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Journal articles on the topic 'Parent-staff relationships'
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1
Hughes, Patrick, and Glenda MacNaughton. "Preparing Early Childhood Professionals to Work with Parents: The Challenges of Diversity and Dissensus." Australasian Journal of Early Childhood 27, no. 2 (June 2002): 14–20. http://dx.doi.org/10.1177/183693910202700204.
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This article examines how early childhood staff in diverse circumstances negotiate relationships with parents. It draws on interviews with staff in two rural and three urban communities in Australia, who were asked about their parent communication practices, their experiences of these practices, and their preferences within these practices. Their responses were analysed in the light of international research showing the importance of creating strong interpretive communities between staff and parents but consistent staff anxiety about their relationships with parents. The paper explores the extent to which staff's different approaches to communicating with parents can create sustainable interpretive communities between them, and it highlights some implications for staff training and development around parent involvement.
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Reimer, Elizabeth C. "The Service Environment in Relationship-based Practice: “It's Like a Community”." Children Australia 39, no. 1 (February 11, 2014): 25–33. http://dx.doi.org/10.1017/cha.2013.37.
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The family service work environment has been linked to the parent–worker relationship (relationship) for many years. However, there is still much to understand about how the working environment and these relationships are connected. This paper reports on a small-scale qualitative study exploring the story of eight relationships between parents and family workers in four rurally based family services in New South Wales (NSW), Australia. Hermeneutics provided a way of examining the dynamics of the relationships, as it enabled an in-depth exploration and interpretation of the participants’ perspectives of how they experienced and understood the relationship. It became apparent that the work environment is an important influence on the relationship. New insights that emerged include the important role that staff not directly involved in the relationship (such as other family workers, supervisors, and administration and other professional staff) may play in assisting relationships. They also include the way in which flexible service delivery options support parent feelings of comfort, readiness to change, reciprocity, a sense of ownership to the service and need for support outside of planned appointments (both during and after intervention has ceased). These all support the development and maintenance of such relationships.
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Harvey, Virginia Smith. "Educators' Perceptions of Effectiveness of Programs for Students with Emotional and Behavioral Disorders." Behavioral Disorders 21, no. 3 (May 1996): 205–15. http://dx.doi.org/10.1177/019874299602100305.
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Perceptions of staff in self-contained programs for students with emotional and behavioral disorders (EBD) in a district committed to inclusion, interagency coordination, and staff training were compared with perceptions in the same programs when the programs were newly developed and of staff working with children with EBD in mainstream settings. As self-contained programs for children with EBD became well-established, parent/school relationships noticeably improved. Even when relatively new, self-contained programs were perceived by staff to be superior to mainstream programs in resources and teaching strategies. Well established self-contained programs were perceived as superior to relatively new mainstream programs in resources, teaching strategies, program components, and parent/school relationships. Regardless of program, students with EBD were perceived as making moderate progress and as being moderately aggressive.
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Waris Tasrim, Isnada, and Mahfud M Gamar. "Leadership Competencies: a School Leader Evaluation." Istawa : Jurnal Pendidikan Islam 7, no. 1 (April 21, 2022): 1–17. http://dx.doi.org/10.24269/ijpi.v7i1.5002.
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This study aimed at examining how teachers evaluate their principal’s leadership competencies in terms of principal-staff relation, organization, and building management, student relationship, curriculum and program development, community, and parent relation. This descriptive qualitative research was conducted at elementary and middle schools. The subjects were 30 teachers. The data were gathered using the Performance Evaluation of Education Leader. The data were analyzed qualitatively and descriptively reported. The findings revealed that the principals at the two schools show different results. The principal of elementary school effectively perform in principal-staff relations, students’ relationships, and community and parent relations. Meanwhile, the principal of middle school show effective performance not only in the above three-mentioned aspects but also in organization and building management as well as curriculum and program development.
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Crittenden, Mary R., and Bonnie Holaday. "Psychosocial Factors Associated with Physical Growth and Behavior Adaptations of Children with Renal Dysfunction." Perceptual and Motor Skills 62, no. 2 (April 1986): 437–38. http://dx.doi.org/10.2466/pms.1986.62.2.437.
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To probe factors related to growth in children with renal insufficiency, who often grow poorly, 21 patients age 2 to 10 yr. were studied. Relationships among height rates, calorie intake, and staff ratings of compliance were positive but nonsignificant. The balance of stresses and supports was significantly related to growth and ratings of adjustment. Variables related to parent-child-staff communications were explored.
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Spielfogel, Jill E., Sonya J. Leathers, Errick Christian, and Lorri S. McMeel. "Parent management training, relationships with agency staff, and child mental health: Urban foster parents' perspectives." Children and Youth Services Review 33, no. 11 (November 2011): 2366–74. http://dx.doi.org/10.1016/j.childyouth.2011.08.008.
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Allport, Lauren, MinKyoung Song, Cindy W. Leung, Kellye C. McGlumphy, and Rebecca E. Hasson. "Influence of Parent Stressors on Adolescent Obesity in African American Youth." Journal of Obesity 2019 (December 1, 2019): 1–10. http://dx.doi.org/10.1155/2019/1316765.
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Objective. The purpose of this study was to examine the relationships between individual parent stressors (financial, legal, career, relationships, home safety, community safety, medical, housing, authority, and prejudice) and adolescent obesity in African American adolescents. Methods. Data were from a cross section convenience sample of 273 African American parent-child dyads (ages 11–19) from Washtenaw County, Michigan. A subset of 122 dyads who completed parent and child questionnaires were included in this analysis. Parent stressors were assessed using the Crisis in Family Systems Revised (CRISYS-R) questionnaire. Height, weight, and waist circumference were measured by trained staff; height and weight were converted to BMI. Multivariate linear regression models were used to examine the relationships between individual parent stressors and adolescent BMI and waist circumference. Results. Parental exposure to stressors related to safety in the community was positively associated with adolescent BMI (β = 1.20(0.47), p=0.01) and waist circumference (β = 2.86(1.18), p=0.02). Parental appraisal of stressors related to safety in the community as “difficult to get through” was positively associated with adolescent BMI (β = 0.39(0.14), p=0.006) and waist circumference (β = 1.00(0.35), p=0.005). These relationships remained significant when adjusting for behavioral and psychosocial covariates. There were no significant relationships observed between other parent stressors and adolescent BMI or waist circumference. Conclusion. These findings suggest parents’ exposure and appraisal of stressors related to community safety are associated with increased adolescent obesity in African American youth. Longitudinal, larger-scale studies are needed to better understand the mechanisms by which community safety may increase obesity risk in this ethnic minority pediatric population. This trail is registered with NCT02938663.
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Auerbach, Susan, and Shartriya Collier. "Bringing High Stakes from the Classroom to the Parent Center: Lessons from an Intervention Program for Immigrant Families." Teachers College Record: The Voice of Scholarship in Education 114, no. 3 (March 2012): 1–40. http://dx.doi.org/10.1177/016146811211400303.
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Background/Context As accountability pressures have mounted toward ever-higher targets under the No Child Left Behind (NCLB) Act, low-achieving schools have sought new tools for raising achievement. The association between parent involvement and student achievement is well established, though the association is an indirect relationship mediated by other variables. Schools have sponsored a variety of parent education programs attempting to influence achievement; evidence on their results is mixed. Among the most popular efforts at the elementary school level are family literacy programs, which generally take an intervention-preventive approach that aims to supplant home literacy practices with school-based norms and practices. The Families Promoting Success (FPS) program was an intervention that trained parents in reading skills to improve student test scores in schools that had not met targets under NCLB. This series of workshops was unusual for specifically targeting families of low-scoring students and for focusing on tested word analysis skills. One of the few empirical examinations of the intersection of parent involvement and NCLB, this study shows how parent programs mirror broader forces in urban schooling and how the high-stakes climate affects home-school relations. Purpose/Focus The purpose of this study was to investigate what happens when low-performing urban schools bring high-stakes accountability pressures to parent programs, to shed light on possible new directions in family engagement. How do educators and immigrant parents make meaning of a parent education program geared to accountability goals? The study examined processes, interactions, and meanings related to FPS's design, implementation, and perceived outcomes for families and educators and considered alternative approaches to parent engagement suggested by the findings. Research Design This multiple case study used mainly qualitative methods to examine the FPS program at four low-performing Los Angeles elementary schools with predominantly low-income, Latino, English learner populations and immigrant parents. Data sources included staff interviews, bilingual parent focus groups, and extensive observations of program workshops and planning meetings, supplemented by a parent questionnaire and document review. This study was part of a larger investigation that examined the program's influence on student achievement. Conclusions/Recommendations Findings suggest that staff designed a narrow, test-driven parent curriculum to address accountability pressures without considering parents’ needs or concerns. The program represented an intensification in parent education that parallels the intensification in student instruction under accountability-driven reform. Though the program was well-intended and made parents more aware of testing and reading skills, related research showed that the program did not influence student achievement. Instead, parents and staff described various benefits on intangible aspects of family and school-family relationships. These unintended consequences suggest the pitfalls of imposing high-stakes pressures, school agendas, and interventionist approaches on parents, as well as the promise of finding common ground and the need for relationship building with marginalized families.
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Kurth, Jennifer A., Hailey Love, and Jody Pirtle. "Parent Perspectives of Their Involvement in IEP Development for Children With Autism." Focus on Autism and Other Developmental Disabilities 35, no. 1 (April 17, 2019): 36–46. http://dx.doi.org/10.1177/1088357619842858.
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The present study investigated parents’ experiences in making educational decisions for their children with autism and their satisfaction with said outcomes. Parents completed a survey describing (a) their input in educational decisions, (b) satisfaction with school personnel, and (c) satisfaction with their child’s school experience. Sequential regressions revealed parents’ satisfaction was generally predicted by their own knowledge of autism, school staff knowledge of autism, parent satisfaction with teachers, and parent relationships with school personnel. In addition, parent input was a significant predictor of satisfaction with their child’s school experience. Finally, open-ended responses indicated that parents experienced many barriers when working with schools and often felt compelled to go outside of the school system to ensure their children received an appropriate education. Implications for teacher preparation and school–parent partnerships are described.
