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In his paper "The Psychogenesis of a Case of Homosexuality in a Woman" (1920), Freud tried to outline a general psychoanalytic approach to homosexuality by recounting the case of an 18-year-old girl sent to him by her father. The case, as told by Freud, makes for awkward reading today. Loewald's theory of developmental narrative, differentiation, linking, and his notion of parricide as the individual giving voice to one's self, offers a different lens through which to view it. Although Loewald did not write directly about the issue of homosexuality, in boys or girls, in "The Waning of the Oedipus Complex" he gives voice to the inner processes of separation and linking from parents, leading to mourning, through which the adolescent has to go. In this paper, I offer a reading of the Freud case using Loewald's theory, which enables us to highlight homosexuality as a variation in the expression of human sexuality, rather than a pathological deviation as Freud implies, and presents the "unknown woman" as struggling with difficulties in mourning. [ABSTRACT FROM AUTHOR]

Much like the children in the Clarks' study, nine-year-old Sarah finds white dolls to be prettier and more intelligent. Commentary on Archangelo and O'Loughlin's Paper "Exploring Racial Formation in Children: Thoughts from an Encounter with Black Children in Brazil" "Miss, I'm much more like the white doll, I'm exactly like her" (p. 10) says Sarah in response, I imagine, to the skepticism or disappointment she saw reflected in the research assistant's gaze when she chose the white doll. Sadly, the Black Brazilian children Archangelo and O'Loughlin present in their paper demonstrate the same troubling preference for white dolls. [Extracted from the article]

After the 10 individual stories of loss, McQuaid offers insightful and empathic reflection through three chapters entitled "The ABC of Grief", "Living with Loss", and "Transformational Loss", all of which use a transformational learning approach. Understanding Bereaved Parents and Siblings: A Handbook for Professionals, Family, and Friends: by Cathy McQuaid, Oxon, England, Routledge, 2021, 267 pp., £19.99 (Paperback), £96.00 (Hardcover), £19.99 (E-book), ISBN 978-0-367-70296-0 (Paper), ISBN 978-0-367-70298-4 (Hardback), ISBN 978-1-003-14554-7 (E-book) It is true that grief is the cost of loving, and at the same time, living with loss is about finding a way to reengage with life after death. [Extracted from the article]

What role do texts play in LGBTQ (lesbian, gay, bisexual, transgender, and queer) parents’ experiences of disability service systems? In interviews with 15 LGBTQ parents of disabled children in Toronto, Canada, participants selected documents to be used as a focus for discussion. Parents considered how LGBTQ identity and other intersectional identities influenced their experiences of institutional texts including adoption certificates, intake forms, and assessments. Findings suggest that documentation practices can operate as forms of systemic gatekeeping. LGBTQ identity was sometimes very significant in parents’ accounts, and sometimes less central than other aspects of their families' identities and experiences. [ABSTRACT FROM PUBLISHER]

Parents of dyslexic children often take on additional parental responsibilities as they seek to ensure fair and equitable access to education for their children. Often framed as advocacy, this paper explores the ways in which the term allyship may be well placed to represent the complex primary adjacent and vicarious disability experiences parents of dyslexic children have within schools. Drawing on interviews with 10 Australian parents, this study found that parents of dyslexic children felt they took on additional responsibilities to support their children within the school context and externally. This paper contributes a conceptual lens for viewing these activities as a form of allyship, rather than traditional understandings of advocacy. Findings highlight the need for greater recognition and understanding of the extensive responsibilities assumed by parents of dyslexic children and the ways in which their allyship roles within school settings can impact them. [ABSTRACT FROM AUTHOR]

Commitment to culturally sensitive practice is an ethical obligation that requires knowledge and skills specific to the practice context. Research shows that incorporating religion and spirituality into mental health practice is central to working effectively with Muslim communities. Practitioners need to consider the unique positionality and intersectionality when promoting mental health among Muslim women living in Western countries. This paper explores the trauma-informed, counseling approach and the integration of spirituality and religion when working with Muslim women living in Western Australia. Using the critical reflection approach, the research focuses on the concept of guilt about mental health and summarizes the main points considered in the counseling framework such as the centrality of spirituality and religion in perceiving guilt. The paper presents some practical strategies to incorporate cultural, religious, and spiritual concepts into the counseling relationship. [ABSTRACT FROM AUTHOR]

Acquiring information about one's child's cancer diagnosis is a complex and ever-changing process, and parents' needs change over time. As yet, we know little about what information parents require at different stages of their child's illness. This paper is part of a larger randomized control trial studying the parent-centered information given to mothers and fathers. The aim of this paper was to describe the topics addressed in person-centered meetings between nurses and parents of children with cancer and how those changed over time. Using qualitative content analysis, we analyzed nurses' written summaries of 56 meetings with 16 parents and then computed for each topic the percentage of parents who brought it up at any time during the intervention. The main categories were Child's disease and treatment (addressed by 100% of parents), Consequences of treatment (88%), Emotional management for the child (75%), Emotional management for the parent (100%), Social life of the child (63%), and Social life of the parent (100%). Different topics were addressed at different points in time, and fathers raised more concerns about the child's emotional management and the consequences of treatment than mothers. This paper suggests that parental information demands change over time and differ between fathers and mothers, implying that information should be person-centered. Registered at Clinicaltrials.gov (NCT02332226). [ABSTRACT FROM AUTHOR]

