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Journal articles on the topic 'Parent Workshops'
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Jariwala, Harsha Vijaykumar. "Effect of Perception Differences in Money Communication Between Parent-Adolescents on Financial Autonomy: An Experimental Study Using Financial Education Workshops." Applied Finance Letters 9, SI (November 18, 2020): 23–43. http://dx.doi.org/10.24135/afl.v9i2.241.
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This study evaluates the effect of parent-child money communication on financial autonomy of the adolescents by considering the gender of the parent as a controlled variable by utilizing pre- and post- survey based experimental research design. The sample consisted of 300 female parents and their children under adolescence stage of life. Assuming that claim is often made by parents regarding their frequent money communication with their children, their children were asked to rate their perception towards parent’s money communication with them. Later, their female parent (mother) were invited for financial education workshops series and asked to complete pre-survey before they attended the first financial education workshop. The follow-up survey was done for female parents and their adolescent children six months after completion of the financial education workshop series. In both the surveys, 300 responses were collected from female parents and adolescents on nineteen pairs of money communication, wherein parents were not told that their children were also asked to rate the matching pair of each item of parent money communication scale and vice versa. The financial autonomy was measured by using pre- and post- surveys, wherein only adolescents participated in the surveys. The results of paired t-test provides noticeable conclusion that financial education given to the parent positively enhances money communication among parent-adolescent by reducing the disparity in the responses collected from the parents and adolescents on each matched pairs separately and collectively and this reduced disparity leads to enhance the financial autonomy of the adolescents. The findings may help policy makers and financial educators to design and implement such workshops which may open lines of “money communication” between parents and children.
Key words: financial education workshops, parent-adolescent money communication, financial autonomy.
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Hurtig, Janise. "Parents Researching and Reclaiming "Parent Involvement": A Critical Ethnographic Story." Practicing Anthropology 30, no. 2 (April 1, 2008): 19–23. http://dx.doi.org/10.17730/praa.30.2.hk88v7h76340335t.
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For the past eight years I have worked with parents in neighborhood schools in a large urban school district, teaching writing workshops and leading community research and evaluation projects. I do this work through a small, university-based program called the Community Writing and Research Project (CWRP). The CWRP partners with schools and community organizations to offer personal narrative writing workshops, publish magazines of participants' writings, organize public readings, and teach participants to become writing workshop teachers. We also provide training and guidance to parents, teachers, staff of community organizations, and other local groups in conducting participatory research. School-based research projects are defined, designed, and carried out by the parents and other neighborhood residents, who are the project researchers or program evaluators.
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Nguyen-Truong, Connie K. Y., Jacqueline Leung, and Kapiolani Micky. "Development of a Culturally Specific Leadership Curriculum through Community-Based Participatory Research and Popular Education." Asian/Pacific Island Nursing Journal 5, no. 2 (September 22, 2020): 73–88. http://dx.doi.org/10.31372/20200502.1086.
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Background: The purpose of this innovative capacity building pilot project was to develop, implement, and evaluate a nine-workshop curriculum, Rekki Lemnak [Thinking of] Parent Leadership, to prepare community and academic partners for community organizing within the Micronesian Islander community. The purpose of the partnership was to build team leadership and research capacity to lay a foundation for implementing a change in healthcare and school systems. Working collaboratively helped ensure access to shared leadership through the learning by doing approach, enabling a culturally responsive method to build a sustainable partnership. Approach: Community-based participatory research and Popular Education tenets and reflection were used as a guide in the development of the Rekki Lemnak [Thinking of] Parent Leadership curriculum. Nine workshops (two hours for eight workshops and three hours for one workshop) were held over a period of a year. Community and academic partners developed the learning objectives, capacity building topics, experiential activities, and an evaluation on the strengths and areas for improvement. The partnership consisted of seven Micronesian Islander parent leaders who are residents from the community at large, the Micronesian Islander Community organization including the Executive Director who is a community primary researcher and certified community health worker, and a Micronesian Islander-certified community health worker staff member, and the academic primary nurse researcher and another academic nurse researcher from Washington State University. A range from five to 10 partners with an average of eight attended the workshops, of which an average of five Micronesian Islander parent leaders attended the workshops. Community partners from the Micronesian Islander Community organization and the academic primary nurse researcher co-led four workshops. Community partners from the Micronesian Islander Community organization and MI parent leaders led two workshops respectively; academic nurse researcher partners led one workshop. Outcomes: We identified three main themes: initially shy and humble MI parent leaders who through their participation transformed to empowered voices, togetherness—coming from different Islands and academia, and the need for more outreach to Micronesian Islanders. Conclusions: Key elements of the Rekki Lemnak [Thinking of] Parent Leadership curriculum may be translatable to other community and academic partnerships. Culturally responsive research is more than a process in conducting a study. This requires an ongoing investment to establish and sustain authentic partnerships to conduct research with MI communities.
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COCKS, ROGER P., and JILL M. GARDNER. "PARENT WORKSHOPS: are we giving parents what they need?" Journal of the Institute of Mental Subnormality (APEX) 6, no. 2 (August 26, 2009): 18–19. http://dx.doi.org/10.1111/j.1468-3156.1978.tb00365.x.
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Xiao, Lu, Immaculate Namukasa, and Yibing Zhang. "Design-based mathematics workshops." New Library World 117, no. 3/4 (March 14, 2016): 138–57. http://dx.doi.org/10.1108/nlw-08-2015-0059.
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Purpose – The purpose of this paper is to present a workshop model for engaging children and parents in mathematics activities in public libraries or other informal education settings. Design/methodology/approach – This paper explores a workshop model for helping the school-aged children learn mathematics outside the school. The model includes five workshop sessions and designs the parent’s role in the mathematics activities. Each workshop session has both a mathematics task activity and a user interface design activity. The model was implemented in a major Canadian city and a major Chinese city over a period of one month. This paper presents the workshop attendees’ experiences and their feedback on the workshop design. It also presents several suggestions on the design of such workshops. Findings – The parents acknowledged that they learned about how mathematics is currently taught in schools and appreciated the opportunities to interact with their children in the workshops. The children participated in the workshops actively and enjoyed the design sessions the most. The potential of using design activities to help children learn mathematics concepts is recognized. Research limitations/implications – The findings suggest that future workshops should provide a structure to the parents’ engagement in design activities, offer one design project that spans several design sessions and set aside time for families to mingle and share experiences with each other. A big limitation of this paper is the small sample size – 12 families participated in the workshops on each site. Although the paper offered rich data about the participants’ experiences, a larger sample would have made the findings more generalizable and conclusive. Practical implications – Computer technologies such as iPad and tablets are increasingly common as public library resources; yet the integration of these technologies into library programs is falling behind. This paper offers one example of how such integration can bring benefits to the patrons, encouraging more considerations to be put on this aspect in library practice. Originality/value – Although many programs are offered in public libraries that facilitate children to learn mathematics concepts, very less research has been reported on the design of these programs. In addition, the existing programs have not considered the inclusion of parent–child design activities for mathematics learning engagement. This paper reports an empirical study that addresses these research gaps. The encouraging results call for more investigations on this workshop model.
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Kader, Zainab, and Nicolette V. Roman. "James House BEST Proactive Parenting Programme: experiences of South African parents." Argumentum 11, no. 1 (April 30, 2019): 213–29. http://dx.doi.org/10.18315/argumentum.v11i1.21853.
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The parent-child relationship often becomes challenging during the period of adolescence and it is community-based organisations, which take on the role of educating parents to improve the parent-adolescent relationship. The contribution of these interventions or programmes is not documented in South Africa. The James House BEST Proactive Parenting Programme prepares parents to manage the challenging behaviours of their adolescents. This was a qualitative study exploring the experiences of 24 parents living in at-risk resource-constrained communities who had attended the training workshops. Four themes emerged from the data (a) experiences of attending the proactive parenting workshops; (b) meaning of being a parent; (c) approaches to parenting and (d) the role of the father. In general, parents had a very positive experience and found that their relationships with their adolescents had improved. In particular, the results suggest that children require parental support, guidance, and parental involvement.