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Hamiduzzaman, Mohammad, Stacy Torres, Amber JoAnn Fletcher, M. Rezaul Islam, and Jennene Greenhill. "Aging, care and dependency in multimorbidity: how relationships affect elderly women’s homecare and health service use." International Journal of Whole Person Care 9, no. 1 (January 17, 2022): 31–32. http://dx.doi.org/10.26443/ijwpc.v9i1.331.
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Relationships are multidimensional, and we know little about the facets of relationships in the way elderly patients’ with multimorbidity utilise homecare and health services. Gerontology literatures emphasize the importance of place of care, inequalities, availability of health services and affordability. However, the diversity of relationships and associated dependency in elderly care remain underassessed.
A qualitative study involving a demographic survey and interviews was conducted to explore relationship experiences of elderly women with multimorbidity in homecare and health services utilization. Civil Surgeon of Sylhet District in Bangladesh was contacted to recruit participants for the study, and this resulted in 33 interviews [11 staff and 22 elderly women with multimorbidity]. Three domains of Axel Honneth’s Theory of Recognition and Misrecognition [i.e. intimate, community and legal relationships] were used to underpin the study findings. Data was analysed using critical thematic discourse method. Four themes were emerged: nature of caregiving involved; intimate affairs [marital marginalization, and parent-children-in law dynamics]; alienation in peer-relationships and neighbourhood [siblings’ overlook, neighbourhood challenges, and gender inequality in interactions]; and legal connections [ignorance of rights, and missed communication]. A marginalization in family relationships, together with poor peer supports and a misrecognition from service providers, resulted in a lack of care for elderly women with multimorbidity.
Understanding the complexities of elderly women’s relationships may assist in policy making with better attention to their health and well-being support needs. Staff training on building relationships, and counselling services for family and relatives are essential to improve the quality of care for the women.
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Mcgrath, Wendy Hobbins. "Ambivalent Partners: Power, Trust, and Partnership in Relationships between Mothers and Teachers in a Full-Time Child Care Center." Teachers College Record: The Voice of Scholarship in Education 109, no. 6 (June 2007): 1401–22. http://dx.doi.org/10.1177/016146810710900601.
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Background/Context There is much rhetoric regarding “parents and teachers as partners” despite little evidence that such partnerships, as described in the early childhood education literature, actually develop. The literature on parent-teacher partnerships does not examine parents’ and teachers’ interactions or what those interactions mean to them. Purpose This study focuses on the daily exchanges between mothers and teachers in a child care center during drop-off and pick-up times. In so doing, it examines aspects of parent-teacher partnerships and parent involvement that are absent in the current literature. Setting The setting for the study was an ethnically and economically diverse child care center in a large East coast city serving children from the ages of 2 to 5. Participants Participation in the study was voluntary in terms of interviewing and videotape recording; all mothers and teachers were observed. Thirteen mothers participated fully in the study. All of the staff agreed to be videotaped. I interviewed 12 of the 17 permanent staff members. Research Design The study was an ethnographic case study of mother-teacher relationships in a toddler room of a child care center. Embedded within the study was a microethnographic video analysis of mother-teacher interactions in the classroom during morning drop-off and evening pickup times. Fieldwork was conducted over the course of 1 year. Findings/Results The findings suggest that mothers and teachers in the center were “ambivalent partners.” In interactions with teachers, mothers’ trust in the child care arrangement was at stake. They looked to the teachers to provide them with information about their children which bolstered their trust in the center and made them feel connected to their child's experience. Teachers were less invested in trusting parents, and they appeared relatively unaware of how much power they had in their interactions with parents. Conclusions/Recommendations I found little evidence of mothers and teachers working as partners in the care of their children. Given the fluctuating power dynamic in parent-teacher relationships and the necessity of trust for parents, the development of partnership was framed in ambivalence. Mothers and teachers come to the table with different expectations, knowledge, and needs, but also with a desire to work together. That interest in working together could be fostered by the child care institution by structuring more time for parents and teachers to interact and by providing support and training for teachers in their relations with parents.
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Nadirzada, Narmin. "What is the concept of innovation for public school principals of Baku." Technium Social Sciences Journal 36 (October 8, 2022): 138–50. http://dx.doi.org/10.47577/tssj.v36i1.7425.
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Management is a form of social interaction that governs, influences, directs, and regulates cultural, social, and legal relationships among people in the interests of the state, society, and the group. The most important issue in the management of modern schools in the innovation environment is the transfer of the traditional school to the novel educational institution and to implement developmental strategies. The purpose of the paper is to analyze innovative approaches that principals use in public schools of Azerbaijan and to evaluate, describe and interpret the situation in its original environment. Analysis of the interviews with school principals revealed that technological development is the most effective factor that creates the need for innovation. School administrators mentioned different kinds of challenges in the process of innovation such as : teachers’ insufficiency, age group of staff, parent contingent of the school, lack of communication with staff, lack of teachers and equipment, , inadequate functioning of school-parent associations and school budgets. In this context, principal with the contribution of all stakeholders should be in line with the culture of their school and manage the innovation process in line with the vision of the future.
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Baker-Tingey, Jill, Pamela Powell, and Crystal Powell. "Heart and Shield Family Violence Prevention Program." Journal of Youth Development 13, no. 3 (September 18, 2018): 136–61. http://dx.doi.org/10.5195/jyd.2018.620.
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Children exposed to domestic violence (DV) inadvertently learn behaviors that make them more likely to become victims and/or perpetrators later in life unless they learn skills to address childhood trauma. This article discusses how two rural community needs assessments identified that DV prevention was a high-priority issue, the effects of DV on youth mental and physical health, and the resulting Heart and Shield Family Violence Prevention Program, a Cooperative Extension program designed to strengthen family relationships and break the cycle of violence. Implications for practice include helping youth build healthy relationships, incorporating DV awareness training in staff/volunteer professional development, collaborating with community partners, and advocating for programs that teach positive parent-child interactions.
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Yang, Tracy J., Lisa A. Cooper, L. Ebony Boulware, and Rachel L. J. Thornton. "Leveraging Delivery of Blood Pressure Control Interventions among Low-income African American Adults: Opportunities to Increase Social Support and Produce Family-level Behavior Change." Ethnicity & Disease 29, no. 4 (October 17, 2019): 549–58. http://dx.doi.org/10.18865/ed.29.4.549.
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Purpose: Few family-oriented cardiovascular risk reduction interventions exist that leverage the home environment to produce health behavior change among multiple family members. We identified opportunities to adapt disease self-management interventions included in a blood pressure control comparative effectiveness trial for hypertensive African American adults to address family-level factors.Methods: We conducted and analyzed semi-structured interviews with five intervention study staff (all study interventionists and the study coordinator) between December 2016 and January 2017 and with 11 study participants between September and November 2015.1 All study staff involved with intervention delivery and coordination were interviewed. We sampled adult participants from the parent study, and we analyzed interviews that were originally obtained as part of a previous study based on their status as a caregiver of an adolescent family member.1Results: Thematic analysis identified family influences on disease management and the importance of relationships between index patients and family members, between index patients and study peers, and between index patients and study staff through study participation to understand social effects on healthy behaviors. We identified four themes: 1) the role of family in health behavior change; 2) the impact of family dynamics on health behaviors; 3) building peer relationships through intervention participation; and 4) study staff role conflict.Conclusions: These findings inform development of family-oriented interventions to improve health behaviors among African American index patients at high risk for cardiovascular disease and their family members.Ethn Dis. 2019;29(4):549-558; doi:10.18865/ed.29.4.549
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Pollet, Sheena, Margaret Bamforth, and Gloria Collins. "Adult psychotherapy and child and family psychiatry." Psychiatric Bulletin 24, no. 4 (April 2000): 139–41. http://dx.doi.org/10.1192/pb.24.4.139.
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Aims and MethodsThis paper describes a 10-year alliance between an adult psychotherapy service and a child and adolescent mental health service to bring psychotherapeutically-informed help to families in difficulties early in the lives of their children.ResultsIt outlines staff training, the development of the unit into a significant training resource, the unit's underlying philosophy, its therapies and the key inter-relationships between teams and with health visitors to enable mutual teaming and the rapid access of families to assessment and treatment of the parent-child relationship.Clinical ImplicationsFunding, future plans and the preventive and economic implications of such work are mentioned.
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Darling, Kristen E., Deborah Seok, Patti Banghart, Kerensa Nagle, Marybeth Todd, and Nadia S. Orfali. "Social and emotional learning for parents through Conscious Discipline." Journal of Research in Innovative Teaching & Learning 12, no. 1 (June 14, 2019): 85–99. http://dx.doi.org/10.1108/jrit-01-2019-0017.
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Purpose The purpose of this paper is to examine Conscious Discipline’s (CD) Parenting Education Curriculum (CD PEC), the parenting component of CD’s research-based social and emotional learning program. CD aims to change child behavior by changing how adults understand and manage their own behaviors and emotions. Researchers explored CD PEC’s association with improved parenting skills, parent–child relationships and child behavior and emotion management. Design/methodology/approach During pre- and post-site visits, parents in four Head Start programs completed the Attentive Parenting Survey (n=25) and interviews (n=19); and 20 staff were also interviewed. Findings Parents reported that CD PEC shifted their perspectives and practices for managing children’s challenging behaviors, improved parent–child relationships and resulted in decreased child behavior problems. Research limitations/implications The study was correlational, based on self-report, and had a small sample with no comparison group. Practical implications This study supports CD PEC as a means of shifting parenting practices, relationships and child behavior by focusing on adult social-emotional skills and self-regulation. Social implications This study provides preliminary evidence that addressing the social-emotional needs of adults is a viable step to helping children improve their social skills, emotion regulation and general behavior, which have all been linked to later academic and life success. Originality/value The paper studies improvements in parents’ emotion recognition and self-regulation before disciplining their children.
