pain conditions. Young children of parents with irritable bowel syndrome (IBS) represent an at-risk group for the development of abdominal pain, disability, and excess health care visits in later childhood. Parental solicitous responses to children's expressions of discomfort and maternal modeling of their own illness behavior contribute to a greater focus on somatic sensations, leading to illness behaviors in children. This randomized controlled trial will test the effectiveness of an early preventive web-based psychosocial intervention (REACH)[TM] vs. an educational web-based safety comparison condition delivered to parents with IBS to alter parental responses and lead to improved child health and decreased health care costs. Methods: Parents with IBS who have children ages 4–7 years are recruited via community-based approaches (e.g., social media advertisements, school electronic distribution, research networks) and health care providers. The target sample is 460 parents randomized to REACH, a web-based social learning and cognitive behavior therapy (SLCBT) intervention or an educational web-based safety comparison condition (EC). Participants will be assessed at baseline, 6-week (immediate post-intervention), 6-month, 12-month, and 18-month follow-up periods (months post-completion of intervention). The primary outcome is change in parental solicitous/protective behaviors. Secondary outcomes include parent risk and protective factors, child health and symptom outcomes, and health care utilization and cost savings. Discussion: This study adapts a validated, parent-delivered intervention to treat chronic pain in children to a web-based application designed to prevent the development of chronic pain in very young, high-risk children. If successful, this strategy can both prevent adverse sequelae of this condition from developing as well as be widely accessible. Furthermore, the availability of a prevention model for parent training could result in significant short- and long-term health benefits across a broad spectrum of conditions. Trial registration: ClinicalTrials.gov NCT05730491. Registered on February 15, 2023. [ABSTRACT FROM AUTHOR]

Parenting training has been considered crucial to improving child development. The Tanoto Foundation's parenting program intervention was started in 2021 when the COVID-19 pandemic impacted government policies in Indonesia. Preventive measures that limit mobility affect the sustainability of face-to-face parenting interventions. The study aimed to explore alternative intervention methods, such as face-to-face, blended, online with facilitators, and self-learning, for parenting skills learning during emergencies. A 1-year non-randomized quasi-field experiment using a mixed quantitative-qualitative approach was conducted to 762 participants. SIGAP Q, the HOME Inventory, and CREDI were used for quantitative measurements, while interviews and focused group discussions (FGDs) provided qualitative data. The quantitative data were analyzed using multiway ANOVA, and the qualitative data were analyzed using thematic analysis. The study found that all interventionmodalities delivered positive outcomes. In contrast, face-to-face delivered the largest gain, followed by online with facilitators, blended learning, and online self-learning (a web-based learning management system). As an alternative, online with facilitators is the best for delivering parenting materials, followed by online self-learning (independent) modes of intervention. Blended and online models provide alternative models in emergency contexts. Implications are discussed in this article. [ABSTRACT FROM AUTHOR]

Objectives: There is limited evidence on the effectiveness of parenting interventions to improve disruptive behaviour in children with intellectual developmental disabilities. This clinical trial evaluated whether an adapted group parenting intervention for preschool children with intellectual developmental disabilities who display challenging behaviour is superior to treatment as usual in England. Study design: 261 children aged 30–59 months with moderate to severe intellectual developmental disabilities and challenging behaviour were randomised to either the intervention (Stepping Stones Triple P) and treatment as usual or treatment as usual alone. The primary outcome was the parent-rated Child Behaviour Checklist at 52 weeks after randomisation. A health economic evaluation was also completed. Results: We found no significant difference between arms on the primary outcome (mean difference -4.23; 95% CI: -9.99 to 1.53; p = 0.147). However, a subgroup analysis suggests the intervention was effective for participants randomised before the COVID-19 pandemic (mean difference -7.12; 95% CI: -13.44 to -0.81; p = 0.046). Furthermore, a complier average causal effects analysis (mean difference -11.53; 95% CI: -26.97 to 3.91; p = 0.143) suggests the intervention requires participants to receive a sufficient intervention dose. The intervention generated statistically significant cost savings (-£1,057.88; 95% CI -£3,218.6 to -£46.67) but the mean point estimate in Quality Adjusted Life Years was similar in both groups. Conclusion: This study did not find an effect of the intervention on reducing challenging behaviour, but this may have been influenced by problems with engagement. The intervention could be considered by services as an early intervention if families are supported to attend, especially given its low cost. [ABSTRACT FROM AUTHOR]

The purpose of this study was to understand the associations of Thai parents' cultural values (i.e., individualism, collectivism and conformity) with parenting behaviour (i.e., warmth, autonomy granting, rules/limit‐setting, knowledge solicitation and expectations regarding children's family obligations) and children's adjustment (i.e., internalising and externalising problems). These data were collected via child, mother and father reports when the children were 10 years old, on average. Mothers' individualism was correlated with more parental autonomy granting. Fathers' individualism was correlated with higher maternal expectations regarding children's family obligations. Parents' higher collectivism was correlated with more with parental warmth. Mothers' higher collectivism was also correlated with more parental knowledge solicitation, and fathers' higher collectivism was also associated with mothers' and fathers' higher expectations regarding children's family obligations. Fathers' higher conformity values were correlated with more parental autonomy granting and with fewer child internalising and externalising behaviours. However, after controlling for child gender, parent education and the other cultural values, mothers' and fathers' collectivism remained the only significant cultural value predicting parenting behaviours. Results advance understanding of relations between cultural values of Thai mothers and fathers and their parenting behaviours and children's adjustment. [ABSTRACT FROM AUTHOR]

The present study examined the association of mothers' and fathers' individualism, collectivism and conformity values with parenting behaviours and child adjustment during middle childhood in an Italian sample. Children (n = 194; 95 from Naples and 99 from Rome; 49% girls) were 10.93 years old (SD =.61) at the time of data collection. Their mothers (n = 194) and fathers (n = 152) also participated. Mother and father reports were collected about parental individualism and collectivism, conformity values, warmth, family obligations expectations and their children's internalising and externalising problems. Child reports were collected about their parents' warmth, psychological control, rules/limit‐setting, family obligations expectations and their own internalising and externalising behaviours. Multiple regressions predicted each of the parenting and child adjustment variables from the value variables, controlling for child gender and parent education. Results showed that maternal collectivism was associated with high psychological control, parental collectivism was associated with high expectations regarding children's family obligations and fathers' conformity values were associated with more child internalising behaviours. Overall, the present study shed light on how parents' cultural values are related to some parenting practices and children's internalising problems in Italy. [ABSTRACT FROM AUTHOR]