We aimed to evaluate the existing evidence base for the efficacy of art therapy with parent-infant dyads. We undertook an integrative review, following the PRISMA protocol, systematically searching 4 electronic databases, and grey literature, for papers describing art therapy with parents and infants together. 14 papers were identified for inclusion. These were evaluated for quality, data was synthesised for evidence of change, and we undertook a narrative synthesis of intervention model and thematic analysis drawing together mechanisms of change within the art therapy process. Papers described a group approach to art therapy and contained a mixture of methodological approaches. Themes highlighted the beneficial aspects of the art therapy process that might be common to group psychotherapy approaches and those which were unique to art making, such as the qualities of the materials, the making process and the final art works. The themes identified provide a basis for further research into mechanisms of change within parent-infant art therapy. Those papers which presented quantitative evidence demonstrated promising evidence for the value of art therapy but we identify the need for larger participant numbers and control measures, for this evidence to confidently state the impact of art therapy. Plain language summary This paper is based on a review of the current evidence for an art therapy approach to working with parents and their infants together. We searched data bases and other online sources and put out calls for unpublished work to art therapy organisations. We looked for art therapy for parents together with their 0–3s and this could be with the individual pairs or with groups. We reviewed the papers we found and 14 were included in the final stage of this review. We have compared their models for art therapy work and their results and we have also looked for the common themes about why art therapy seems to be helping in order to provide a solid basis for future research in this area. We think there is promising early evidence that art therapy can help parents and infants in a number of areas, such as building the parent-infant relationship and improving parental well-being but this research highlights the need for further, larger scale and controlled studies. [ABSTRACT FROM AUTHOR]

In more recent years in geographical research there has been a trend towards 'child-friendly' or 'young people-friendly' research methods, often involving creativity and participation. Meanwhile, traditional methods such as interviews and focus groups continue to dominate research with adult participants. This paper draws and reflects on fieldnotes documented during a study which used participatory design workshops with activity-based methods to contemporaneously, but separately, engage with young people with Adolescent Idiopathic Scoliosis (AIS) and their parents. This paper contributes to the body of literature concerned with intergenerational practice in children's geographies and geographical work more broadly. It does so not by focusing on intergenerational perspectives of the research topic, but by teasing out intergenerational engagement in research that used the same methods across generations (with young people and their parents). Finding that the activities were engaged with in a similar depth and commitment by participants, we argue for a loosening of the artificial packaging of young people-friendly and adult oriented methods. [ABSTRACT FROM AUTHOR]

Parenting seems to be continually in the spotlight for political and social commentators. Meanwhile academic and practitioner work on children and child welfare explores how parents can best deliver for children as what parents do is seen as the route to a happy and successful childhood and future adulthood. This theoretical paper argues that a focus on outcomes for children has led to the role of parents being overstated and its significance mischaracterized. The paper contends that good parenting should not be judged in terms of child outcomes either in the present or future and, therefore, that focusing all attention on which aspects of children's wellbeing should be prioritized is misguided. Instead, it proposes that good parenting is better understood as a form of relationship centred around the concepts of intimacy, care, and equality; and unpacks some of the implications of this shift in approach. [ABSTRACT FROM AUTHOR]

The COVID-19 pandemic led the United Kingdom (UK) into a national lockdown in March 2020. The UK government has acknowledged that children and young people (CYP) with Special Educational Needs and Disabilities (SEND) were left behind during the pandemic. This integrative literature review aims to investigate the effects of the COVID-19 pandemic on the development of CYP with SEND from parents’ experiences. The review included 14 papers: quantitative, qualitative and mixed methods. Parents’ experience of the COVID-19 pandemic was mostly negative; CYP were left behind, experienced reduced or suspended services, and loss of social interactions and support networks. However, a few parents reported some positive effects; families could spend more time together, and children experienced reduced anxiety as strict routines were relaxed. Most papers identified were completed during or just after the first lockdown. Therefore, none of the papers included whether CYP’s development has been affected in the longer term. [ABSTRACT FROM AUTHOR]

In Australia's major cities the new apartment approvals and number of apartment residents has increased over recent years. However, there remain concerns regarding the poor design quality of apartments and the living experiences of families with children. This paper examines the floor plan of 368 apartments in Sydney, including floor areas and number of bedrooms. Different typologies of spatial layout were determined using space syntax. Separate interviews were undertaken with (1) architects and developers to explore their strategies for apartment development and (2) families with children to examine their needs and whether these are met in recently delivered apartment layouts. Results show that two-bedroom apartments dominate the Sydney market, as do layouts without a hall/corridor. The reason is developers are focussed on meeting the needs of investor-purchasers, as opposed to the desires of families with children. This results in developers preferring one-and-two-bedroom apartments and standardised layouts. In contrast, parents desired a more diverse range of apartment layouts, in terms of privacy, supervision and shared spaces, notably influenced by the age of children. The paper concludes by examining the opportunities for flexible layouts as a mechanism to both meet developers' needs, whilst also addressing the diverse desires of families with children. [ABSTRACT FROM AUTHOR]

This paper develops a critical perspective on the use of conversational agents (CAs) with children at home. Drawing on interviews with eleven parents of pre-school children living in Norway, we illustrate the ways in which parents resisted the values epitomised by CAs. We problematise CAs' attributes in light of parents' ontological perceptions of what it means to be human and outline how their attitudes correspond to Bourdieu's [1998a. Acts of Resistance. New York: New Press] concept of acts of resistance. For example, parents saw artificial conversation designed for profit as a potential threat to users' autonomy and the instant gratification of CAs as a threat to children's development. Parents' antecedent beliefs map onto the ontological tensions between human and non-human attributes and challenge the neoliberal discourse by demanding freedom and equality for users rather than productivity and economic gain. Parents' comments reflect the belief that artificial conversation with a machine inappropriately and ineffectively mimics a nuanced and intimate human-to-human experience in service of profit motives. [ABSTRACT FROM AUTHOR]