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Broll, Ryan, Claire V. Crooks, Shanna Burns, Ray Hughes, and Peter G. Jaffe. "PARENTAL MONITORING, MEDIA LITERACY, AND MEDIA VIOLENCE: A PRELIMINARY EVALUATION OF THE FOURTH R PARENT MEDIA VIOLENCE WORKSHOP." International Journal of Child, Youth and Family Studies 4, no. 2 (April 10, 2013): 301. http://dx.doi.org/10.18357/ijcyfs42201311602.
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<p>As youth's lives have become increasingly infused with all types of media, debates regarding the effect of violent media on youth have emerged. Within this debate, parental monitoring has been identified as an important protective factor against some negative outcomes. Accordingly, the Fourth R Parent Media Violence Workshop was developed to educate parents about the importance of setting rules around media use and to encourage parents to monitor their children's media consumption. Two waves of data were collected six months apart (nTime 1=226, nTime 2=52) with parents who attended the workshop, and results indicate that parents engaged in enhanced, appropriately restrictive and active monitoring practices following the workshop. A significant decrease in children's media consumption was also reported between Time 1 and Time 2. The results provide preliminary evidence to suggest that even short, one-time intensive workshops for parents can move parents' behaviours in the intended direction and positively impact their monitoring strategies.</p>
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Hasson-Ohayon, Ilanit, and Michal Braun. "Being a parent and coping with cancer: Intervention development." Palliative and Supportive Care 9, no. 2 (May 4, 2011): 149–52. http://dx.doi.org/10.1017/s1478951511000174.
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AbstractObjective:Diagnosis of a parent's cancer has a profound influence on the parent, the children and the child–parent relationship, and puts all family members at risk for psychological distress. This article describes the development and the first attempts at implementation of an intervention aimed at helping people cope with difficulties arising from being both parents and cancer patients.Methods:Based on themes discussed in focus groups with parents coping with cancer and with professionals in the field, a four-module psychological intervention was developed. The modules are: Telling and Sharing, Children’ Responses, Routine and Changes, and Learning and Awareness as a Parent. The techniques used are mainly psycho-educational and cognitive–behavioral.Results:Preliminary experience showed this intervention to be more feasible as a one-day workshop than as a four-session intervention. Parents who participated in two workshops reported it to be helpful in empowering them as parents and in imparting learning tools for identifying their children's needs, as well as for communicating with their children.Significance of results:Intervention tailored specifically for parents coping with cancer can be relevant for their special needs. Research is needed to establish the effectiveness of this intervention.
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Reed, Hannah E., Susan G. McGrew, Kay Artibee, Kyla Surdkya, Suzanne E. Goldman, Kim Frank, Lily Wang, and Beth A. Malow. "Parent-Based Sleep Education Workshops in Autism." Journal of Child Neurology 24, no. 8 (June 2009): 936–45. http://dx.doi.org/10.1177/0883073808331348.
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Bickford, Jill. "Using Social Media to Impart Early Literacy Tips to Parents." Children and Libraries 15, no. 2 (June 15, 2017): 36. http://dx.doi.org/10.5860/cal.15n2.36.
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Libraries are constantly working to help parents prepare their children to be readers, and we’re aided, in part, by the Every Child Ready to Read (ECRR) parent education initiative.We are always looking for new ways to reach parents of young children and convey this accessible, practical, and applicable information. We impart tips during parent workshops and storytimes, and one-on-one during patron interactions, but how do we continue to reach them once they’ve left the building? How do we reach those caregivers who cannot regularly come to our libraries for a variety of reasons?
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Relkin, Emily, Madhu Govind, Jaclyn Tsiang, and Marina Bers. "How Parents Support Children’s Informal Learning Experiences with Robots." Journal of Research in STEM Education 6, no. 1 (June 30, 2020): 39–51. http://dx.doi.org/10.51355/jstem.2020.87.
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Coding and robotic technologies are becoming more prominent in early childhood STEM education. Parents, who are key facilitators of children’s early educational experiences, are increasingly invited to engage with their children in collaborative robotics activities. Few studies have focused on the ways in which parents support young children’s informal learning experiences involving robots. This paper presents two different approaches to exploring how parents support young children’s engagement. Both studies involve KIBO, a screen-free robot programmed with tangible wooden blocks. The first approach brought together children ages 5-7 with their parents in small groups for 1-2-hour “KIBO Family Day” workshops. Findings from parent surveys (N = 51) indicated that these workshops significantly enhanced families’ interest in coding. Parents also reported engaging as coaches, whereas children engaged as playmates and planners. To further explore the role of parents as coaches, three parent-child dyads were invited to participate in a 20-minute videotaped KIBO play session. Findings indicated that parents predominantly used cognitive scaffolding strategies, such as asking questions, offering suggestions, and verbally acknowledging their child’s actions. Affective and technical scaffolding strategies were used less frequently. Study limitations and implications for practice and future research are discussed.
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TENNANT, LAURENCE, and JOHN HATTERSLEY. "WORKING TOGETHER: A progress report on parent workshops." Journal of the Institute of Mental Subnormality (APEX) 5, no. 3 (August 26, 2009): 7–8. http://dx.doi.org/10.1111/j.1468-3156.1977.tb00315.x.
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Thomas, Nathalie, Jacqueline Leybaert, and Cécile Colin. "Improving parent–child interactions through interactive reading workshops." European Review of Applied Psychology 71, no. 4 (July 2021): 100669. http://dx.doi.org/10.1016/j.erap.2021.100669.
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DeRosa, Veronica, and Nina Madrid. "SWK-05. EDUCATIONAL APPROACH TO GRIEF MANAGEMENT." Neuro-Oncology 22, Supplement_3 (December 1, 2020): iii465. http://dx.doi.org/10.1093/neuonc/noaa222.822.
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Abstract Pediatric neuro-oncology has a high mortality rate compared to other childhood cancers. This project sought to bring Awareness to the Grief and Trauma that families undergo during treatment through end of life. It also sought to create a pool of parent partners to support families receiving palliative care and to mend the healthcare relationship that is severed when a child passes away. The educational series included Grief Workshops for Bereaved Parents using the ATTEND model, a mindfulness-based bereavement model and seminars with traumatic grief experts for providers. This provided a better understanding on how healthcare workers are influential in the “death story” of a child and how this can dictate the family’s lifelong grief journey. Grief workshops consisted of 2 English and 1 Spanish speaking cohort each with 10–12 bereaved parents. The curriculum provided psychoeducation with the goal of creating a safe space to validate, clarify, and understand the events that happened in their child’s life; support for the parent as they explore emotional awareness; relief of emotional tension; support as the parent expresses their perspective of their new world to others that are in their life; and support as the parent finds meaning in their child’s life and untimely death. At the end of each group surveys showed that parents found that the group provided a safe community, a place to say their child’s name, a place to share their story, and a need to advocate for future oncology parents who undergo this journey.
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Kirmaci, Mehtap, Martha Allexsaht-Snider, and Cory A. Buxton. "Teachers’ Experiences with Spanish-Speaking, Bilingual Families in a Science Learning Context: Empowering Teachers through Home-School Partnerships." Journal of Family Diversity in Education 3, no. 1 (May 17, 2018): 23–47. http://dx.doi.org/10.53956/jfde.2018.113.
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Teacher-parent collaboration can play a critical role in promoting minoritized students’ post-secondary education attendance and academic success. Although teachers are tasked with initiating a trusting collaboration with parents, few research studies focus on teachers’ learning through working with diverse families. Informed by Nieto’s notion of highly qualified teachers, we offer insights into the lived experiences of secondary science teachers who engaged with Latino parents in their children’s science learning in the context of bilingual family science workshops. Analysis of in-depth interviews with four teachers and participant observation field notes from the workshops highlight the potential for designing new professional development opportunities to support secondary teachers in collaborating with parents from a wide range of cultural, ethnic, socioeconomic and linguistic backgrounds.
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Warren, Jennifer, and Brandi White. "Rationale, Design and Methods of “Set the Rules”: A Tailored Peer-to-Peer Health Information Intervention." International Journal of Environmental Research and Public Health 15, no. 11 (October 29, 2018): 2391. http://dx.doi.org/10.3390/ijerph15112391.