Fatherhood interventions have emerged as significant tools for strengthening father identity and parenting skills. Despite the growing evidence of the effectiveness and benefits of these interventions for fathers and their families, there are limited studies on fathers' and providers' perspectives and experiences with the implementation of father‐based interventions. To fill this gap, we explore the unique experiences of the Black and Latino programme staff and fathers in the implementation of the 24/7 Dad® intervention. Qualitative data were collected between October 2021 and February 2022 from all programme staff (n = 7) and selected Dad 24/7 fathers (n = 20) from the English (n = 10) and Spanish (n = 10) intervention groups. All programme staff completed a semi‐structured interview via phone and/or video conferencing. A qualitative descriptive approach was used for analysis. Average age of staff was 53 years; mean age of fathers was 43 years. Among staff, 43% were Black, and 57% were Latino. Fathers self‐identified as Black (30%) and Latino (70%). Three key staff themes were benefits to fathers, impact on fathers and facilitators, and ways to strengthen fatherhood interventions. Three key father themes were intervention benefits, intervention impact (what 'made it work') and ways to strengthen intervention services. Fathering is a key component in maintaining healthy families and communities. Fatherhood interventions have great potential for empowering fathers and strengthening families. Finding ways to a relational approach, allocating more time for robust participation and building on facilitators' experiences and assets can help strengthen the impact of fatherhood interventions. [ABSTRACT FROM AUTHOR]

The Alabama parenting questionnaire (APQ) is a commonly used instrument for assessing parenting practices and evaluating treatment outcomes of parent‐training interventions targeting child conduct problems. In the present study we translated and developed a Swedish version of the APQ parent version and tested it on a community sample of 799 parents of children between 6 and 15 years with diverse socioeconomic backgrounds. Data were collected through an online survey distributed through school newsletters and social media. Exploratory factor analysis (EFA) suggested a five‐factor model with 23 items. Four of these factors correspond to the subscales suggested in the original version of the APQ: inconsistent discipline, poor monitoring, involvement, and positive parenting. The fifth subscale from the original APQ, corporal punishment, did not show up as a factor in our data sample. Instead, a new factor, which we refer to as contingency management, was revealed. A confirmatory factor analysis further suggested some misalignment between the original APQ subscale structure and our sample, which we interpret as a signal that the instrument may need refinement to better reflect contemporary parenting methods in diverse cultural contexts. Despite this limitation, and with the exclusion of the corporal punishment subscale, which should be employed judiciously, our results suggest that the Swedish version of the APQ can be a useful instrument in measuring parenting practices in Sweden. We present norm data stratified by child age, which practitioners and researchers can use as a reference for assessment of parenting practices in the Swedish population. [ABSTRACT FROM AUTHOR]

The importance of parent-child shared book reading (SBR) is well established. However, there is a limited understanding of parental interaction patterns during SBR among preschool children in the Indian context. Using a cross-sectional observational study design, mothers' verbal and nonverbal behavior during SBR was analyzed in 26 Kannada-speaking mother-child dyads. Relationships between the quantity of SBR experiences and parental attitudes and beliefs about storybook reading were examined. Findings revealed that mothers predominantly used dialogic reading strategies followed by extra-textual talk, print referencing strategies, and nonverbal strategies. Few correlations were found between parental attitudes and beliefs and the quantity of SBR experiences. Implications for parent training in SBR are discussed. [ABSTRACT FROM AUTHOR]

Inconsistent program engagement is a common barrier in neighborhoods where families face significant structural, economic, and wellbeing challenges. Sulphur Springs is an under-served, low-income, predominantly Black community in Tampa, Florida where funding efforts have catalyzed targeted service responses, yet many agencies continue to report barriers to engaging families in programs. Ethnographic research methods were used to better understand the barriers to engagement in programs at a neighborhood family center. Analysis of in-depth interviews with parents (n = 11) and staff (n = 7) revealed four key areas where participants perceived engagement challenges, including neighborhood conditions, relevance and fit, understanding of Black families' needs, and program infrastructure. The authors highlight perspectives of parents and staff to give voice to important insights that are typically underrepresented in program development and illustrate the numerous—and often subtle—ways that racial ideologies inform program development and acceptance. This study offers suggestions for improving engagement by reconsidering approaches to programming that better meet the needs of Black families in neighborhoods like Sulphur Springs. Highlights: Child-abuse prevention agencies face unique challenges in consistently engaging Black, low-income families in programs. Existing research provides little guidance on how to best adapt prevention services to meet Black families' needs. Evolving rapid qualitative methods are well-suited to examining phenomena of service providers and users in a short timeframe. Neighborhood conditions, relevance and fit, and agency infrastructure were key challenges identified by participants. Addressing organizational capacity to serve Black families and assessing specific community needs may improve engagement. [ABSTRACT FROM AUTHOR]

Fathers are at increased risk of mental health difficulties such as depression during the first postnatal year, however little is currently known about the extent to which fathers experience symptoms of anxiety and stress, and the factors associated with these symptoms. This study aimed to: (1) investigate the extent to which fathers accessing support to strengthen their coparenting relationship through a community health organisation experience depressive, anxiety and stress symptoms during the first postnatal year, and (2) examine associations between a broad range of individual, child, and family factors and fathers' depressive, anxiety, and stress symptoms during the first postnatal year. This study involved secondary analysis of routinely collected data from 170 fathers of children aged 0–12 months who were enroled in a coparenting intervention programme delivered by a community health organisation in Melbourne, Australia. Elevated symptoms of stress were reported by ~28% of fathers, while elevated symptoms of depression and anxiety were reported by ~26% and 16% of fathers, respectively. Multiple regression analyses revealed evidence for associations between reduced parental self-efficacy and higher depressive and stress symptoms, while infant regulation difficulties and increased interparental conflict were associated with higher levels of stress. This study highlights that fathers are at risk of mental health difficulties during the first postnatal year. Findings demonstrate the importance of undertaking a broad assessment of fathers' mental health during the first postnatal year and provide important insights into individual, child, and family factors that may represent optimal targets for prevention and early intervention. Highlights: Focus on mental health of fathers of children aged 0–12 months enroled in a coparenting programme in Australia. The extent to which fathers experienced depressive, anxiety and stress symptoms, and the factors associated with these symptoms were explored. Reduced parental self-efficacy was associated with higher depressive symptoms. Reduced parental self-efficacy, infant dysregulation, and increased parental conflict were associated with higher stress. A range of individual, child, and family factors may represent important targets for prevention and early intervention of mental health difficulties in fathers. [ABSTRACT FROM AUTHOR]

