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Adrenal crisis is a life threatening complication of adrenal insufficiency (AI). Its treatment is urgent and parenteral hydrocortisone (HC) should be given at 10-15 times physiological doses in this situation. If HC is not available, alternatively prednisolone or methyl prednisolone may be used. In cases where peripheral venous access cannot be achieved quickly, intramuscular (IM) administration should be performed without delay. Fluid deficit, hypoglycemia, hyponatremia and hyperkalemia should be evaluated and corrected. Stressful conditions, such as physical stress, accidents, injuries, surgical interventions and anesthesia increase the need for cortisol and may lead the development of adrenal crisis. In order to prevent adrenal crisis, glucocorticoid dose should be increased according to the magnitude and severity of the stress situation as described in this review. Patients' and/or their families' education may improve the management of AI and reduce the frequency of adrenal crisis and/or mortality. They should be trained about conditions leading to adrenal crisis, how to increase the glucocorticoid dose in stress situations, recognizing signs of adrenal crisis and using IM HC if it is needed. All patients should be encouraged to carry a card/information sheet/medical alert bracelet or necklace indicating the diagnosis of AI and need for HC administration. It is useful for patients and parents to have an emergency glucocorticoid injection kit and to receive self-injection training. [ABSTRACT FROM AUTHOR]

Finding effective interventions and best practices for families during the divorce or separation process has been prevalent for many years due to the continuous impact that divorce has on families and the greater society. To meet the needs of the community, two mental health professionals developed and facilitated a parent education course targeting the reduction of coparental conflict. Due to the unique attributes of the course, researchers began a quantitative study of the program by having participants complete pre- and post-surveys. The final sample for this study consisted of 212 parent participants. Findings from the data are reported along with implications for facilitators, program developers, mental health providers, and future researchers. [ABSTRACT FROM AUTHOR]

Aims: The aim of the present study was to analyse trends in full breastfeeding for at least 4 months across socioeconomic position in Denmark over a 17-year-long period from 2002 to 2019 using parental education as the indicator of socioeconomic position. Methods: The study used data on full breastfeeding collected between 2002 and 2019 by community health nurses in the collaboration Child Health Database, n =143,075. Data were linked with five categories of parental education from population registers. Social inequality was calculated as both the relative (odds ratio) and absolute social inequality (slope index of inequality). A trend test was conducted to assess changes in social inequality over time. Results: A social gradient in full breastfeeding was found for the entire study period. The odds ratio for not being fully breastfed for at least 4 months ranged from 3.30 (95% confidence interval 2.83–3.84) to 5.09 (95% confidence interval 4.28–6.06) during the study period for infants of parents with the lowest level of education (primary school) compared with infants of parents with the highest level of education (5+ years of university education). The slope index of inequality was between −38.86 and −48.81 during the entire study period, P =0.80. This indicated that both the relative and absolute social inequality in full breastfeeding to at least 4 months of age was unchanged in the study period from 2002 to 2019. Conclusions: This study showed a persistent relative and absolute social inequality in full breastfeeding for at least 4 months from 2002 to 2019 in Denmark. [ABSTRACT FROM AUTHOR]

Introduction: In this review article, we aim to illustratively address abnormal and normal courses of Plastibell (a system designed to remove the correct amount of skin) circumcision. We searched 2 target databases, PubMed and Embase, for Plastibell ring circumcision and recruited photos from circumcised children with plasticbell rings. The ordinary postprocedure healing course may resemble abnormal situations such as infection and dehiscence. Conversely, adverse events are rarely noticed by parents. Thus, medical attention is sought when it is not needed and omitted when the specialist may require an intervention. Conclusion: Providing a pamphlet illustrating standard normal and abnormal features of plastic bell ring circumcision will decrease family stress, emergency referrals, and preventable complications in this standard procedure. [ABSTRACT FROM AUTHOR]

Background: In an age where technology is pervasive, parents may find it difficult to educate their children in a healthy use of digital devices. Objective: In this preliminary study, we explore the potential value of an online Parent Training (PT) based on Self-Determination Theory (SDT) in fostering parents' ability to regulate their children's use of digital devices. We also investigate whether the expected improvements can be ascribed to the specific PT provided or may be linked to other forms of training. Methods: Thirty-three parents and their 29 children participated in this study. Parents attended one of two PT, based on SDT or Behavior Therapy (BT), respectively. Participants filled in a self-report questionnaire before (T1) and after (T2) the PT sessions, and at a six-month follow-up (T3). The survey investigated parental autonomy support, structure, affiliation, behavioral strategies, and children's digital device-related problem behaviors. Results: Parents and children in the SDT-PT group reported an increase in their perceptions of parental structure and affiliation at T2 and T3, and a decrease in behavioral issues at T2; parents also reported higher values of autonomy support at T2 and T3. Compared with parents attending the BT-PT, those in the SDT-PT group reported higher perceptions of autonomy support, parental structure, and parental affiliation at T3. Conclusions: Despite several methodological limitations, including a small sample and the absence of a no-intervention control group, this study offers valuable insights for planning SDT-based interventions to support digital parenting, and triggers a series of considerations regarding psychological intervention sustainability. [ABSTRACT FROM AUTHOR]

Background: Kangaroo Mother Care (KMC) has numerous maternal and neonatal benefits. KMC is often overlooked as a vital neonatal stabilization tool. Factors that influence the initiation of KMC by bedside staff include a lack of specific education on KMC, low confidence, and hesitancy due to the infant's clinical illness. Parents can pick up on the staff's hesitancy and may not realize they can request to hold their baby. Purpose: The purpose of this quality improvement (QI) project was to decrease the time to the first opportunity for eligible neonates for KMC within the first 24 hours. Method: The location of the project was in a 35-bed NICU, private, and semi-private room mix. The project leads revised, updated, and received facility approval for a KMC policy. Parent education was provided via a bi-lingual pamphlet and video. KMC Champions were utilized to increase early KMC rates. Results: During the 12th week of the 3-month monitoring period, all eligible infant dyads were held within the first 24 hours, achieving the goal of 100%. Offering various educational opportunities led to enthusiastic staff participation. Additionally, reinforcement of importance and exposure to KMC led to an increase in staff buy-in. Implications for Practice and Research: Increasing staff knowledge on the importance of KMC may lead to increased confidence and competence, and a potential decrease in apprehension in offering and performing KMC. Further research needs to explore and define causes of staff hesitancy that lead to a decrease in KMC opportunities. [ABSTRACT FROM AUTHOR]

Background: Substance use remains a public health threat with serious effects. It may be predicted by complex factors ranging from family to psychosocial disparities. We examined the magnitude of substance use and its influence on families among adolescents from Gitagata Rehabilitation Center. Methods: A cross-sectional study of 57 adolescents was conducted. Results: Our findings revealed that the proportion of substance users was higher (42 of 57 teens) than the proportion of non-substance users. Socio-demographic influences such as occupation, age and residence significantly increased the odds of substance use at p <.05. Adolescents who experienced domestic violence were more likely to be substance users [OR = 3.56; 95%CI (1.12–11.3)] than those who did not experience domestic violence. Children who were not neglected by their families were less likely to become substance users than neglected children [OR = 0.05; 95% CI (0.01–0.29)]. Adolescents from low-functioning families were more likely to be substance users [OR = 5.18; 95% CI (1.58–16.95)] than those from proper-functioning families. Those who were not properly monitored by their parents were more likely to use drugs [OR = 5.62; 95% CI (2.52–12.5)]. Conclusion: A multidisciplinary team is required to step up efforts to inform parents about their responsibility in lowering the likelihood that their children may use drugs by enhancing parental monitoring. [ABSTRACT FROM AUTHOR]

