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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]

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]

Purpose: The purpose of this paper was to conduct a review of the studies published between 2018 and 2022 to investigate radiation-related effects in the offspring of human individuals exposed to ionizing radiation. Methods: The search identified 807 publications, from which 9 studies were selected for detailed analysis to examine for effects in children whose parents were exposed to various types and doses of radiation. Results: The review does not yield substantial evidence supporting intergenerational effects of radiation exposure in humans. However, caution is required when interpreting the results due to limitations in the majority of the published articles. Conclusion: This review, covering the period 2018–2022, serves as an extension of the previous systematic review conducted by Stephens et al. (2024), which encompassed the years 1988–2018. Together, these two papers offer a comprehensive overview of the available evidence regarding the intergenerational effects of parental pre-conceptional exposure to ionizing radiation. Overall, the findings do not provide strong evidence supporting a significant association between adverse (or other) outcomes in unexposed children and parental preconception radiation exposure. [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]

AbstractThis paper traces how the meaning of symptoms and the positioning of selves are entangled and discursively constructed in therapeutic conversations between parents and therapists at a pain clinic for children and young people (age 8 to 18) with recurrent or chronic pain or other somatic symptoms with no established biophysical pathology. Based on data material from an ethnographic fieldwork it is examined how the selves of respectively children/young people and their parents are discursively positioned in conversational encounters and the role positioning of selves play in the context of establishing and negotiating the symptoms’ meaning. The bearer of medically unexplained symptoms is oftentimes subjected to moral assessments. In this paper it will be shown that parents, in the institutional setting of the pain clinic, enter the negotiation of moral assessments assigned to their children, and that these moral assessments not only concern the sufferers’ selves but also the selves of the parents. The overall argument is that dialogues between parents and therapists concerning the meaning and source of their children’s symptoms are simultaneously negotiations in which not only the sufferers’  but also their parents’ moral positions are at stake. [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]

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 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]

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]

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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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]

Prior research indicates that religious parents can have negative, positive, or ambivalent responses to their child’s sexual orientation and gender identity (SOGI). Yet, to our knowledge no research has quantitatively examined patterns of sexual and gender diverse (SGD) youth’s perceptions of their religious parents’ responses to their SOGI. Without examining variations in these patterns, we are unable to better understand the experiences of SGD youth with religious parents. In the current paper, we examined patterns of SGD youth’s perceptions of their religious parents’ SOGI-specific rejection, acceptance, and SOGI change efforts. We also examined if these patterns differed by SGD youth’s individual and contextual factors. The analytic sample consisted of online responses from 5,686 SGD youth (Mage = 15.95). We found four distinct profiles: Positive Parental Response, Moderate Negative Parental Response, Low Parental Response, and High Negative Parental Response. The largest profile was the Positive Parental Response, suggesting that many SGD youth perceived positive responses from their religious parents. SGD youth with diverse gender identities and intersecting identities, such as race/ethnicity, were more vulnerable to religious parents’ negative responses. Findings have implications for existing resources and programs aimed at strengthening SGD youth’s relationship with their religious parents. [ABSTRACT FROM AUTHOR]

Recent years have witnessed growing acceptance of gender and sexuality diversity in Australia; yet, its inclusion in the school curriculum remains contentious. Despite evidence to the contrary, there is a commonly held belief that parents consider the inclusion of such topics inappropriate. In the light of this, this paper focuses on an analysis of three qualitative items from an Australian national survey of parents of children attending government-funded schools. Informed by the responses to these questions, we sought to better understand the concept of age-appropriateness present in the discourses deployed by a (minority) number of Australian parents who did not support gender and sexuality diversity-inclusivity in the curriculum. Thematic data analysis identified three key themes used by parents to warrant gender and sexuality diversity curriculum exclusion based on age inappropriateness: namely, inclusion is 'confusing'; children are too 'immature'; and children are too 'easily influenced'. [ABSTRACT FROM AUTHOR]