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Ensuring equitable access to health information is one strategy to promote health equity for underserved communities, especially for low-income African Americans (AAs). Childcare centers are one viable site to deliver health information to address this disparity. This paper describes the methods used in a community-based participatory research project with a childcare facility that aimed to reduce environmental tobacco smoke (ETS) exposure among low-income AA children. Through collaboration and multiple data collection methods, partners identified communication strategies to overcome informational barriers. These initial findings indicated a peer-to-peer health information intervention, entitled “Set the Rules”, as the best strategy to increase awareness. The goal of the intervention was to build knowledge in reducing the harms of ETS exposure. Twelve community members were trained as parent leaders for the “Set the Rules” workshops and conducted workshops with parents. Even though there were barriers interfacing with all centers, parents that attended the workshop (n = 32) found the peer-to-peer intervention novel and quite helpful and will share the information learned with others. This intervention suggests that a childcare setting is a relevant space to increase access to health information to optimize child health outcomes. More research is necessary to determine if this intervention has salience in other childcare settings and across racial/ethnic groups.
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Kostić, J., L. Milosavljević, and M. Stanković. "Evaluation of Stress and Support to Parents of Children with Developmental Disabilities–Our Experience." European Psychiatry 41, S1 (April 2017): S215. http://dx.doi.org/10.1016/j.eurpsy.2017.01.2191.
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IntroductionStress is an integral part of parenting. The stress of parenting is especially increased at parents of children with developmental disabilities, which can have negative effects on the health of the parents, the relationship with the child and total parental behavior. The objective of this work is to assess the level of stress of parenting among parents of children with developmental disabilities. Parents were involved in workshops support within a regional project. The workshops were conducted twice a month, in the duration of two hours, during the one-year period. The workshops were led by experts in various fields, and work with parents was psycho-educational and supportive. The assessment was made using the questionnaire Parenting Stress Index-Short Form, within the two time frames, at the beginning of the project and after 12 months. The results showed that nearly two-thirds of parents of children with disabilities were under clinically significant stress at the beginning of the service. By retesting after twelve months, it was found that parental stress decreased, and the decrease is particularly evident in the parental competence experience. Although stress is reduced to some extent by the way the parent is experiencing emotional exchange with the child, its level still remains high.ConclusionOur experience shows that supportive workshops, which we participated in significantly, but insufficiently contributed to the stress reduction among parents. This paper discusses other possible interventions, which would specifically be aimed at developing strategies for reductions of clinically high level of parental stress.Disclosure of interestThe authors have not supplied their declaration of competing interest.
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Columna, Luis, Maria Lepore-Stevens, and Erin L.W.K.D. Kavanagh. "Effective education for families of children with visual impairments and blindness in physical activity environments: A workshop model with a focus on Orientation and Mobility skills." British Journal of Visual Impairment 35, no. 2 (May 2017): 165–77. http://dx.doi.org/10.1177/0264619617689903.
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Children with visual impairments (VI) and their families experience multiple barriers when trying to access physical activity opportunities. These barriers reduce family participation in sports and physical activities and lessen access to the well-known benefits. Basic mobility skills and orientation skills can be a challenge with low vision or no vision, and the professional field of Orientation and Mobility (O&M) can be useful in addressing barriers to physical activity. The purpose of this article is to describe two O&M workshops that were provided within the context of a larger physical activity program for parents of children with VI delivered for participants’ practical ideas and direct experience. This article will discuss detailed program and workshop components, rationales, design, and effective modifications for developing a similar program for children with VI and their families. Previous studies have indicated parent need for this type of hands-on experience and comments from participating parents and their children identifies the effectiveness of this approach.
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Bertrand, Melanie, Rhoda Freelon, and John Rogers. "Elementary principals’ social construction of parents of color and working class parents: Disrupting or reproducing conflicting and deficit orientations of education policy?" education policy analysis archives 26 (August 20, 2018): 102. http://dx.doi.org/10.14507/epaa.26.3546.
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School principals, contending with competing characterizations of parents in education policy and society, may view parents in a number of ways. Two common understandings portray parents as authentic partners or, in contrast, simply supporters of the school’s agenda. This paper explores these characterizations by considering the possible link between principals’ understandings of parents and their approaches to parent engagement and/or shared decision making, especially in light of the ways that the social context and education policy construct parents of color and working class parents as deficient. We use the lens of social construction of target populations to add to the currently minimal literature that directly examines principals’ views of parents. We report findings of a multi-phase analysis of surveys of 667 elementary principals in the state of California and interviews with a subgroup of 34 of these principals. We explore how principals structured parent engagement and conceived of the goals and rationales for parent workshops, illustrating how they socially constructed the target population of parents, particularly parents of color and working class parents. We find that principals often constructed parents in terms of deficiencies and as needing to learn to better support school goals. Our findings have profound implications for advancing equity in schools.
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Huye, Holly, Carol Connell, and Caroline Newkirk. "Impact of a Preschool Obesity Prevention (I-POP) Program on Nutrition Knowledge Scores of Head Start Parents and Teachers." Current Developments in Nutrition 4, Supplement_2 (May 29, 2020): 207. http://dx.doi.org/10.1093/cdn/nzaa043_058.
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Abstract Objectives To determine the effectiveness of an evidence-based preschool obesity prevention intervention on rural, low-income parents’ and Head Start teachers’ nutrition knowledge relative to advice from experts, nutrient content of foods, and health benefits of foods. Methods Parent-child dyads were recruited from 9 randomized Head Start centers with 5 centers in the experimental group and 4 centers in the control. The intervention consisted of 8 weekly evidence-based nutrition education sessions for children delivered by the Head Start teachers; a teacher workshop on the use of Positive Behavior Interventions and Supports (PBIS) in the classroom; and 8 parent workshops using an evidence-based behavioral intervention, Parent Child Interaction Therapy (PCIT). The PBIS and PCIT reinforced nutrition education sessions by including instruction for positive meal-time behaviors. A repeated measures design consisted of data collected at pre- (T1), post-intervention (T2), and a 6-month follow-up (T3). T1 and T2 results of a validated and reliable nutrition knowledge survey to address the sub-objective of the main study are reported here. Results 175 parents and 75 teachers participated in T1 data collection, of which 95 parents and 64 teachers completed T2. There were no significant differences in total scores within or between parent or teacher groups, scoring an average of 34% and 38% out of 100% for parents and teachers, respectively. However, there was a significant change in the knowledge of health benefits of foods survey section (31.6% to 39.5% correct) for parents in the experimental group from T1 to T2 (P < .05). Conclusions Overall, parents and teachers had poor knowledge of advice from experts, nutrient content of foods, and health benefits of foods at T1. Parents and teachers did have minimal, indirect nutrition education during PCIT and PBIS, which may have contributed to parents’ increase in awareness of health benefits of food at T2. However, there may be a lack of knowledge of how to apply nutrition principles. Nutrition education and intervention should target parents and teachers of children with a specific aim in application of nutrition principals. Funding Sources US Department of Health and Human Services, Office of Minority Health.
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Sulistiana, Reni. "Kajian Hubungan Orang Tua dengan Anak Berdasarkan Efesus 6:1-4 di Gereja GEKISIA Medan." PROVIDENSI : Jurnal Pendidikan dan Teologi 1, no. 1 (August 8, 2019): 67–86. http://dx.doi.org/10.51902/providensi.v1i1.53.
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Time by time, the relationship between parents and children changes, namely family dysfunction. The responsibilities of both parents and children do not work properly. The researcher aims to know how the parent and child relationship according to the Bible is based on Ephesians 6: 1-4. Data collection using questionnaires. This research is survey research is eskriptif. The results showed that the congregation had a good knowledge of the responsibilities of parents (70%) and those with fairly good knowledge (30%). There are also children who have responsibilities (60%) and have good knowledge (40%). Therefore, to improve the quality of the relationship between parent and child, then the servants of God and the minister of GEKISIA Medan need to increase the quantity of activities such as family retreats, workshops, as well as through the teachings held in Family PA. In addition, the citizens of the congregation to be more diligent to worship and follow the teachings that are held in the church.