Background: In infants, the acquisition of all motor milestones is considered an expression of correct motor development during the first months of life. An association between typical motor development of the newborn and cognitive areas has been established. Few studies have evaluated the efficiency of parents' knowledge of expected milestones in healthy infants. This study aims to determine whether parents' knowledge of specific tasks can improve the achievement of all gross motor milestones in the newborn. Method: The current study examined gross motor development in term-born infants without pathologies at 9, 12, and 15 months and the effectiveness of a training program developed for parents. The research group comprised 82 full-term infants divided into an experimental group (EG) and a control group (CG) of 41 subjects each. A randomized clinical trial study was performed. The routine follow-up program consisted of four informative sessions on the experimental group at the beginning of each trimester with information about the expected motor milestones and how to stimulate their infants to achieve them. The gross motor development of the participants was measured using the Alberta Infant Motor Scale. An ANCOVA test was performed to assess the possible influence of sex, type of birth, or the presence of siblings controlled and uncontrolled as confounding variables on the results. Results: The initial baseline assessment showed no statistical differences between groups (p > 0,05). After controlling confounding variables, at 9 months the EG scored 5,5 points higher than the CG (p < 0,001). At 12 months, EG scored 3,7 points higher than CG (p < 0,001). At 15 months, EG scored 2,2 points higher than CG (p = 0,001). The experimental group scored significantly higher, with a 25-point higher percentile in each assessment. Conclusion: A learning program aimed at increasing parents' knowledge of their infant´s gross motor development improved it. The information collected will help professionals who support parents in monitoring their babies. Future studies using larger sample sizes, analysing other domains of global infant development, or investigating the possible influence of other parental factors are recommended. Trial registration: ClinicalTrials.gov ID NCT04693494. Registered December 28, 2020, retrospectively registered. https://clinicaltrials.gov/study/NCT04693494. [ABSTRACT FROM AUTHOR]

The association between parental separation and children's education has been widely studied, but mainly at a single time point and for marital dissolution only. We examine whether the (generally negative) association has changed across cohorts for several educational outcomes and whether the association differs by parental union type (marriage, cohabitation) and socioeconomic family background (parental education).We use Finnish total population register data. We focus on child cohorts born between 1987 and 2003 (N = 967,242) and analyse grade point averages, secondary education and tertiary education using linear regression and linear probability models with standard errors clustered within families.The association between parental separation and educational achievement is negative and has remained similar across the birth cohorts. Differences according to parental union type and socioeconomic family background are rather small. The stability of the association over time suggests that the consequences of parental separation on children's education have not changed over time, and they do not depend much on parental union type or family background. [ABSTRACT FROM AUTHOR]

Purpose: Empowering parents to deliver evidenced-based interventions improves outcomes for children with or infants at risk of cerebral palsy (CP), by integrating repetition and contextual learning into daily routines. We aimed to identify the barriers and facilitators to parent-delivered interventions and suggest practice improvements guided by behaviour change models. Methods: Eight electronic databases were searched to identify studies presenting parent and therapist perspectives on parent-delivered interventions in CP. Included studies were critically appraised using validated checklists. Barriers and facilitators to parent-delivered interventions were identified and categorised into subcomponents of The Capability Opportunity and Motivation Model of Behaviour (COM-B), the Theoretical Domains Framework (TDF) and the Behaviour Change Wheel to formulate appropriate practice recommendations. Results: Thirty-four studies were identified which mainly used qualitative or randomised control trial designs. Barriers to parent-delivery included insufficient parental knowledge, lack of confidence and time. Facilitators included staff continuity, empowering parents, efficient resource utilisation and flexible delivery. Practice recommendations emphasise realistic goal setting, tailored parental education and enhancing the coaching skills of therapists. Conclusions: Fostering parent-delivered interventions requires addressing knowledge gaps, skill and capacity of parents and therapists. Therapists forming strong alliances with parents and setting collaborative realistic goals are key to successful parent-delivered interventions. IMPLICATIONS FOR REHABILITATION: Enhancing parents' skills and knowledge regarding CP interventions can increase their confidence (psychological capability) in actively participating in intervention delivery. Structuring services to accommodate family schedules and providing adequate resources (physical and social opportunity) reduce the burden on families and facilitate their engagement. Providing training and resources to therapists enhances their skills and knowledge (psychological capability) in coaching and educating parents effectively. Emphasizing the value of collaborative goal setting in achieving positive outcomes for the child and acknowledging progress (reflective and automatic motivation) motivates both parents and therapists to actively engage in intervention delivery. [ABSTRACT FROM AUTHOR]

Parent caregivers of children requiring life-saving medical technology (e.g., mechanical ventilation) report higher levels of stress and poorer health than other caregivers, often neglecting health-promoting behaviors for themselves. This article describes an iterative implementation science strategy used to improve intervention delivery for a randomized controlled trial testing a telehealth, cognitive-behavioral resourcefulness intervention with this population during the COVID-19 pandemic. This process consisted of reflective team meetings and content analysis. Initial adjustments were made after content analysis of pilot study materials before intervention delivery including an intervention script, checklist, online daily log, Health Insurance Portability and Accountability Act (HIPAA)-compliant texting option, training material access, and fidelity checks. In vivo adjustments were implemented in four areas: recruitment/engagement, participation and use of resources, in-person delivery, and virtual delivery. Our efforts to streamline intervention delivery were enhanced by incorporating an iterative implementation science strategy including analysis and adjustment of intervention delivery procedures to decrease participant burden and promote intervention adherence. Reflective team meetings and a collaborative, problem-solving approach to resolve the various barriers and challenges with the randomized controlled trial were integral components of intervention delivery. This study informs future intervention research by providing details of barriers faced, pragmatic adjustments made to intervention implementation, and lessons learned (NCT0410524; www.clinicaltrials.gov). [ABSTRACT FROM AUTHOR]

Purpose: There is a dearth of information on cultural perceptions of children's language development for ethnic minorities in New Zealand to guide service provision. The current study explored differences across ethnicities in mothers' report of language concern and child language scores within a complex cultural, social, educational, and political context. Method: Data from the antenatal and 54-month waves of Growing Up in New Zealand were utilized. At the 54-month wave interviews, 5,053 mothers were asked if language concerns had been raised and to rate their child's main language proficiency along with other measures. Results: Logistic regression models (including influencing variables) indicated Chinese, Indian, and other Asian mothers were less likely to report language concern, whereas Māori, Pacific, other Asian, and Middle Eastern, Latin American, and African children were more likely to score low on the language measure. Higher maternal education was associated with higher child main language scores, but not with language concerns. Child multilingualism was not associated with low language scores, and these mothers were less likely to raise concern. Conclusions: This study demonstrated differences by ethnicity in mothers' language concern and child main language scores, which are likely to affect access to speech-language pathology services, as these typically rely on parent concern being expressed. Cultural bias in the language measure may also be present. Further research is needed to ask ethnic communities their views on culturally appropriate ways to identify children with communication needs and to develop culturally safe services. [ABSTRACT FROM AUTHOR]