Growing up in a military family with long-term and frequently absent parents presents unique psychosocial challenges to children and families. The purpose of this paper is to examine what growing up in a military family with absent parents looks like from a child’s perspective, what the biggest challenges are, and how children cope with them. We took a life course approach and conducted retrospective, semi-structured in-depth interviews with 13 adult children from 11 military families in Slovenia, which revealed that prolonged parental absences leave a strong impression on children’s individual biographies and everyday life. This influence is evident in their present and past everyday life throughout their life trajectories. It particularly affects relationships with parents and relationships between parents, leads to frequent changes in daily routines and disrupts the family balance as well as causes anxiety and fear for the parent. From the children’s perspective, it also affects their parents’ parenting practices (how their parents raised them) and how they manage their lives. [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]

The objective of this paper is to analyse the relation between violence and affect in Uribe's El taller del tiempo (2003). This polyphonic novel reflects the conflicts of three generations in an upper-class family in Mexico City. The story revolves around the despotic patriarch, Miguel Primero, his son Miguel Segundo and the latter's son, Miguel Tercero. Miguel Segundo, victim of his father's cruelty, becomes in turn the 'executioner' of his own son. The lack of affection between parents and children, and also between spouses, leads to a series of emotions such as envy, anger, fear and hatred. The book is at the same time a philosophical reflection on the eternal return and the obsession with the time machine that would allow us to go back in time and change destiny. We will then try to understand how Uribe, in his play with narrative tenses, constructs a mosaic of different manifestations of both physical and symbolic violence. [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]

AbstractObjectiveMethodsResultsConclusionThis systematic review and meta-ethnography aimed to examine how children, adults and families cope with Tourette’s syndrome (TS).A systematic search of four databases was completed in October 2022. Sixteen papers met the inclusion criteria and were synthesised using Noblit and Hare’s (1988) meta-ethnographic approach.Three themes were constructed: redefining the self and social identity, controlling the visible presentation of Tourette’s syndrome, and challenging the narrative.Findings indicate that coping involves the need to integrate TS with identity, to exert control over tics and to challenge the misrepresentations of TS in wider society. A supportive environment provided by parents and friends enables individuals to feel proud that they can control their tics, and this allows for the positive integration of TS into identity. Raising awareness at a societal level through educational campaigns is important when aiming to improve coping with a stigmatised condition. Further research is recommended, for example, to understand how common co-occurring conditions, such as attention deficit hyperactivity disorder, impact coping. [ABSTRACT FROM AUTHOR]

This paper focuses on exploring the differences in the importance of spiritual/religious beliefs and practices (SRBP) between Latinx parents who have children with emotional, physical, and cognitive disabilities. Previous research has focused on looking at individual disabilities, such as autism-comparison in differences in importance of SRBP among Latinx parents needs to be further explored. Data from 154 Latinx parents in the United States was collected from an online survey, and a multiple linear regression was used with several predictor groups. Results indicated statistical significance between parents who have children with emotional disabilities and the importance of SRBP. [ABSTRACT FROM AUTHOR]

This paper authentically represents the voices of non-verbal children with cerebral palsy using a case study design. Policy suggests that children should have the right to play and leisure opportunities, however non-verbal children with cerebral palsy have fewer choices. Additionally, children with communication, learning and mobility limitations are usually excluded from research. The aim of this research was to capture the voices of non-verbal children by exploring their well-being impact in terms of their experiences and choices about their level of participation in recreational activities. A qualitative case series study included interviews, observations, photographs and diaries. Where possible, the diaries were completed by both caregivers and children. Data were analysed thematically, and the lens of positioning theory applied. Seven children aged nine to sixteen years participated. The findings showed how equipment, people and environments enabled or hindered the children's participation. The children also advocated as champions for their own well-being. Positioning theory was applied across the data and was adapted offering a way to better understand the children's well-being responses. The findings demonstrate how these children were able to self-advocate, demonstrating their well-being by their intentional behaviours from their level of participation in a recreational activity. The voices of non-ambulant and non-verbal children are underrepresented in the literature. This study offers an innovative approach to highlight their voices using visual data. The images project the narrative about their choices for participation in recreational activities. The proposed kaleidoscope of well-being offers a way to demonstrate the fluctuations in their emotional responses from their participation. Choices for participation in recreational activities remains limited for non-ambulant and non-verbal children with cerebral palsy. Designers and policy makers should consider how equipment and environments can be adapted or created to increase the choices for non-ambulant and non-verbal children with cerebral palsy. Practitioners in health and social care should consider how to listen to the voices of non-verbal and non-ambulant children with cerebral palsy and their parents/guardians and work towards jointly setting participation goals to affirm their strengths. [ABSTRACT FROM AUTHOR]

