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Journal articles on the topic 'Developmental needs of a child'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

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1

Abidova, Nilufar. "Inclusive Education Of Children With Special Educational Needs." American Journal of Social Science and Education Innovations 03, no. 03 (2021): 476–80. http://dx.doi.org/10.37547/tajssei/volume03issue03-74.

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2

Abdullah, Mohammad. "Child Mental Health: Clinical and Developmental Review." Psychology and Mental Health Care 4, no. 4 (2020): 01–04. http://dx.doi.org/10.31579/2637-8892/084.

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Mental health can be defined as the "Positive emotional, behavioral, and mental state that can be seen in higher level of personal and social adjustment in personality, signed in several attribute or aspects" According to the developmental period of children, it is important to relate the developmental tasks/ demands and psychosocial needs and demands of child's development to the aspect mental health. The study concludes that the good understanding, predicting and treating child's behavior and personality require to applicate multi-methodologies for investigating this complex behavioral pheno

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3

Marković, Ana. "Developmental bibliotherapy in the context of needs of contemporary child." Sinteze 4, no. 7 (2015): 53–70. http://dx.doi.org/10.5937/sinteze0-8501.

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4

Velišek-Braško, Otilia, Mila Beljanski, and Nikola Vetnić. "“DUALLY EXCEPTIONAL” FAMILIES: SPECIFICS, NEEDS AND PROBLEMS." Journal of Social Sciences IV, no. 2 (2021): 9–16. http://dx.doi.org/10.52326/jss.utm.2021.4(2).01.

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Families blessed with a child with developmental disabilities or a gifted child are not typical families. Such families are exposed to specifics in day-to-day function, establishing interpersonal relationships and fulfilling their family roles. The object of research and studies carried out so far are twice-exceptional individuals, thus excluding the families with one gifted child and another with developmental disabilities. Dually exceptional families have dual challenges in providing additional individualized support for children, in two completely different ways, in two different directions

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5

Sparks, Laurie, Madeleine Rush Ortman, and Pamela Aubuchon. "Meeting the developmental needs of a child in a body cast." Journal of Orthopaedic Nursing 9, no. 1 (2005): 35–38. http://dx.doi.org/10.1016/j.joon.2004.11.012.

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6

Andrew, GH, E. Carlisle, S. Litman, L. Reimer, and H. Sutherland. "21 Parenting a Child with Developmental Needs –CD-ROM Teaching Tool." Paediatrics & Child Health 9, suppl_a (2004): 25A. http://dx.doi.org/10.1093/pch/9.suppl_a.25aa.

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7

Toros, Karmen, Michael C. LaSala, and Anne Tiko. "Assessment of the developmental needs of children in need: Estonian child protective workers' case reflections." Child & Family Social Work 22, no. 2 (2016): 843–52. http://dx.doi.org/10.1111/cfs.12303.

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8

Maguire-Jack, Kathryn, Tori Negash, and Kenneth J. Steinman. "Child Maltreatment Prevention Strategies and Needs." Journal of Child and Family Studies 27, no. 11 (2018): 3572–84. http://dx.doi.org/10.1007/s10826-018-1179-0.

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O'Neill, Tara, and Krista M. Wilkinson. "Designing Developmentally Sensitive AAC Technologies for Young Children with Complex Communication Needs: Considerations of Communication, Working Memory, Attention, Motor Skills, and Sensory-Perception." Seminars in Speech and Language 40, no. 04 (2019): 320–32. http://dx.doi.org/10.1055/s-0039-1692966.

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AbstractYoung children who require augmentative and alternative communication (AAC) must be provided with AAC technologies that are designed to meet their needs and accommodate their skills. One critical aspect of matching the system design features of aided AAC technologies to the needs and abilities of the child with complex communication needs is a consideration of the child's developmental skills. This article provides an overview of specific, early developmental milestones in communication, cognition (i.e., attention and working memory), motor skills, and sensory-perception (including vis

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10

Donald, David, and Jill Swart-Kruger. "The South African Street Child: Developmental Implications." South African Journal of Psychology 24, no. 4 (1994): 169–74. http://dx.doi.org/10.1177/008124639402400401.