Ce'Cati was using her fingernails to scrape at the paper that was stuck to the old wall. I could hear rumbling getting ever louder, and the smell of moist earth filled the wind and cooled my face as I heard Shiwi and Yolli and the children shouting, running towards me. I remembered what Mami had told me about the secrets I would know if I gave my blood to the earth, but until I found the little house with the wall of Amatl, I did not have a secret. I could see the red blood spreading across the tip of my index finger, filling the nail tip until it spilled onto my finger, leaving a red streak of blood on the Amatl and the wall beneath. [Extracted from the article]

This paper considers how Family Support is conceptualised in the European context with respect to its primary beneficiaries. The central question considers the focus of concern in a child welfare system and what it means when Family Support is focused on children, on parents, or involves the family unit as a whole. Informed by a body of relevant literature reviewed as part of a wider project, Family Support is seen as more often conceptualised as being targeted toward parents as the primary service user, and to a lesser extent described as being tailored toward children or whole families. This approach to Family Support provision is somewhat at odds with a systemic understanding of families, which is foundational to much social care and child welfare work, and which takes account of the multi-layered relationships between individuals within families, and between individuals, families and their social world. Applying an ecological systems perspective, this paper critically discusses the consequences for the involved stakeholders and the implementation of services at different system levels when support and interventions are targeted at the child, the parents or at the family as a whole. [ABSTRACT FROM AUTHOR]

In this paper, I ask how parents understand and make sense of their children's relationships with social media algorithms. Drawing upon 30 think-aloud interviews with parents raising children aged 0 to 18 in England, in this paper, I pay attention to parents' understandings of and consequent approaches to platform algorithms in relation to their children's lives. I locate this work within user-centric research on people's understandings of algorithms, and research about parents' perspectives on data and datafication in relation to sharenting. Through my data, I draw out four modes – misunderstandings, parked understandings, transactional understandings and pro-active understandings. I suggest that parents' often flawed understandings of their children's myriad interfaces with algorithms deserve scrutiny not through a lens of blame or individualised parental (ir) responsibility but within cross-cutting contexts of parenting cultures and families' diverse contextual resources and restraints. I conclude by highlighting attention to parents' approaches to algorithms in children's lives as critical to parents' data and algorithm literacies. Prior State of Knowledge: Parents in diverse contexts try to understand and support their children's digital lives, and also often share content about their children on a variety of platforms. Prior research has shed significant light on the datafication of childhood. Novel Contributions: This study investigates parents' diverse understandings of algorithms underlying social media platforms and the ways in which they approach algorithms in their children's lives. Practical Implications: Parents' knowledge about algorithms and datafication is uneven. Policymakers need to better support adult media literacies, including data and algorithm literacies. Schools' communication to families and carers could also become key vehicles to raise awareness about datafication. [ABSTRACT FROM AUTHOR]

In rural communities in Australia, the provision of sport and physical activities for children almost exclusively relies upon parents and their ability to access and contribute to facilities, funding, volunteers, and administration. This paper brings Putnam’s social capital framework to Whitehead’s conceptualisation of physical literacy as a journey to offer original insight into children’s sport participation and the opportunities arising for physical literacy development in rural communities in Australia. Changes in sport participation in Australia and directions in sport policy set an important context for the project, which is located in a small rural community in Western Australia. It was recognised that access to and engagement with both formal and informal sport environments were important to examine, particularly given participation trends and the need to consider issues of equity and inclusivity concerning the physical literacy opportunities for children in diverse rural communities. Narrative inquiry methodology enabled in-depth exploration of issues of access and opportunity created through rural mothers’ social resources and identity. Participants provided rich insights into the realities and complexities of the rural social landscape and how this impacts their children’s participation. Data illustrates the importance of conceptual links between social capital and physical literacy development. The paper provides new perspectives for policymakers and the local community to consider in seeking more significant equity in children’s sport participation and physical literacy development in rural communities. [ABSTRACT FROM AUTHOR]

This paper explores how the transition to parenthood reshapes foodwork in families by drawing on ethnographic, longitudinal research conducted with parents of young children in the south-east of England. It utilizes the conceptual framework offered by practice theory and unpacks how parents' interpretations, techniques, and emotions surrounding eating transform as feeding and eating become routinized. The findings demonstrate the profound influence of feeding young children on the perception and practice of commensality at home. Mealtimes are increasingly recognized as crucial moments for transmitting manners and tastes across generations. Moreover, the analysis reveals that caregiving and other practices have a ripple effect on adults' eating practices, leading to changes in their food priorities, meal schedules, practical arrangements, and even the division of labor along gender lines. The findings underline the complexity of implementing institutional advice, for instance on "good" child feeding, as it requires changes in parents' own food practices and emotional relationships with food. By emphasizing the lived experiences of practitioners, this paper supports the growing call to incorporate identities, such as gender, into practice theoretical analysis, ultimately enhancing our understanding of how practices evolve and endure. [ABSTRACT FROM AUTHOR]