Schools and school teachers often focus on content aimed at delaying sexual debut and preventing teenage pregnancy, and address the impacts of risky behaviours on infant health. Infant simulators are increasingly used in health education courses. However, it is unclear how effective this education is. In this review, we examined the evidence for the effectiveness and use of pregnancy/parenting education programmes for school-aged students using infant simulators. Infant simulators are lifelike replicas of human newborn babies that have electronic capacity to mimic a range of infant behaviours. These may include feeding, comfort needs and nappy changing. Responses to these replicated behaviours may be recorded to provide feedback of the adequacy of the response for educational purposes and provide feedback to prospective parents and caregivers. This review followed the guidelines for conducting a scoping review developed by Joanna Briggs Institute (JBI). After following the process as recommended by the JBI, 32 eligible articles were selected for inclusion. Eight themes emerged from the analysis and it was found that the use of infant simulators in terms of effectiveness was not conclusive. This may be due to lack of longitudinal studies examining the impact of the education provided. Furthermore, the literature did not address innovations of infant simulators that replicate infants with particular characteristics, those with fetal alcohol spectrum disorder, shaken baby syndrome or challenges from parental substance use. Further research is required to determine the long-term impact of using infant simulators on reducing risky behaviours. Given these challenges, it is important to support initiatives for sex, pregnancy and parenting education among all students. [ABSTRACT FROM AUTHOR]

Background/Objectives: Digital parenting programs using smartphone apps can support families in positive parenting and require evaluations of their effects, mainly in low- and middle-income countries with caregivers experiencing psychosocial vulnerabilities. The study evaluated the "Born Learning" digital parenting program on improving parenting practices, child prosocial behavior, and reducing the children's externalizing behavior problems. Additionally, participants' satisfaction and engagement with the program were evaluated. Methods: Brazilian primary caregivers of 3- to 6-year-old children totaling 91, participated in the "Born Learning" program and pre-, post-intervention, and five-month follow-up evaluations. Results: Most participants received cash transfers (64%) and reported some level of food insecurity (78%). The parenting coercive practices decreased from pre- to post-intervention, with maintenance in follow-up. Satisfaction with the role of parenting increased, and child conduct behavior problems decreased from pre-intervention to follow-up. Most participants found the program content very interesting and engaged adequately with the program strategies, such as messages and videos. Conclusions: The digital parenting program can support caregivers by enhancing parenting and decreasing child behavior problems, highlighting the potential for broader implementation in similar contexts. [ABSTRACT FROM AUTHOR]

Purpose: Systematic reviews on child homicide have proliferated recently, making it hard to keep up with their output. Using an umbrella review approach (i.e., a synthesis of systematic reviews), this study aimed to identify what aspects of child homicide have been examined in systematic reviews, synthesize systematic review findings, and discuss the implications for policy, practice, and future primary research. Method: The current study utilized an umbrella review approach to locate systematic reviews of studies on child homicide published in various disciplines. The final sample included fourteen systematic review articles published from 2010 to 2022. Results: The main research questions varied across systematic reviews, but they included risk factors, typology, statistics on incidence and prevalence, and punishment and disposition. Systematic reviewers highlighted the need for a database and monitoring system, multi-disciplinary Child Death Review Teams, parenting education, and women-friendly services and policies. Conclusions: More systematic reviews and meta-analyses need to be conducted, focusing on evidence-informed strategies, to inform child abuse policies and practices. It is also imperative that the child homicide research community establish knowledge dissemination strategies to build large-scale datasets and translate research results into effective risk management practices. [ABSTRACT FROM AUTHOR]

This study explores the effects of the two‐generation program CareerAdvance—which combines education and training for parents in healthcare with Head Start for children—on children's academic, language, mathematics, and inhibitory control followed for 3 years. The sample (collected in Tulsa, Oklahoma from 2011 to 2018) includes 147 children in the CareerAdvance group and 139 children in a matched comparison group (n = 286; 40% Black, 17%, White, 10% Hispanic, 33% Mixed Race, or Other Race; M = 3.6 years old; 47% female). Overall, the effect of CareerAdvance on child outcomes is neither greater nor less than Head Start alone. These findings suggest that children's developmental outcomes do not worsen or improve in the short term when their parents return to school. [ABSTRACT FROM AUTHOR]

Background Methods Results Conclusions Herein, we consider the hypothesis that mothers harm peer relations when they respond to child conduct problems by expressing disapproval of friends, which exacerbates the behavior problems they were presumably attempting to deter.A community sample of Lithuanian adolescents (292 boys and 270 girls, aged 9–14 years) completed surveys three times during an academic year. Classmate nominations indexed peer status (acceptance and rejection), self‐reports described perceived maternal disapproval of friends, and peer nominations and self‐reports separately gauged conduct problems.Over the course of a school year: (a) conduct problems were associated with subsequent increases in perceived maternal friend disapproval; (b) perceived maternal friend disapproval was associated with subsequent decreases in peer status; and (c) low peer status was associated with subsequent increases in conduct problems. Full longitudinal, random‐intercept cross‐lagged panel mediation models confirmed that mothers who disapproved of friends were sources of peer difficulties that culminated in conduct problems and intermediaries whose response to child conduct problems damaged peer relations. Findings were stronger for peer rejection than for peer acceptance, suggesting that peers actively dislike those with mothers who intervene in peer relationships.Maternal disapproval of friends in response to child conduct problems damages the child's standing among peers, which then exacerbates behavior problems. This consequential cascade underscores the need for parent education about the potential deleterious consequences of well‐intentioned interference in peer relations. Practitioners should be prepared to offer constructive, alternative solutions when youth present behavior problems. [ABSTRACT FROM AUTHOR]