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Hwa-Froelich, Deborah A., and Carol E. Westby. "Frameworks of Education." Language, Speech, and Hearing Services in Schools 34, no. 4 (October 2003): 299–319. http://dx.doi.org/10.1044/0161-1461(2003/025).
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Purpose: Interviews with Southeast Asian families and Head Start staff, participant observation of family and staff conferences, observations of teacher-child and parent-child interactions, and a review of all written Head Start information given to parents were used to gain information regarding how Southeast Asian parents, children, and Head Start staff make sense of early childhood education, their roles in child learning, and the identification of disabilities or learning problems. Methods: Nine Southeast Asian families and 10 children were participants. One Vietnamese and 3 EuroAmerican Head Start staff members participated in a series of two or three semistructured individual interviews. Additionally, 3 families were observed during scheduled conferences with Head Start staff. Each child was observed at Head Start during meals, center time, and outdoor play time. All literature routinely given to parents was analyzed. Ethnomethodology (the study of how participants make sense of their world) was used in collection and analysis of the data. The constructs of organizational culture (Schein, 1987, 1992), independence/interdependence, and power/distance relationships were used to help to make sense of the data themes. Clinical Implications: Both families and staff were unaware of differences in their beliefs and values in the areas of education, parenting, child learning, and disability, which led to confusion and misunderstanding. All early childhood staff need to be aware of their underlying assumptions and how these may affect their interactions with children and families who may have different assumptions and expectations.
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Slater, Penelope J. "Telling the Story of Childhood Cancer—The Experience of Families After Treatment." Journal of Patient Experience 7, no. 4 (August 21, 2019): 570–76. http://dx.doi.org/10.1177/2374373519870363.
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Background: The Discovery Interview methodology was introduced to Oncology Services Group in 2012 as a service improvement strategy and was evaluated positively by staff and families. It enabled clinical staff to hear the deidentified families’ stories, understand their experience, and implement process and practice enhancements. Objective: This study collected family stories following treatment for childhood cancer at the tertiary center in Queensland, with the goal of raising awareness and improving family experience. Method: Twenty-five families were interviewed via an interview spine which covered the major stages of cancer treatment and themes were extracted. Results: Major themes were psychological support needs, adapting to the new normal, and rebuilding relationships. After treatment, the parent had time to reflect on their experience and lost the reassurance of regularly attending the tertiary hospital. There was ongoing anxiety regarding relapse. Parents reported various coping strategies and some wanted to maintain contact with other oncology families. Families strived to get back to a level of normality such as attending school and experienced some challenges in relationships with family and friends. Conclusion: Families needed support and reassurance from their local health professionals to navigate the ongoing challenges following treatment.
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Olarte-Sierra, María Fernanda, Nuria Rossell, Marcela Zubieta, and Julia Challinor. "Parent Engagement and Agency in Latin American Childhood Cancer Treatment: A Qualitative Investigation." JCO Global Oncology, no. 6 (November 2020): 1729–35. http://dx.doi.org/10.1200/go.20.00306.
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PURPOSE Parent engagement in childhood cancer treatment is central for positive outcomes. Aspects of fruitful engagement have been described mainly in high-income countries (HICs) where family autonomy is valued, health care provider-patient relationships are less hierarchical, and active family participation in health care is welcomed. In many low- and middle-income countries (LMICs), these aspects are not always valued or encouraged. We explored childhood cancer treatment engagement in Latin America as part of a larger engagement study in 10 LMICs worldwide. METHODS A qualitative investigation was conducted with parents (with the exception of one grandmother and two aunts in loco parentis; n = 21) of children with cancer in El Salvador, Peru, and Mexico. Participants were recruited by two Childhood Cancer International foundations and two local hospitals. A pediatric oncology psychologist and a medical anthropologist (experienced, native Latin Americans researchers) conducted focus-group discussions and in-depth interviews that were recorded and transcribed, and analyzed data. RESULTS Parents in the three countries actively engage in their child’s treatment, despite challenges of communicating effectively with health care staff. Hierarchical health care provider relationships and generalized socioeconomic disparities and cultural diversity with health care staff notwithstanding, parents find ways to navigate cancer treatment by exerting their agency and exploiting resources they have at hand. CONCLUSION In Latin America, engagement materializes in ways that are not necessarily reflected in existing literature from HICs and, thus, engagement may seem nonexistent. Health care teams’ recognition of parents’ substantial sacrifices to adhere to complex demands as treatment engagement, may positively impact the children’s (and family’s) quality of life, treatment experience, adherence, and posttreatment circumstances.
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Hassan, H. K., B. I. Bambi, and H. B. Bakari. "Influence of Principal and Parental Relationships on Teachers’ Job Performance in Senior Secondary Schools in Adamawa State, Nigeria." Advances in Multidisciplinary and scientific Research Journal Publication 29 (December 15, 2021): 155–70. http://dx.doi.org/10.22624/aims/abmic2021-v2-p12.
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This study investigated the influence of principal and parental relationships on teacher’s job performance in senior secondary schools in Adamawa State, Nigeria. Three research questions and two hypotheses were formulated and tested at 0.05 level of significance. The study adopted an ex post facto research design. The population of the study was 5,458 school personnel in the senior secondary schools in Adamawa state, which were made up of 337 principals and 5,121 teaching staff as distributed over the five education zones of Adamawa state, Nigeria. The sample of the study was 374 school personnel (340 teachers and 34 principals). This was arrived at using the Taro Yamane formula. The sample was determined through multistage sampling technique that comprised of stratified random sampling and simple random sampling techniques. Influence of Principal and Parental Relationship on Teachers’ Job Performance Questionnaire (IPPRTJPQ) was used for the collection of data. The data collected were analysed using mean and standard deviation to answer the research questions, Z-test for testing the hypotheses. The research question findings indicated that teachers were found to relate to a high extent with principals in senior secondary schools in Adamawa state. Also, that the relationship between teachers and parents is to a moderate extent in senior secondary schools in Adamawa state. The hypotheses findings also revealed that there is a significant influence of teacher – principal relationship on teacher’s job performance with (p = 0.000 < 0.05); and also that there is a significant influence of teacher – parent relationship on teacher’s job performance in senior secondary schools in Adamawa State with (p = 0.000 < 0.05). Based on the findings; it was concluded that teachers’ relationship with principals and parents significantly influence their job performance in senior secondary schools in Adamawa state, Nigeria. The study recommended that principals and teachers in senior secondary schools need to relate positively amongst themselves irrespective of their demographic differences which can help to improve their teaching performance either on a personal or professional level. Keywords: Teacher-Principal Relationship; Teacher-Parent Relationship; Teachers’ Job Performance; Senior Secondary School; Adamawa State
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Kenzhebekova, У. M., and A. A. Kavdyrova. "INTERACTION OF FAMILY AND SCHOOL IN THE CONTEXT OF INCLUSIVE EDUCATION." Vestnik of M. Kozybayev North Kazakhstan University, no. 1 (53) (March 30, 2022): 40–52. http://dx.doi.org/10.54596/2309-6977-2022-1-40-52.
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Currently, an inclusive education system is organized in the process of adaptation of children with special educational needs to the environment. This process is very relevant in the world and in the country.The main purpose of the article «interaction of family and school in inclusive education» is to establish close ties between parents raising a child with special educational needs and the staff of an educational secondary school, the organization of trusting and strong relationships with school teachers.The main subject participating in the inclusive education system is the child, the school staff and the parent.A parent is a person who occupies a special place in the education of a child with special educational needs, adaptation of the child to the environment. Psychological and pedagogical assistance to parents is organized by the school staff. The joint activity of specialists (teachers, psychologists, speech therapists, speech pathologists, social educators) has a huge impact on the development of the child.When conducting correctional and developmental classes, parents receive personal information about their child, special consultations are given for parents. Parents should take an active part in the correctional and developmental activities of the child, conduct repeated classes outside of school hours (fixing the studied material at home, medical treatment).
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Catlin, Anita, and Brian Carter. "Creation of a Neonatal End-of-Life Palliative Care Protocol." Neonatal Network 21, no. 4 (June 2002): 37–49. http://dx.doi.org/10.1891/0730-0832.21.4.37.
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Objective: To create a protocol delineating the needs of patients, families, and staff necessary to provide a pain-free, dignified, family-, and staff-supported death for newborns who cannot benefit from intensive, life-extending, technological support.Study design: Using Internet e-mail, a Delphi study with sequential questionnaires soliciting participant response, investigator analysis, and follow-up responses from participants was conducted to build a consensus document. Institutional review was granted and respondents gave consent. Recruitment was conducted at medical, ethics, nursing, and multidisciplinary organization meetings. Synthesis of 16 palliative care/end-of-life protocols developed by regional, institutional, and parent organizations was included. Participants from 93 locations in the US and 4 abroad gave feedback to 13 questions derived from clinical experience and the literature. The data underwent four rounds of analysis with 95% retention of the 101 participants over an 18-month period.Results/Conclusion: Specific consensus-based recommendations are presented with a description of palliative care; categories of candidates; planning and education needed to begin palliative care services; relationships between community and tertiary centers; components of optimally supported neonatal death; family care, including cultural, spiritual, and practical needs; ventilator withdrawal, including pain and symptom management; recommendations when death does not occur after cessation of lifeextending interventions; family follow-up care; and necessary ongoing staff support.
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Geller, Joanna D., Vianna Alcantara, Danielle Boucher, Keith Catone, Ruth M. Lopez, and Rosann Tung. "What Does it Take to Form Meaningful Connections among Cultural Brokers, Parents, and Teachers? Lessons From A Federal Grant." Journal of Family Diversity in Education 1, no. 4 (December 5, 2015): 22–44. http://dx.doi.org/10.53956/jfde.2015.57.