The purpose of this study was to evaluate the effectiveness of web‐based nutrition education for parents of preschool children in reducing nutritional risk. The study was conducted in a one‐group pretest–posttest quasi‐experimental design. Parents of 3–5‐year‐old children from 11 preschools in Istanbul participated. They underwent a web‐based nutrition education program. The NutriSTEP assessment tool was used to evaluate the nutritional risk score as a pretest assessment, followed by the training program. Posttests were conducted at 1‐ and 3‐month intervals. Before the intervention, 55.8% of the children exhibited high nutritional risk. After the intervention, this percentage decreased significantly at the 1‐month and 3‐month follow‐ups, with 94.2% and 93.6% of the children classified as low risk, respectively. The analysis also revealed significant associations between children's eating behaviours and factors such as maternal education, family income and family structure. As a result, web‐based nutrition education was effective in reducing nutritional risk among preschool children. The findings underscore the importance of using technology for nutrition interventions, especially in diverse populations. The training program's simple, short and understandable video increased participants' interest in the training and encouraged regular follow‐up. Key messages: Web‐based nutrition education significantly reduced the nutritional risk of preschool children, with high‐risk cases dropping from 55.8% to less than 7% at the 3‐month follow‐up.Technology‐based programmes offer flexible, accessible and effective solutions for parental involvement in child feeding, particularly in urban areas and at times when face‐to‐face access is limited.Parental education and socioeconomic factors, such as maternal education and family income, were strongly associated with child nutritional risk, highlighting the importance of tailoring interventions to different demographic groups. [ABSTRACT FROM AUTHOR]

This study examined factors of implementation in clinical practice across the world of the Pediatric Autism Communication Therapy, an evidence-based parent-mediated therapy. Data were gathered via a survey administered to professionals trained in Pediatric Autism Communication Therapy and parents with whom they worked. The study was a mixed-method design informed by the Consolidated Framework for Implementation Research. Over 70% of the practitioners recorded the intent to implement therapy after Pediatric Autism Communication Therapy training. Implementation was more likely if the practitioner saw mostly autistic children within their work (odds ratios ≈ 5), was easier with new referrals, and with peer support from colleagues and managers, allowing scheduling flexibility. The main barriers for practitioners were time (sessions > 1 h), suitable video equipment, low parental self-reflection abilities and family stress. Parents rated the feasibility of learning and using Pediatric Autism Communication Therapy in daily life highly (median = 5.4; interquartile range = 4.5, 6.8; range = 1–7) and delivered home-based practice a median of 4 days per week (daily practice recommended). The facilitators of implementation for parents included positive regard for the features of the Pediatric Autism Communication Therapy method (video reflection, parental empowerment, and play-based practice). The barriers for parents were mostly related to time availability. These results outline the importance of family and system-context factors necessary for successful parent-mediated therapy implementation. Factors influencing the implementation of parent-mediated intervention are insufficiently studied. This study examines for the first-time factors of implementation into clinical practice across the world of Pediatric Autism Communication Therapy, an internationally disseminated, evidence-based, parent-mediated therapy. From both the parents' and the professionals' perspectives, parents attitudes (e.g. self-reflection abilities and videotaping management) and life-circumstances (e.g. stressed families condition and time) were central factors. In this type of therapy, the target is a child's development; still, this improvement is dependent on the parent's behavior when interacting with their child. What's more, Pediatric Autism Communication Therapy method (video reflection, empowerment of parent, play-based) was enabler according to most of the parents. And more, most professionals report factors linked to the Implementation Process that is planning, execution, reflection and assessment in implementation of a new therapy. Indeed, the professionals underlined barriers related to the population seen in practice, flexibility of schedule, support from colleagues and manager. All these factors could be improved and addressed with a formal implementation plan including factors related to the parents of each country. [ABSTRACT FROM AUTHOR]

Research has examined teacher attitudes, knowledge, and stigma towards inclusion of autistic children in mainstream schools. Less focus has been given to these beliefs among parents. This is problematic as parents are important in the implementation of inclusion and fostering a positive school environment. The current study examined differences in autism attitudes, knowledge, stigma, and inclusive education attitudes (core perspective; expected outcomes; classroom practices) among parents with and without an autistic child; The study also investigated whether autism knowledge, attitudes and stigma predicted inclusion attitudes. 185 parents in the UK (52% had an autistic child) completed questionnaires measuring these variables. Parents of an autistic child had significantly higher core perspective inclusive attitudes than parents without an autistic child. However, this group also reported more beliefs that parents of autistic children are stigmatised. For all parents, core perspective inclusive attitudes were predicted by autism attitudes and stigma towards parents of autistic children. Predictors of expected outcomes and classroom practices inclusive attitudes differed between groups. Findings highlight the need for parental attitude research to be disability-specific and consider different aspects of inclusive attitudes. Parent education to enhance inclusive attitudes should be tailored for distinct parent groups and contact interventions should be considered. [ABSTRACT FROM AUTHOR]

Why you should read this article: • To recognise that parents of infants who undergo cardiac surgery need preparation for home discharge • To familiarise yourself with the Congenital Heart Assessment Tool (CHAT), a parental early warning tool • To read about an e-learning resource designed to enhance the use of the CHAT by healthcare professionals. Parents need to be appropriately prepared by knowledgeable healthcare professionals before going home with their infant following cardiac surgery for complex congenital heart disease (CHD). A quality improvement project was undertaken between 2018 and 2021 to equip healthcare professionals including children’s cardiac nurses with the knowledge required to use the Congenital Heart Assessment Tool (CHAT) to teach parents how to monitor their infant at home. The project involved developing, implementing and evaluating an e-learning resource that included simulated scenarios captured on video. An online survey showed that users perceived the e-learning resource as having a positive effect on their understanding of complex CHD and their practice of preparing parents for discharge and home monitoring. [ABSTRACT FROM AUTHOR]

Parent-implemented Naturalistic Developmental Behavioral Interventions (NDBIs), rooted from applied behavioral and developmental sciences, focus on empowering families by training and coaching natural change agents to embed evidence-based strategies during regular events or contexts (e.g., play time). No research, however, has relied on strength-based video feedback coaching within parent-implemented NDBIs while providing flexibility with self-recorded sessions. We conducted a single case multiple-baseline design across five parent-child dyads to evaluate the effects of a telepractice-based parent-training on five NDBI strategies (i.e., Follow and Imitate, Model Language, Arrange Environment, Wait Time, Reward and Expand), utilizing strength-based video feedback coaching with parents (i.e., two mothers and three fathers) of young autistic children (i.e., ages 2 to 5) on parent strategy use and child social communication. An additional coaching package (i.e., parent self-reflections, goal setting, and joint discussions) was introduced to parents who did not meet a predetermined criterion. Maintenance data were collected 2-, 4-, and 6-weeks after intervention concluded. Visual analyses, nonoverlap calculations, and standardized mean difference effect sizes indicate strong effects for parent strategy use and small, varied effects on child social communication. Maintenance of parent strategy use and child social communication varied, with most remaining at equivalent or higher levels. Parent-implemented interventions that are delivered via telepractice may continue to be successful when coaching is focused on the parents' strengths, all coaching feedback is provided asynchronously, and families can flexibly record sessions based upon their week's schedules rather than relying on regularly scheduled meeting times with a coach. [ABSTRACT FROM AUTHOR]