Background: Reports of children's engagement in active transportation outline low participation rates in many countries despite many associated mental, physical, and social health benefits. One of the main contributors to this phenomenon is a cited lack of education and knowledge among children regarding active travel (AT), specifically road safety. To address this issue, the aim of this study was to evaluate the feasibility and effectiveness of an online road safety education intervention to promote AT among children and their parents. Methods: Applying the Multiphase Optimization Strategy (MOST) for intervention development, implementation, and evaluation, we designed and assessed a four-module online road safety education intervention with a sample of 57 parent-child dyads using a 23 factorial design featuring both qualitative and quantitative analyses. Results: Main intervention feasibility findings include positive and critical feedback on the program's content and design, and moderate participant engagement as reflected by program retention and completion rates. With respect to the preliminary intervention effectiveness on children, a significant improvement in road safety knowledge scores was observed for groups that feature the "wheeling safety and skills" module. Slight improvements in AT knowledge scores across all the intervention groups were observed, but were not of significance. Preliminary intervention effectiveness on select parental AT practices and perceptions saw significant improvements in some groups. Groups that featured the 'wheeling safety and skills' module exhibited significantly higher guided choice scores upon completion of the program than those who did not receive this component. Conclusion: The MOST framework allowed us to design and evaluate the feasibility and preliminary effectiveness of an online road safety education intervention. The developed intervention has demonstrated that it has the potential to improve children's road safety knowledge and some areas of parental AT practices and perceptions, to which improvements may be attributed to the inclusion of the "wheeling safety and skills" module, suggesting that the targeted focus on cycling skills is a prioritized area. AT programming and practice implications are discussed. Future research is encouraged to refine modules to better reflect the priorities of children and parents and to test these refined components among larger samples. Word count: 9,391 (excludes abstract, tables, figures, abbreviations, and references). [ABSTRACT FROM AUTHOR]

Background: Development of guidelines for public health, health system, and health policy interventions demands complex systems thinking to understand direct and indirect effects of interventions within dynamic systems. The WHO-INTEGRATE framework, an evidence-to-decision framework rooted in the norms and values of the World Health Organization (WHO), provides a structured method to assess complexities in guidelines systematically, such as the balance of an intervention's health benefits and harms and their human rights and socio-cultural acceptability. This paper provides a worked example of the application of the WHO-INTEGRATE framework in developing the WHO guidelines on parenting interventions to prevent child maltreatment, and shares reflective insights regarding the value added, challenges encountered, and lessons learnt. Methods: The methodological approach comprised describing the intended step-by-step application of the WHO-INTEGRATE framework and gaining reflective insights from introspective sessions within the core team guiding the development of the WHO guidelines on parenting interventions and a methodological workshop. Results: The WHO-INTEGRATE framework was used throughout the guideline development process. It facilitated reflective deliberation across a broad range of decision criteria and system-level aspects in the following steps: (1) scoping the guideline and defining stakeholder engagement, (2) prioritising WHO-INTEGRATE sub-criteria and guideline outcomes, (3) using research evidence to inform WHO-INTEGRATE criteria, and (4) developing and presenting recommendations informed by WHO-INTEGRATE criteria. Despite the value added, challenges, such as substantial time investment required, broad scope of prioritised sub-criteria, integration across diverse criteria, and sources of evidence and translation of insights into concise formats, were encountered. Conclusions: Application of the WHO-INTEGRATE framework was crucial in the integration of effectiveness evidence with insights into implementation and broader implications of parenting interventions, extending beyond health benefits and harms considerations and fostering a whole-of-society-perspective. The evidence reviews for prioritised WHO-INTEGRATE sub-criteria were instrumental in guiding guideline development group discussions, informing recommendations and clarifying uncertainties. This experience offers important lessons for future guideline panels and guideline methodologists using the WHO-INTEGRATE framework. [ABSTRACT FROM AUTHOR]

Background: Group-based situations are common settings for cyberbullying, making bystander responses crucial in combating this issue. This study investigated how adolescent bystanders respond to various victims, including family members, friends, teachers, and celebrities. This study also examined how different parenting styles influenced children's cyber bystander involvement. Methods: This study employed data from a cross-sectional school survey covering 1,716 adolescents aged 13–18 years from public and vocational schools in China collected in 2022. Logistic regression analyses were conducted to measure demographic characteristics, cyberbullying experiences, and parental rearing behaviors in predicting bystander reactions. Results: The findings showed that middle school students preferred to "ask for help" while high school students tended to choose "call the police" when witnessing cyberbullying incidents. Bystanders growing up with parental rejection and overprotection, having previous cyberbullying victimization experiences, where the victims were disliked by them, exhibited fewer defensive reactions. Conclusions: This study has implications for future research and practices involving parental involvement in cyber bystander interventions, which could provide implications for future practice in designing specific intervention programs for cyberbullying bystander behavior. Future research and interventions against cyberbullying may provide individualized training including parents' positive parenting skills and parent-child interactions. [ABSTRACT FROM AUTHOR]

This study aimed to examine multilevel models posited to predict student perceptions of teacher feedback quality. A cross‐sectional survey design was used, involving 1072 middle school students. We incorporated two clusters of variables: (a) student characteristics (gender, prior knowledge, parent education, homework expectancy, homework value, homework cost, and help seeking) and (b) the characteristics of the classroom context (perceived homework quality, autonomy support, and teacher monitoring). Perceived feedback quality was positively related to perceived autonomy support and homework quality at the individual and class levels. Meanwhile, perceived feedback quality was positively related to homework expectancy, homework value, and help seeking at the individual level. Practitioner points: At the student level, homework expectancy, value, help seeking, homework quality, and autonomy support predicted student‐perceived feedback quality.At the class level, homework quality and autonomy support predicted student‐perceived feedback quality.It would be desirable to place more emphasis on homework quality and autonomy support. [ABSTRACT FROM AUTHOR]

This research seeks to know the experience of participants -15 caregivers of children between 4 and 12 years old from two schools with a high vulnerability index in Santiago de Chile and 4 facilitators - in the GenerationPMTO program adapted to a remote modality, in the context of the COVID-19 health crisis. A descriptive, exploratory, qualitative study was carried out. Semi-structured interviews with 15 caregivers from both schools participating in the program; one focus group with 4 facilitators who implemented the online program; and a documentary review of the journals registered by the facilitators after each session were conducted. The information collected was analyzed qualitatively through the open coding procedures of Grounded Theory. After that, the perspectives of both groups were gathered through an integrated analysis. From the experience of participants, the online adaptation of the program was successful since the facilitators were able to develop the contents and strategies of the intervention in virtual mode, and the families were able to participate and learn them from their homes. This was compatible with physical distancing (given the COVID-19 pandemic) and allowed caregivers' participation in the program to be compatible with other life activities. Among challenges, strengthening group participation and cohesion were highlighted, as well as overcoming barriers related to unstable internet connection and/or inappropriate home conditions to participate. These results show a successful adaptation of the program from the perspective of its participants, providing insights that contribute to improve the adaptation of this and other programs to virtual modality. [ABSTRACT FROM AUTHOR]