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Wilson, Alexandra, Craig A. Hurwitz, Monica Smith, Tracy Patino, Arya S. Kudalmana, and Michelle Gallas. "Parents as Teachers: Teaching Pediatrics Residents the Art of Engaging in Difficult Conversations." Journal of Graduate Medical Education 11, no. 1 (February 1, 2019): 60–65. http://dx.doi.org/10.4300/jgme-d-18-00180.1.
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ABSTRACT Background Physicians often lack the skills and confidence needed to have difficult conversations with patients and their families. Patients and families who have experienced these conversations can provide valuable insight for resident physicians. Objective We developed a communication skills workshop for pediatrics residents using parents and a team of social workers, nurses, chaplains, and physician facilitators in role-playing exercises. Methods From 2007 to 2016, half-day “difficult conversation” workshops were held annually for postgraduate year 1 (PGY-1) and PGY-2 residents that included an interprofessional team and parents of children with life-threatening diagnoses. Questionnaires assessed residents' prior training, effectiveness of the sessions, and narrative feedback on the impact of this approach. Parents and team members were surveyed on the effectiveness of the training and the value of parent involvement. Results Median self-reported confidence levels for incoming PGY-1 residents following the workshop rose from 2 to 4 on a 5-point Likert scale (99% response rate [128 of 129 surveyed], P < .001). The majority of PGY-2 residents (91%, 115 of 126) reported the workshop increased their confidence in engaging in difficult conversations (91% response rate [126 of 139]). Parents and clinical care team members agreed that parents would likely be preferable to standardized actors for these types of role-playing exercises (84% response rate [37 of 44]). Conclusions Involving patients' parents and an interprofessional team in role-playing scenarios was a well-received method for teaching residents how to engage in difficult conversations with patients and families, and improved their self-reported confidence when having these conversations.
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To, Siu-ming, Yuk-yan So, Kcon-wah Tsoi, Siu-mee Iu Kan, and Ting-sam Chan. "Supporting parents in late modernity through parent education: A mixed-methods study in Hong Kong." Journal of Social Work 18, no. 2 (June 24, 2016): 164–84. http://dx.doi.org/10.1177/1468017316656090.
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Summary While the increasing awareness of risk in late modernity has resulted in the proliferation and complication of parental roles and choices, few attempts have been made to explore how parent education can empower parents to reconstruct parenthood and transform parental lives. Based on the results of a mixed-methods study conducted in Hong Kong, this article discusses the possible outcomes and experiences of a parent education program that aimed to facilitate parents’ holistic growth in dealing with the prevailing culture of intensive parenting. The program was composed of 30 h of seminars and workshops. The participants included 387 Hong Kong Chinese parents recruited from seven primary schools and 27 nursery schools. A pretest–posttest assessment survey and postintervention focus groups were adopted for the evaluation methods. Findings The quantitative results showed that the participants experienced an enhancement in confidence, understanding, and trust in parenting. The qualitative findings indicated that the program helped the participants reflect upon the meaning of parenthood, underline the gains and accomplishments of parenting, and adjust parental expectations. They could also foster parent–child relationships in accordance with their children’s developmental needs, uniqueness, and emotions. As a result, these parents were more ready to face the challenges of the anxious parenting culture. Applications The findings support the reconceptualization of parent education as a reflexive practice. Such practice can unleash parents’ capacity to construct knowledge from their lived experiences and reconstitute their reflexive and emotional selves to negotiate life choices among the diversity of options in childrearing.
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Butts, Stefani A., Jake Langlie, Violeta J. Rodriguez, Stephen M. Weiss, Anitha Menon, Given Hapunda, Jaqueline Jere-Folotiya, Sydney Mwaba, and Deborah L. Jones. "Development, implementation and dissemination: Couples and Parent–Child Communication Workshops in Zambia." AIDS Care 32, no. 4 (November 27, 2019): 508–11. http://dx.doi.org/10.1080/09540121.2019.1695730.
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García-Soto, Laura, Rafael Martín-Masot, Beatriz Espadafor-López, Ana María Martínez-Cañavate Burgos, and Jesús Tercedor-Sánchez. "Evaluation of atopy schools for parents." Allergologia et Immunopathologia 49, no. 2 (March 1, 2021): 1–5. http://dx.doi.org/10.15586/aei.v49i2.47.
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Introduction: Atopic dermatitis is a highly prevalent chronic disorder. Therapeutic education in diseases of this kind is essential in order to improve patient management and prognosis. A study was conducted regarding parent satisfaction following educational sessions in an Atopy School organized by a multidisciplinary team.Material and methods: E-mail surveys with variables scored by means of a Likert scale were administered among the parents participating in the workshops organized by the Atopy School. The educational program comprised four sessions with a duration of 4 hours.Results: Ninety-five percent of the parents were satisfied after participating in the workshops, and were of the opinion that the therapeutic education received was useful for improving control of the illness of their children. Likewise, 85% were satisfied or very satisfied with the help received in the sessions for control of the disease during flare-ups, and 90% considered the data and advice received in the sessions to be of use in improving quality of life of both the children and the family as a whole.Conclusions: The Atopy School afforded caregiver empowerment, and the parents were satis-fied and felt more secure in dealing with the disease of their children—thereby improving the prognosis and quality of life.
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Wedikandage, L. N. P., and Kumudu Gunawardana. "PARENTAL INVOLVEMENT AND ACADEMIC ACHIEVEMENT: A STORY OF AN INTERNATIONAL SCHOOL IN SRI LANKA." International Journal of Advanced Research 9, no. 03 (March 31, 2021): 463–71. http://dx.doi.org/10.21474/ijar01/12605.
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This research found out the relationship between parental involvement and academic achievement with a special focus on the secondary level students in an international school in Colombo, Sri Lanka. The main objective of the current research was to find out the significant difference in student achievement among international school students in respect to parent participation in teacher-parent meetings and their help for their childs homework. The selection of the research method was based on the quantitative research approach and the type of methods available within this broad approach. The sample of the study comprised of 542 students, 542 parents, and 35 teachers in an international school in Colombo, Sri Lanka. Data was collected through questionnaires. The findings concluded that (1) there was no significant difference in student achievement among international students with respect to parent education. (2) there was a significant difference in student achievement among students with respect to their parents participation in the teacher-parent meetings but (3) there was no significant difference between student achievements among students with respect to parental help on students homework. (4) Teachers in the International school are strongly agreed: their school offers workshops and provide resourceful information to help families to understand how children learn, their school has a clear understanding of the defined policies for teachers that encourage communication with the parents discussing the curriculum, student achievement, and ways a parent can be involved, their school provides productive professional developers that train them on the value of parents and ways to encourage partnerships between the school and home, their school encourages the use of our Learning Management System that provides classroom resources and items parents can access. their school assists families in guiding students to set academic goals, and monitor and discuss schoolwork at home, their school provides information to families on how to assist students with the skills they need to improve. However, (5) teachers in the school disagreed that their school trains parents on developing home routines, conditions, and environments that support their childs learning respectively.
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Herschell, Amy D., Cheryl B. McNeil, Anthony J. Urquiza, Jean M. McGrath, Nancy M. Zebell, Susan G. Timmer, and Alissa Porter. "Evaluation of a Treatment Manual and Workshops for Disseminating, Parent–Child Interaction Therapy." Administration and Policy in Mental Health and Mental Health Services Research 36, no. 1 (November 19, 2008): 63–81. http://dx.doi.org/10.1007/s10488-008-0194-7.
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Johnson, Brittany J., Dorota Zarnowiecki, Claire L. Hutchinson, and Rebecca K. Golley. "Stakeholder Generated Ideas for Alternative School Food Provision Models in Australia Using the Nominal Group Technique." International Journal of Environmental Research and Public Health 17, no. 21 (October 29, 2020): 7935. http://dx.doi.org/10.3390/ijerph17217935.