This study investigated parental attitudes toward childhood vaccination in Jordan, focusing on acceptance, concerns, and perceptions. A cross-sectional survey conducted from January to February 2024 included 939 parents. Findings indicated that 85.4% (n = 802) of respondents received the COVID-19 vaccine, while only 25% (n = 229) vaccinated their children. Concerns regarding vaccine safety and efficacy were prevalent, with 63.9% (n = 600) expressing worries about side effects and 46.9% (n = 440) trusting immunization programs. Post-pandemic, 34% (n = 319) reported a more negative attitude. Logistic regression showed parents not vaccinating their children against COVID-19 were significantly less likely to exhibit positive attitudes toward childhood vaccination (OR = 0.412, p < 0.001). Older participants were more inclined toward negativity post-pandemic (OR = 1.031, p = 0.007). In conclusion, parental attitudes shifted post-COVID-19, reflecting hesitancy and decreased trust. Addressing concerns and restoring confidence are crucial, especially for children's health. Education through healthcare providers and dispelling social media misinformation are essential. Implementing strategies to enhance post-pandemic vaccine acceptance is imperative for preventing outbreaks of vaccine-preventable diseases. [ABSTRACT FROM AUTHOR]

Autism affects an estimated 1 in 36 children in the United States. The condition results in maladaptive behaviors, such as aggression, self-injury, and destructive behaviors, resulting in a higher level of stress for parents caring for these children. Most literature discusses autism spectrum disorder (ASD), but very few cover the needs of parents or the knowledge needed by nurses as caregivers to support the patient and parents. This descriptive study asked 97 registered nurses (RNs) to evaluate an educational program on the psychosocial issues of parents, using a 20-question, researcher-developed, 4-point ranking questionnaire. These nurses provided direct clinical care to children and young adults with ASD at a university medical center. Although there was no mean score lower than 3.71, the five lowest mean scores pertain to identifying the need/rationale to provide support to parents and family (3.73), classifying parents' psychosocial issues, identifying key issues to help improve the mental health of parents of children with ASD, ensuring content is easy to understand, and identifying the role of the RN in providing support to parents of children with ASD (3.76 each). Findings reinforced the need to develop education for nurses on the importance of learning and understanding psychosocial issues of parents of children with ASD because they are directly associated with the psychopathology of the child's ASD. [ABSTRACT FROM AUTHOR]

Purpose: Parent engagement is a critical component of optimizing services for young children with disabilities, including those with language disorders. Without training, however, many parents may lack the knowledge and skills to effectively facilitate their children's language development during the essential early childhood years. The Parents Plus intervention was designed to support parents, through online training and coaching, in using focused stimulation, an evidence-based strategy for fostering early language development. Method: Thirty-one parents and their children with developmental language disorder participated in a small-scale randomized controlled trial to provide a preliminary test of Parents Plus. Sixteen parent--child dyads completed the Parents Plus intervention, while 15 parent--child dyads were in the control condition. Results: Findings indicate that Parents Plus shows promise in improving children's vocabulary and morphosyntactic skills. Additionally, Parents Plus emerged as a socially valid approach, with parents reporting that its goals, content, procedures, and outcomes were acceptable. Conclusion: Implications for education and directions for future research are discussed. [ABSTRACT FROM AUTHOR]

Purpose: The Parent--Enhanced Moved by Reading to Accelerate Comprehension in English (Parent EMBRACE) program offers a bilingual parent-training literacy intervention for Latino families. Within the context of shared book reading, the application leverages both the home language and technology to increase parent question-asking during shared reading. Research goals were to (a) examine the potential of the Parent EMBRACE tutoring system at teaching parents to increase the quantity and variety of their question-asking during shared book reading, (b) examine changes to parents' reading attitudes or motivation, and (c) examine whether children's reading attitude is correlated with parent interactions. Method: Twenty-one participants were randomized into three conditions: a digital storybook (DS) group (n = 7), an interactive storybook (EMBRACE) group (n = 6), and a parent-teaching interactive storybook (Parent EMBRACE) group (n = 8). Participants received iPads with digital storybooks for use during the intervention (in which the parent-teaching group received prompts from the app to ask questions while reading). Shared book reading assessments before and after the intervention involved hard-copy books, and behaviors were analyzed using video-recorded reading sessions before and after the intervention. Group differences were explored using descriptive analysis. Reading attitude and motivation were measured through pre- and post-intervention surveys. The relationship between parent interactions and reading attitudes was explored through regression. Results: Results indicate that after the intervention, four out of seven parents in the parent-teaching interactive storybook group asked more questions to their children. Parents' reading attitudes and motivations did not significantly change. There was a nonlinear relationship with parent interactions and children's reading attitude. Conclusion: Overall, the Parent EMBRACE tool shows feasibility and warrants further study on its efficacy as a linguistically responsive literacy-based language intervention for Latino parents to develop shared book reading strategies. [ABSTRACT FROM AUTHOR]

Copyright of Saúde Coletiva is the property of MPM Comunicacao and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Saúde Coletiva is the property of MPM Comunicacao and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Irritability, anger, or aggression and other emergency situations related to dysregulated behaviors or emotions, when present, may require antipsychotic treatment. The purpose of this article is to review current evidence and treatment guidelines regarding symptom and diagnostic indications, patient–family collaboration, and monitoring of children and adolescents treated with antipsychotics. Multiple resources are available to nurse practitioners, nurses, other team members, and parent/guardians to prevent adverse outcomes. [Journal of Psychosocial Nursing and Mental Health Services, 63(1), 8–11.] [ABSTRACT FROM AUTHOR]

Purpose: This study aims to synthesize evidence on health literacy assessment in parental educational practices of parents/caregivers of newborns from 0 to 13 months old. Design/methodology/approach: A scoping review. We synthesized qualitative and quantitative research according to Preferred Reporting Items for Systematic reviews and Meta-Analyses (PRISMA). Database selection was based on specific content coverage of peer-reviewed articles in the biomedical and life sciences (PubMed) and health sciences and education (Scopus). We included articles complete original articles in English and/or Portuguese from peer-reviewed indexed journals whose reporting of evidence was in line with the objectives of this study: studies with parents and caregivers of newborns from 0 to 13 months old. Two independent reviewers extracted data and inconsistencies were resolved in a discussion between them and the third reviewer. Findings: A total of 345 articles were recruited, and 342 were excluded. The most studied age group was 2 months old. Regarding geographic location, most studies were carried out in the USA. All articles were published after the year 2010 and carried out only with fathers and mothers, excluding other caregivers (e.g. relatives and professionals). Research limitations/implications: Only one instrument is focused on health literacy in parental educational practices. Originality/value: We observe that this is a little-researched theme. All caregivers of young children face important barriers to understanding and implementing basic child health tasks (e.g. providing adequate nutrition, safety and medication). [ABSTRACT FROM AUTHOR]