Dr. Lee Salk was a Pediatric/Clinical Child Psychologist known for his contributions in the areas of parent-child relationships, family, and promoting emotional health in children and adolescents. He conducted research on topics such as retirement and mortality, mother's heartbeat as an imprinting stimulus in infants, and the impact of divorce on children. Dr. Salk believed in the importance of active father participation in child rearing and emphasized the role of psychologists in pediatric settings. He also wrote books and appeared on television programs to disseminate scientific research to the public and provide guidance to parents. His work continues to be relevant in addressing issues related to family relationships and child development. [Extracted from the article]

Russia's war on Ukraine has displaced millions. For autistic children this resulted in the loss of services based on applied behavior analysis (ABA). To develop a model of culturally competent, high-efficacy, family-centered, and fidelity driven ABA services for displaced Ukrainian families in Czechia, this study piloted a package teaching caregivers to build skills with their autistic children. Using a multiple probe design, practitioners collaboratively selected targets, lectured, and held coaching sessions. Results demonstrated that the program was socially valid, contributed to parental skill gains, and in a broader context can serve as a foundation for future work serving refugee families. [ABSTRACT FROM AUTHOR]

In the present article, we review the theory and research on religious deconversion with a focus on adolescence and young adulthood. First, we present the relevant terminology (e.g. religious deconversion, religious disaffiliation, and religious deidentification) and statistical trends (e.g. the prevalence of religious Nones and Dones). We define religious deconversion as any movement away from religion. Religiosity decreases across adolescence and into young adulthood, and these developmental periods also have heightened rates of religious deidentification, at least in many Western cultures. Second, we review the theory and research on processes, predictors, and outcomes of religious deconversion. Deconversion is discussed both in terms of individuals becoming less religious and possibly deidentifying from religion. In terms of processes of deconversion, we discuss various theoretical models and self-expressed reasons for deconversion. Religious deconversion tends to progress in phases, often initiated by religious and spiritual struggles. In terms of predictors, we identify predictors at the level of the individual (e.g. demographics, personality, norm-violating behavior, and dimensions of religiosity), family (e.g. parent and family religiosity, family dynamics such as parenting styles, and religious socialization), peers (e.g. peer religiosity and religious conversations with peers), religious communities (e.g. supportiveness, engagement, and dialogue), formal education, and social media. In line with developmental systems perspectives, religious deconversion is a complex and dynamic process involving numerous individual and contextual factors. In terms of outcomes of deconversion, we identify potential individual and relational outcomes that are considered both negative and positive. Finally, we outlined 10 promising future directions for research on religious deconversion. [ABSTRACT FROM AUTHOR]

Children who experience homelessness are vulnerable to mental health problems, developmental delays and lower academic achievement. Research suggests that parental health literacy, sensitive parenting behaviour and child self‐regulation are modifiable mechanisms that might enhance children's resilience to adversities associated with homelessness, yet empirical evidence on implementing such interventions in shelter settings is limited. Through a coordinated academic‐community partnership, this study aimed to examine the (1) feasibility of conducting an integrated health approach in shelter settings and (2) the effectiveness of separate interventions on child and parent outcomes. Results are discussed in terms of best practices in shelter settings and building resilience in families experiencing homelessness with young children. [ABSTRACT FROM AUTHOR]

The quality of parenting program implementation significantly affects the extent to which a program is delivered effectively as well as the likelihood of it becoming embedded in everyday services. The group based Parenting for Lifelong Health for Young Children (PLH-YC) program for parents of children aged 2–9 years was developed specifically for implementation in low- and middle-income contexts, has been tested in five randomized trials, and incorporates a number of strategies to encourage fidelity of delivery. This paper reports on the introduction of PLH-YC to Montenegro, including initial work to engage government agencies and service providers, adapt the program and, following initial evidence of effectiveness, implement strategies to promote effective delivery and embed the program. Following program adaptation and initial facilitator training, eight groups were run, supported with resources and supervision and independently evaluated. The successful pilot led to program training accreditation by national professional agencies and a series of steps to successfully further embed it into routine settings in Montenegro, including by recognizing the program in national policy documents. This led to further facilitator trainings, now numbering 97 facilitators and the certification of ten coaches and two trainers. By the end of 2023, 1278 parents, across 13 municipalities (half of all municipalities in Montenegro) and a range of service providers, have received the program. The paper describes the project phases and key fidelity components that underpinned the successful introduction and embedding of the program in Montenegro. The plan has resulted in Montenegro having its own domestic resources to continue to implement the program effectively and further plan for widespread dissemination. [ABSTRACT FROM AUTHOR]

Despite increasing demands, the uptake of parenting education programs in developing countries is limited. This study evaluated the effectiveness of a Learning Through Play (LTP) informed, illustration-based parent educational training program designed for low-literacy populations in Bangladesh to promote early childhood development. A quasi-experimental design was employed, involving parents of typically developing children and children with special needs aged 0–6 years. Results showed significant enhancements in parenting knowledge, skills, and attitudes in both groups, with larger effects on knowledge and attitudes among parents of special needs children. The findings underscore the potential of LTP Calendar-based educational training programs as cost-effective, culturally sensitive, and accessible strategies for enhancing positive parenting practices and child development outcomes in economically disadvantaged settings. Future research should focus on cultural sensitivity evaluation, sample size expansion, and long-term impact assessment to further validate and extend these findings. [ABSTRACT FROM AUTHOR]

AbstractAimMethodsResultsConclusionsSystematically evaluate the depth and quality of play recommendations provided in popular sources for parents of infants in the first year of life.This represents the second stage of a larger analysis of educational content available to parents. Two coders (>90% agreement) extracted and coded play activities from popular websites, applications, and books screened from a systematic online search. Depth of instruction variables were extracted. Activity quality was rated based on opportunities for child-initiated movement, problem-solving with objects, and responsive communication.4370 play activities from 214 sources were analyzed. Activities were likely to suggest specific ages for infants and that a caregiver be present. Less than half of the activities incorporated toys or provided guidance about how to position or physically support infants. Activity quality was low; most activities did not explicitly encourage parents to provide opportunities for child-initiated movement, problem-solving with objects, or quality communication.Parents may encounter a large number of play activities in popular sources, but the depth of instruction and quality of those activities could be improved. Provision of higher-quality education to parents may enhance parent-child play interactions to positively impact parent and child outcomes, especially for children at risk for delays. [ABSTRACT FROM AUTHOR]