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Given the nature and the extent of the problem, the psychological and developmental implications of the street child phenomenon in South Africa needs to be more closely examined. Current research on street children presents us with a paradox — with evidence of developmental risk and vulnerability on the one hand and of resourcefulness, adaptability and coping on the other. This paradoxical evidence is reviewed from the perspective of physical, emotional, social and cognitive/educational development. Implications for intervention are explored. In particular, the issue of what defines developmen

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Murphy, Anne S., Angela Fraser, June P. Youatt, Carol A. Sawyer, and Sandra L. Andrews. "Food Safety Training Needs of Child Care Providers." Early Education & Development 6, no. 3 (1995): 279–89. http://dx.doi.org/10.1207/s15566935eed0603_6.

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12

Ransome-Kuti, O. "Our health page the child and his needs." International Journal of Early Childhood 17, no. 1 (1985): 35–39. http://dx.doi.org/10.1007/bf03176758.

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13

Khosianah, Fety. "STRATEGIES BASED ON CHILD DEVELOPMENTAL STAGES TO PREVENT CHILD SEXUAL ABUSE." Humanities & Social Sciences Reviews 7, no. 3 (2019): 282–92. http://dx.doi.org/10.18510/hssr.2019.7343.

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Purpose: Cases of child sexual abuse are becoming a serious social problem in Indonesia. The rising number of child sexual abuse cases from year to years are reported in various related institutions. It makes worried to the all of community because they can not keep an eye on their children for 24 hours. Methodology: The design of this study is qualitative research with literature review and theoretical review in which will looking for the right strategies for preventing child sexual abuse base on child developmental stage theory. Results: The results of research show that the plac

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14

Williams, Marian E., Irina Zamora, Olawunmi Akinsilo, Alison Hickey Chen, and Marie Kanne Poulsen. "Broad Developmental Screening Misses Young Children With Social-Emotional Needs." Clinical Pediatrics 57, no. 7 (2017): 844–49. http://dx.doi.org/10.1177/0009922817733700.

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Many pediatricians use a broad developmental screening test as part of well-child care, but do not specifically screen for behavioral and emotional disorders. Parents at 2 urban community agencies completed both the Ages and Stages Questionnaire (ASQ-3) and the Ages and Stages Questionnaire: Social Emotional (ASQ:SE) for 608 children, ages 2 to 60 months; 51.8% in Spanish. Less than half of the children with a positive screen on the ASQ:SE would have been identified as needing additional assessment or intervention if only the ASQ-3 had been administered. Younger children with positive ASQ:SE s

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Burgess, Naomi. "Choosing a school for a child with special needs." Educational Psychology in Practice 27, no. 1 (2011): 97–98. http://dx.doi.org/10.1080/02667363.2011.549695.

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16

Stahmer, A. C. "Developmental and Behavioral Needs and Service Use for Young Children in Child Welfare." PEDIATRICS 116, no. 4 (2005): 891–900. http://dx.doi.org/10.1542/peds.2004-2135.

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Miller, Anton R., Robert W. Armstrong, Louise C. Mâsse, Anne F. Klassen, Jane Shen, and Maureen E. O’Donnell. "Waiting for child developmental and rehabilitation services: an overview of issues and needs." Developmental Medicine & Child Neurology 50, no. 11 (2008): 815–21. http://dx.doi.org/10.1111/j.1469-8749.2008.03113.x.

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18

Wray, Charlotte, and Courtenay Frazier Norbury. "Parents modify gesture according to task demands and child language needs." First Language 38, no. 4 (2018): 419–39. http://dx.doi.org/10.1177/0142723718761729.

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Parent–child interaction plays a crucial role in early language acquisition. In young typically developing children, direct and indirect relationships between parent gesture, child gesture and child language have been observed. Far less is known about these relationships in atypical language development. The present study investigated parent gesture frequency in relation to child gesture frequency and language ability. Parent–child dyads were observed for children aged 6–8 years with developmental language disorder (DLD: n = 21) relative to parents of typically developing peers (TD: n = 18) an

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Young, Gabrielle, David Philpott, Jane Bertrand, and Kerry McCuaig. "Linking Quality Early Child Education and Special Education Needs." Exceptionality Education International 29, no. 3 (2019): 1–5. http://dx.doi.org/10.5206/eei.v29i3.9383.

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20

Morda, Romana, Anthoula Kapsalakis, and Margaret Clyde. "Reconceptualising Child Care in Rural Areas: Meeting the Needs?" Australasian Journal of Early Childhood 25, no. 2 (2000): 7–11. http://dx.doi.org/10.1177/183693910002500203.