This paper tells the story of the work of a parent-infant psychoanalytic psychotherapist with an infant girl and her mother, from the age of four to 19 months old. It became clear, very quickly, that she was a replacement child. She was born four years after the death of her profoundly disabled brother and before her mother had begun the process of mourning her dead son. The mother was struggling to see the infant as a person in her own right and felt that she wanted her daughter to be a reincarnation of her dead brother. Although the infant was always dressed as a girl, there was also something boyish about her presentation. The work centred around us playing together and helping her mother to see her as a person in her own right, as well as observing and trying to make sense of the infant's play. The therapist used her metaphoric function to hypothesise what the infant might be trying to understand in her play, especially with two identical plastic oranges that were the same and yet different. What emerged was that the mother was herself an identical twin, who never felt fully separated from her twin sister, and always felt that she was two people. An interpretation to the infant that perhaps she also thought that she needed to be two people, herself but also her dead brother, was met with a confirmatory response from the infant; it felt pivotal in elucidating for both mother and infant their respective challenges in the wake of the death of their son/sibling. The paper illustrates the importance of early intervention, of both observing and playing with infants and young children; and the importance of the therapist's use of metaphor, which could be viewed as an inductive statement, summarising a guess about inner reality expressed in a skewed or displaced way. [ABSTRACT FROM AUTHOR]

In this paper teachers and parents of children with disabilities in primary education share their perspectives on instructional practices that support inclusive education. The paper explores participants’ views on their own teaching practices before the Covid-19 pandemic in comparison to what they employed during the transition to emergency remote online education. The study involved 17 mainstream and special teachers from public schools in Cyprus, as well as 10 parents of children with disabilities, including all children with an official assessment of children with disabilities and special educational needs, attending primary mainstream schools. A thematic qualitative analysis was used to identify the type of pre-existing practices in the design and delivery of the learning process, including the use of technology, and how these were adapted during remote education. The findings highlight the importance of accessible learning materials, mainstream and assistive technology, communication, collaboration and co-teaching. The discussion emphasises the significance of readiness in terms of resources, competencies and relationships for inclusive education during emergency situations. In conclusion, being prepared to use technology for inclusion and to collaborate with colleagues and families is crucial in being inclusive even during challenging times. [ABSTRACT FROM AUTHOR]

Despite the emerging body of literature on mother-to-infant bonding and the associated variables, there are various definitions of bonding construct. Also, there is a lack of a comprehensive conceptual framework of antecedents and consequences of bonding that would guide empirical work. Aim of the study was to provide a systematic review and synthesis of concept analysis studies on maternal-foetal, mother-infant, or father-infant bonding. A systematic search was performed in PubMed, EBSCOHost (including PsycINFO), ProQuest, and CINAHL. In addition, a hand search was conducted. Papers were eligible for inclusion if they conducted concept analyses on mother or father to foetus/infant bonding. A qualitative meta-synthesis was applied to synthesise the findings. Eight papers on concept analyses were eligible for inclusion. In meta-synthesis, six aspects of parent-to-(unborn) child bonding emerged, including direction, domain, process, timing, endurance, and parental gender. Defining attributes are (i) a close relationship, (ii) filled with positive parental affection, (iii) manifested during pregnancy as monitoring foetal development and behaviour and after childbirth in proximity and interaction. Antecedents, affecting factors, and consequences of the parent-child bonding have been summarised. Parent-infant bonding refers to an emotional, behavioural, cognitive, and neurobiological tie of the parent to the (unborn) child, as a process from intention to have a child throughout infancy. This is a parental-driven process which can continue to evolve throughout child's and parent's life, characterised as enduring, committed, and engaged. Based on meta-synthesis, a conceptual structure of parent-infant bonding has been provided, which needs further empirical testing. [ABSTRACT FROM AUTHOR]

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Drawing from an ethnographic study with U.S.-born children who had relocated to their parents' hometowns in Mexico, we engaged transborder and dis/ability critical race studies (DisCrit) frameworks to understand the compounding, deterritorialized ways undocumentedness and dis/ability shape educational experiences across borders. In this article, we focus on the experiences of two familias and argue that a transborder DisCrit framing is necessary to reveal how undocumented parents advocate and dream across disjunctures in search of access to educational supports and humanizing futures for their children with dis/abilities across the countries they call home. Findings reveal how intersecting forms of undocumentedness, or exclusion from papers for access and belonging, constrained families' access to movement across geopolitical borders, schooling and health-care institutions, and documented diagnoses needed to access learning supports. In the implications, we explore what approaches to policy, education, and research might look like if they centered the experiences, subaltern knowledges, and humanizing dreams of transborder parents. [ABSTRACT FROM AUTHOR]

Australian research indicates that post-parental care transitions are rarely planned and primarily occur following a crisis for a primary carer. This paper examines disability staff perceptions of transitions for people with intellectual disability and their ageing carers in rural South Australia. A focus group interview model was used, with a semi-structured interview guide initiating group discussions. A thematic analysis methodological approach was selected to analyse the data. This paper reports on the theme of Service Delivery, which has three sub-themes of Availability; Distance; and Individual Access. The key findings are presented and supported by the use of exemplar quotes. This research indicates a poor intersection of general and specialist services is inhibiting post-parental transitional care for rural people. Simply allocating money to the individual does not resolve the issues, and the interface between different services needs to be better considered at government level. [ABSTRACT FROM AUTHOR]

Intensive parenting has become a key term for analysing the pressures and priorities of contemporary western parenting culture. For mobility studies it provides a discursive framework for understanding why children's leisure has shifted from free play and mobility towards various adult-led organised activities and why parents deem it necessary to control children's leisure journeys in an unprecedented manner. Most of the research on parenting and mobility has explained these trends with urban risks and safeguarding, but this paper highlights how parents also control, manage and enable children's mobility to resource and enrich them with various dispositions. We use children's mobility experiments and parents' interviews to explain two contrasting representations of children's mobility—intensive car-parenting and childhood velonomy—in a local community in Finland. The paper sheds new light on how community and place shape parents' notions of parenting, childhood and mobility. [ABSTRACT FROM AUTHOR]