Background: Teenage pregnancy is a significant public health issue and is strongly associated with risky sexual behaviors such as early sexual initiation, unprotected sex, and multiple sexual partners. According to the 2014 World Health Organization report, 11% of all births worldwide were to teenagers aged 15–19 years, with more than 95% of these pregnancies occurring in low- and middle-income countries, particularly in sub-Saharan Africa, which bears much of this burden. In Rwanda, the prevalence of teenage pregnancy has risen from 4.1% in 2005 to 7.3% in 2014, indicating a growing concern. However, there is limited and inconsistent evidence on the factors contributing to teenage pregnancy. Hence, our study aimed to investigate the factors associated with teenage pregnancy. This research seeks to provide valuable insights for targeted interventions, which are urgently needed in light of the increasing rates. Methods: We employed a cross-sectional study design, utilizing data from the 2019/2020 Rwanda Demographic Health Survey of 3,258 eligible participants aged 15–19 years. To identify factors associated with teenage pregnancy, we performed a bivariate logistic regression analysis. The significant variables from the bivariate analysis were then exported into multivariate logistic regression models, with the results presented as odds ratios (ORs) along with 95% confidence intervals (CIs) and a significance threshold set at 5%. Results: Our findings indicated that teenagers aged 18–19 years were more likely to experience pregnancy compared to those younger than 17 (OR = 4.2; 95% CI: 2.16–8.37). Adolescents who had engaged in sexual activity 95 times or more had a significantly higher likelihood of becoming pregnant than those with less frequent sexual activity (OR = 13.53; 95% CI: 5.21–35.12). Furthermore, adolescents with parents with a secondary education were 80% less likely to become pregnant compared to those with parents with a primary or no education (OR = 0.2; 95% CI: 0.07–0.63). Conclusion: Our study revealed that teenage pregnancy is shaped by several individual factors including age and sexual behavior, along with parental education levels. These findings underscore the critical need for targeted sexual education and enhanced family support systems to mitigate teenage pregnancies. Further, longitudinal studies are essential for establishing causality and guiding effective policy development. [ABSTRACT FROM AUTHOR]

Scalable light-touch programs that align with the Trauma-Focused Cognitive Behavioral Therapy (TF-CBT) approach is becoming an established intervention model for refugee youth with symptoms of post-traumatic stress. Teaching Recovery Techniques (TRT) is one example and, as TF-CBT guidelines state, parent sessions are included as the model relies on parents to provide support and instigate the techniques. In addition to traumatic stress, refugee families are often subjected to acculturative, isolation and resettlement stress. This study sought to understand how refugee parental involvement in TRT functions in practice and how it is perceived by participating youth, parents, and facilitators in Sweden. Thirty semi-structured interviews (11 youth, 8 parents, and 11 TRT facilitators) were conducted by phone or videoconference, transcribed, and analyzed using Thematic Network Analysis. A global theme 'Parental engagement in trauma recovery requires dedicated attention' emerged. Three organizing themes sat within this global theme: (i) Shifting roles when adapting differently to a new context; (ii) Tendency to keep parents at a distance; and (iii) Parent sessions don't just happen. Whilst the potential for refugee parent involvement was recognized, a number of factors preventing their participation were identified. Cultural adaptations within TRT facilitators' training are recommended, including: raising awareness about contextual factors and changes in family dynamics with regard to trauma and migration; adopting culturally responsive ways to present parental involvement to youth and parents; adding positive parenting skills; addressing parental mental health and readiness; and preparing facilitators to redirect parents to adequate services, when needed. Highlights: In order to successfully engage refugee parents in trauma recovery intervention, the facilitators need to strive for cultural humility, be aware of stressors in the refugee context, changes in family dynamics and support the youth in disclosing participation to parents in a culturally responsive way. Enhancing parental sessions with positive parenting skills in addition to psychoeducation and trauma recovery techniques, may increase youths' motivation to involve parents. Facilitators need to be aware of and direct parents to other services in order to support parents to be ready to participate. Time and resources to establish relationships and trust are important for successful involvement. [ABSTRACT FROM AUTHOR]

Purpose: This review article aimed to obtain an understanding of the positive outcomes and challenges associated with the use of simulation-based approaches for teaching communication and counseling skills in clinical education in audiology as described in the literature. Method: A scoping review was conducted during October 2023 to identify published journal articles that described how simulation-based approaches were used for teaching or assessing communication and/or counseling skills among audiology students. Database searches yielded 208 articles initially. Following abstract screening and full-text review, 17 articles were included for analysis. Results: Most studies focused on using simulation-based approaches for teaching, and there was a stronger focus on pediatric audiology. Most studies involved the use of standardized patients, with data collected via quantitative approaches using rating scales and surveys. Simulation-based approaches can offer positive learning experiences and practice opportunities for students acquiring communication and counseling skills. However, the benefits of simulation over traditional methods are unclear. Students may struggle to integrate technical and communication skills in simulated learning experiences. Conclusions: Engaging with simulation-based approaches may provide important practice opportunities, but these methods are not sufficient to ensure acquisition of communication and counseling skills. More qualitative studies are needed to understand the nuances of if and how students might acquire such skills via simulated learning experiences. We offer some suggestions for improvement of future studies on this topic. [ABSTRACT FROM AUTHOR]

Background: Asthma is a leading cause of pediatric hospitalization and morbidity, necessitating the development of educational interventions for its management and control. Objective: To evaluate the effectiveness of an educational intervention in promoting parent/caregiver self-efficacy in the management and control of their children's asthma. Methods: A clinical trial was conducted in Fortaleza, Ceará, Brazil, involving two randomized groups of parents/caregivers of children: the comparison group (CG) (n = 42) and the intervention group (IG) (n = 42). Data collection took place in two phases: the first included face-to-face sessions followed by the educational intervention in the IG, and the second included telephone follow-up. The educational intervention included the use of an educational booklet and a brief motivational interview. Results: The groups were homogeneous at baseline. After the intervention, the mean self-efficacy scores of the IG were significantly higher than those of the CG (p < 0.05), and children whose parents/caregivers were in the CG were 1.43 times more likely to experience an asthma crisis than those in the IG. Conclusions: The educational intervention proved effective in increasing parent/caregiver self-efficacy in asthma management and control. Furthermore, children whose parents/caregivers did not receive the educational intervention were more likely to experience an asthma crisis. Significance: What is Already Known on this Subject?: Asthma is a chronic, non-communicable disease that contributes to morbidity and mortality in children. In addition, the crisis of this disease can be prevented if parents/caregivers are able to manage and control their children's asthma. What does this Study add?: This randomized clinical trial confirms that the use of an educational intervention consisting of an educational booklet and a brief motivational interview increases parent/caregiver self-efficacy to manage and control childhood asthma, thereby reducing the likelihood of an asthma crisis. [ABSTRACT FROM AUTHOR]

We examine the impact of parental socioeconomic status on adolescent cognitive and non-cognitive development using data on adolescents from the 2014–15 Indonesian Family Life Survey. The analysis is relatively new for a developing country, by including non-cognitive skills and by looking at adolescents rather than young children. Parental education has a greater cognitive skills effect than parental income and job status, especially for fathers. For non-cognitive skills, parental job status is important but only for mothers. Education policy could therefore focus especially on high school completion and higher education enrolment, while employment policy could improve women's job flexibility. [ABSTRACT FROM AUTHOR]