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21

Josephson, Allan M. "A Clinical Theology of the Developmental Process: A Child Psychiatrist's Perspective." Journal of Psychology and Theology 22, no. 2 (1994): 120–29. http://dx.doi.org/10.1177/009164719402200205.

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Christians have historically faced challenges when they have chosen a professional mental health career. These challenges, framed in the idiom of prevailing theories or in the behavior of colleagues, continue in contemporary practice. This work reviews aspects of the process of human emotional development which, rather than challenging a Christian position, are confirmatory of a Christian world view. As an apologetic derived from professional experience, this article takes several observations of C.S. Lewis about the natural world and applies them to the study of development. The author descri

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22

Neysmith-Roy, Joan M. "Constructing Toys to Integrate Knowledge about Child Development." Teaching of Psychology 21, no. 2 (1994): 101–3. http://dx.doi.org/10.1207/s15328023top2102_10.

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To help students in developmental psychology integrate various theories and increase awareness of children's developmental needs, they built toys suitable for newborn to 4-year-old children. Students were required to write a paper describing the play value of the toy, developmental areas it was designed to stimulate, and age appropriateness, as well as positive and negative uses of their toy. In an evaluation, students rated the Make a Toy project useful for integrating theoretical knowledge with practical use. Although the project was positively rated by all students, it would probably be bes

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23

Evert, Helen. "Ethnic Families, their Children with Disabilities and their Child Care Needs." Australasian Journal of Early Childhood 21, no. 3 (1996): 20–27. http://dx.doi.org/10.1177/183693919602100306.

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Action on Disability within Ethnic Communities (ADEC) was funded by the Department of Human Services and Health, Children's Services branch, to research the needs of families who are from a non-English speaking background and have a child with a disability. Twenty-two families were interviewed about their awareness and need for child care; whether there were any cultural or linguistic barriers in accessing services, and ways services could be improved. Families interviewed were from the Melbourne metropolitan area and represented a number of diverse religious and ethnic backgrounds. The main i

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24

Do, Nga Hanh. "DIFFICULTIES FACED BY FAMILIES WITH CHILDREN WITH DEVELOPMENTAL DISABILITIES AND THEIR NEEDS FOR SOCIAL SERVICES IN HO CHI MINH CITY." Science and Technology Development Journal 15, no. 4 (2012): 79–86. http://dx.doi.org/10.32508/stdj.v15i4.1841.

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This paper analyzes difficulties of families with handicapped children and their needs for social services. The data collected from 105 parents of children with developmental disabilities attending specialized schools in the city revealed the time they discovered signs of their children's developmental delays, difficult familial problems after the discovery, and the desire to be supported by the society. Survey outcomes showed parents’ lack of knowledge about signs of child developmental delay, shortage of social workers to assist them in the early detection, diagnosis and assessments of their

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Leys, Nancy. "Needs of the Handicapped Child and the Family." Developmental Medicine & Child Neurology 5, no. 2 (2008): 188–90. http://dx.doi.org/10.1111/j.1469-8749.1963.tb05025.x.

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26

Razaz, Neda, Sven Cnattingius, Martina Persson, Kristina Tedroff, Sarka Lisonkova, and K. S. Joseph. "One-minute and five-minute Apgar scores and child developmental health at 5 years of age: a population-based cohort study in British Columbia, Canada." BMJ Open 9, no. 5 (2019): e027655. http://dx.doi.org/10.1136/bmjopen-2018-027655.

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ObjectivesWe investigated the associations between Apgar scores at 1 and 5 min, across the entire range of score values, and child developmental health at 5 years of age.SettingBritish Columbia, CanadaParticipantsAll singleton term infants without major congenital anomalies born between 1993 and 2009, who had a developmental assessment in kindergarten between 1999 and 2014.Main outcomes and measuresDevelopmental vulnerability on one or more domains of the Early Development Instrument and special needs requirements. Adjusted rate ratios (aRRs) and 95% CIs were estimated using log-linear regress

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27

Raymond, N. S., A. Bérubé, K. Mercier, and G. Forest. "0933 Preschoolers Sleep Explains Parent Cognitions and Parenting Behaviors." Sleep 43, Supplement_1 (2020): A354—A355. http://dx.doi.org/10.1093/sleep/zsaa056.929.