This integrative review of the ACT Raising Safe Kids (ACT)—child maltreatment prevention program for parents—focuses on the program's theoretical framework, examines the ACT studies about the effects on caregivers, and discusses the ACT's implications for the practice and public policy. A systematic search of the PubMed, Web of Science, PsycINFO, and Lilacs databases was performed, along with a search on the ACT Program website and contacting program researchers. Twenty-five studies evaluating the ACT Program were reviewed. The evaluation studies were conducted in the United States, Brazil, Portugal, and Peru. The program improved parenting practices in general and targeted populations such as incarcerated parents, mothers with a history of childhood violence, and mothers of preterm children. Additionally, the program was effective in decreasing child behavioral problems. Overall, the ACT Program effectively decreased hostile, aggressive, and coercive parenting and child behavior problems, which are key predictors of family violence. [ABSTRACT FROM AUTHOR]

Bedtime and sleep disturbances are ubiquitous in children with autism. The telehealth delivery of a behavior analytic parent training program was earlier reported to be efficacious in improving child sleep and parent sense of competency. Our aim in this brief report was to determine the durability of the telehealth delivered sleep parent training program (SPT) compared to the control condition in this randomized controlled trial. Telehealth delivery could be a means to expand access to such early treatment if efficacious. Parents of young children, ages 2–7 years, with autism and co-occurring sleep disturbances were enrolled in this study. Participants were randomized to either SPT or a comparison arm that included non-sleep related parent education except for one session Sleep Parent Education; SPE). Each participant was individually administered a 5 session program delivered over 10 weeks. Outcome measures were collected at weeks 5 and 10 and at post-treatment follow-up at 16 weeks. Follow-up week 16 data were available for 30 participants randomized to SPT and 24 participants randomized to SPE. Demographics for this follow-up cohort were similar to the full sample. At week 16 follow-up, there was a significant group difference between SPT and SPE the Modified Simonds & Parraga Sleep Questionnaire-Composite Sleep Index (MSPSQ – CSI) (p = 0.011) with an effect size of 0.68. Further, 8 of the 10 children in SPT who were negative responders at the week 10 endpoint were rated as positive responders at week 16 by the treatment masked IE compared to 2 out of 12 in the SPE group (p = 0.008). Post-treatment follow-up data suggests SPT is durable over time compared to SPE, the active control group. Further, for some participants in SPT, a positive responsive emerged after the treatment endpoint. This brief report adds to the efficacy of SPT as a time-limited intervention for insomnia in young autistic children. • Significant improvements of Sleep Parent Training (SPT) was durable at week 16 follow-up compared Sleep Parent Education (SPE) control condition. • Positive response to SPT may emerge after the active 10 week treatment. [ABSTRACT FROM AUTHOR]

Divorce education programs seek to provide parents with information about various aspects of the divorce process, its consequences, and strategies for successful adjustment. Within those broad content areas, however, there are myriad of potential promotive‐, protective‐, and risk‐factors that programs could address. Thus, divorce education programs could benefit from further guidance about the content areas divorcing parents may find the most helpful. In the present study we aimed to describe what divorced parents felt had helped their families throughout the divorce process. We did so to promote further alignment between divorce education program content and what parents have found helpful. Specifically, we identified a typology of helpful post‐divorce family assets. Our findings suggest that though a plurality of divorcing parents benefit from a wide range of legal/professional, former spouse, and personal assets, the majority rely predominately upon their own parenting skills and resources, or perceive few beneficial assets to draw on. We contend divorce educators should consider incorporating further information on developing personal parenting skills or resources, and skillfully navigating legal or therapeutic systems, to further complement existing curricula. Key Points for the Family Court Community: Divorce education programs could benefit from further understanding of what divorced parents find helpful as they navigate family transitions.We identified three patterns of helpful assets: (1) Everything Helps (37.6% of sample); (2) Nothing Helps (34.2%); and (3) I Help Myself (28.2%).Across groups, the assets most likely to be seen as helpful were within parents' own control (e.g., their own parenting skills). Divorce education programs should consider expanding their focus on these individually controlled assets and skillfully navigating the legal system. [ABSTRACT FROM AUTHOR]

The majority of research on the impact of divorce on parents, children, and families focuses on what occurs after the divorce has been finalized. However, data derived from divorce education programs present opportunities for research on the experience of parents during the divorce process. Guided by the divorce‐stress‐adjustment model, this study sought to understand how the divorce process impacts parental well‐being by examining some of the most pressing child‐related concerns divorcing parents have while going through a divorce. Specifically, we looked at how the approach parents took to resolve child‐related issues (i.e., internally, through outside intervention, or unresolved) was related to the perceived fairness of child custody arrangements, parental concerns regarding how divorce impacts children, financial concerns, and their overall well‐being. Perceived fairness of the child custody arrangement, concerns regarding how divorce impacts children, and financial concerns were associated with parental well‐being, and also served as an indirect path through which approaches to resolve child‐related issues impacted parental well‐being. Understanding what parents think and feel during the divorce process, and how those thoughts and feelings are related to the actual steps to getting a divorce, could help inform divorce education typically administered as part of divorce proceedings. Key Points for the Family Court Community: The approach taken to resolve child‐related issues during divorce significantly impacted parental well‐being.Perceived fairness of child custody arrangements was also associated with parental well‐being.Data collected from divorce education participants may provide insight to family court professionals regarding the divorce process for families.Divorce education may need to include more content that targets the well‐being of parentsModels of divorce education that administer differing curricula targeted for specific needs should be considered [ABSTRACT FROM AUTHOR]

For children in the United States, family instability following parental relationship dissolution is common and efforts to promote effective post‐divorce co‐parenting arrangements have grown substantially in recent decades. To help families navigate transitions through the divorce process, most states require divorcing parents to complete divorce education programming. In the present study we used pre‐post data from three divorce education programs (n = 1026 parents) to explore programmatic effects on self‐reported adjustment, intentions to co‐parent, and likelihood to relitigate, and attempt to determine mechanisms that may account for or explain those programmatic effects. Overall, we found support that these programs are able to impact perceived adjustment and co‐parenting intentions. Specifically, we documented small, but significant, increases in perceived adjustment and that post‐program adjustment was associated with greater intentions to engage in supportive co‐parenting with former spouses. Further, co‐parenting intentions were shaped by how useful parents found the programs with greater perceived utility being associated with more positive co‐parenting intentions. The relitigation outcomes, however, were not associated with post‐program adjustment or perceived program utility. Instead, they were primarily associated with pre‐program experiences such as the quality of co‐parenting prior to the program and whether an order of protection was present between co‐parents. Key Points for the Family Court Community: Though divorce education programs have numerous and varying goals, most programs share similar targeted metrics around intentions to cooperatively co‐parent and decrease the need for parents to relitigate, underlining why these metrics should be assessed in evaluation work.Perceived utility of a divorce education program can be instructive in understanding how well parents are supported by these programs. Parents with lower perceived adjustment before entering the program typically perceive programs have greater utility.Participants that perceive utility in the divorce education program they take are more likely to intend to co‐parent cooperatively, than those that do not find utility in their program.Intentions to relitigate do not seem tied to perceptions of adjustment or utility of the programs, but rather on pre‐existing contextual factors like the presence of intimate partner violence and the existing nature of the co‐parenting relationship. This finding lends to the body of literature suggesting the potential benefit for tailored programming and screening prior to placement in divorce education programs. [ABSTRACT FROM AUTHOR]