Background: In the United States, 35% of all pregnancy‐related deaths occur between 24 h and 6 weeks after delivery, yet the first outpatient visit is not typically scheduled until 6 weeks postpartum. Thus, the ability to independently navigate this period is critical to maternal well‐being and safety. However, previous research suggests that many women feel unprepared to manage the challenges they encounter during this time, and there is a current need to synthesize the existing evidence. Therefore, the purpose of this integrative review is to describe parent‐identified gaps in preparation for the postpartum period in the United States. Methods: Using the Integrative Review framework by Whittemore and Knafl, a systematic search of Medline, CINAHL, PsychInfo, Web of Science, and a hand‐search was conducted for peer‐reviewed articles published in English between 1995 and 2023. Results were reported according to PRISMA 2020 guidelines. Studies that met eligibility criteria were synthesized in a literature matrix. Results: Twenty‐two studies met inclusion criteria. Four themes were identified: Mental Health Concerns, Physical Concerns, Infant Feeding and Care Concerns, and General Concerns and Recommendations. Many women, regardless of parity, reported feeling unprepared for numerous postpartum experiences, including depression, anxiety, physical recovery, breastfeeding, and infant care. Parents reported difficulty differentiating normal postpartum symptoms from complications. Hospital discharge teaching was viewed as simultaneously overwhelming and inadequate. Parent recommendations included the need for earlier and more comprehensive postpartum preparation during pregnancy, delivered in multiple formats and settings. Parents also reported the need for earlier postpartum visits and improved outpatient support. Conclusions: Our findings indicate that many parents in the United States feel unprepared to navigate a wide variety of emotional, physical, breastfeeding, and infant‐care experiences. Future research should explore innovative educational approaches to postpartum preparation during pregnancy as well as outpatient programs to bridge the current gaps in postpartum care. [ABSTRACT FROM AUTHOR]

This paper focused on the effectiveness of a parent empowerment intervention based on nursing education (PEINE). This study examined whether the intervention improved the quality of life of children with cystic fibrosis (CF) and improved their caregivers learn about the disease and develop problem-solving and coping skills. This randomized-controlled trial used a pretest-posttest parallel-group research design. The sample consisted of 48 parents (caregivers) of children with CF. Participants were randomly assigned to an intervention (n = 24) and a control group (n = 24). The intervention group received PEINE and standard care and treatment for ten weeks. The control group received standard care and treatment. Data were collected using a Disease Information Survey (DIS), the Ways of Coping Inventory (WCI), the Problem-Solving Inventory (PSI), and the Cystic Fibrosis Questionnaire (CFQ-R). After the intervention, the intervention group DIS scores (d: 1,627 [CI: 0.934,2.305], had more correct answers than the control group. Nursing interventions were effective (p <.001). There was no significant difference in the mean pretest-posttest PSI scores (d: 0.378 [CI: −0.221-0.972], posttest WCI scores (d: 0.239 [CI:-0.356-0.831]) between the intervention and control groups (p>.05). There was a significant difference in the mean posttest CFQ-R scores between the intervention and control groups (d: 1.363 [CI: l.698, 2.015]);(p <.001). PEINE increased the intervention group participants develop disease-management skills. However, the increase in their PSI and WCI scores was statistically insignificant. PEINE also increased the quality of life of children with CF. Parents of children followed in pediatric pulmonary diseases participated in the study. Parents were informed during outpatient clinic visits. After the first meeting, the children and parents who voluntarily agreed to participate in the research were contacted by phone. The outpatient nurse assisted in communicating with children and parents. What is already Known Planned nursing education positively affects disease management. Problem solving and coping skills of parents of children with chronic diseases are negatively affected. Health-related quality of life in children with CF varies depending on parent-related variables (disease knowledge, problem solving and coping with stress, etc.). What this paper adds PEINE helps caregivers. PEINE increase the quality of life of children with CF. PEINE results in positive clinical outcomes regarding the care and treatment of children with CF. PEINE did not increase parents' problem solving and stress coping skills. Nursing initiatives that deal with cultural and ethnic structure should be planned in parent-oriented interventions. Trial registration: ClinicalTrials.gov, NCT03800459. [ABSTRACT FROM AUTHOR]

Background: Parents' low health literacy (HL) has negative impacts on child health. Parental interventions may improve parents' HL and thus impact child health positively. Objectives: This study aimed to gain knowledge about associations between parents' comprehensive HL (CHL) and child health after an extended postnatal home visiting program in Swedish multicultural, disadvantaged settings compared to parents receiving regular child healthcare (CHC). Materials and Methods: This quasi‐experimental study used a case–control sampling method to recruit first‐time parents through two CHC centres in Stockholm (2017–2020). Participants (N = 151) were interviewed twice through structured questionnaires when their child was <2 months and 15–18 months old. HLS‐EU‐Q16 assessed parents' CHL. Children's medical records (0–18 months) were reviewed regarding breastfeeding, children's exposure to smoking, language development and healthcare utilisation. Data were analysed with regression models and non‐parametric tests. Results: No significant association was found between parents' CHL and child health. However, significantly fewer unplanned visits to the CHC centre were observed among children (0–18 months) in the intervention group irrespective of CHL, compared with children to parents with improved CHL in the comparison group (F = 3.856, p = 0.011). Conclusions: Postnatal home visiting interventions practicing proportional universalism and family‐centred care may reduce unplanned visits within CHC in disadvantaged settings despite parents' CHL. Further studies with long‐term follow‐up are suggested to explore associations between parents' CHL and child health. Trial Registration: As a clinical study (not a clinical trial) with appropriate ethical permission with participants' consents, this study was retrospectively registered (18 February 2020) in the ISRCTN registry (ISRCTN10336603). [ABSTRACT FROM AUTHOR]

Introduction: Dental caries is one of the most prevalent chronic diseases of childhood. Early childhood caries (ECC), defined as onset of dental caries before 6 years of age, is preventable and reversible in the early stages with proper interventions. The purpose of the study is to assess the clinical effectiveness and cost-effectiveness of technology-enabled anticipatory guidance and peer support in empowering parents to establish good diets, feeding and oral hygiene practices to prevent ECC. Methods and analysis: Mother-child dyads will be recruited from pre-natal clinics and post-natal wards of a tertiary care hospital in Singapore. The control group will receive conventional oral health education materials while the intervention group will join four rounds of online parent empowerment sessions focusing on anticipatory guidance and peer-support. Mothers will complete a questionnaire and food frequency checklist when their child turns 12, 24 and 36 months; each child will undergo an oral examination at the age of 24 and 36 months. Chi-square tests and two-sample t-tests, or their non-parametric equivalents will be used to compare proportions of children with caries by decayed, missing and filled teeth (dmft) and decayed, missing and filled surfaces (dmfs) scores between groups. Effect sizes and their confidence intervals will be calculated along with number needed to treat. Multivariable analyses will be carried out to assess the effect of the intervention on primary outcomes (caries incidence at 24 and 36 months) and secondary outcomes (including parental efficacy, child's oral health behaviours and oral hygiene status, quality of life). Cost-effectiveness analyses will also be carried out. Ethics and dissemination: The study was approved by Domain Specific Review Board (DSRB 2024/00244). Results will be published in international peer-reviewed journals. Trial registration number: The trial was retrospectively registered on ClinicialTrials.gov (NCT06558955) around the time of the commencement of patient recruitment, but prior to the commencement of any intervention. [ABSTRACT FROM AUTHOR]