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The purpose of this study was to explore what factors facilitate and hinder meaningful connections among cultural brokers, parents, and teachers. We examined how trust and respect – or the lack thereof – manifested in relationships among cultural brokers, parents, and teachers; how trust and respect improved over time; and to what extent improved trust and respect between cultural brokers and teachers dismantled uneven power differentials between teachers and parents. During the 2013/14 school year, across five schools participating in a federal grant to support family engagement, we conducted over 30 semi-structured focus groups with English and Spanish speaking parents, paid parent volunteers, and teachers; interviews with Collaborators, school leaders, and project staff; and observations of grant activities. Focus groups and interviews included many of the same respondents in the fall and the spring in order to assess change. We supplement these data with quantitative data tracking parent participation in grant activities. We found that trust and respect were the foundation of meaningful connections among cultural brokers, teachers, and parents. Trust and respect among these groups improved through a combination of intentional relationship-building activities and more opportunities for these groups to interact regularly. . Despite these improvements, many teachers continued to harbor deficit-based attitudes toward parents. Our main conclusion is that increasing daily interactions between teachers and cultural brokers cannot undo the effect of hegemonic norms that characterize poor families, families of color, immigrant families, and single-parent families as lazy and uncaring at worst and simply unable to be good parents at best. Our findings reinforce the significance of the Dual Capacity-Building Framework for Home-School Partnerships, released by the Department of Education in 2014. Effective partnership between parents and teachers depends on simultaneous efforts to develop the capacities of both groups. We suggest a variety of practical strategies for achieving this goal.
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Spielfogel, Jill E., Sonya J. Leathers, Errick Christian, and Lorri S. McMeel. "Erratum to “Parent management training, relationships with agency staff, and child mental health: Urban foster parents' perspectives” [Child. Youth Serv. Rev. 33 (2011) 2366–2374]." Children and Youth Services Review 34, no. 8 (August 2012): 1581. http://dx.doi.org/10.1016/j.childyouth.2012.03.007.
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Rogers, Shane L., Stephen J. Edwards, Paul Human, and Rebecca Perera. "The importance of the Physical Environment for Child and Adolescent Mental Health Services." Asia Pacific Journal of Health Management 11, no. 1 (March 16, 2016): 35–45. http://dx.doi.org/10.24083/apjhm.v11i1.237.
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Objective: This study examined the relationships between appraisals of the physical environment with the subjective experience of consumers, and work satisfaction of clinicians, in Child and Adolescent Mental Health Services (CAMHS).
Design, setting, and outcome measures: A survey of clinicians, parent/guardians, and child/adolescents was conducted across eight community CAMHS in Western Australia. Respondents evaluated the waiting room and therapy rooms on a number of environmental attributes, and factor analysis was carried out to confirm that these ratings loaded on an overall appraisal of the physical environment measure. This measure was thencorrelated with self-reported subjective experience of consumers, and overall work satisfaction of staff members.
Results: Clinicians were found to be much more critical of the physical environment compared with consumers. Moderate associations were found between appraisal of the physical environment and subjective experience of consumers. A strong positive association was found between clinician appraisal of the physical environment and overall work satisfaction.
Conclusions: The present study adds to the limited existing research arguing for the important role that the physical environment can have upon both consumer and staff experience in mental health settings. The present study provides empirical evidence to justify steps being taken to enhance the physical environment in mental health clinics. The inter-relationship between physical environment attributes suggests there is potential for managers to improve the overall perception of clinic space via relatively small actions (e.g., adding a nice piece of artwork).
Abbreviations: CAMHS – Child and Adolescent Mental Health Services.
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McAllum, Kirstie. "Volunteers as Boundary Workers: Negotiating Tensions Between Volunteerism and Professionalism in Nonprofit Organizations." Management Communication Quarterly 32, no. 4 (August 5, 2018): 534–64. http://dx.doi.org/10.1177/0893318918792094.
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This article employs a boundary work framework to analyze how volunteers from two nonprofit human services organizations navigated the tensions between volunteerism and professionalism. Based on interview data and analysis of organizational documents, the study found that volunteers at the first organization, fundraisers for child health promotion and parent education, dichotomized volunteerism and professionalism as incompatible social systems with divergent objectives, practices, and tools. Volunteers at the second organization, which provides emergency ambulance services, engaged in constant boundary crossing, oscillating between a volunteer and professional approach to tasks and relationships depending on the context. In both cases, paid staff and members of the public affected participants’ ability to engage in boundary work. The study offers insights for nonprofit organizations wishing to professionalize their volunteer workforce by specifying how volunteer job types, organizational structure, and interactional partners’ feedback impact volunteers’ ability to engage in boundary crossing, passing, and boundary spanning.
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Patterson, George T. "An Exploratory Study Assessing Relations of Demographic Characteristics with Police Recruits' Attitudes toward Abuse of Children and Abusive Parents." Psychological Reports 101, no. 2 (October 2007): 451–56. http://dx.doi.org/10.2466/pr0.101.2.451-456.
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The purpose of this exploratory study was to assess the relationships of demographic characteristics with attitudes toward abusive parents and abused children in a convenience sample of 183 police recruits. Police academy training staff invited recruits to complete a questionnaire which contained three vignettes and a 36-item questionnaire that depicted child neglect, sexual abuse, physical abuse, and demographic information. Analysis of responses showed that African Americans and Latinos reported more negative attitudes of anger, disgust, sadness, and discomfort toward an abusive parent than the Euro-American group. Women reported more negative attitudes toward an abused child and also more positive attitudes of sympathy and caring toward an abused child. Results partially support previous research suggesting demographic characteristics influence report of attitudes toward abusive parents and abused children. These findings about the influence of demographic characteristics on positive and negative emotional reactions toward abusive parents and abused children add to the literature.
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Davis, Stephen H. "Why Principals Lose Their Jobs: Comparing the Perceptions of Principals and Superintendents." Journal of School Leadership 10, no. 1 (January 2000): 40–68. http://dx.doi.org/10.1177/105268460001000104.
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Few studies have compared the perceptions of principals and superintendents regarding the reasons why principals lose their jobs. Perceptual congruence on factors that contribute to principal termination is necessary to ensure accurate, appropriate, and constructive feedback about ineffective leadership behaviors. This study compared the perceptions of 124 California public school principals with those of 99 California public school district superintendents on 22 reasons why principals lose their jobs and on 9 organizational outcomes related to ineffective leadership. Principal and superintendent perceptions varied significantly regarding the primary reasons for termination. Superintendents most often attributed principal failure to internal personal insufficiencies such as poor interpersonal relationships and decision making. In contrast, principals most often attributed failure to external factors such as political interference and conflicts with the superintendent and board of education. An analysis of organizational outcomes found that most superintendents cited a high number of parent complaints as evidence of an at-risk principal, whereas most principals cited poor staff morale.
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Fifolt, Matthew, Amy Ferguson Morgan, and Zoe Ripple Burgess. "Promoting School Connectedness Among Minority Youth Through Experience-Based Urban Farming." Journal of Experiential Education 41, no. 2 (October 19, 2017): 187–203. http://dx.doi.org/10.1177/1053825917736332.
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Background: The public education system in the United States faces significant challenges in understanding and addressing issues of student disengagement among high-poverty youth in urban centers. Academic and community leaders are encouraged to seek new and innovative strategies to engage students in meaningful learning experiences that promote positive affective relationships and involvement in school activities. Purpose: The purpose of this study was to explore student and parent experiences with Jones Valley Teaching Farm (JVTF), a Birmingham-based 501 (c)(3) nonprofit that sponsors evidence-based activities through school-based urban farming. Methodology/Approach: The research team used a descriptive case study method to conduct semistructured focus group interviews with 33 students and 25 parents. Findings/Conclusions: Findings revealed multiple ways in which school-based urban farms fostered school connectedness by promoting positive relationships, enhancing students’ social-emotional growth, and providing students with opportunities to engage in hands-on, experience-based learning. Implications: This study provides important lessons about the value of offering highly interactive and engaging activities to underserved students and families. Students benefited greatly from positive interactions with their peers as well as JVTF staff members who served as mentors and role models. Furthermore, experiences with JVTF encouraged students to become change agents in their own community.
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Robertson, Samantha, Tonya Nguyen, and Niloufar Salehi. "Not Another School Resource Map: Meeting Underserved Families' Information Needs Requires Trusting Relationships and Personalized Care." Proceedings of the ACM on Human-Computer Interaction 6, CSCW2 (November 7, 2022): 1–23. http://dx.doi.org/10.1145/3555207.
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Public school districts across the United States have implemented school choice systems that have the potential to improve underserved students' access to educational opportunities. However, research has shown that learning about and applying for schools can be extremely time-consuming and expensive, making it difficult for these systems to create more equitable access to resources in practice. A common factor surfaced in prior work is unequal access to information about the schools and enrollment process. In response, governments and non-profits have invested in providing more information about schools to parents, for instance, through detailed online dashboards. However, we know little about what information is actually useful for historically marginalized and underserved families. We conducted interviews with 10 low-income families and families of color to learn about the challenges they faced navigating an online school choice and enrollment system. We complement this data with four interviews with people who have supported families through the enrollment process in a wide range of roles, from school principal to non-profit staff ("parent advocates''). Our findings highlight the value of personalized support and trusting relationships to delivering relevant and helpful information. We contrast this against online information resources and dashboards, which tend to be impersonal, target a broad audience, and make strong assumptions about what parents should look for in a school without sensitivity to families' varying circumstances. We advocate for an assets-based design approach to information support in public school enrollment, which would ask how we can support the local, one-on-one support that community members already provide.
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Chen, Qiurong, Xujia Xiao, Yaling Zhang, and Chao Lin. "Analysis of the Correlation between the Level of Posttraumatic Growth and Social Support among Caregivers of Children with Acute Leukemia." Contrast Media & Molecular Imaging 2022 (September 7, 2022): 1–7. http://dx.doi.org/10.1155/2022/7456284.