In this paper, we provide an innovative conceptualization of the work–family balance, and its implications for mothers' and fathers' life satisfaction, by drawing on 'Self Determination Theory' and 'Job Demand-Control–Support' model for the 'basic psychological needs' in partnership, parenting, and work. We analyse whether work and family satisfaction have different meanings for mothers and fathers, and whether it has equal importance in determining overall life satisfaction by gender. Using a sample of dual-earner parents from the third (2010/11) to the eleventh (2018/19) waves of the German Family Panel (pairfam) panel survey. Our results support the idea that self-realization in partnership, parenting, and work are important for both men and for women. However, there is gender difference in the way that work and family satisfaction is conceived and also in the way that the combined satisfaction in these two life spheres affects overall life satisfaction. [ABSTRACT FROM AUTHOR]

While it is now widely acknowledged that child-rearing practices vary culturally, there has been little research or consideration on how cultural difference is experienced by Polish immigrant parents in Ireland. This paper reflects on how culture is experienced by migrant parents and shapes Polish migrant parenting in the Irish context. It draws on findings from a qualitative study which elicited Polish migrant parents' perspectives on the norms that shape parenting and their parental experiences, while residing in a culturally diverse neighbourhood in Ireland. Findings highlight that no single theoretical framework accurately captures Polish migrant parenting, which is a complex, multidimensional and dynamic phenomenon. Instead, insight is required into migration experiences, the influence of childhood, family relationships and obligations, as well as employment and parenting styles, all of which are underpinned by specific cultural norms and values, to better understand parental challenges in the adaptation to their post migration environment. [ABSTRACT FROM AUTHOR]

Difficulties in recruiting newly bereaved families and following them over time present a major barrier in grief research following the death of a spouse/parent. We established FALCON—the first prospective nationwide cohort of families with children below age 18 years whose parent died in Denmark between April 2019 and July 2021. Data from parents and children were collected within 2 months of death with ongoing follow-up assessments up to 18 months post-death. A total of 992 families were invited. The final cohort consisted of 250 families (250 widowed parents, 134 adolescents, 120 children aged 6–12 years and 63 children aged 0–5 years). In this paper, we describe the rationale for the cohort's creation, the challenges of researching grief in families, the methods used and future plans to utilize this unique family-level dataset. [ABSTRACT FROM AUTHOR]