Objectives: This study explored how group-based early parent education impacts development in preterm infants. Methods: This retrospective cohort study, with a historical control group, included preterm infants (n = 246) with corrected ages (CAs) of 0–3 months. Those visiting the clinic between July 2017 and December 2018 formed the control group (n = 145), whereas those visiting between January 2019 and February 2020 (n = 101) constituted the education group. The education group received six education sessions performed by a physical therapist, and two sessions conducted by an occupational therapist at CAs of 0–6 months. Assessments included the following: Alberta Infant Motor Scale at CA 3, 6, 9, and 12 months; Bayley Scales of Infant Development II at CA 12 and 24 months; and the Sequenced Language Scale for Infants at CA 24 months. Results: The education group, which initially showed greater developmental delay than the control group, showed no significant delay after education sessions. Developmental improvements were more prominent in infants born before 28 weeks' gestational age, and in infants with no, or mild, brain injury. Conclusions: Group-based early parent education improved development at CA 24 months in preterm infants, especially in infants born before 28 weeks gestational age, and in infants with no, or mild, brain injury. This approach may enhance developmental outcomes in preterm infants. [ABSTRACT FROM AUTHOR]

Purpose: Echolalia, the repetition of previously heard speech, is prevalent in a variety of neurologic and psychiatric disorders. Within the context of echolalia in autism spectrum disorder (ASD), research and intervention historically assume a clinical standpoint with two opposing paradigms: behaviourism and developmentalism. The literature is largely silent on how those other than researchers and clinicians understand echolalia. This study examined how parents experience echolalia through their children with ASD. The aim of the study was to ascertain if the parental perception of echolalia in ASD aligns with, or offers alternative perspectives to, current clinically-orientated views. Method: We employed online semi-structured interviews to document the experiences of 126 parents, reflecting on their children with ASD aged 3 to 34 years of age, to determine if the parent experience could be mapped onto existing clinical frameworks, or if they might offer new perspectives. We used hermeneutic phenomenological data analysis in an abductive framework. Result: Echolalia has predominantly been represented in literature through the perspectives of behaviourism or developmentalism. We found however, that echolalia is a phenomenon that is experienced by parents in a variety of different ways to that of the current clinically-orientated understandings. Such new ways of understanding echolalia that emerged from our analysis include one understanding which is dependent upon how echolalia is heard, and one in which parents are "waiting for echolalia to evolve." Conclusion: The traditional dichotomous clinical positions do not resonate with all parents, and reliance on these traditional perspectives alone may impact effective engagement with parents and the success of interventions and support strategies. Our findings have implications for future research, the education of clinicians and educators, and the design of support and intervention for those who have echolalia. [ABSTRACT FROM AUTHOR]

Proponents of welfare policy have argued that publicly funded early childhood education and care (ECEC), paid parental leave, and family benefits spending can weaken the influence of social background on educational outcomes by providing a supplementary source of early investment that particularly benefits disadvantaged families. We analyze whether the welfare state context in which children spend their early childhood (ages 0–5) moderates the association between parental educational attainment and the child's educational achievement at age 10. We combine data from two large-scale international student assessments with data about welfare state policies. Results from multilevel models show that countries with higher public ECEC spending and higher family benefits spending exhibited a weaker association between parental education and student math achievement. Countries with longer parental leave exhibited a stronger association between parental education and student math, science, and reading achievement. Findings provide evidence of the mixed role of welfare state policies for social inequality in student achievement. [ABSTRACT FROM AUTHOR]

There is substantial variation in the degree of social stratification in students' achievement across countries. However, most research is based on cross-sectional data. In this study, we evaluate the importance of social origin, namely, parents' education, for achievement inequalities during lower secondary school using recent longitudinal microdata form the French Direction de l'Evaluation de la Prospective et de la Performance panel, the German National Educational Panel Study, the US-American Early Childhood Longitudinal Study 1998, and the British Millennium Cohort Study. We evaluate whether country differences can be attributed to different tracking systems or the social composition of schools. We find substantial SES gaps in math achievement progress in all four countries but more pronounced gaps in England and Germany. Yet, within-school SES gaps are similar across countries suggesting that the allocation of students to schools drives country differences. Moreover, we find that between-school tracking in Germany accounts for a large share of the SES gaps, whereas course-by-course tracking seems less important in the other countries. The role of schools' social composition is similar across countries. [ABSTRACT FROM AUTHOR]

This article studies the impact of parental job loss, subsequent unemployment duration, and income changes on the results of the final exam in lower secondary education and on the decision to pursue an academic track in Denmark. Drawing on administrative register data we use sibling fixed effects models as well as a before-after-test design to investigate the shorter-term effects of parental job loss. The results show that there are hardly any effects of parental job losses on children's exam results, while we find a reduction in the transition to the academic upper secondary track, both for maternal and paternal job losses. We find no systematic evidence that the negative effects would be larger if the job loss is followed by a longer period of unemployment or by a loss of income, and no evidence for a moderating role of parental education. [ABSTRACT FROM AUTHOR]

ABSTRACT: Background: Consent is never truly exercised in children as parents act as their proxy and often do not understand the advantages, disadvantages, risks, and benefits of the procedure. Their high anxiety state is mirrored in the child, leading to slower recovery. Hence, this study was designed to understand if an intervention can impact the effect of consent on parents' anxiety, satisfaction, and knowledge. Methodology: A two-arm, parallel design, randomized controlled trial was conducted from March 2020 to March 2022 to analyze the effect of an educational video in comparison to an informational leaflet in parents giving proxy consents for various listed pediatric surgical procedures. Results: Parents in the video group had a higher mean knowledge score (6.97 vs. 6.77, P = 0.40), comparable satisfaction scores (27.45 vs. 27.58, P = 0.88), and statistically insignificant difference between anxiety scores. We noted highest score of satisfaction (28.5/40) in the parents educated up to High School level or less. Knowledge scores were lowest in pelvic-ureteric junction obstruction (5.1/10) patients. Conclusions: Our study done over a period of 2 years included a variety of diagnoses, and the videos and information leaflets were self-designed. It showed comparable anxiety, knowledge, or satisfaction in parents. Studies with more participants would be needed to take this research forward. [ABSTRACT FROM AUTHOR]

The aim of this article is to improve physical education (PE) teachers' knowledge about working with children diagnosed with cancer. Physical activity (PA) in this population is extremely important. Not only do these children have an increased risk of co-morbidities compared to healthy peers, but cancer treatment has negative effects on fitness (e.g., loss of muscle mass, impaired balance, cardiac dysfunction). A cancer diagnosis can delay motor-skill development and hinder the development of self-efficacy in sport and activity. PA can be used to attenuate treatment side effects and help children to build fitness, stamina, and confidence, enabling them to (re)join sport or group PA. Using data from a feasibility study, frequency, intensity, time, and type (FITT) recommendations are provided for children undergoing cancer treatment that provide a framework for educators to design action plans. [ABSTRACT FROM AUTHOR]