In this paper, I present contextualizing factors, dimensions, and key markers of algorithm literacies, paying attention to the context of parenting and parenthood amidst datafication. Analyzing data from "think-aloud" interviews with 30 parents of children aged between 0 and 18, across England, I draw upon media and digital literacies scholarship to focus, first, in this paper, on the competencies, conversations, and events which contextualize parents' literacies with algorithmic interfaces. Next, I draw out four dimensions of parents' algorithm literacies including algorithm awareness, technical competencies, critical capacities, and championing their and their children's best interests, identifying practical markers for each dimension. I reflect on the broader implications of these for parenting and parenthood in datafied societies, and note that algorithm literacies are, forever, a work in progress, in fluidity and flux across the diverse courses of parenting journeys, deeply contextualized in the resources and restraints that parents encounter in their daily lives. [ABSTRACT FROM AUTHOR]

Objective Method Results Conclusions To synthesise qualitative research exploring the care-giving experiences of parents of young people with profound and multiple learning disabilities (PMLD) and complex healthcare needs, in the transition to adulthood years.Four databases were systematically searched: Scopus, WoS Core Collection, Medline and SciELO. Included papers were assessed for quality and thematically synthesised. Findings are presented in the form of free-verse poems.Nineteen papers from eight countries were included. Analysis generated three themes: interdependency of parent and child, where parents retained responsibility for their child’s care; apprehension regarding sharing and shifting responsibility between parents and professionals; an uncertain future in terms of care provision.Parents are concerned about the future care of their children. Training professionals in alternative and effective communication is fundamental to successful transition. Encouraging discussions about advanced care planning may also alleviate parental concerns and ensure good outcomes for young people with PMLD. [ABSTRACT FROM AUTHOR]

Many sports programmes designed for children under five claim improvements in physical, social, and psychological outcomes. However, few have been subject to any form of inquiry. This paper reports an initial exploratory study of parental perceptions of an indoor bouldering programme designed for children younger than 6 when delivered in England. Six parents who accessed an average of four sessions took part in a telephone interview to gather initial perceptions, and to establish whether they felt that there had been changes in their children's and their own behaviour by attending the Rock Tots/Kids classes. Thematic analysis indicated that parents were generally positive about the programme, and could identify some changes in their children's intrapersonal, interpersonal, and climbing specific skills when participating in the sessions. Parents also reported changes in their own approaches to parenting. Suggestions for future research of sports programmes targeted at this age group are discussed. [ABSTRACT FROM AUTHOR]

There are some studies indicating that parents make a significant contribution to children's conceptual learning through play, whereas very few studies have been done to identify parents' pedagogical positioning in children's imaginative play for supporting their learning and development. This paper is seeking how Indian-Australian immigrant parents involve themselves and support the development of abstract concepts by taking on their children's perspectives in imaginative play. Vygotsky's cultural-historical theory was used to analyse the data to answer the research question. The data have been collected through video, audio and semi-structured interviews from four Indian-Australian immigrant families. Approximately 17 hours of data were collected from four focus children's families. The finding of this study show how to extend the play that the parent and child develop from an individual perspective by moving between inside and outside of the imaginative play. However, the study also reveals that the play participants might miss the opportunity to understand each other's perspectives by only being outside of the play. The paper suggests that future research should concentrate on studying the pedagogical positioning of the adult, which is an important dimension for understanding adults' involvement in children's imaginative play for supporting learning and development. [ABSTRACT FROM AUTHOR]

Widespread neoliberal approaches to education consider schools increasingly accountable for self-management and 'client' recruitment, encapsulating economic ideologies that assume privatisation is essential for social progress. With an ever-shifting landscape of market-driven policies and the increasing growth of private education settings, more research is needed to cast light on emerging or under-researched aspects of autonomous schools. Located within a U.S. state that has strict constraints on tax subsidies for religious K-12 education, this paper investigates how an extensive form of decentralisation corresponds with schools' discipline and ethical environment. It analyses teacher interviews and web documents from faith-based, autonomous schools in a state that has devolved power and authority for decision-making to parents and other independent 'agents', having a distanced relationship with its nonstate 'actors'. The paper follows Foucault's use of the metaphor of the panopticon and adopts his power analysis to examine the nature of parental control and its influence on disciplinary and ethical practices. Evidence suggests that these autonomous schools are driven by a 'mini-public' ideology that constrains educators' autonomy and generates particular disciplinary norms; entangling ethical, educational, and social ramifications, including teacher resistance and teacher demoralisation. Implications for policy are discussed in this context of control. [ABSTRACT FROM AUTHOR]