A growing body of conceptual evidence over the last decade has increased our understanding of parents' experiences of having an infant with complex congenital heart disease. These concepts include parents' feelings of uncertainty, fear, excitement, and mastery. However, little is known about parents' experiences, confidence, and knowledge acquisition during transition from hospital to home with their infant after the first stage of complex cardiac surgery. A theoretical framework to assess, plan and implement child and family centered care would assist children's cardiac nurses responsible for parental education, discharge planning and coordination. To explore parents' experiences of the transition from hospital to home with their infant, following the first stage of cardiac surgery. A prospective mixed methods longitudinal design. Semi-structured interviews were undertaken, including administration of the Maternal Confidence Questionnaire at four timepoints: before discharge following stage one cardiac surgery (T0), 2 weeks' post discharge (T1), 8 weeks' post discharge (T2) and after stage two surgery (T3). Qualitative data were thematically analyzed. Descriptive statistics were used to characterize the sample and non-parametric repeated measures analysis of variance was used to analyze changes over time in maternal confidence scores. Sixteen parents of 12 infants participated. Four "patterns of transition experience" emerged, the fourth "Mastery", is discussed in this paper. Mastery can be contextualized in terms of the parents' journeys of knowledge construction, gaining confidence and reflection. Learning was dynamic and transformational, but successful learning and acquisition of knowledge was also dependent upon the parents' ability to absorb, integrate and adjust at any given time. Confidence at T0 was significantly lower than at T1 (p =.011), T2 (p =.018) and T3 (p =.012). There were no significant differences between scores at T1, T2 and T3. Liminality, as a concept, described the between and betwixt time that parents experienced as they were preparing for discharge from hospital; excitement to be going home balanced with the fear of being alone and confidence in looking after their fragile infant. Parents of infants with complex congenital heart disease obtain knowledge, confidence, and mastery dependent upon their transition experience and their personal journey through pre-liminal, liminal, and post-liminal phases of discharge from hospital to home. A conceptual framework "Parenting through Transitions – hospital to home" emerged that could assist in structuring assessment of parents' knowledge and support needs within a coordinated discharge process. Identifying individualized support would promote adaptation and adjustment during transition from the pre to post liminal phase, following their infant's first stage of complex cardiac surgery. Parents learning was dynamic and transformational, learning opportunities overlapped transitional phases of their infant's journey, but successful learning and acquisition of knowledge was also dependent upon the parents' ability to absorb, integrate and adjust at any given time. The transition from hospital to home and traversing the physical boundary of leaving the hospital for the first time with their infant (liminal phase), was loaded with emotionally traumatic experiences that could not be separated from the transition that was being explored within this study. Adjusting to the new situation, developing confidence over time, and becoming comfortable as they mastered new skills, demonstrated that some of these parents could pass through that liminal space to mastery of a new normal (post-liminal phase), which encompassed competence, integration, and comfort. [ABSTRACT FROM AUTHOR]

The transition from early intervention to preschool is a major early milestone for children with multiple disabilities and their families and the first of many transitions they will experience across the lifespan. However due to the low-incidence nature of multiple disabilities, this group has been largely left out of the literature surrounding this transition. Thus, in this paper we review the existing literature in order to better understand the barriers families face during the transition from EI to preschool, and how this transition could be improved for parents of children with complex physical, medical and educational needs. Several challenges experienced by families as well as beneficial systems of support are presented. Implications for practice and further research examining the specific needs of families of children with multiple disabilities during transition are discussed. [ABSTRACT FROM AUTHOR]

This paper reports findings from an ethnographic study of families from culturally and linguistically diverse (CALD) families in Australia caring for children with disability. The study aimed to contribute insights into the unique experiences, challenges and supports that characterise experiences of families of a child with disability living in a country where the mainstream culture is different from their own. Four families from different cultural backgrounds participated in the study over a period of nine months. During this time, they participated in a series of semi-structured interviews during which they shared their encounters with formal early intervention services and reflected on important informal supports. Findings presented here indicate three key areas associated with accessing informal supports that can pose challenges for families who hold values that are different from those of the dominant culture: lack of social support; cultural adaptations, and socialization problems and coping strategies. The findings indicate that formal services could ameliorate feelings of social isolation by enabling parents to access informal supports such as parenting groups. [ABSTRACT FROM AUTHOR]