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We investigate the current situation of stress burden and quality of life of primary caregivers of children with leukemia and analyze the correlation between their stress burden and quality of life, using the phenomenological research method in qualitative research. The posttraumatic growth experiences of the parents of children with leukemia included life perceptions (appreciation of life, change in priority of important things in life, and adjustment of self to reality); personal empowerment (increased sense of self-reliance and increased sense of self-achievement); and improvement of interpersonal relationships (increased family harmony, valuing parent-child bonding, benefiting from professional support from other parents and medical staff, and increased sense of empathy and altruism). The posttraumatic growth experiences of parents of children with leukemia are based on their roles (parenting) and responsibilities and can be used as an important basis for future trauma interventions, as well as an entry point for exploring the posttraumatic growth potential of parents of children with leukemia and ultimately improving the posttraumatic growth of parents of children with leukemia.
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Paun, Olimpia, Ben R. Inventor, Louis Fogg, Hugh Vondracek, and Ilse Salinas. "FAMILY DEMENTIA CAREGIVER RECRUITMENT STRATEGIES IN LONG-TERM CARE FACILITIES." Innovation in Aging 3, Supplement_1 (November 2019): S933. http://dx.doi.org/10.1093/geroni/igz038.3395.
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Abstract Recruitment of dementia caregivers whose family members reside in long-term care facilities (LTCFs) poses unique challenges as it traditionally relies on the assistance of facility administrators. The purpose of this presentation is to examine and evaluate new recruitment strategies to determine their effectiveness in an ongoing Stage I randomized clinical trial testing the effects of a Chronic Grief Management Intervention, Video-streamed (CGMI-V) on caregivers’ mental health (grief, depression, anxiety) and facility-related outcomes (conflict with staff, satisfaction with care). A total of 144 caregivers will be randomly assigned to the CGMI-V or to the minimal treatment conditions. The initial recruitment plan was to build on already-established relationships with more than 35 LTCFs that helped recruit in a previous study. The usual approach was to offer written materials and onsite presentations about the study to facility staff and to dementia family caregivers of facility residents. Within the first six months, recruitment efforts yielded less than a dozen participants, thus we had to refine our approach. Revised recruitment strategies included the adoption of resources from the National Institute on Aging’s ADORE (Alzheimer’s and Dementia Outreach, Recruitment, and Engagement) and ROAR (Recruiting Older Adults into Research) platforms. This new approach included online study advertising on NIH and Alzheimer’s Association research study repositories and advertising on parent institution’s on-hold messaging system. Adoption of these new strategies is yielding an increase in participant screening and enrollment. Results are pending.
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Dalton, Louise J., Abigail McNiven, Jeffrey R. Hanna, and Elizabeth Rapa. "Exploring healthcare professionals’ beliefs, experiences and opinions of family-centred conversations when a parent has a serious illness: A qualitative study." PLOS ONE 17, no. 11 (November 28, 2022): e0278124. http://dx.doi.org/10.1371/journal.pone.0278124.
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This study explored healthcare professionals’ perceived role in talking to adult patients about sharing their diagnosis with children. Semi-structured interviews were conducted to explore healthcare professionals’ beliefs about how families could and should be supported when a parent has a serious illness. Participants were 24 healthcare professionals working in primary, secondary and tertiary NHS services in the UK with adult patients diagnosed with a serious illness. Data were analysed thematically. Many healthcare professionals reported systems to identify patients’ family relationships, but this information was rarely used to initiate conversations on what and how to talk to children. It was frequently assumed that someone else in the healthcare system was supporting patients with family communication. Others reported there were more urgent priorities for the consultation or considered that talking to children was a private family matter. However, several professionals did undertake these conversations, viewing this as a central part of their role. Some healthcare professionals felt they had inadequate skills or confidence to raise talking to children with their patients and indicated a need for specific training to address this. The results highlight the importance of systematically documenting patients’ relationships with children so that this information can be used to inform ongoing discussions with the healthcare team about what children have been told. Patients consistently report wanting support about how to talk to children and the benefits of effective communication are well documented. Dissemination of this evidence could encourage professionals across all specialities to include family-centred communication in routine patient care. Training resources are needed so that staff feel empowered and equipped to raise these sensitive subjects with their patients.
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Milačić-Vidojević, Ivona, Oliver Tošković, Nada Dragojević, and Marija Čolić. "Experienced and Anticipated Discrimination in Persons with Physical Disabilities in Serbia." European Journal of Interdisciplinary Studies 3, no. 2 (January 21, 2017): 66. http://dx.doi.org/10.26417/ejis.v3i2.p66-75.
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The aim of this study was to explore extensity (regarding various life domains in which it appears) and intensity of experienced and anticipated discrimination of persons with physical disabilities; (2) to investigate how experienced and anticipated discrimination relate to each other; (3) to explore relations between experienced and anticipated discrimination and certain socio demographic variables (gender, marriage, residence, family type, employment and age). The levels of experienced and anticipated stigmatization were evaluated by Discrimination and Stigma Scale (DISC – 12). The results showed that persons with physical disability experience discrimination in family life (63. 3%), (starting a family (65. 5%), marriage (45. 4%), role as a parent (45. 3%), in the experience of being avoided or shunned (42. 1%), in relation to professional staff (40. 3%), etc. They anticipate discrimination in making close relationships (46. 3%), in employment (30. 2%) and in education (24. 3%). Multiple regression analysis showed that experienced discrimination is a predictor of anticipated discrimination. Discrimination is more anticipated by unmarried participants, younger, participants living in extended families and by participants not living in their own apartments. It is necessary to design an anti-stigma campaign, which will lead to the reduction of experienced and anticipated discrimination. Keywords: stigma, experienced discrimination, anticipated discrimination, persons with physical disability.
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Milačić-Vidojević, Ivona, Oliver Tošković, Nada Dragojević, and Marija Čolić. "Experienced and Anticipated Discrimination in Persons with Physical Disabilities in Serbia." European Journal of Interdisciplinary Studies 7, no. 2 (January 21, 2017): 66. http://dx.doi.org/10.26417/ejis.v7i2.p66-75.
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The aim of this study was to explore extensity (regarding various life domains in which it appears) and intensity of experienced and anticipated discrimination of persons with physical disabilities; (2) to investigate how experienced and anticipated discrimination relate to each other; (3) to explore relations between experienced and anticipated discrimination and certain socio demographic variables (gender, marriage, residence, family type, employment and age). The levels of experienced and anticipated stigmatization were evaluated by Discrimination and Stigma Scale (DISC – 12). The results showed that persons with physical disability experience discrimination in family life (63. 3%), (starting a family (65. 5%), marriage (45. 4%), role as a parent (45. 3%), in the experience of being avoided or shunned (42. 1%), in relation to professional staff (40. 3%), etc. They anticipate discrimination in making close relationships (46. 3%), in employment (30. 2%) and in education (24. 3%). Multiple regression analysis showed that experienced discrimination is a predictor of anticipated discrimination. Discrimination is more anticipated by unmarried participants, younger, participants living in extended families and by participants not living in their own apartments. It is necessary to design an anti-stigma campaign, which will lead to the reduction of experienced and anticipated discrimination. Keywords: stigma, experienced discrimination, anticipated discrimination, persons with physical disability.
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Oeckl, Severin J. S., and Stephen Morrow. "CSR in Professional Football in Times of Crisis: New Ways in a Challenging New Normal." International Journal of Financial Studies 10, no. 4 (September 22, 2022): 86. http://dx.doi.org/10.3390/ijfs10040086.
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While corporate social responsibility (CSR) activities are well-established among football clubs, COVID-19 challenged clubs’ capacity and commitment to continue delivering in times of crisis. Focusing on Scottish Professional Football League (SPFL) Premiership clubs and their charitable foundations, we examined challenges presented by restrictions and limited resources and how these impacted the decision making of CSR managers, as well as their prioritisation of projects undertaken. Qualitative research methods were applied in a two-step process. A content analysis drawing on publicly available resources provided a holistic overview of the CSR landscape in Scottish football. Subsequent semi-structured interviews with CSR managers of four clubs’ foundations offered detailed insights into crisis response. We found that resource limitations resulted primarily in operational rather than financial difficulties. To remain functional and consistent with their motives, foundations initiated new ways to address target groups’ social needs. Specifically, delivery shifted towards direct help and short-term support. While foundations continued to benefit from being associated with the parent football club, autonomy from the club was a critical success factor intensifying stakeholder relationships and community links. COVID-19-related disruptive factors resulted in more rapid decision making and greater empowerment of operational staff. Lessons learned have potential implications for CSR management post-pandemic.
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Eeles, Abbey L., Alice C. Burnett, Jeanie LY Cheong, Alex Aldis, Louise Pallot, Tien Polonidis, Krista Rust, Rod W. Hunt, Clare Delany, and Alicia J. Spittle. "Identifying research priorities in newborn medicine: a Delphi study of parents’ views." BMJ Open 11, no. 11 (November 2021): e044836. http://dx.doi.org/10.1136/bmjopen-2020-044836.
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ObjectiveNeonatal conditions can have lifelong implications for the health and well-being of children and families. Traditionally, parents and patients have not been included in shaping the agenda for research and yet they are profoundly affected by the neonatal experience and its consequences. This study aimed to identify consensus research priorities among parents/patients of newborn medicine in Australia and New Zealand.DesignParents/patients with experience of neonatal care in Australia and New Zealand completed an online Delphi study to identify research priorities across four epochs (neonatal admission, early childhood, childhood/adolescence and adulthood). Parents/patients first generated key challenges in each of these epochs. Through inductive thematic analysis, recurring topics were identified and research questions generated. Parents/patients rated these questions in terms of priorities and a list of questions consistently rated as high priority was identified.Participants393 individuals participated, 388 parents whose children had received neonatal care and 5 adults who had received neonatal care themselves.ResultsMany research questions were identified as high-priority across the lifespan. These included how to best support parental mental health, relationships between parents and neonatal clinical staff (including involvement in care and communication), bonding and the parent–child relationship, improving neonatal medical care and addressing long-term impacts on child health and neurodevelopment.ConclusionsParents with experience of newborn medicine have strong, clear and recurring research priorities spanning neonatal care practices, psychological and other impacts on families, and impacts on child development. These findings should guide neonatal research efforts. In addition to generating new knowledge, improved translation of existing evidence to parents is also needed.