Objective: Accessible treatment options for avoidant/restrictive food intake disorder (ARFID) in children are limited. The current study sought to assess acceptability, feasibility, and preliminary efficacy of a brief, virtual intervention for ARFID in children ("ARFID‐PTP"). Method: Families of children ages 5–12 with ARFID (n = 30) were randomized to immediate or waitlist treatment groups, with both groups ultimately receiving ARFID‐PTP. ARFID‐PTP consists of two, 2‐h individual treatment sessions with an optional booster session at 4‐week follow‐up. Families completed acceptability and feasibility measures at end‐of‐treatment, as well as preliminary efficacy measures at 4‐week, 3‐month, and 6‐month follow‐up. Results: Of 30 families who completed an intake session, 27 (90%) completed treatment. Families rated acceptability as high (MCEQ‐C = 7.75). Treatment was feasible by participant retention. Exposure adherence was lower than expected, and booster session requests were higher than expected, indicating that achieving feasibility across measures may require treatment modifications. Regarding preliminary efficacy, children in the immediate treatment group had a decrease in ARFID symptoms compared to those on the waitlist. Overall, at 6‐month follow‐up linear mixed models showed participants had significantly reduced ARFID symptoms by presentation (p < 0.05) and in follow‐up completers, children incorporated eight new foods on average. Discussion: ARFID‐PTP is acceptable and preliminarily efficacious. The protocol may benefit from modifications to increase feasibility; however, booster session content and treatment outcomes suggest a priori feasibility markers may not accurately capture the utility of ARFID‐PTP. Further work should continue to examine the efficacy ARFID‐PTP, particularly in diverse samples where treatment accessibility is urgently needed. Trial Registration: ClinicalTrials.gov identifier: NCT04913194 [ABSTRACT FROM AUTHOR]

Purpose: Pivotal response treatment (PRT) is a well-established intervention addressing core symptoms of autism spectrum disorder (ASD), with parent involvement as a key component. The current study aimed to examine the effects of PRT parent training on parent fidelity and provide descriptive analyses of parent-child interactions before and after parent training. It also probed parental acceptance and satisfaction with the program. Methods: A concurrent multiple baseline design across participants was used to evaluate the effectiveness of the parent training program. Four parents (range 32–47 years old) and their children with ASD participated in the study. The intervention comprised 12 one-on-one parent training sessions over six consecutive weeks. The visual analysis and effect size calculation (Tau-U) were used to evaluate functional relationship between independent and dependent variables. The descriptive analysis was used to analyze parent–child interaction data. Results: The findings reveal that all parents learned and maintained PRT with a high level of fidelity, they also enhanced awareness to create more opportunities for interactions during free play, and the parents were very satisfied with the program. The results also indicate that the six-week parent training program is effective in teaching parents to implement PRT with their children. Conclusion: These results suggest that the parent training program may be a promising treatment model that is effective, efficient, and cost-effective. Implications for future research and practice are then discussed. [ABSTRACT FROM AUTHOR]

To make inclusive learning environments accessible, it is critical that parents of children without disability select inclusive alternatives when making decisions about their child's preschool placement. This study examined attitudes toward inclusive education among parents of children without disability across 18 state-funded pre-kindergarten (pre-k) programs in the U.S. state of Georgia. Participants were 114 parents of children without disability attending either a standard (n = 78) or inclusive classroom (n = 34). Results showed that most parents (79%) did not intentionally select one classroom type over another and that attitudes about inclusive education did not differ by classroom type. Attitudes about inclusive education were associated with specific inclusion concerns and parents' generalized social justice attitudes. The relation between generalized social justice attitudes and attitudes about inclusive education was mediated by parents' specific concerns about inclusive education. Implications for efforts to promote positive attitudes about inclusive preschool education among parents of children without disability are discussed. [ABSTRACT FROM AUTHOR]

The article focuses on the ethical and moral complexities surrounding life-and-death decisions in the Neonatal Intensive Care Unit (NICU), emphasizing the ambiguity inherent in these cases. Topics include historical cases like Baby Doe and Baby Jane Doe that shaped legal mandates, the persistent challenges of ambiguity in medical ethics, and evolving perspectives on medical interventions for severely ill neonates.

BACKGROUND: Adolescent suicide is a public health issue, and school is an ideal setting for prevention activities. LEARN is a peer‐led gatekeeper training for high school personnel, parents, and students. The purpose of this study was to evaluate the effectiveness of LEARN as a gatekeeper training. METHODS: Paired t tests were used to compare pre‐ and post‐training surveys for 4983 LEARN participants. RESULTS: Participants reported an increased likelihood of engaging in each LEARN step: looking for signs, empathizing and listening, asking about suicide thoughts and plans, reducing danger, and connecting the person with help. Most participants were highly satisfied with the peer trainer's delivery of content. CONCLUSIONS: LEARN gatekeeper training was successfully implemented in high schools with students, parents, and school personnel. All groups reported increases in likelihood of approaching and providing support and connections for at‐risk individuals and rated the trainer as effective, indicating satisfaction with the peer‐led training format. [ABSTRACT FROM AUTHOR]

This qualitative study was conducted using a content analysis approach. Purposeful sampling was performed with 28 participants (21 mothers and seven fathers) through in-depth, semi-structured individual interviews, two focus group discussions, and five interviews with key informants. All interviews were recorded and typed. Data were analyzed using conventional content analysis and software MAXqda2010. Analysis of participants' perspectives and experiences showed the three categories including (1) Challenges of sexual health education (challenge between tradition and modernity, poor parental self-efficacy, cultural resistance, inadequate parental sexual knowledge and matching with socio-cultural developments, lack of access to valid educational references and government counseling services, parents' negative attitude towards sexual issues and poor parent-child interactions), (2) The necessity of sexual health education (strengthening of self-control skill in adolescents, reduction in high-risk behaviors, enhancement of sexual self-esteem, emotional and sexual damage, reduction in media and cyberspace and satellite misuse), and (3) Parents' educational needs for sexual health (physical changes of puberty, psychological characteristics of puberty, cognition and ways to prevent high-risk behaviors, ways to manage offspring's sexual behaviors, communication skills between parents and children, mutual perception and building trust, and commitment and responsibility of parents towards the sexual education of the offspring). Lay Summary: [ABSTRACT FROM AUTHOR]

Background Varying opinions and practices exist about parental presence during a pediatric resuscitation. In addition, there is a paucity of literature that investigates the perspectives of health care providers about the efficacy of parental presence in these situations. Objectives: The aimof this studywas to gain an understanding of the perspectives of emergency health care providers about parental presence during pediatric resuscitation. Methods: This pilot study surveyed emergency health care providers about their opinions of parental presence during pediatric resuscitation. All participants were given a survey with closed- and open-ended questions. Data analysis included descriptive statistics for the demographic data and qualitative analysis for the open-ended responses. Results: A total of 52 emergency services personnel completed the survey. Of the physician respondents, 78.2% (n = 18) were opposed to parental presence during pediatric resuscitation. Common reasons for opposition included the lack of education, interpersonal team communication skills or experience, and discussion concerning end-of-life issues. Discussion: Utilization of formal education and simulation for parental presence during resuscitation could be helpful for increasing providers' comfort levels with parental presence. [ABSTRACT FROM AUTHOR]

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