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Abstract Introduction Children sleep is influenced by biological and socio-environmental factors. The contribution of various bedtime practices on child sleep is now well established. Emerging literature now seeks to understand the influence of more general parenting practices on child sleep. Thus, the current study examined how perceived children needs and parenting behaviors are associated with children sleep. Methods In a first study, 88 mothers (children 2-71 months) recruited during community activities completed the Child’s Sleep Habit Questionnaire, as well as a questionnaire regarding

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Thambirajah, M. S. "Developmental dyslexia: clinical aspects." Advances in Psychiatric Treatment 16, no. 5 (2010): 380–87. http://dx.doi.org/10.1192/apt.bp.108.006239.

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SummaryDevelopmental dyslexia (reading disability) is a specific impairment in learning to read that affects 3–6% of school children in English-speaking countries. It is overrepresented in clinical populations referred to child and adolescent mental health services because of its high comorbidity with conduct disorder, attention-deficit hyperactivity disorder and other developmental disorders. Clinicians may fail to identify it unless they maintain a high degree of awareness and make specific inquiries. A three-stage approach (routine screening, in-depth examination and referral for further te

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Lei, Ryan F., and Marjorie Rhodes. "Why Developmental Research on Social Categorization Needs Intersectionality." Child Development Perspectives 15, no. 3 (2021): 143–47. http://dx.doi.org/10.1111/cdep.12421.

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30

Goulet, Mélissa, Sonia Hélie, and Marie-Ève Clément. "Child and family needs profiles among cases substantiated by child protection services." Child Abuse & Neglect 81 (July 2018): 366–79. http://dx.doi.org/10.1016/j.chiabu.2018.05.016.

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31

Sloan, Carlie J., Marsha R. Mailick, Jinkuk Hong, Jung-Hwa Ha, Jan S. Greenberg, and David M. Almeida. "LONGITUDINAL CHANGES IN WELL-BEING OF PARENTS OF INDIVIDUALS WITH DEVELOPMENTAL OR MENTAL HEALTH PROBLEMS." Innovation in Aging 3, Supplement_1 (2019): S488—S489. http://dx.doi.org/10.1093/geroni/igz038.1814.

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Abstract The negative impact of having a child with special needs on parental well-being is well documented. Previous research has suggested age attenuation of these impacts. However, this has not yet been examined longitudinally in late life. Therefore, it is unclear how the effect of having a child with a developmental disability or mental health problem changes as parents age and children become less likely to live at home. Using responses from the Study of Midlife in the United States (MIDUS), this study investigates: (1) longitudinal changes in the effect of having a child with a developm

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Denholm, Carey J., and Roy V. Ferguson. "Strategies to promote the developmental needs of hospitalized adolescents." Children's Health Care 15, no. 3 (1987): 183–87. http://dx.doi.org/10.1080/02739618709514768.

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Armstrong-Gallegos, Stephanie, and Roderick I. Nicolson. "Problems in Audiovisual Filtering for Children with Special Educational Needs." i-Perception 11, no. 4 (2020): 204166952095181. http://dx.doi.org/10.1177/2041669520951816.

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There is pervasive evidence that problems in sensory processing occur across a range of developmental disorders, but their aetiology and clinical significance remain unclear. The present study investigated the relation between sensory processing and literacy skills in children with and without a background of special educational needs (SEN). Twenty-six children aged between 7 and 12 years old, from both regular classes and SEN programmes, participated. Following baseline tests of literacy, fine motor skills and naming speed, two sets of instruments were administered: the carer-assessed Child S

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Elliott, Anne. "When a child needs protection: What does it matter why?" Children Australia 23, no. 4 (1998): 5–8. http://dx.doi.org/10.1017/s1035077200008816.

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Despite the claims of statutory child protection authorities to be ‘child-centred’, the language used to record responses to child abuse and neglect allegations still focuses heavily upon parental actions. In most Australian states, child protection records perpetuate an emphasis on how harm was caused and by whom. This paper illustrates that parental blame – theoretically a concept of the past – is alive and well within child protection recording systems, and raises the implications of this for the development of policy frameworks and service delivery. It is argued that recent moves by some s

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Vratiwi, Septiana, Yuhandri Yunus, and Gunadi Widi Nurcahyo. "Identifikasi Karakteristik Anak Berkebutuhan Khusus Menggunakan Metode Case Based Reasoning (Studi Kasus di Sekolah Luar Biasa Negeri 1 Linggo Sari Baganti)." Jurnal Sistim Informasi dan Teknologi 2, no. 1 (2020): 1–8. http://dx.doi.org/10.37034/jsisfotek.v2i1.28.