Play can create a safe environment for children to escape from worries. The global COVID-19 pandemic and stay-at-home orders were stressful events for young children and families. This case study documents children's and parents' play, emotions and coping strategies during the COVID-19 pandemic in Turkey. Five mothers and their young children participated in our study, and we used the Parent Play Preferences Questionnaire (PPPQ), a semi-structured interview, and mother–child tasks for data collection in the Summer of 2020. Findings showed young children's daily activities and play changed, and both mothers and children experienced various emotions. Children were aware of the precautions taken to protect themselves from COVID-19, and they attempted to keep the play characters safe in their play. Children reported missing friends, school, playgrounds and playing with others. Our study highlights the importance of parent–child conversations and play to cope with unexpected events in children's lives and captures children's voices in early childhood education research. [ABSTRACT FROM AUTHOR]

Athletic injuries are common in youth sports, and much research has focused on the injury experience of athletes. However, less attention has been given to the impact of adolescent injury on relevant others within athletes' recovery orbit, particularly parents. This narrative review examines the impact of adolescent injury on parents using the Multilevel Model of Sport Injury (MMSI). Results revealed that parents' experience of their adolescent's injury is influenced by intra- and interpersonal factors (e.g., thoughts, emotions, behaviors, and interactions with coaches, and sport medicine providers), as well as institutional, cultural, and policylevel factors (e.g., lack of organizational support, internalization of sport norms about playing with pain, and sport injury policies and guidelines). The review provides a more nuanced understanding of the factors and interactions that parents have following adolescent sport injury. Further research using the MMSI can extend current conceptualization and theorizing regarding parents' experiences following adolescent injury. [ABSTRACT FROM AUTHOR]

Multiple determinants of parental burnout have been identified, among which two indexes of non-supportive coparenting play a central role: low endorsement of the partner's parenting, and high exposure of the child to interparental conflicts. It is, however, unclear whether these coparenting dimensions play a role for both mothers and fathers, and if this role may be more important for parents who have a high interdependent self-construal. We surveyed a sample of upper-middle-class heterosexual parents living in a dual-earner family arrangement (152 mothers, 101 fathers) with 0- to 12-year-old children living at home. Parents answered questionnaires about burnout, sociodemographic variables, coparenting, self-construal independence and interdependence, and child-related variables. Generalized linear model analyses showed that (i) burnout is higher in mothers than in fathers; (ii) for fathers, burnout is associated with a higher exposure of the child to interparental conflicts; (iii) for mothers, it is associated with a younger age of the youngest child, a higher exposure of the child to interparental conflicts, a lower endorsement of the partner's parenting, and a higher self-construal interdependence; and (iv) there is no moderation effect of interdependence on the link between the coparenting dimensions and burnout. Burnout is higher in mothers than it is in fathers For fathers, burnout is linked with higher exposure of the child to interparental conflicts, an index of non-supportive coparenting For mothers, burnout is linked with a younger age of the youngest child and with two indexes of non-supportive coparenting: higher exposure of the child to interparental conflicts and lower endorsement of the partner's parenting A high interdependent self-construal is related to burnout in mothers and does not moderate the links between non-supportive coparenting and burnout in either parent Specificities in the variables linked to burnout in mothers and in fathers should be taken into account when treating parental burnout [ABSTRACT FROM AUTHOR]

This article analyses the discourse on 'good parenthood' that has emerged in Germany in the context of neoliberal educational reforms in recent decades. The analysis shows that this discourse is structured mainly along the lines of race, class and gender. It also shapes the parents' responses to racial othering that they and their children experience in school. Using a dispositive analytical approach and Judith Butler's concept of subjectivation, the author identifies subtle strategies used by parents to challenge prevailing racist knowledge about them in their children's schools. As the analysis shows, parents' entanglement in racialized neoliberal discourse complicates their ability to resist responsibilisation as 'active' and 'committed' parents. The parents interviewed for this study mostly appeared to internalize the neoliberal premise that every parent is the architect of his/her child's success, thus absolving education policy and the school of responsibility for educational inequalities and institutionalized forms of racial discrimination. [ABSTRACT FROM AUTHOR]