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Good nutrition is important for children’s learning, growth, and development, yet food intake during school hours does not align with recommendations. In Australia, most school children currently bring a packed lunch from home, but what if there was a different way? This project aimed to engage a diverse range of stakeholders to (1) generate, refine and prioritize ideas for novel models of food provision to Australian children within school hours, and (2) to determine and rank the potential barriers and facilitators to changing the school food provision system. This study used nominal group technique virtual workshops—three idea generation workshops (n = 21 participants) and one consensus workshop (n = 11 participants). School lunch prepared onsite was the top ranked food provision model option based on impact and achievability. Potential barriers (n = 26) and facilitators (n = 28) to changing the school food system were generated. The top ranked barrier and facilitator related to government support. This study highlights that there is an opportunity to explore partnerships and utilize existing skills and infrastructure to introduce a universal school-provided lunch model in Australia. The next steps should focus on building the business case capturing the social value of investing in school lunches, including considering parent-paid and subsidized options.
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Addy, Vershima Jose, and Msendoo Franca Agaku. "Relative Performance of Students by Gender in Public Examinations (Biology) - A Case of Selected Urban Secondary Schools in Benue State, Nigeria." International Letters of Natural Sciences 48 (November 2015): 1–7. http://dx.doi.org/10.18052/www.scipress.com/ilns.48.1.
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Relative performance of students by gender in public examinations was assessed using questionnaires and standardized test on one hundred and eighty students from some selected urban centered schools in Benue State. Casual comparative design and correlation design were used and the results showed that socio-economic status of parents affects the performance of their children/wards (students), and there is no significance difference in the level of performance between boys and girls in public examinations. Parent should be enlightened through seminars and workshops on the importance of educating themselves and their children/ward. Governments, non-governmental organization (NGO’S) and individuals should establish more schools for more education of both sexes. These were the suggestions advanced.
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Ghosh, Rupa, and Sudeshna Lahiri. "Academic Involvement in Children’s Education: An Investigation into the Lives of Domestic Worker Parents of Kolkata." Issues and Ideas in Education 9, no. 1 (March 31, 2021): 21–32. http://dx.doi.org/10.15415/iie.2021.91003.
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Parenting holds tremendous significance in today’s world as quality parenting facilitates the development of social and emotional competence in a child. The present study explores the dual role of domestic workers as workers and parents. Domestic Workers work from dawn to dusk to take care of their employees’ families. The obvious question arises: who takes care of their children, back home? As a parent, Domestic workers with their odd working hours and low or no literacy rate are nowadays trying to overcome the socio-economic challenges as well as handicaps of the profession by getting involved in their children’s academics. This paper investigates the effects of the length of working hours and education levels of domestic worker parents on their academic involvement with the children. The present study uses a descriptive survey research design to find out the relationship between academic involvement and work hours. The data was subjected to appropriate descriptive and inferential statistics. The results indicate a negative relationship between work hours and academicinvolvement. It is also revealed that higher education level to be associated with better academic involvement. The study thus calls for further intervention by schools and the government to motivate parents. Parent-teacher meetings may be of help in this respect along with workshops and government-sponsored programs to educate the parents to support them to climb up the socio-economic ladder through their children.
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Horowitz, Marcel, Lucia L. Kaiser, Rosa D. Manzo, Albert Aguilera, L. Karina Diaz Rios, and Karina Macias. "Influence of pre-schooler and parent nutrition education on carotenoid levels of Mexican-heritage children." Public Health Nutrition 23, no. 13 (June 19, 2020): 2336–44. http://dx.doi.org/10.1017/s1368980019004579.
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AbstractObjective:To determine the mediating effect of direct preschool and parent nutrition education on changes in skin carotenoids scores over 2 years in children of Mexican heritage.Design:In a quasi-experimental, community-based study, two school districts were randomly assigned to either a comparison group (parent workshops unrelated to nutrition) or a childhood obesity prevention intervention group which included nutrition education at family nights for parents and at school for children. Changes in skin carotenoid intensity scores (diffCAROT, year 2015 minus 2013) were measured in children as a proxy for fruit and vegetable consumption using Resonance Raman Spectroscopy.Setting:Two rural, low-income, school districts from a county in California’s Central Valley.Participants:316 Mexican heritage families with children aged 3–8 years.Results:Intervention group children improved over 2 years in skin carotenoid scores relative to comparison group children (diffCAROT mean +1419 (sd 9540) v. –3473 (sd 9272), P = 0·0001). Parent attendance at nutrition education classes partially mediated the intervention effect on diffCAROT (P = 0·02). Controlling for child’s age and other covariates, participation in preschool during the study had a significant positive effect on diffCAROT among intervention children compared with controls (P < 0·03), whereas no significant difference by group was observed among those not enrolled in preschool or already enrolled in elementary school.Conclusions:Programmes that combine direct parent and preschool nutrition education may be effective in low-income Mexican heritage families to improve children’s intake of fruit and vegetables.
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Merritt, Rowena K., Jacqueline de Groot, Lama Almajali, and Nitesh Patel. "Using Community-Based Prevention Marketing to Generate Demand for Healthy Diets in Jordan." Nutrients 13, no. 9 (August 31, 2021): 3068. http://dx.doi.org/10.3390/nu13093068.
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Jordan has been experiencing a nutrition transition with high rates of micronutrient deficiencies and rising overweight and obesity rates. This highlights the need to generate demand for healthy diets. This study used a community-based prevention marketing approach and worked with local communities as partners to develop a set of behavior change interventions to improve healthy eating within vulnerable communities. Individual, family, and paired-friendship interviews, and co-creation workshops were conducted with 120 people. The aim of these interviews was to gain an in-depth understand of school-aged children and their families’ nutrition knowledge, attitudes, and practices, including social and cultural norms and behavioral determinants, and then use this information to co-create interventions, activities and materials targeted at supporting school-aged child nutrition. Analysis of the interviews revealed that dietary habits are both deeply personal and profoundly entwined by emotions and social norms, and that parents often gave in to their children’s demands for unhealthy foods and beverages due to their perception of what a ‘good parent’ looks like and the desire to see their child ‘smile’. These key insights were then shared during the co-creation workshops to develop behavior change interventions—ensuring that interventions were developed by the community, for the community.
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Noble, Kimberly G., Helena Duch, Maria Eugenia Darvique, Alexandra Grundleger, Carmen Rodriguez, and Cassie Landers. "“Getting Ready for School:” A Preliminary Evaluation of a Parent-Focused School-Readiness Program." Child Development Research 2012 (March 11, 2012): 1–14. http://dx.doi.org/10.1155/2012/259598.
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Children from disadvantaged backgrounds tend to start school with fewer school readiness skills than their more advantaged peers. Emergent literacy and math skills play an important role in this gap. The family is essential in helping children build these skills, and the active involvement of families is crucial to the success of any intervention for young children. The Getting Ready for School (GRS) program is a parent-focused curriculum designed to help parents equip their children with the skills and enthusiasm necessary for learning when they start school. Parents meet in weekly workshops led by a trained facilitator and implement the curriculum at home with their children. The objective of this pilot study was to assess the promise of the GRS intervention in children participating in an urban Head Start program and to explore parents' responses to the intervention. We hypothesized that participation in GRS would improve school readiness in literacy and math skills, relative to participation in business-as-usual Head Start. Four Head Start classrooms (two randomly selected “intervention” and two “comparison” classrooms) participated in this study. Preliminary analyses suggest that GRS improves school readiness over and above a Head Start-as-usual experience. Implications for early childhood programs and policies are discussed.
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Kandel, Isack, and Joav Merrick. "Factors Affecting Placement of a Child with Intellectual Disability." Scientific World JOURNAL 5 (2005): 370–76. http://dx.doi.org/10.1100/tsw.2005.48.
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Parents of disabled children often face the question whether or not to keep the child at home or to place them. The choice between the two alternatives resides with the parents and various factors influence their decision. Several researchers have identified these factors, which include child-related parameters, family and parental attitudes, the influence of the social environment, and the external assistance provided to the family. In a pilot study, we attempted to isolate the main factors involved in the parental decision either to keep the child at home or place the child by examining a sample comprised of 50 parents of children suffering severe intellectual disability studying in a special education school and 48 parents of adults with intellectual disability working in sheltered workshops. Each parent filled out a questionnaire used in a study in the United States and results of the research indicated parental-related factors as the dominant factors that delayed the placement of their child in residential care; guilt feelings were the main factor.