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Tkachenko, Olha. "Impact of the COVID-19 pandemic on mental health (literature review)." Ukrains'kyi Visnyk Psykhonevrolohii, Volume 29, issue 1 (106) (March 1, 2021): 55–59. http://dx.doi.org/10.36927/2079-0325-v29-is1-2021-10.
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The coronavirus disease (COVID- 19) caused by the novel Coronavirus strain SARS-CoV-2 was firstly identified in December 2019 in China. Later on, in 3 months it got the status of a global pandemic. The coronavirus disease (COVID-19) posed a number of new challenges and questions for the population, medicine, and particularly for psychiatry. In many cases, it triggered a psychogenic beginning of mental, psychosomatic and somatic diseases. The initial pathogenesis of the mental diseases existing among the population has been complicated and sufficiently distorted due to COVID-19. In addition, it acts as the primary reason for the onset of many still unexplored and unknown illness processes, including mental diseases. Nowadays, the relevance of mental health plays an important role in personal, family, working, or social relationships. The rhythm of life and work in modern world demands stable mental health. It should be active, flexible, with sufficient reserve and rapid recovery. Some mental health disorders with the combination of increased information intensity and amount of communication links often lead even employable young people towards a deep lifelong disability. This pushes their active relatives, medical and social staff to their service. As consequence, these challenges pose a plenty of questions to society about the formation of family, parent and social relationships. As a result, COVID-19 and consequences caused by global pandemic require fast, adequate and in-time reaction from local and global societies. Retarded and unequal response can pose the humanity against diverse outcomes of this tragedy. To resume, it can sufficiently decrease the average level of human health all over the world.
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Bjørknes, Ragnhild, Jens Christoffer Skogen, Ane Nærde, Gro Mjeldheim Sandal, Ellen Haug, Silje Mæland, Lars T. Fadnes, and Stine Lehmann. "Parental stress during the COVID-19 pandemic: A one-year follow-up." PLOS ONE 17, no. 12 (December 6, 2022): e0276190. http://dx.doi.org/10.1371/journal.pone.0276190.
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Objective This two-wave longitudinal study aimed at increasing knowledge about levels of parental stressors and rewards among mothers and fathers of children aged 1–18 during the first year of the COVID-19 pandemic in Norway. Background The COVID-19 pandemic and infection-control measures have caused changes to family life. Managing homeschooling or caring for younger children while working from home may have posed significant strain on parental stress, negatively impacting the quality of parent-child relationships and parents’ sensitivity to their children’s needs. Method We employed data collected in April 2020 and April 2021 from the longitudinal population-based survey in Bergen/Norway (Bergen in ChangE-study). 7424 parents participated (58.6% mothers and 41.5% fathers). Results The overall levels of parental stressors and rewards did not change significantly. Over the two time points, the factors associated with decreased parental stressors were being male, aged 40–49 years, having a relatively high income, and reporting initial difficulties with closed kindergartens or schools. For parents aged 18–29 years, the level of parental stressors increased. Conclusion The study suggests that the overall levels of parental stress remained unchanged during the first year of the pandemic. Even so, the study also uncovered that younger parents represented a vulnerable subgroup. Implications To prevent detrimental consequences in the wake of the pandemic, it could be important to increase awareness and competence among professional staff in kindergartens, primary schools, and child health clinics targeting young parents and their children.
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Morris, Stephen, and Teresa Brooks. "P37 Administering medicines safely at home: using an evidence based approach to help a family with complex health needs." Archives of Disease in Childhood 107, no. 5 (April 20, 2022): e25.39-e25. http://dx.doi.org/10.1136/archdischild-2022-nppg.44.
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IntroductionHelping families to use medicines safely at home is a huge problem for both patients and professionals. Families who are unable to use medicines safely will experience poor health outcomes and require repeated health service visits.This case involves a family who were resident in the UK under refugee status. Their child was admitted to our hospital for an operation to treat their complex congenital heart disease. At discharge the child was prescribed five medicines, and three of them needed to be manipulated in order to give the necessary dose. Both parents were present but unable to communicate using the English language.The aim of this project was to describe how an innovative evidence based approach can ensure that when a family with complex needs goes home from hospital, they are able to continue to use medicines safely and effectively.MethodWe structured our approach in two stages according to the principles of Medicines Optimisation.The first stage would ensure we understood the patient experience as best we could. This would allow us to build a relationship between ourselves (the professionals) and the family. This was guided by qualitative studies that describe the experience of families caring for sick children1 and the importance of building relationships between professionals and families.2The second stage would use quantitative evidence to provide effective interventions that would support them to use medicines at home. These included providing a personalised pictogram of how to administer their medicines,3 and finally using simulation of medicines administration to check their understanding.4ResultsThe first stage involved a pharmacist and a specialist nurse meeting the family using a telephone interpreter. We found that there were significant problems for this family that needed addressing. For example, they had no immediate family to support them, had poor literacy and lack of understanding of the English language. Subsequently, another meeting with the family was arranged using a face to face translator, a doctor, a nurse and a pharmacist. This meeting allowed a more comprehensive discussion about their child, their medical needs and their medicines.The second stage involved training the family to administer their medicines. A pharmacist and a specialist nurse used a telephone translator with parents. The medicines were dispensed to the ward and a pictogram was created which used pictures and icons. A medicines administration simulation was conducted to support the family to use their medicines.Following this training, the parents were pleased with the support and were able to demonstrate they understood how to give their child’s medicines as instructed. The family went home and were followed up by our specialist cardiology team. There were no readmissions, or subsequent issues reported by the family with their medicines at home.ConclusionThis case highlight some of the many challenges that professionals and families face with supporting families to use medicines at home. Despite the significant risks involved, using a personalised and collaborative approach between families and professional can have successful outcomes.ReferencesPage BF, Hinton L, Harrop E, et al. The challenges of caring for children who require complex medical care at home: ‘The go between for everyone is the parent and as the parent that’s an awful lot of responsibility’. Health Expectations 2020;23:1144-1154.Doyle C. The importance of supportive relationships with general practitioners, hospitals and pharmacists for mothers who ‘give medicines’ to children with severe and profound intellectual disabilities. Journal Intellectual Disabilities 2020 Aug 20:1744629520951003.Yin HS, Parker RM, Sanders LM, et al. Pictograms, units and dosing tools, and parent medication errors: a randomized study. Pediatrics 2017;140:e20163237.Kutzin JM, Janicke P. Incorporating rapid cycle deliberate practice into nursing staff continuing professional development. Journal of Continuing Education in Nursing 2015;46:299-301.
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Cuevas, Octavio Aragon, and Levi Stenson Jones. "O4 Determining the accuracy of GP records in paediatric medicines reconciliation." Archives of Disease in Childhood 104, no. 7 (June 19, 2019): e2.34-e2. http://dx.doi.org/10.1136/archdischild-2019-nppc.4.
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AimMedicines reconciliation (MedRec) is a process undertaken on admission to hospital to obtain an accurate list of patients’ current medication.1 National guidance for MedRec is available only in adults. Previous studies looking at accuracy of sources for MedRec in paediatrics are scarce in the United Kingdom. A few studies have shown that General Practice (GP) records do not match the patients’ current medicines lists in 29–45% of patients.2 3 The primary aim is to determine the accuracy of GP records in paediatric Med Rec, exploring types of discrepancies and any potential relationships between discrepancy rates and polypharmacy. The secondary aim is to audit compliance with local MedRec standard operating procedures (SOPs).MethodsProspective observational multicentre study (Site A: general district hospital; Site B: tertiary care hospital) that will take place over a 4 week period during three consecutive years. HRA approval was granted (IRAS ID 234128).Participants received an age appropriate study information sheet and were consented to the study by pharmacy staff. Consent gave the researcher access to summary care record (SCR) and hospital records. All data was anonymised. Patients who were on no medicines at home, patients who had never been home, and those transferring from another Trust were excluded. Using the SCR, the patients’ GP repeat medication list was compared to the list compiled during MedRec by hospital pharmacy staff. Statistical relationships between polypharmacy and discrepancies were explored using the contingency Fisher’s Exact Test.Results63 patients were recruited- 27 patients (43%) on site A and 36 (57%) on site B. The study showed that the SCR did not match (medication omitted, differences in dose, frequency of formulation) the patient’s actual MedRec in 54 (86%) patients. Discrepancy rates per patient were higher at site B (94%, n=34) than site A (67%, n=18). The study included 347 medicines- 95 on site A (27%) and 252 (63%) on site B. The discrepancy rate looking at the total number of medicines included in the study was 51% (n=177). Overall, the most common type of discrepancy was ‘medication omitted’, accounting for 114 (64%) of discrepancies. Looking at the omitted medicines, 25 (22%) were unlicensed or off-label.Fisher’s Exact Test showed an overall statistical significant relationship between polypharmacy and discrepancy rates (p=0.05). Only one source was used for MedRec in 32 (51%) of patients. In 2 (3%) of those patients that source were the patient’s own medicines, not the parent/patient/carer.ConclusionGP repeat lists on the SCR are not an accurate source in paediatric MedRec and should only be used to support another source. Discrepancy rates per patient were much higher compared to previous studies (86% vs 45%),2 3 and could have been overestimated as some GP surgeries do not add unlicensed medicines to the repeat section of the SCR. Only a small proportion of omitted medicines were unlicensed or off-label, suggesting licensing status on its own is not responsible for omissions.A statistically significant relationship between polypharmacy and chance of discrepancy was found, but larger study numbers are needed. Local SOPs were not followed in a small number of patients (3% overall).ReferencesAaronson, J. Medication Reconciliation. BMJ2017;356:i5336doi: 10.1136/bmj.i5336 (Published 2017 January 05). Available at: https://www.bmj.com/content/356/bmj.i5336?variant=full-text&hwoasp=authn%3A1522777001%3A203%3A182198391%3A0%3A0%3A%2BIxYJU7ZcUg%2FuHoqlVXa3w%3D%3D (Date accessed August 2018)Terry D, Solanki G, Sinclair A, Marriott J, Wilson K. Clinical Significance of Medication Reconciliation in Children Admitted to a UK Pediatric Hospital. Pediatric Drugs. 2010;12(5):331–337.Huynh C, Tomlin S, Jani Y, Solanki G, Haley H, Smith R, et al. An evaluation of the epidemiology of medication discrepancies and clinical significance of medicines reconciliation in children admitted to hospital. Archives of Disease in Childhood. 2015;101(1):67–71.