Teachers play a crucial role in the diagnostic process of Attention-Deficit/Hyperactivity Disorder (ADHD) in students: They are often the first to identify ADHD-related behaviors in children and to signal them to parents. Research has demonstrated that the recognition and labeling of certain behaviors as evidential for ADHD by teachers vary with respect to student characteristics. This study examines if and how the association between teacher perception of students' ADHD-related behaviors and teacher suspicion of ADHD in students is moderated by teacher perception of students' cognitive capacities. Multilevel analysis was carried out on data collected in 2017 and 2018 from 939 students and 108 teachers in 15 Flemish (Belgium) and 16 Québec (Canada) schools in the context of a collaborative research project on ADHD-prevalence and identification. Results show that, when teachers perceive ADHD-related behaviors in students, they more readily suspect ADHD when students are cognitively stronger. This study suggests that teachers are more inclined to free cognitively stronger students from the blame of ADHD-related behaviors by administering them an ADHD-label. [ABSTRACT FROM AUTHOR]

Moral distress is experienced when one knows the right thing to do, but cannot do it because of institutional or external constraints. This study aimed to understand the extent to which moral distress affects a school leader's role, and the key sources of moral distress. Using a web-based survey (n = 954) and focus groups including school leaders, we found that the increasing complexity of classrooms places competing demands upon school leaders. Moral distress emerged from expectations from school district leaders and parents. This study introduces moral distress to educational research, and provides a conceptual lens for describing the moral dimension of challenges that school leaders face. Future scholarship is necessary to understand the impact of moral distress on school leaders as they strive to adapt to increasing demands from both their districts and their school communities. [ABSTRACT FROM AUTHOR]

Incarcerated people – including those who are parents – have a diverse set of criminogenic needs and responsivity issues, raising questions about how best to support them in prison. Using a sample of 2,120 adults in state prison, this study examined self-reported needs and programs of interest, assessed how these varied by parenting status and between mothers and fathers, and considered predictors of individuals' interest in parenting services. Participants most frequently reported needs related to negative peer influences, substance use, and housing; meanwhile employment and education programs received the most interest. Parents were more likely than non-parents to express needs regarding family relationships; mothers self-identified substance use and mental health treatment, whereas fathers more often called for employment programming. Being younger, a mother, or a parent of color, as well as having younger children and contact during prison, were associated with increased odds of expressing interest in parenting programs. These findings inform decisions around prison programming that better fits individuals' self-identified needs. [ABSTRACT FROM AUTHOR]

This multiple case study draws from interview and observation data from nine institutions to reveal the role that orientation and parent and family programming staff members believe they and parents should play in facilitating students' independence development. Key findings include the importance of balance in involvement and partnering with parents to support students' independence. Results reveal conflicting messages within institutions provided to families about challenge, support, and when and how parents and staff should intervene. [ABSTRACT FROM AUTHOR]

Previous research in Spain has shown that immigrant families' views regarding the education offered to their children are on the whole positive. This article adds to the current literature by exploring how immigrant families' perceptions about their relationships with the school staff and other families affect their trust in schools. The article looks at immigrant families' predominant perception of their relations with schools and other families, whether they perceive discrimination or positive contact, and how this affects their trust in the schools. The study is based on qualitative interviews as well as on participant observation with immigrant parents from differing origins in four neighbourhoods in Barcelona. The results show that the trust that immigrant parents place in schools varies according to three main perceptions of intercultural relations: (i) blatant and subtle discrimination, (ii) intercultural tension with the school, and (iii) intercultural tension with other immigrant parents. [ABSTRACT FROM AUTHOR]

This article presents the findings from interviews with thirteen parents of students with severe vision impairment who attend mainstream schools in Queensland, Australia. Participants were interviewed about their experiences in advocating for their children in a range of educational contexts. These experiences varied greatly depending on a number of factors, such as attitudes to inclusivity and ableism, perceptions of vision impairment, school culture, teacher-parent communication, and competing agendas. Using Interpretative Phenomenological Analysis, the authors provide illuminating data on three broad themes: parents' experiences of advocating for their children, parents' experiences of utilising support networks and funding, and parents' suggestions for schools and teachers. Important recommendations for teachers, schools, parents, students, and service providers are offered, with specific advice to develop a community of care, collaboration, and high expectations for students with vision impairment. [ABSTRACT FROM AUTHOR]