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Bray, Emily Alice, Ajesh George, Bronwyn Everett, Yenna Salamonson, and Lucie Ramjan. "Protocol for developing a healthcare transition intervention for young people with spinal cord injuries using a participatory action research approach." BMJ Open 11, no. 7 (July 2021): e053212. http://dx.doi.org/10.1136/bmjopen-2021-053212.
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IntroductionWhile healthcare transition (HCT) interventions are recognised as an important area in paediatric rehabilitation, there has been limited research focusing on young people with spinal cord injuries (SCI). In this study, researchers will collaborate with young people with SCI and their parents/caregivers to develop, implement and evaluate the feasibility and acceptability of a HCT intervention aimed at supporting young people with SCI during their transition from paediatric to adult healthcare services.Methods and analysisA participatory action research (PAR) approach will be used to co-develop the HCT intervention with young people with SCI aged 14–25 years and their parents/caregivers. Three phases will be conducted to address the five objectives of this study. Phase 1 will use semi-structured interviews to explore young people and parent/caregivers’ experiences of HCT. In Phase 2a, both young people and parent/caregivers will be co-researchers. They will be included in the analysis of the interviews and will be asked to participate in co-design workshops to inform the development of a prototype HCT intervention. In Phase 2b, using focus groups, feedback on the prototype HCT intervention will be collected. In Phase 3, the refined prototype HCT intervention will be implemented, and young people with SCI and parent/caregivers will evaluate the feasibility and acceptability of the HCT intervention in semi-structured interviews. A reference group, including stakeholders and end users, will be consulted at different time points.Ethics and disseminationThe study has received ethics approval from Western Sydney University Human Research and Ethics Committee (H14029). The researcher will use the results of this study as chapters in a thesis to obtain a Doctor of Philosophy degree. The findings will be disseminated via publication in peer-reviewed journals and will be presented at local, national or international conferences.Trial registration numberACTRN12621000500853
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Justice, Laura M., Jaclyn M. Dynia, Maria J. Hijlkema, and Alejandra Sánchez Chan. "Designing and Implementing a Bilingual Early-Literacy Program in Indigenous Mexico Villages: Family, Child, and Classroom Outcomes." Educational Sciences: Theory & Practice 20, no. 2 (April 4, 2020): 1–15. http://dx.doi.org/10.12738/jestp.2020.2.001.
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Globally, there is great interest in enhancing young children’s literacy development as a route to improving worldwide literacy. To contribute to this area of interest, this paper reports findings from a multi-pronged early-literacy program designed to improve the print-knowledge of young children in Yucatec Mayan villages. The school-based Club de Lectura Solyluna provided 16 culturally relevant bilingual (Spanish/Maya) children’s books to caregivers during four workshops. The sample of 567 mothers and their preschool-aged children (n = 567) were enrolled in 28 preschool classrooms, which also received teacher trainings, children’s books, and establishment of a school-based library. Outcomes were examined with respect to overall parent participation and uptake of workshop materials, features of the home-literacy environment, and children’s gains in print knowledge in both Mayan and Spanish. The study findings show positive outcomes across all outcomes evaluated with the exception of growth in children’s Mayan print-concepts skills. The program description and findings should be of relevance to efforts to implement early-literacy programming with indigenous villages in lower- and middle-income countries.
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Roggman, Lori A. "Family Leisure Among Head Start Families Correlates With Literacy and Parent Involvement in Head Start Workshops." N H S A Research Quarterly 1, no. 1 (March 1997): 109–15. http://dx.doi.org/10.1207/s19309325nhsa0101_12.
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Yagana Abba Sidi, Amina Garba Muhammad, and James Audu Ngala. "Factors that contribute to girl’s dropout in some selected secondary school within Damaturu metropolis, Yobe state." International Journal of Science and Research Archive 2, no. 1 (February 28, 2021): 055–65. http://dx.doi.org/10.30574/ijsra.2021.2.1.0036.
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A developing nation without or with low child-girls education is in danger. There is an adage which say whoever trained a girl has a plan for a future generations based on these Factors that contribute to girl dropout in some selected secondary schools, within Damaturu metropolis, was carried out, guided by six (6) objectives and six (6) research questions each. The subjects used in this study consist of teachers, parents and students from ten (10) secondary schools. Random sampling technique was used to select thirty respondents’ one parent, one teacher and one student from each school respectively. The instrument used for this study was questionnaire, frequency and percentage of the response were used to analyse the data collected. The research find out those factors such as poor economic status, broken home, death of bread winner and gender inequality causes girls dropout in secondary school. Other factors include unwanted pregnancy, early marriage hawking, negative behavior by parents, drunker and illiterate parents. Government should provide infrastructure and jobs which will enable parents to take care of their wards. Seminars and workshops should be organize to encourage parents and guidance, scholarships program may be put in place for girl child education and finally non-government organization to come on board to aid girl child education.
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Lewis Ellison, Tisha, and Huan Wang. "Resisting and Redirecting: Agentive Practices Within an African American Parent–Child Dyad During Digital Storytelling." Journal of Literacy Research 50, no. 1 (January 17, 2018): 52–73. http://dx.doi.org/10.1177/1086296x17751172.
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This article examines the digital storytelling practices between an African American mother and son. We used agency as a theoretical framework to explore how the two exercised their own power to collaborate on their digital story. As digital technologies became part of their practice, challenges and tensions arose when both participants attempted to override each other’s agency, as demonstrated in their interviews. Data were collected during digital storytelling workshops conducted at a university computer lab, church, and the participants’ home. Using thematic coding, we analyzed audio-recorded interviews to determine the participants’ agency in the context of their digital storytelling activity. We found how a mother and son worked together through resisting and redirecting when creating a digital story, and how their digital storytelling practices displayed evidence of agency. Implications include how familial interactions in digital storytelling practices contribute to the ways agency is conceptualized for families, educators, and researchers.
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Smoll, Frank L., Ronald E. Smith, and Sean P. Cumming. "Effects of Coach and Parent Training on Performance Anxiety in Young Athletes: A Systemic Approach." Journal of Youth Development 2, no. 1 (June 1, 2007): 19–36. http://dx.doi.org/10.5195/jyd.2007.358.
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Coaches and parents play a major role in determining the consequences of sport participation in young athletes. This study focuses on the assessment of a systemic, empirically inspired intervention directed at coaches and parents. Parallel workshops derived in part from achievement goal theory were presented to the coaches and parents of 9 to 15 year old boys and girls participating in community-based basketball programs, and their effects were compared with a matched control condition. Multilevel analyses revealed significant Time x Condition interactions on all three subscales of the Sport Anxiety Scale-2 (SAS-2) and on a total anxiety score. Athletes in the intervention condition decreased in cognitive and somatic anxiety scores on the SAS-2, whereas athletes in the control condition exhibited increases in cognitive and somatic anxiety. Results suggest the potential efficacy of brief, economical interventions in enhancing the psychosocial impact of the youth sport environment.
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Asad, Kamonges Wahab. "Parental Guidance Skills and Students' Discipline Management in Secondary Schools in Kapchorwa District, Uganda." INTERDISCIPLINARY JOURNAL OF EDUCATION (IJE) 3, no. 1 (May 31, 2020): 62–77. http://dx.doi.org/10.53449/ije.v3i1.103.