Background: Parents seek support on behalf of their transgender and gender nonconforming (TGNC) children. Previous qualitative studies explore the types of support parents seek inside and outside of healthcare settings. Healthcare providers often remain unprepared to effectively provide gender-affirming services to TGNC children and their accompanying parents and may benefit from learning about the support seeking experiences of parents with TGNC children. Aims: This paper summarized qualitative research studies that address the topic of parents seeking support on behalf of their TGNC children. We produced this report for healthcare providers to review to enhance gender-affirming services for parents and TGNC children. Methods: This paper outlines a qualitative metasummary of studies from the United States or Canada with data collected from parents of TGNC children. Data collection included the steps of journal runs, database searches, reference checks, and area scans. Data analysis involved the steps of extracting, editing, grouping, abstracting, and calculating the intensity and frequency effect sizes for finding statements from qualitative research study articles. Results: The results of this metasummary yielded two primary themes, six subthemes, and 24 total findings. The first primary theme of seeking guidance had three subthemes: educational resources, community networks, and advocacy efforts. The second primary theme of seeking healthcare had three subthemes: healthcare providers, mental healthcare, and general healthcare. Discussion: These findings provide information healthcare providers can use to inform their practice. These findings also highlight the importance of providers working collaboratively with parents when serving TGNC children. This article concludes with practical tips for providers. [ABSTRACT FROM AUTHOR]

In this paper the author expands his thinking about "airless worlds" in individual therapy to work with couples. Living in an airless world refers to a process of internalizing negating messages from parents to their children such that the adult child continues to view and treat themselves in more or less the same negating ways that their parents had. Individuals suffering from the syndrome tend not to have separated from their internalized parents sufficiently to be able to develop their own senses of self, agency, and reality and therefore tend, transferentially, to create a similar kind of unconscious bondage with their adult partners. When adult partners co-create a communicative system wherein each unconsciously cedes to the other the power to define their experience of themselves, an airless world has been created in their relationship. An unconscious dependency on, and negation of, the other renders constructive intersubjective dialogue virtually impossible (i.e. dialogue that takes into account both parties' subjectivities). By way of focusing on his work with one couple whose capacity for competent constructive dialogue had broken down completely over many years, the author demonstrates both the operation of airless world dynamics in couples and his approach to introducing "psychic air" into their airless marital systems. Central to his approach is an expansion of the idea of therapeutic empathy to include "empathy with the needs of the system." [ABSTRACT FROM AUTHOR]

Bilingual language development is different from monolingual language development. The lack of appropriate assessment tools geared to the bilingual population has led to inaccurate over-diagnosis of bilingual children with typical language development (TLD) as children with Developmental Language Disorder (DLD) and under-diagnosis of bilingual children with DLD. The present paper addresses this challenge by focusing on Hebrew as a second language (L2) of bilingual preschool children whose first language (L1) is either English or Russian, taking into consideration both chronological age (CA) and age of onset of bilingualism (AOB). This study aimed to generate bilingual standards for a monolingual screening test, Goralnik Screening Test for Hebrewby arriving at appropriate bilingual typical development cut-off points. A total of 443 bilingual Hebrew speaking children (397 with TLD and 46 with DLD), ages 61–78 months (M = 70; SD = 4), 199 with L1 English and 244 with L1 Russian, took part in the study. The results demonstrate low diagnostic accuracy when a monolingual test with monolingual norms is used for bilingual children, in contrast with increased diagnostic accuracy when bilingual standards are used for bilingual children. The paper concludes by showing the importance of bilingual standards when assessing clinical populations with varying ages of acquisition, and in particular, for those who were exposed to their second language after the age of four. [ABSTRACT FROM AUTHOR]

Recent years have seen an increase in the visibility of transgender and gender-diverse (TGD) children in the public sphere. Jack Halberstam [(2018). Trans: A Quick and Quirky Account of Gender Variability (Vol. 3). University of California Press] is very critical of middle-class parents of TGD children, arguing that much of their activism is based on a normalizing model of individual rights as opposed to a more transformative activism that might de-stabilize gender-power systems that are restrictive for everyone. Following this pronouncement, this paper takes up the opportunity to inquire further into the everyday negotiations of middle-class parents of TGD children. Drawing on semi-structured interviews with twelve middle-class parents of TGD children aged 5–13 in Ireland, this paper provides in-depth insight into the classed, precarious, gendered, disruptive and arduous nature of parents' work as they negotiated schools and laboured to follow a child-led parenting philosophy amidst the judgement of others and rigidly gendered worlds. Ultimately, this paper's argument is two-fold – it alerts us to social class inequality in parenting TGD children but it also complicates the figure of the middle-class parent of a TGD child, offering in-depth insight into the shape and effects of child-led parenting with TGD children. [ABSTRACT FROM AUTHOR]

The Enhanced Visits Model (EVM) provides support to families in the United States, including technology to connect remotely with incarcerated parents, funding for video visits, and visit coaching for adults to support relationship building with children. Such support is intended to decrease barriers to traditional visits but not replace in-person visiting. The EVM is important for parents who are in local jails, rather than prisons, since jails typically incarcerate people for less time than prisons and lack programs that often exist in prisons. This paper focuses on development of the EVM and initial results of a feasibility and acceptability study. Although some challenges exist regarding engagement of children's caregivers and the quality of sound and visual images, families and professionals provided positive feedback about the intervention. During video visits, children interacted with their incarcerated parents in creative ways, including showing toys, playing games, singing, reading, and doing homework. Moreover, incarcerated parents were virtually present at key times, including children's mealtimes, bedtimes, holidays, and daily routines. This paper provides evidence that remote video visits are enjoyed by families and incarcerated parents and supports the recommendation to supplement (but not replace) in-person contact with remote video visits for children and incarcerated parents. [ABSTRACT FROM AUTHOR]