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Children with special needs are children who have different characteristics and limitations in ability. This child with special needs is called Tunagrahita. Developmental impairment is classified into three categories namely mild, moderate and severe. This study aims to help the process of identifying the characteristics of mental retardation experienced by children. This study uses the Case Based Reasoning (CBR) method to identify children with special needs using the data of the mentally disabled children in SLBN 1 Linggo Sari Baganti. Similarity results were 51.92% for moderate developmenta

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36

Eremina, Anna, Olga Shokhova, and Elena Firsova. "The competence of parents raising a child with special health needs." E3S Web of Conferences 210 (2020): 18108. http://dx.doi.org/10.1051/e3sconf/202021018108.

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The topic of the research covers socio-pedagogical problems of formation of significant parental competencies required for effective development of children with disabilities, including intellectual impairment and multiple types of mental deficiency (moderate, severe, profound mental retardation – F 71, 72). This article is the review of the parental competence structure and its distinctive features, it defines the characteristics that lead to deformation of competency comprising rejection of a child with developmental difficulties, hyperprotection, misunderstanding the patterns and uniqueness

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37

David, Tricia. "Multi-professional Coordination and Child Abuse—Are Teachers' Training Needs Different?" Pastoral Care in Education 6, no. 2 (1988): 24–27. http://dx.doi.org/10.1080/02643948809470614.

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38

Roberts, Jennie. "A Mothers Thoughts on Bullying, Failure and One Special Needs Child." Pastoral Care in Education 13, no. 2 (1995): 23–24. http://dx.doi.org/10.1080/02643949509470918.

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39

Weegar, Kelly, and Elisa Romano. "Child Maltreatment Knowledge and Responses Among Teachers: A Training Needs Assessment." School Mental Health 11, no. 4 (2019): 741–53. http://dx.doi.org/10.1007/s12310-019-09317-1.

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40

Chabeda-Barthe, Jemaiyo, Timothy Wambua, Wangui Chege, Dan Hwaga, Timothy Gakuo, and Gladys Rotich. "Child Developmental Disabilities, Caregivers’ Role in Kenya and Its Implications on Global Migration." International Journal of Environmental Research and Public Health 16, no. 6 (2019): 1010. http://dx.doi.org/10.3390/ijerph16061010.

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Background: This paper is a summary of the findings from an ethnographic study on child developmental disabilities conducted partly in Nairobi and Kiambu Counties in Kenya. Methods: Quantitative and qualitative data collection methods were applied for the period between mid August and mid November 2018. The study was conducted through the Kenya Institute of Special Education (KISE) situated in Nairobi County. Results: There are parents who are willing to migrate in search of better education and healthcare options for their children who have developmental disabilities (DDs). However, there are

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41

Raman, Shanti, and Sharmishta Sahu. "Health, Developmental and Support Needs of Vulnerable Children - Comparing Children in Foster Care and Children in Need." Child Abuse Review 23, no. 6 (2014): 415–25. http://dx.doi.org/10.1002/car.2305.

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42

Kabenina, I. P. "Problems and strategies of assistance to families having children with developmental impairments." Современная зарубежная психология 5, no. 1 (2016): 64–71. http://dx.doi.org/10.17759/jmfp.2016050108.

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The article provides an overview of foreign publications, reports and studies on the issue of assistance to families, having a child with developmental disorders. The starting point of the review is to support the author's position that the family having a child with special needs is a family in need. Therefore, the present studies shift their focus from children with impairments to assistance that can be provided to their families through development of families’ coping strategies and utilization of family’s strong points. Evidence of this new approach, presented in a number of studies, are s

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Marzec, Danuta. "SUPPORT FOR THE PROCESS OF SOCIAL ADAPTATION OF STUDENTS WITH SPECIAL EDUCATIONAL NEEDS." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 3 (May 26, 2017): 71. http://dx.doi.org/10.17770/sie2017vol3.2259.

