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The purpose of this study was to design a community-based, needs-sensitive, and culturally appropriate parenting education program that is effective for rural Malawian caregivers. With the use of the five-stage model, qualitative methods and procedures were used for developing the program. The presented program emphasized securing sustainability and community empowerment by listening to the voices of Malawian mothers, community leaders, and Malawian facilitators who are also parents. In order to ensure the cultural appropriateness and feasibility of the program, contents were provided in both English and Chichewa, and utilized Malawian folklore, well-known Malawian songs, and children's play during the home visit sessions. In the process of developing and implementing the parenting education program, Malawian caregivers' prior knowledge, cultural assets, needs and wants were honored and actively reflected, in order to make the program locally relevant and meaningful.

We examined the relationship between maternal perinatal depression trajectories and infant development considering various ecological risk factors in the environment and employing growth mixture modelling. Participants were 717 mother-child dyads in rural Malawi. The mothers were interviewed three times: during pregnancy, 1-year postpartum, and 2-year postpartum. Their children were administered the Bayley test. First, because of the latent class growth model, a two-class solution was adopted: a 'depression mitigated group' (90.2%) and a 'depression aggravated group' (9.8%). Second, mothers' depression intensified and was maintained by risk factors that were not only intrapersonal but also contextual. Finally, infants in the 'depression aggravated group' scored significantly lower in cognitive and motor development than did infants in the 'depression mitigated group', suggesting the need for various support programmes including psychosocial interventions (e.g. women's empowerment and parenting education) beyond merely providing individual, basic treatment to support the healthy development of mothers and children.

The purpose of this study was to design a community-based, needs-sensitive, and culturally appropriate parenting education program that is effective for rural Malawian caregivers. With the use of the five-stage model, qualitative methods and procedures were used for developing the program. The presented program emphasized securing sustainability and community empowerment by listening to the voices of Malawian mothers, community leaders, and Malawian facilitators who are also parents. In order to ensure the cultural appropriateness and feasibility of the program, contents were provided in both English and Chichewa, and utilized Malawian folklore, well-known Malawian songs, and children's play during the home visit sessions. In the process of developing and implementing the parenting education program, Malawian caregivers' prior knowledge, cultural assets, needs and wants were honored and actively reflected, in order to make the program locally relevant and meaningful. [ABSTRACT FROM AUTHOR]