Parent education programs have been designed explicitly for separated and divorced parents. These programs typically aim to help parents navigate the challenges of co‐parenting, reduce their children's exposure to interparental conflict, and promote their children's well‐being post‐separation and divorce. Evaluating the effectiveness of parent education programs has been challenging, given the heterogeneity of formats, duration, and settings of these programs. This meta‐analytic review aimed to complete a compressive search of relevant studies of parent education programs for separated and divorced parents. Among 40 studies, 103 treatment effects were included across education programs. The overall weighted standardized mean difference across all education programs was 0.24 (CI = 0.14, 0.34, Q = 1274.69, df: 97, p < 0.001, I2 = 0.96.7), but these small effects were not maintained at follow‐up (ES 0.00, CI: −0.09, 0.09). Given the considerable heterogeneity across effect sizes, a meta‐regression and multiple regressions were computed to assess the influence of moderator variables. This review provides further evidence of the effectiveness of parent education programs. Implications are provided to create evidence‐based guidelines. Key points for the Family Court Community: The meta‐analytic review examines 40 studies on parent education for separated and divorced parents, showcasing a comprehensive and systematic information retrieval process.Results encompass face‐to‐face and online parent education programs, contributing to the growing empirical evidence supporting their effectiveness.Overall, the review indicates a significant, albeit low to moderate, effect size (d = 0.24) across various outcomes, demonstrating the positive impact of parent education programs.Twelve outcomes are considered, revealing diverse program impacts. More robust effects are noted for parent communication, knowledge gained, court outcomes, relationship adjustment, parent competency, and child adjustment.The debate on the duration of parent education programs is addressed, with findings suggesting that shorter and longer programs can be impactful. A proposed differential approach aligns program duration with specific goals.The review underscores the increasing prevalence of online options for parent education programs. Interestingly, computer‐generated facilitation produces more robust effect size estimates than programs facilitated by professionals, prompting further research. [ABSTRACT FROM AUTHOR]

In this commentary, we revisit the current state of research on parenting education programs for divorcing and separating parents and reflect on what scholars have recommended as priorities for future research. We then explore how the collection of articles in this special issue advance those priorities in meaningful ways. Topics addressed include recommendations for parenting education program content, parenting education to better meet families' needs, and measurement of program effectiveness. Implications for practitioners, family court professionals, and researchers are discussed. [ABSTRACT FROM AUTHOR]

Parent education in family courts can significantly impact children's well‐being after divorce if programs are (1) widely accessible, (2) acceptable to parents, (3) feasible to implement by courts, and (4) have evidence of effectiveness in improving key outcomes for children. In light of recently raised concerns about whether court‐ordered/court‐mandated parent education is justified, to it is critical to identify effective parent education programs. Online parent education programs have the potential to be widely accessible, acceptable to parents and courts, and effectively promote children's well‐being. However, few effective online parent education programs are being widely adopted by family courts. There is some controversy about whether online parent education meets the needs of family courts in being cost‐effective programs that offer ways to hold parents accountable for their participation. We articulate the wide array of goals for parent education programs and present a framework to identify and select programs that meet specific goals. We discuss access, cost, evidence of effectiveness, acceptability, credibility, and compliance tracking. We highlight two online parent education programs to illustrate differences in contexts and goals and to show that online programs have great potential to be effective in accomplishing goals valued by the courts. Key Points for the Family Court Community: Online parent education programs have considerable promise to accomplish multiple goals of parent education programs delivered through courts.Courts need to consider how online parent education programs align with their jurisdiction's specific goals, including statutory requirements.Ideally, online parent education programs will be designed to accomplish the goals of all stakeholders, including family court personnel (judges, administrators, and service providers), family law professionals (attorneys, mediators, mental health providers), and participating parents.The family law community needs a systematic way to evaluate and communicate to stakeholders the evidence that online programs accomplish their stated goals.Online programs that claim to be evidence‐based should specify the outcomes that have been evaluated and the corresponding level of evidence of effectiveness to impact those outcomes. [ABSTRACT FROM AUTHOR]

Divorce education programs are often required for divorcing or separating parents with minor children to aid in emotional and practical adjustment. However, there is very little consensus between programs or the evaluation process of programs to demonstrate effectiveness or long‐term outcomes. While some short‐term evaluations have shown significant results, the identification of programs that demonstrate long‐term effects on co‐parenting relationships is still missing. Identifying what programs exist with long‐term outcomes can help pinpoint what content or structure of programming is impactful on families in divorce transitions. To address this research gap, a systematic review of the literature was conducted using the PRISMA guidelines to identify what specific and existing divorce education programs have a follow‐up report of a minimum of 3 months and demonstrate a reduction of co‐parental conflict. Sixteen programs were identified that have at least a minimum 3‐month parent follow‐up report; only four of these programs demonstrated statistically significant reductions in co‐parental conflict. A discussion and critique of the program evaluation articles are within this review. Key Points for the Family Court Community: Reviewing the existing divorce education programs with posttest data of 3 or more months can help identify:Specific divorce education programs that have shown lasting reductions in co‐parental conflict. Legal and mental health professionals can refer these programs to their divorcing clients.Where current divorce education programs need to expand to reach more diverse populations, utilizing new theoretical approaches, advancing measurement, and developing deliberate study designs focused on program effectiveness.Points of collaboration and common elements across programs to increase uniformity and effectiveness in divorce education programs. [ABSTRACT FROM AUTHOR]