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The most recent tendencies in teaching children with developmental deficits advocate using inclusive educations which allow for an optimization of the process of social adaptation. Rehabilitation programs to support these children are an integral part of individual educational programs which are developed for each student and based on the positive diagnosis that accentuates child's strengths. The process of social adaptation of a child with disability starts in families and is continued in nursery schools and schools. Lessons at schools and extra-curricular classes open up opportunities for st

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Sims, Margaret. "Accreditation and Quality Care for Children with Special Needs." Australasian Journal of Early Childhood 20, no. 4 (1995): 5–10. http://dx.doi.org/10.1177/183693919502000403.

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Children with special needs are increasingly attending long day care services in Australia. Currently these services are using an accreditation process designed to improve the quality of service delivery to all children and families. Accreditation consists of a set of 52 principles addressing interactions; programming; nutrition, health and safety practices; and centre management and staff development. This paper examines the factors which contribute to quality child care for children with special needs, and relates these factors to principles in the accreditation document. It is argued that w

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SACK, WILLIAM M. "Resolved: Child and Adolescent Psychiatry Needs a Plan for Recertification." Journal of the American Academy of Child & Adolescent Psychiatry 28, no. 2 (1989): 293–97. http://dx.doi.org/10.1097/00004583-198903000-00025.

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46

Croft, Shannon S., and Sandra Sexson. "The Child With Special Needs: Encouraging Intellectual and Emotional Growth." Journal of the American Academy of Child & Adolescent Psychiatry 38, no. 8 (1999): 1057–58. http://dx.doi.org/10.1097/00004583-199908000-00025.

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47

Legg, Hannah, and Anna Tickle. "UK parents’ experiences of their child receiving a diagnosis of autism spectrum disorder: A systematic review of the qualitative evidence." Autism 23, no. 8 (2019): 1897–910. http://dx.doi.org/10.1177/1362361319841488.

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The purpose of this article is to systematically identify, appraise and synthesise qualitative research concerning UK parents’ experiences of their child receiving a diagnosis of autism spectrum disorder. In total, 11 articles were located through a systematic search of five databases, reference lists, citations and grey literature. These were critically appraised and their results synthesised using meta-ethnography. The quality scores given to included studies were variable, so suggestions are made to improve reporting of future research. Three third-order constructs were developed: (1) emoti

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MacDonald, Megan, Samantha Ross, Laura Lee McIntyre, and Amanda Tepfer. "Relations of Early Motor Skills on Age and Socialization, Communication, and Daily Living in Young Children With Developmental Disabilities." Adapted Physical Activity Quarterly 34, no. 2 (2017): 179–94. http://dx.doi.org/10.1123/apaq.2015-0091.

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Young children with developmental disabilities experience known deficits in salient child behaviors, such as social behaviors, communication, and aspects of daily living, behaviors that generally improve with chronological age. The purpose of this study was to examine the mediating effects of motor skills on relations of age and salient child behaviors in a group of young children with developmental disabilities, thus tapping into the potential influences of motor skills in the development of salient child behaviors. One hundred thirteen young children with developmental disabilities participa

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Kasymzhanova, G. N., and A. K. Satova. "ANALYSIS OF THE STATE OF PARENT-CHILD RELATIONS IN FAMILIES RAISING CHILDREN WITH INTELLECTUAL DISABILITIES." BULLETIN Series Psychology 65, no. 4 (2020): 162–68. http://dx.doi.org/10.51889/2020-4.1728-7847.29.

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New trends in special education require the active involvement of parents of children with special educational needs in correctional and developmental work. This article is devoted to the current issues of raising children with intellectual disabilities in the family. The article analyzes the study of thestate of parent-child relations in families of raising children with intellectual disabilities. The results of the experimental data obtained show that there is an urgent need for additional training of parents in the correct relationship building in the family for further socialization. The a

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TURNER, JANE. "Children's and family needs of young women with advanced breast cancer: A review." Palliative and Supportive Care 2, no. 1 (2004): 55–64. http://dx.doi.org/10.1017/s1478951504040076.

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This article reviews literature about the impact of advanced breast cancer on children and families. It is clear that the adjustment of the family is influenced by disease stage and maternal adjustment, the needs of the particular child relating closely to their developmental stage. Interventions with children and families to promote adjustment when a parent has advanced cancer are also discussed, including implications for clinical practice.

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