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Butler, Ashleigh E., Helen Hall, and Beverley Copnell. "Gradually Disengaging: Parent–Health care Provider Relationships After a Child’s Death in the Pediatric Intensive Care Unit." Journal of Family Nursing 24, no. 3 (June 25, 2018): 470–92. http://dx.doi.org/10.1177/1074840718783470.
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When a child dies in the intensive care unit, many bereaved parents want relationships with their child’s health care staff to continue in the form of follow-up care. However, the nature of these relationships and how they change across the parents’ bereavement journey is currently unknown. This article explores early and ongoing relationships between parents and health care staff when a child dies in intensive care. Constructivist grounded theory methods were used to recruit 26 bereaved parents from four Australian pediatric intensive care units into the study. Data were collected via audio-recorded, semistructured interviews and analyzed using the constant comparative methods and theoretical memoing. Findings show that these relationships focus on Gradually disengaging, commonly moving through three phases after the child dies: Saying goodbye, Going home, and Seeking supports. These findings provide guidance to health care staff on what families need as they leave the intensive care unit and move through bereavement.
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E, Mangoro, Chitura M, and Mayida A. "An Assessment of the Experiences of Caregivers of Children with HIV and AIDS at a Children’s Opportunistic Infections Clinic: Zimbabwe." International Journal of Emerging Research in Management and Technology 6, no. 6 (June 29, 2018): 131. http://dx.doi.org/10.23956/ijermt.v6i6.257.
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The purpose of the study was to assess the experiences of caregivers of children with HIV and AIDS at a Children’s opportunistic infections clinic in Zimbabwe. The main objectives of the study were to determine the kind of relationships existing between the caregivers and the children, to establish the caregivers’ level of knowledge of HIV and AIDS, the treatment modalities involved, to assess the caregivers’ levels of adherence to ART, to establish the caregivers’ support systems and to find out the problems faced by caregivers during their care giving roles. A mixed method approach was employed. A sample of ten caregivers, comprising 4 biological mothers, 3 female relatives, 1 male relative, 1 foster parent and 1 child caregiver was drawn from a population of 423 caregivers of children with HIV and AIDS. who had defaulted treatment and/or missed review dates. The main findings of the study were that, most of the caregivers were the children’s biological mothers and female relatives, and they had known the children since birth. It was found that, prior to the initiation of ART, all the participants were trained to care for the children and were given guidelines on nutrition and drug therapy. Furthermore, all the participants showed knowledge of HIV and AIDS, its prevention and management. While participants mentioned that they received social support from family and friends, it was noted that the burden of care still fell hard on them as they were the ones who stayed with the children and had to be physically available to give care. The challenges faced by caregivers in adhering to ART were found to be financial constraints, living remotely from health care centers, transport problems, contradictory cultural beliefs and stigma. Recommendations included increasing staff compliment, step up sensitization campaigns through Health education programmes and disseminate research findings to stakeholders. Funds permitting, two year longitudinal studies be undertaken in Zimbabwe to ascertain ART adherence.
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Herrenkohl, Leslie Rupert, Kate Napolitan, Todd I. Herrenkohl, Elham Kazemi, Logan McAuley, and David Phelps. "Navigating Fragility and Building Resilience: A School–University Partnership to Support the Development of a Full-Service Community School." Teachers College Record: The Voice of Scholarship in Education 121, no. 12 (December 2019): 1–40. http://dx.doi.org/10.1177/016146811912101203.
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Background/Context The literature review by Phelps in this special issue highlights the challenges of research–practice partnerships and other forms of insider–outsider collaboration in education. In addition to addressing well-known challenges, this case study article focuses on the full-service community school model as a strategy to address holistic needs of students, families, and staff in poverty-impacted school contexts. Purpose/Objective/Research Question/Focus of Study This article documents work that was conducted across five years, when a large research university partnered with an urban elementary school to establish a full-service community school. It provides an account of the assets, challenges, and processes that impacted our work, from the planning phase through four years of implementation. It describes efforts around four main areas: academic excellence, extended learning, holistic health and wellness, and family engagement. Research Design This is a participatory case study with university educators and researchers working collaboratively with school professionals, community-based organizations, and families. Data Collection and Analysis Many sources of data were included in our case analysis, including formative and summative student assessments, student attendance, service referrals, and office referrals for behavior. Running records of meetings, documentation of events, presentations, and reports submitted were also included. Interviews with key actors in the project were also collected and analyzed. Conclusions/Recommendations Our partnership experienced some of the major challenges discussed in the literature. Turnover was overwhelmingly the most significant challenge. Student mobility and district boundary changes, new curricular adoptions for mathematics and literacy, new student assessments, new data tracking system, new bell times, and measures to cut transportation costs also impacted the effort. In spite of these challenges, we also experienced important successes. Centering relationships in our work has been an essential part of the success we experienced and is itself a success. At every phase, we remained at the table together, working to build relationships and sharing visions, goals, and practices. This resulted in important changes with stronger systems for tracking and using student data in educational decision making, health and wellness services now available to all students, and a universal social-emotional curriculum now in place. Family engagement and parent leadership are now essential dimensions of the school, with parents of color playing important roles to amplify their own and other parents’ voices. Preservice teachers learned about full-service community schools in situ. We highlight the rich and complex narrative that emerged, which is not simply one of challenge but also one of resilience and strength. Carefully documenting this initiative can contribute to guiding implementation and refinement of a full-service community school model.
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Smith, Anne A., and Pat M. Hubbard. "The Relationship between Parent/Staff Communication and Children's Behaviour in Early Childhood Settings." Early Child Development and Care 35, no. 1 (January 1988): 13–28. http://dx.doi.org/10.1080/0300443880350103.
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Ponsford, Ruth, Sara Bragg, Elizabeth Allen, Nerissa Tilouche, Rebecca Meiksin, Lucy Emmerson, Laura Van Dyck, et al. "A school-based social-marketing intervention to promote sexual health in English secondary schools: the Positive Choices pilot cluster RCT." Public Health Research 9, no. 1 (January 2021): 1–190. http://dx.doi.org/10.3310/phr09010.
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Background The UK still has the highest rate of teenage births in western Europe. Teenagers are also the age group most likely to experience unplanned pregnancy, with around half of conceptions in those aged < 18 years ending in abortion. After controlling for prior disadvantage, teenage parenthood is associated with adverse medical and social outcomes for mothers and children, and increases health inequalities. This study evaluates Positive Choices (a new intervention for secondary schools in England) and study methods to assess the value of a Phase III trial. Objectives To optimise and feasibility-test Positive Choices and then conduct a pilot trial in the south of England assessing whether or not progression to Phase III would be justified in terms of prespecified criteria. Design Intervention optimisation and feasibility testing; pilot randomised controlled trial. Setting The south of England: optimisation and feasibility-testing in one secondary school; pilot cluster trial in six other secondary schools (four intervention, two control) varying by local deprivation and educational attainment. Participants School students in year 8 at baseline, and school staff. Interventions Schools were randomised (1 : 2) to control or intervention. The intervention comprised staff training, needs survey, school health promotion council, year 9 curriculum, student-led social marketing, parent information and review of school/local sexual health services. Main outcome measures The prespecified criteria for progression to Phase III concerned intervention fidelity of delivery and acceptability; successful randomisation and school retention; survey response rates; and feasible linkage to routine administrative data on pregnancies. The primary health outcome of births was assessed using routine data on births and abortions, and various self-reported secondary sexual health outcomes. Data sources The data sources were routine data on births and abortions, baseline and follow-up student surveys, interviews, audio-recordings, observations and logbooks. Results The intervention was optimised and feasible in the first secondary school, meeting the fidelity targets other than those for curriculum delivery and criteria for progress to the pilot trial. In the pilot trial, randomisation and school retention were successful. Student response rates in the intervention group and control group were 868 (89.4%) and 298 (84.2%), respectively, at baseline, and 863 (89.0%) and 296 (82.0%), respectively, at follow-up. The target of achieving ≥ 70% fidelity of implementation of essential elements in three schools was achieved. Coverage of relationships and sex education topics was much higher in intervention schools than in control schools. The intervention was acceptable to 80% of students. Interviews with staff indicated strong acceptability. Data linkage was feasible, but there were no exact matches for births or abortions in our cohort. Measures performed well. Poor test–retest reliability on some sexual behaviour measures reflected that this was a cohort of developing adolescents. Qualitative research confirmed the appropriateness of the intervention and theory of change, but suggested some refinements. Limitations The optimisation school underwent repeated changes in leadership, which undermined its participation. Moderator analyses were not conducted as these would be very underpowered. Conclusion Our findings suggest that this intervention has met prespecified criteria for progression to a Phase III trial. Future work Declining prevalence of teenage pregnancy suggests that the primary outcome in a full trial could be replaced by a more comprehensive measure of sexual health. Any future Phase III trial should have a longer lead-in from randomisation to intervention commencement. Trial registration Current Controlled Trials ISRCTN12524938. Funding This project was funded by the National Institute for Health Research (NIHR) Public Health Research programme and will be published in full in Public Health Research; Vol. 9, No. 1. See the NIHR Journals Library website for further project information.
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C. Jardim, Paulo T., Josiliane M. Dias, Antonio J. Grande, André B. Veras, Érika K. Ferri, Fatima A. A. Quadros, Clayton Peixoto, et al. "Co-developing a health promotion programme for indigenous youths in Brazil: A concept mapping report." PLOS ONE 18, no. 2 (February 15, 2023): e0269653. http://dx.doi.org/10.1371/journal.pone.0269653.