This article considers students in Grades 3 and 4 and their parents' views regarding learning English as a modern foreign language (MFL) in the primary school, through questionnaires in the Muscat region and AL Dahira region, and interviews with students. This study found that Omani people are interested in language learning. Parents were willing to help their children in their learning of English. Given that earlier studies highlighted the benefits of learning an MFL at primary school, learning English at an early age has gained interest in Oman. Students were highly motivated in the MFL classroom due to the learning context activities, tasks and support from their parents. Teachers' contributions also influenced students' positive attitudes to learn English. However, the English curriculum also reveals some difficulties with learning vocabulary, and productive skills (speaking and writing), which suggests that policymakers should frame the primary curriculum according to the needs of MFL Learners. [ABSTRACT FROM AUTHOR]

The majority of autistic students experience numerous difficulties at school, which may contribute to frequent moves between mainstream schools. Despite this, no studies have examined the reasons why autistic students are making non-essential mainstream school moves. The aim of this study was to explore the experiences which led parents to consider moving their child between mainstream schools and the decision-making processes in choosing whether to stay or leave. Semi-structured interviews were conducted with 10 parents. Thematic analysis generated three major themes: (1) Parents' increasing concerns around their child's school placement, (2) Choosing to stay or leave, and (3) Living with the choice to leave. Parents identified that problems leading to consideration of leaving were largely systemic, highlighting the interaction between push (to leave) and pull (to stay) factors which differed in their intensity across time and personal circumstances. The role of school principals, as well as the parents' feelings of undermined agency and advocacy, also influenced the decision-making process. This study found that parents' decision-making around moving their child to another mainstream school is a complicated process; however, the results indicate that there are multiple opportunities for intervention from schools and education departments to prevent a move from occurring. [ABSTRACT FROM AUTHOR]

Educational transformation of communities is often focused on school-based initiatives, but parenting offers forth a powerful site for antiracist change. This self-study details how I, a White parent and antiracist teacher educator, both challenged and perpetuated whiteness while facilitating antiracist parenting sessions for White parents. Using critical whiteness studies, I analyse one particular emotional 'hot point' where a participant abruptly exited a virtual session. My findings suggest that prior to the incident I challenge race-evasiveness, concepts of goodness and innocence, passive 'non-racism', individualism, and the discourse norms of whiteness. However, after the 'hot point', I perpetuated whiteness in ways that were deeply connected to the same challenges I had just made, highlighting some of the difficulties White people have in doing antiracist work. [ABSTRACT FROM AUTHOR]

This study describes the development and preliminary testing of the Motor or Vocal Inventory of Tics (MOVeIT), a tic symptom screener. Scale items were reviewed by 15 subject matter experts and tested with 2 pilot subject parent-child dyads. Subsequently, 80 children aged 4–17 years and their parents were recruited from a pediatric behavioral health clinic (N = 49) and a general pediatric clinic (N = 31). Parents and youth aged 8 years and older completed the screener. An expert clinician diagnostic interview and the Yale Global Tic Severity Scale served as the gold standard for comparison. Using a MOVeIT-14 Parent Report cutoff of 10, 83.3% of youth were correctly classified (90% sensitivity, 81% specificity). For the youth report, the optimal cutoff was 12 (74% sensitivity, 83% specificity, 61.5% correctly classified). Parent-youth agreement was strong (r =.74), and reliability was 0.98 and 0.95 for parent and youth reports respectively. Results suggest that a 14-item version (the MOVeIT-14) may accurately identify tic disorders with low rates of false negatives, especially using parent report. [ABSTRACT FROM AUTHOR]