Parents are the key people in the family when it comes to determining the extent and type of education for their children. Within the theoretical frameworks of African feminisms, human capital theory, and the liminality theory, this paper examines the parental perceptions of the girls' secondary education in Tanzania's rural communities. Moreover, it determines the effects of those perceptions on the girls' secondary schooling in rural Tanzania. Using the ethnographic research design, this qualitative study found that, although some parents perceived girls' secondary education negatively, there were some glimmers of hope and changing attitudes among parents. The findings further indicate that there are tensions and conflicting perspectives, as some of the parents struggled to reconcile emerging beliefs about girls' education with the existing largely conservative cultural and familial practices. This changing perception on the girls' secondary education signals a favourable disposition towards the improvement of girls' secondary schooling, particularly in the largely conservative rural communities. [ABSTRACT FROM AUTHOR]

In this paper we consider parents as unofficial evaluators of success in primary bilingual programmes that are not subject to any standardised bilingual outcomes. Small-scale, opt-in programmes that are reliant on parental buy-in are increasing in Australia. Given the importance of parental choice on the sustainability of these programmes, we seek to understand parents' evaluation of success in their implementation. We apply Mehisto's ([2015]. "Forces Mechanisms and Counterweights." In Building Bilingual Education Systems: Forces Mechanisms and Counterweights, edited by X. Mehisto, and X. Genesee, Xv–xxvii. Cambridge: Cambridge University Press.) framework of forces, mechanisms and counterweights to two Australian studies, and explore the parents' discourse around the success of four primary bilingual programmes as a counterweight to the degree of commitment at the school (force) and the perceived affordances (mechanisms). The implications of the parental evaluations of success on the implementation of the programmes are discussed. [ABSTRACT FROM AUTHOR]

The role of parents has always been instrumental for their children's initial engagement in sport. For athletes with intellectual and developmental disability (IDD), the role of a parent gains added significance. In this paper we argue that because of the significance of parents we need to better understand the culture(s) surrounding the rearing of children and the role the Special Olympic movement (SO) can play in this process. This paper is a call for ethnographic accounts of parental culture(s) in and around SO. To support our claim for the use of ethnographic methods, we first briefly outline the qualitative literature regarding parenting children with IDD. This is followed by an exploration of literature on parents and the SO's potential to facilitate inclusion. Ultimately, we outline our vision for an ethnographic research program to capture the many and varied overlooked voices and actions of parents in this distinctive cultural environment. [ABSTRACT FROM AUTHOR]

Throughout childhood, but especially in adolescence, parents play a pivotal role in shaping their child's personality and when they face developmental difficulties. This in turn, makes the parents an integral part of their adolescent child's psychological treatment. As part of the adolescent's growth process, changes in the relationship between parent and adolescent are required. Thus, the adolescent constructs their parents as parents of an adolescent and the parents, in a process of "general rehearsal," assist their child in getting through adolescence while perceiving them as a future adult. In this intersubjective process, the parents' ability to tolerate ambiguity and "becoming" is critical and significant. This paper explores this intersubjective process, following Ogden's conceptualization of the parent as an oedipal transitional object. The parent recognizes the complexity of this developmental stage, and at the same time, views the adolescent as the adult they will become without pressuring their child into adopting "false solutions." To enable this, it is important that the parents be part of their child's therapeutic process. [ABSTRACT FROM AUTHOR]

UK young adults saw sharp mental health declines during the COVID-19 pandemic. This paper examines whether living with siblings helped moderate this negative effect. We compare the outcomes of young adults (age 19), i) who were living with parents and siblings, with ii) those who were living with only parents, and iii) with those who were living away from parents. We used data from the Millennium Cohort Study COVID-19 survey, linked with the mainstage survey (N = 2,578), and captured mental health with: the Shortened Warwick-Edinburgh Mental Well-being Scale and the Kessler-6 Psychological Distress scale. As young men and women may be differently affected by sibling co-residence, we vary living arrangements effects by gender. While average young adult mental health deteriorated during the first national lockdown, there were variations by gender and living arrangements. For young men, living with siblings was associated with improved mental health on both measures during the first COVID-19 lockdown. For young women, living with parents was associated with lower psychological distress than living away from home, but siblings provided no additional benefit. Data from later in the pandemic suggests that, as young adults became more accustomed to social restrictions, the importance of family living arrangements declined. [ABSTRACT FROM AUTHOR]

This paper reports on findings from a survey conducted within a larger collaborative project, working with primary school teachers and parents to normalise conversations about LGBTQ+ issues in four English primary schools. Survey data from 96 teachers and parents highlight different perspectives on the inclusion of LGBTQ+ issues. Existing research shows teachers are often reluctant to address such issues, signalling various concerns, including fear of a negative parental reaction. Using quantitative analysis of Likert items combined with a qualitative analysis of open-ended comments, the study shows differences in perceptions between teachers and parents, and among participating parents. The findings show teachers are willing to address LGBTQ+ issues within the primary school curriculum with support from the majority of parents. Parental opposition to teaching about LGBTQ+ issues appears to be associated with some parents’ religious views and limited engagement with members of the LGBTQ+ community. Parents’ concerns largely focused on notions of childhood innocence and perceptions of age-appropriateness for teaching about/engagement with LGBTQ+ issues. [ABSTRACT FROM AUTHOR]