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Background Latin America and the Caribbean Region are home to about 42 million Indigenous people, with about 900,000 living in Brazil. The little routinely collected population-level data from Indigenous communities in the region available shows stark inequities in health and well-being. There are 305 Indigenous ethnic groups, speaking 274 languages, spread across the remote national territory, who have endured long-lasting inequities related to poverty, poor health, and limited access to health care. Malnutrition and mental health are key concerns for young people. Building on our Indigenous communities-academic partnerships over the last two decades, we collaborated with young people from the Terena Indigenous ethnic group, village leaders, teachers, parents, and local health practitioners from the Polo Base (community health centres) to obtain their perspectives on important and feasible actions for a youth health promotion programme. Methods The report was conducted in the Tereré Village in Mato Grosso do Sul. Concept mapping, a participatory mixed method approach, was conducted in 7 workshops, 15 adults and 40 youths aged 9–17 years. Art-based concept mapping was used with 9 to 11 years old children (N = 20). Concept systems software was used to create concept maps, which were finalised during the workshops. Focused prompts related to factors that may influence the health and happiness of youths. The participatory method gave Terena youths a significant voice in shaping an agenda that can improve their health. Results Terena youths identified priority actions that clustered under ‘Family’, ‘School’, ‘Education’, ‘Socio-economic circumstances’, ‘Respect’ and ‘Sport’ in response to protecting happiness; and ‘Nutrition pattern’, ‘Physical activity’, ‘Local environment’, and ‘Well-being’ in response to having a healthy body. Through the participatory lens of concept mapping, youths articulated the interconnectedness of priority actions across these clusters such that behaviours (e.g. Nutrition pattern, drinking water, physical activity) and aspirations (being able to read, to have a good job) were recognised to be dependent on a wider ecology of factors (e.g. loss of eco-systems, parent-child relationships, student- teacher relationships, parental unemployment). In response to developing youth health, Terena adults suggested priority actions that clustered under ‘Relationships’, ‘Health issues’, ‘Prevention at Polo Base’, ‘Access to health care’, ‘Communication with young people’, ‘Community life’, ‘Raising awareness’ and ‘School support’. Their priorities reflected the need for structural transformative actions (e.g. Polo Base and school staff working together) and for embedding actions to protect Indigenous culture (e.g. integrating their cultural knowledge into training programmes). Conclusions Concept maps of Indigenous youths emphasised the need for a health promotion programme that engages with the structural and social determinants of health to protect their happiness and health, whilst those of adults emphasised the need to address specific health issues through preventative care via a school-Polo Base collaboration. Investment in a co-developed school-Polo-Base health promotion programme, with intersectoral engagement, has potential for making Indigenous health systems responsive to the inequalities of youth health, to yield dividends for healthy ageing trajectories as well as for the health of the next generation.
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Coulman, Elinor, Nick Gore, Gwenllian Moody, Melissa Wright, Jeremy Segrott, David Gillespie, Stavros Petrou, et al. "Early positive approaches to support for families of young children with intellectual disability: the E-PAtS feasibility RCT." Public Health Research 10, no. 2 (January 2022): 1–144. http://dx.doi.org/10.3310/heyy3556.
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Background Parents of children with intellectual disability are 1.5–2 times more likely than other parents to report mental health difficulties. There is a lack of clinically effective and cost-effective group well-being interventions designed for family carers of young children with intellectual disability. Aim To examine the feasibility of a randomised controlled trial of the clinical effectiveness and cost-effectiveness of the Early Positive Approaches to Support (E-PAtS) intervention. Design A feasibility study (including randomisation of families into a two-arm trial), questionnaires to assess the feasibility of proposed outcome measures (including resource use and health-related quality of life) and practitioner/family carer interviews. An additional question was included in an online UK survey of families, conducted by the research team to assess usual practice, and a survey of provider organisations. Setting Families recruited from community contexts (i.e. third sector, local authority services, special schools) and self-referral. The E-PAtS intervention was delivered by trained community-based providers. Participants Families with at least one child aged 1.5–5 years with an intellectual disability. At least one parent had to have English-language ability (spoken) for E-PAtS programme participation and participants had to provide informed consent. Interventions E-PAtS intervention – two caregivers from each family invited to eight 2.5-hour group sessions with usual practice. Usual practice – other support provided to the family, including other parenting support. Objectives To assess randomisation willingness/feasibility, recruitment of providers/parents, retention, usual practice, adherence, fidelity and feasibility of proposed outcome measures (including the Warwick–Edinburgh Mental Well-Being Scale as the proposed primary outcome measure, and parent anxiety/depression, parenting, family functioning/relationships, child behavioural/emotional problems and adaptive skills, child and parent quality of life, and family services receipt as the proposed secondary outcome measures). Results Seventy-four families (95 carers) were recruited from three sites (with 37 families allocated to the intervention). From referrals, the recruitment rate was 65% (95% confidence interval 56% to 74%). Seventy-two per cent of families were retained at the 12-month follow-up (95% confidence interval 60% to 81%). Exploratory regression analysis showed that the mean Warwick–Edinburgh Mental Well-Being Scale well-being score was 3.96 points higher in the intervention group (95% confidence interval –1.39 to 9.32 points) at 12 months post randomisation. High levels of data completeness were achieved on returned questionnaires. Interviews (n = 25) confirmed that (1) recruitment, randomisation processes and the intervention were acceptable to family carers, E-PAtS facilitators and community staff; (2) E-PAtS delivery were consistent with the logic model; and (3) researchers requesting consent in future for routine data would be acceptable. Recorded E-PAtS sessions demonstrated good fidelity (96% of components present). Adherence (i.e. at least one carer from the family attending five out of eight E-PAtS sessions) was 76%. Health-related quality-of-life and services receipt data were gathered successfully. An online UK survey to assess usual practice (n = 673) showed that 10% of families of young children with intellectual disability received any intervention over 12 months. A provider survey (n = 15) indicated willingness to take part in future research. Limitations Obtaining session recordings for fidelity was difficult. Recruitment processes need to be reviewed to improve diversity and strategies are needed to improve primary outcome completion. Conclusions Study processes were feasible. The E-PAtS intervention was well received and outcomes for families were positive. A barrier to future organisation participation is funding for intervention costs. A definitive trial to test the clinical effectiveness and cost-effectiveness of E-PAtS would be feasible. Trial registration Current Controlled Trials ISRCTN70419473. Funding This project was funded by the National Institute for Health Research (NIHR) Public Health Research programme and will be published in full in Public Health Research; Vol. 10, No. 2. See the NIHR Journals Library website for further project information.
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Zdun-Ryżewska, Agata, Natalia Nadrowska, Magdalena Błażek, Katarzyna Białek, Ewa Zach, and Dagmara Krywda-Rybska. "Parent’s Stress Predictors during a Child’s Hospitalization." International Journal of Environmental Research and Public Health 18, no. 22 (November 16, 2021): 12019. http://dx.doi.org/10.3390/ijerph182212019.
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A child’s illness and hospitalization are particularly difficult and most often an unpredictable situation in a family’s life cycle. The level of stress of a parent of a hospitalized child depends on many factors, such as the psychological characteristics of the child and the parent, the child’s health condition, and support from the family and medical staff. Our research aimed to search for interactions between the stress experienced by the parent and the temperamental variables of both the child and the parent, and the support received from the family and hospital staff. Using three pencil-paper questionnaires—PSS, EAS-D, EAS-C—and interview questionnaire, we tested 203 parent–child dyads at the time of children hospitalization. It was revealed that the most notable moderator of the relationship between temperamental traits and the characteristics of the hospital-related situation is the child’s age. When analyzing the situation of a family with a hospitalized child, particular attention should be paid to parental emotional distress, which, regardless of the child’s age, predicts a high level of parental stress.
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Mikolaj, Kerry, Brad Jackson, Trudy Boulter, and Nichole M. Schiffer. "507 Capturing Growth and Change Through the Burn Camp Experience." Journal of Burn Care & Research 43, Supplement_1 (March 23, 2022): S88. http://dx.doi.org/10.1093/jbcr/irac012.138.
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Abstract Introduction The American Camping Association (ACA) has asked in their study titled, Youth Development Outcomes of the Camp Experience: Evidence for Multidimensional Growth, “In what ways do children change because of camp experiences?” Our burn camp program wanted to answer this same question about the medical specialty camp experience. Camp counselors and staff have been addressing this question in their camp summary reports for years, focusing on independence, social relationships, and adventure/risk taking. This project asked campers and caregivers/parents to rate their experiences of change in these key areas of growth and development. Methods The ACA supported the development of the Camper Growth Index instrument. We selected items from this larger scale to address three areas of change in our burn camp population: Independence/Leadership, Adventure/Exploration, and Social Skills. Three to four items were selected for each area based on the strength of their factor scores in the original study, relevance to our medical specialty camp setting, and the growth we were already documenting in our counselor reports. Campers ages 8–18 and their caregivers/parents rate items addressing these areas on a 4-point Likert scale (disagree a lot, disagree a little, agree a little, agree a lot). Sample questions are “I am good at doing things on my own”, “I like to talk to kids I don’t know yet”, and “My child likes to try new activities”. Items are phrased in positive and negative directions (reversed scored). All 60 campers and caregivers received these questions prior to camp. The same questions will be sent 3 months post camp to assess change in these areas. Results Preliminary findings from the pre-camp responses indicate positive evaluations in these three areas. We will be gathering post-camp responses from youth and caregivers / parents to assess change over the camp experience and return to home and school. Conclusions Burn camps are a vital part of the burn rehabilitation and aftercare experience for young burn survivors and their families. Documenting the change we all believe happens at burn camp (and hear about anecdotally from our campers and families) remains an important task. The Camper Growth Index utilized by the broader ACA study allows us to assess the camper and caregiver/parent experience of this change.