Discrimination against Indigenous peoples is ongoing and perpetuated by systemic structures such as Eurocentric educational systems that often require learners to suppress their Indigeneity and conform to the dominant culture. Previous attempts at incorporating Indigenous cultures and values into education have often perpetuated harmful and negative stereotypes to the detriment of Indigenous learners. Parenting education courses for separating or divorcing parents are designed to support emotional wellbeing and promote positive co‐parenting relationships. While it is widely known that Indigenous worldviews vary from Western worldviews, there is little research on parenting education courses for Indigenous families and few culturally responsive programs designed for non‐dominant cultures or offered in other languages. Walking in two worlds is a reality for Indigenous peoples; needing to conform to the dominant systems in society while also honoring their teachings and ways of being. This article describes how a parenting education course for Indigenous families was created by employing the principle of collaboration with full involvement of all participants resulting in a course that bridges the gap between two different worldviews. Key points for the Family Court Community: Globally, Indigenous peoples continue to face discrimination. It is essential that family court professionals develop an understanding of systemic barriers that Indigenous communities face.It is essential for culturally responsive parenting education courses to exist. These courses should be developed and informed by the communities for which they are intended so the course content can be responsive to community needs and reflect community knowledge. Indigenous families will be more likely to engage with the course material and the content will have a greater impact if it reflects Indigenous worldviews and cultures.Engaging in collaborative practices when creating courses or content for Indigenous peoples is vital (requiring full involvement and cooperation of community members). Collaboration includes the bringing together of various Indigenous community members, informed through both life and educational/vocational experience. Collaboration means community members are full and equal partners in all aspects of development, where there is conscientiously shared power.Incorporating Indigenous worldviews is possible and should be done as Indigenous peoples have diverse needs and ways of knowing that are not met through Western worldviews. One way that family court officials can demonstrate responsiveness to Indigenous worldviews is by recognizing the privilege they hold by the very fact they occupy a role that is based in Western ways of knowing and being. The legal system has a colonial history, and this can only be interrupted by those who work within the system being willing to expand their understanding of worldviews, engage in critical thinking for all decisions they participate in, and challenge the status quo where necessary. [ABSTRACT FROM AUTHOR]

We aimed to investigate the impact of COVID-19 infection on maternal characteristics and obstetric and neonatal outcomes in a cohort of women in labor previously vaccinated who tested positive for SARS-CoV-2 infection, compared to aged-matched healthy controls. A retrospective case-control study was conducted among 66 women in labor. Clinical data were obtained from medical records. The attendance rates at childbirth and parenting classes, as well as the implementation of a birth plan, were significantly lower in the COVID-19 infection group (6.1% vs. 48.5%, <0.001; 6.1% vs. 33.3%, p =.005, respectively). Women with COVID-19 had a higher prevalence of prolonged postpartum hospital stay (33.3% vs. 9.1%, p =.016), and significantly higher prevalence of spontaneous preterm birth (27.3% vs. 1.09%, p =.006). Breastfeeding within the first 24 hr was also lower in women with COVID-19 (72.7% vs. 97.0%, p =.006). Maternal characteristics and neonatal outcomes are influenced by COVID-19 infection in vaccinated women. Complications include spontaneous preterm birth, prolonged postpartum hospital stay, and lack of breastfeeding within the first 24 hr. Childbirth education, parenting classes and implementing a birth plan may be associated with a decreased risk of COVID-19 infection. [ABSTRACT FROM AUTHOR]

Objective: Child-oriented psychotherapies, such as Attention Process Training (APT), target ADHD symptoms directly, whereas family-oriented interventions, like Parent Management Training (PMT), address its functional impairments. The aim of this study was to compare the effectiveness of APT and PMT in treating ADHD symptoms. Method: This research was a randomized controlled trial in which 45 children (26 females and 19 males, with a mean age of 8.47 ± 1.66 years) with ADHD were selected conveniently and assigned randomly to one of three groups (PMT = 15, APT = 15, and CTRL = 15). The groups had no significant differences in ADHD severity. The PMT children were managed with parenting techniques. Children in the APT group practiced attention techniques, while children in the control group did not receive any intervention. Ritalin was prescribed to all the children in the three groups. The score on the Conners Parenting Rating Scale-Revised: Short form was the outcome variable. Results: Both interventions decreased ADHD symptoms severity more than the control group. Howver, the reduction in the APT group was more than in the PMT group (P-value < 0.001). The scores of 40% of the APT group and 80% of the PMT group did not fall below the cut-off point. In the APT group after the intervention, the inattention subscale was significantly lower than the hyperactivity subscale, while in the PMT group, the hyperactivity subscale was lower. The effect sizes of APT and PMT were 2.18 and 2.09, respectively. Conclusion: For ADHD, psychological interventions are crucial in addition to medication. According to the results of this study, APT is more effective for inattention symptoms, while PMT is more effective for hyperactivity symptoms. When selecting psychotherapy, the subtype of ADHD should be taken into account. Treatment sessions must also be completed according to intervention protocols. [ABSTRACT FROM AUTHOR]

Copyright of Taiwan Law Review is the property of Angle Publishing Co., Ltd 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.)

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Although evidence exists on the use of gamification and serious games in many fields, game-based methods are a relatively new phenomenon in the family services sector. This study focused on the implementation of game-based online parental groups organized for first-time expectant parents and participants' experiences of playing together. In total, 26 Finnish first-time expectant parents participated in the study. Data were analyzed using thematic analysis. Three main themes describing the expectant parents' experiences were related to the game as a stimulator of discussion, the experience of gaming, and special features of online group discussion. It is concluded that playing online learning games with others can lower the threshold to participate and offer new possibilities for interactive parental education. [ABSTRACT FROM AUTHOR]

Objective: Behavioral parent training (BPT) is a well-established treatment for ADHD; however, treatment response is variable. Consistency in parent skill use during BPT is known to influence child outcomes post-treatment, while less research has focused on specific child factors that may be impacting parent skill utilization during treatment. The current study examined associations between child organizational skills and emotion dysregulation (ED) with parent treatment adherence during BPT and post-treatment child impairment. Method: Parents of 72 children (M age = 8.31) with ADHD symptoms and impairment participated in BPT which was embedded in a 12-week, multicomponent, school-based intervention for children delivered by school mental health clinicians. Outcomes included parent treatment adherence and child improvements in global impairment post-treatment. Results: Greater pre-treatment child organizational problems were associated with less parent treatment adherence regardless of ADHD symptom severity. Worse pre-treatment child ED was associated with more impairment post-treatment regardless of ADHD symptom severity whereas the effects of child ED on parent treatment adherence were moderated by child ADHD symptom severity. Conclusion: The current study suggests that pre-treatment child ED and organizational difficulties impact parent treatment adherence to behavioral interventions targeting ADHD symptoms, potentially in unique ways, and should be considered in future BPT treatment studies. [ABSTRACT FROM AUTHOR]