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The study investigated on the parental guidance skills and students' discipline management in secondary schools in Kapchorwa district. The purpose of this phenomenological study was to help us better understand the experiences of teacher counsellors on the guidance skills expected of parents in the management of students' discipline in secondary schools. Four informants were purposively selected from four out of the six government aided secondary schools in Kapchorwa District and data was collected via interviews and analysed based on the perspectives of the teacher counsellors on the parental guidance skills and their management of discipline of students. The following conclusions were derived; There was less teamwork between the school administrations and the parents in the management of students' discipline, the parents gave little audience to their children which made them not to express their issues freely and openly, there is a poor parent-child relationship on matters regarding indiscipline, the parents lack adequate knowledge on the growth and development changes that children go through at different stages of development, and the parents lack adequate guidance skills necessary for the management of students' discipline. It was recommended that; parents should work in collaboration with school counsellors and teachers so as to reduce on the number of indiscipline cases in secondary schools, they should improve on their relationships with their children through establishment of good rapport, and that the school administrators should organise workshops and seminars geared towards educating parents on various issues affecting students.
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Wainer, Allison L., Katherine Pickard, and Brooke R. Ingersoll. "Using Web-Based Instruction, Brief Workshops, and Remote Consultation to Teach Community-Based Providers a Parent-Mediated Intervention." Journal of Child and Family Studies 26, no. 6 (February 14, 2017): 1592–602. http://dx.doi.org/10.1007/s10826-017-0671-2.
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Pierson, Shannon, Keiko Goto, Joan Giampaoli, Shelly Hart, and Alyson Wylie. "Impacts of a Mindful Eating Intervention on Healthy Food-related Behaviors and Mindful Eating Practices among Elementary School Children." Californian Journal of Health Promotion 17, no. 2 (December 23, 2019): 41–50. http://dx.doi.org/10.32398/cjhp.v17i2.2288.
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Background and Purpose: Mindful eating approaches encourage paying purposeful attention on purpose to body sensations, thoughts and emotions related to food and eating. The current study examined the impact of Foodie U, a mindful-eating intervention, among elementary school children and their families. Methods: A total of 178 third- through fifth grade children and their parents in rural northern California participated in Foodie U. The quasi-experimental intervention included two parent workshops, six monthly in-class mindful eating lessons and activities, and mindful eating activities to complete at home. Outcomes included food consumption, mindful-eating practices, emotional eating, and cue-elicited food craving among children. Results: T-tests and linear regression results revealed that students who received the intervention reported significantly less intense craving responses, especially among female and Hispanic students. The impact of the intervention on food craving was significant after controlling for gender and ethnicity. Fruit consumption significantly increased among intervention students. The mindful eating awareness score significantly increased among female intervention students. Conclusions: Foodie U had a positive impact on some food-related behaviors among elementary school-aged students. Further research is needed to examine the effectiveness of each element of the intervention.
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Parr, Jeremy, Lindsay Pennington, Helen Taylor, Dawn Craig, Christopher Morris, Helen McConachie, Jill Cadwgan, et al. "Parent-delivered interventions used at home to improve eating, drinking and swallowing in children with neurodisability: the FEEDS mixed-methods study." Health Technology Assessment 25, no. 22 (March 2021): 1–208. http://dx.doi.org/10.3310/hta25220.
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Background Eating, drinking and swallowing difficulties are common in young children with neurodisability. These difficulties may lead to inadequate calorie intake, which affects a child’s nutrition, growth and general physical health. Objective To examine which interventions are available that can be delivered at home by parents to improve eating, drinking and swallowing in young children with neurodisability and are suitable for investigation in pragmatic trials. Design This was a mixed-methods study that included focus groups, surveys, an update of published systematic reviews of interventions, a systematic review of measurement properties of existing tools, evidence mapping, evidence synthesis, a Delphi survey and stakeholder workshops. Setting The study was carried out in NHS hospitals, community services, family homes and schools. Participants Parents of children who had neurodisability and eating, drinking and swallowing difficulties. Professionals from health and education. Young people with eating, drinking and swallowing difficulties or young people who had previously experienced eating, drinking and swallowing difficulties. Data sources Literature reviews; national surveys of parents and professionals; focus groups with parents, young people and professionals; and stakeholder consultation workshops. Review methods An update of published systematic reviews of interventions (searched July–August 2017), a mapping review (searched October 2017) and a systematic review of measurement properties using COnsensus-based Standards for the Selection of health status Measurement INstruments (COSMIN) methodology (searched May 2018). Results Significant limitations of the available research evidence regarding interventions and tools to measure outcomes were identified. A total of 947 people participated: 400 parents, 475 health professionals, 62 education professionals and 10 young people. The survey showed the wide range of interventions recommended by NHS health professionals, with parents and professionals reporting variability in the provision of these interventions. Parents and professionals considered 19 interventions as relevant because they modified eating, drinking and swallowing difficulties. Parents and professionals considered 10 outcomes as important to measure (including Nutrition, Growth and Health/safety); young people agreed that these were important outcomes. Stakeholder consultation workshops identified that project conclusions and recommendations made sense, were meaningful and were valued by parents and professionals. Parents and health professionals were positive about a proposed Focus on Early Eating, Drinking and Swallowing (FEEDS) toolkit of interventions that, through shared decision-making, could be recommended by health professionals and delivered by families. Limitations The national surveys included large numbers of parents and professionals but, as expected, these were not representative of the UK population of parents of children with eating, drinking and swallowing difficulties. Owing to the limitations of research evidence, pragmatic decisions were made about interventions that might be included in future research and outcomes that might be measured. For instance, the reviews of research found only weak or poor evidence to support the effectiveness of interventions. The review of outcome measures found only limited low-level evidence about their psychometric properties. Conclusions Opportunities and challenges for conducting clinical trials of the effectiveness of the FEEDS toolkit of interventions are described. Parents and professionals thought that implementation of the toolkit as part of usual NHS practice was appropriate. However, this would first require the toolkit to be operationalised through development as a complex intervention, taking account of constituent interventions, delivery strategies, implementation and manualisation. Subsequently, an evaluation of its clinical effectiveness and cost-effectiveness could be undertaken using appropriate research methods. Future work Initial steps include FEEDS toolkit development and evaluation of its use in clinical practice, and identification of the most robust methods to measure valued outcomes, such as Nutrition and Growth. Trial registration Current Controlled Trials ISRCTN10454425. Funding This project was funded by the National Institute for Health Research (NIHR) Health Technology Assessment programme and will be published in full in Health Technology Assessment; Vol. 25, No. 22. See the NIHR Journals Library website for further project information.
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Chamberlain, Catherine, Graham Gee, Stephanie Janne Brown, Judith Atkinson, Helen Herrman, Deirdre Gartland, Karen Glover, et al. "Healing the Past by Nurturing the Future—co-designing perinatal strategies for Aboriginal and Torres Strait Islander parents experiencing complex trauma: framework and protocol for a community-based participatory action research study." BMJ Open 9, no. 6 (June 2019): e028397. http://dx.doi.org/10.1136/bmjopen-2018-028397.
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IntroductionChild maltreatment and other traumatic events can have serious long-term physical, social and emotional effects, including a cluster of distress symptoms recognised as ‘complex trauma’. Aboriginal and Torres Strait Islander (Aboriginal) people are also affected by legacies of historical trauma and loss. Trauma responses may be triggered during the transition to parenting in the perinatal period. Conversely, becoming a parent offers a unique life-course opportunity for healing and prevention of intergenerational transmission of trauma. This paper outlines a conceptual framework and protocol for an Aboriginal-led, community-based participatory action research (action research) project which aims to co-design safe, acceptable and feasible perinatalawareness, recognition, assessmentandsupportstrategies for Aboriginal parents experiencing complex trauma.Methods and analysisThis formative research project is being conducted in three Australian jurisdictions (Northern Territory, South Australia and Victoria) with key stakeholders from all national jurisdictions. Four action research cycles incorporate mixed methods research activities including evidence reviews, parent and service provider discussion groups, development and psychometric evaluation of a recognition and assessment process and drafting proposals for pilot, implementation and evaluation. Reflection and planning stages of four action research cycles will be undertaken in four key stakeholder workshops aligned with the first four Intervention Mapping steps to prepare programme plans.Ethics and disseminationEthics and dissemination protocols are consistent with the National Health and Medical Research Council Indigenous Research Excellence criteria of engagement, benefit, transferability and capacity-building. A conceptual framework has been developed to promote the application of core values of safety, trustworthiness, empowerment, collaboration, culture, holism, compassion and reciprocity. These include related principles and accompanying reflective questions to guide research decisions.