Through an examination of their personal letters, this article explores the ways in which seventeenth- and eighteenth-century gentry parents responded to the illnesses of their children. Correspondence was the lifeblood of elite families in this period, as members were increasingly peripatetic and regularly separated from one another. It was also the primary method by which parents communicated with their adult children who had established households of their own. Illness was one of the key subjects of such letters. The paper approaches childhood as a relational, continuous state and uses relative age and social rank, often overlooked in favour of gender in scholarship on early modern sickness and domestic medicine, as categories of analysis. Through close reading and application of literary, sociological, and historical understandings of both letter-writing and experiences of illness, it argues that parental letters about health had specific strategies and implications. Mothers and fathers intervened in the physical condition of their offspring throughout their lives. Their diverse reactions to news of poor health, from concern, advice, and sympathy to admonition and frustration, served various functions at different stages of the life-course. Parents fulfilled their duties, such as protection, discipline, and education, remotely via correspondence about health. Concurrently, they allowed space for negotiation of their own and their children’s identities and emotions, particularly during transitional phases such as young adulthood. By considering the ways in which parent-child dynamics shifted in response to the challenges and opportunities presented by illness, this study untangles one of the many points of connection between family, health, and epistolary culture. [ABSTRACT FROM AUTHOR]

This paper provides insights into the experiences of children with disabilities in an Ethiopian context during prolonged school closures due to the COVID-19 pandemic. Drawing on data gathered through telephone surveys from parents of children with disabilities who had been attending school prior to closures and teachers working in different educational settings, we discuss children's learning journeys during closures, motivations to return to school and the implications of this on current educational reform efforts in Ethiopia. Our findings highlight the significant merits of including children with disabilities explicitly in wider education reform efforts; the many positive gains seen in parental desires to send their child back to school; and the need to recognize and strengthen the role of schools as spaces for promoting children's socio-emotional well-being. Schooling of children with disabilities in Ethiopia was significantly impacted due to the lack of accessible learning materials available at home and in schools Caregivers expressed that returning to school was a strong priority for their child with disabilities Teachers and caregivers noted significant negative impact of closures on children's social and emotional well-being, with many reporting heightened feelings of sadness, loneliness, isolation, and diminished interest in learning and playing among their children. Caregivers and teachers felt that more could be done to support families and schools during such times, especially with better allocation of resources. [ABSTRACT FROM AUTHOR]

The COVID-19 pandemic and its associated lockdown in South Africa led to the closure of leisure spaces, and Early Childhood Development (ECD) centres, forcing parents who were non-essential employees to work from home. This created a crisis for families, with significant consequences for family leisure time and activities. This paper explored the impact of the pandemic for parents with pre-school aged children (PSAC) and aimed to identify changes to family leisure during this period. Data was collected through self-administered questionnaires (n = 140) among parents at three selected ECD centres in Cape Town. The findings indicated that participants experienced higher emotional and tiredness levels because of the pandemic-induced changes, often neglecting themselves in their attempt to balance work, life and care for their PSAC, without their traditional support structures. The findings confirm a significant impact on family leisure, with leisure activities decreasing, and switching from outdoor, relational to home and family-based activities. The study identifies the type of leisure activities and changes caused by the pandemic and the effect it had on parents' work-life balance and overall wellbeing. [ABSTRACT FROM AUTHOR]

LGBTQ families have to navigate parenting in a heteronormative world. Like many other parents, LGBTQ families create playgroups to support their parenting endeavour. Drawing on research into how family and parenting identity influences playgroup participation and choices, this paper reports on interviews with members of an LGBTQ playgroup in a city in Australia. The group provided a space for many LGBTQ families to be supported and nurtured in their parenting and LGBTQ identities. However, as with any group, some families were not present or did not feel welcomed in the group. This paper examines how the playgroup drew its boundaries, who was included and who excluded, and the mechanisms that created these boundaries. [ABSTRACT FROM AUTHOR]

This paper explores the ongoing coming out process between parent and lesbian, gay, bisexual, transgender, and/or queer (LGBTQ) child. Framed with relational dialectics theory, this thematic analysis identifies turning points at three critical times: the child's initial disclosure to parent(s), the child's first post-disclosure dates and/or romantic relationship, and the parent becoming the 'Parent of a LGBTQ child.' This paper concludes with recommendations for future research studies exploring the coming out process between parents and their LGBTQ children. [ABSTRACT FROM AUTHOR]

While most educational models point toward cognitive and metacognitive skills to promote reading comprehension, recent studies indicate that motivation also plays a key role. Consequently, studying social factors that may support reading motivation represents an interesting research avenue. We therefore performed a systematic review of the literature to highlight the types of reading support provided by teachers, parent, or peers that predict changes in reading motivation among students in grades 4 to 6. Restricting our sample to peer-reviewed articles published in the last twenty years, we identified 7208 research papers from electronic databases. From these, we selected papers focused on 4th to 6th graders with normative development, using reading supports (from either teachers, parents, or peers) as independent variable(s) and reading motivation as the dependent variable, and having at least two waves of data. At the end of the selection process, 16 studies were eligible for data extraction. Our synthesis suggests that the current state of research in the field of reading motivation does not allow the identification of reading interventions that are undoubtedly effective in promoting reading motivation. However, it appears that supporting students' psychological needs is generally an effective way of producing positive changes in their reading motivation. [ABSTRACT FROM AUTHOR]

These two very different but complementary discussions address two different "registers" of my thinking in my paper on patients who "live in airless intrapsychic worlds." Harris is most interested in the meta-theoretical and historical contexts and frames of my theory and clinical approach, viewing my contribution as an example of various broad trends in contemporary relational psychoanalytic thought. Shaw, by contrast, engages with my particular insights and clinical/theoretical framework for understanding and working with patients whose struggles very much resemble and overlap with the struggles of the adult children of "traumatically narcissistic" parents, which his seminal work has focused on. In my Replies I voice my appreciation of each of their unique perspectives on my ideas, and engage with each of them regarding certain differences in our theoretical and clinical sensibilities. [ABSTRACT FROM AUTHOR]