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EID, NOURA M. S. "Childhood Obesity and the Basis for Child Nutrition Programmes in Kindergartens of Saudi Arabia." Current Research in Nutrition and Food Science Journal 7, no. 1 (April 18, 2019): 41–51. http://dx.doi.org/10.12944/crnfsj.7.1.05.
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Childhood obesity is increasing in the Middle East and across the globe, due to several environmental factors found in schools and at home. Therefore, implementing Child Nutrition Programmes in schools is essential to deliver nutrition education, school meals, and training to children, teachers and caregivers. We have designed a qualitative study on focus groups using interview-based questionnaires, which was applied to48 kindergartens, 20 parents, two bookstores and 12 global nutrition consulting companies. SPSS 21 was used to analyse the frequency and percentages of the data. This study focused on the barriers and factors that will contribute to the successful implementation of Child Nutrition Programmes in the kinder gardens of Saudi Arabia. Furthermore, the respondents showed positive attitudes towards developing child nutrition programmes with the following activities: nutrition education for children, training/workshops for teachers and parents and meal planning for healthy meals at home. According to global consulting companies, the greatest obstacles to the delivery of nutrition programmes to educational institutions are lack of awareness, cost coverage and high resistance and reluctance. Parent pressure, marketing uniqueness and awareness generation should be addressed prior to the programme’s implementation to facilitate programme appreciation and parental acknowledgement. Finally, support from the government and non-government organisations will facilitate the successful implementation of the Child Nutrition Programmes thereby reducing the incidence of childhood obesity in the kinder gardens of Saudi Arabia.
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Piil, Karin, Helle Holm Gyldenvang, Jeppe Kilberg Møller, Tine Kjoelsen, Jesper Juul, and Helle Pappot. "Electronic Games for Facilitating Social Interaction Between Parents With Cancer and Their Children During Hospitalization: Interdisciplinary Game Development." JMIR Serious Games 9, no. 1 (January 21, 2021): e16029. http://dx.doi.org/10.2196/16029.
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Background Most cancer treatments today take place in outpatient clinics; however, it might be necessary for some patients to be admitted to hospital departments due to severe side effects or complications. In such situations, support from family and social relations can be crucial for the patients’ emotional well-being. Many young adolescents and children whose parents have cancer describe how they are not seen, heard, or listened to as the worried relatives they are. Within the intensive care unit, it has been recommended that early supportive interventions are tailored to include children of the intensive care patient; a similar approach might be relevant in the oncological setting. To our knowledge, no studies have explored how to involve young relatives who are visiting their parent at an oncological department. Recently, a framework for developing theory-driven, evidence-based serious games for health has been suggested. Such a process would include stakeholders from various disciplines, who only work toward one specific solution. However, it is possible that bringing together different disciplines, such as design, art, and health care, would allow a broader perspective, resulting in improved solutions. Objective This study aims to develop tools to enhance the social interaction between a parent with cancer and their child when the child visits the parent in the hospital. Methods In total, 4 groups of design students within the Visual Design program were tasked with developing games addressing the objective of strengthening relations in situ during treatment. To support their work, the applied methods included professional lectures, user studies, and visual communication (phase I); interviews with the relevant clinicians at the hospital (phase II), co-creative workshops with feedback (phase III), and evaluation sessions with selected populations (phase IV). The activities in the 4 phases were predefined. This modified user design had the child (aged 4-18 years) of a parent with cancer as its primary user. Results Overall, 4 different games were designed based on the same information. All games had the ability to make adults with cancer and their children interact on a common electronic platform with a joint goal. However, the interaction, theme, and graphical expression differed between the games, suggesting that this is a wide and fertile field to explore. Conclusions Playing a game can be an efficient way to create social interaction between a parent with cancer and a child or an adolescent, potentially improving the difficult social and psychological relations between them. The study showed that the development of serious games can be highly dependent on the designers involved and the processes used. This must be considered when a hospital aims to develop multiple games for different purposes.
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Doty, Jennifer L., Sonya S. Brady, Javiera Monardez Popelka, Laura Rietveld, Diego Garcia-Huidobro, Matthew J. Doty, Roxana Linares, Maria Veronica Svetaz, and Michele L. Allen. "Designing a Mobile App to Enhance Parenting Skills of Latinx Parents: A Community-Based Participatory Approach." JMIR Formative Research 4, no. 1 (January 24, 2020): e12618. http://dx.doi.org/10.2196/12618.
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Background Latinx families are among the highest users of smartphones, yet few health-focused Web programs have been developed for this audience. Parent-based smartphone apps designed for Latinx families may help increase access to evidence-informed parenting programming and ultimately reduce health disparities among children and adolescents. To maximize uptake of such apps, the Center for eHealth Research and Disease Management (CeHRes) Roadmap for electronic health (eHealth) development recommends 5 phases of development: (1) contextual inquiry, (2) value specification, (3) design, (4) operationalization, and (5) evaluation. Objective Guided by the CeHRes Roadmap, our objective was to apply a community-based participatory research (CBPR) approach to mobile app development. We present a formative evaluation to inform the design of an eHealth mobile app for Latinx parents of adolescents based on a face-to-face parenting program, Padres Informados/Jovenes Preparados (PIJP). Methods Community participants in the process included Latinx parents and stakeholders. We conducted a parent survey (N=115) and interviews (N=20) to understand the context and obtain feedback on a mockup and prototype of the app, facilitator workshops to streamline content, and stakeholder interviews (N=4) to discuss values and app requirements. Results We report results from the first 3 phases of the CeHRes Roadmap. In the survey, 96.5% (111/115) of parents reported they had access to a cell phone, 85.6% (89/104) reported they would use a parenting app in the next month if they had access, and 80.2% (89/111) reported intentions to use a stress reduction app. Parents reported that setting goals about parenting and tracking those goals were important potential features of an app. In logistic regression analyses, technology attitudes and barriers were not related to parent’s intentions to use a parenting mobile app (95% CI 0.51-1.17 and 95% CI 0.28-2.12, respectively). Qualitative interviews confirmed Latinx parents’ technology engagement and desire for education and child development information online. Stakeholder interviews identified 3 community values: familism, the promotion of adolescent health, and delivery of economic value. Community stakeholders participated in defining the mobile app requirements. On the basis of community and parent input, the mobile app prototype was designed with 3 sections: (1) 8 modules of video-based parenting skills instruction with content from the face-to-face PIJP program, (2) breath rate information from a wearable device to support awareness of stress levels that could affect parenting, and (3) goal setting and tracking capacities. Conclusions The findings of this study highlight the utility of an iterative, participatory design process. The CBPR approach and community collaboration enhanced the CeHRes Roadmap by promoting power sharing, facilitating recruitment, and building trust among community members. Experiences applying community research to the initial 3 phases of the CeHRes Roadmap in a Latinx community are discussed, along with plans for the 2 final phases.
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Ravulo, Said, Micsko, and Purchase. "Utilising the Social Return on Investment (SROI) Framework to Gauge Social Value in the Fast Forward Program." Education Sciences 9, no. 4 (December 6, 2019): 290. http://dx.doi.org/10.3390/educsci9040290.
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A market paradigm shift towards a ‘knowledge-based economy’ means Australia is moving towards a major skills crisis whereby the workface will lack skills attainable from higher education. Moreover, those from low socio-economic backgrounds, and who are confronted with disadvantage, still face challenges in gaining entry to university. The Fast Forward Program (FFP) aims to increase attainment of higher education for X high school students in years 9–12, with a focus on dismantling the social barriers preventing attainment. To achieve this aim, the program hosts a range of student and parent in-school workshops and on-campus visits. To capture the social impact of the program for all participants, the social return on investment (SROI) methodology was implemented. The SROI ratio is represented as a return in dollar value for every dollar invested; due to the success of the program, the investment represented $5.73 for every $1 spent. The key findings indicated that students and parents gained a deeper familiarity and understanding of university which, in turn, created a deeper confidence and motivation for students to enter higher education. Additionally, participants reported being able to better use their time to cater for study, and were more comfortable about going onto a university campus.
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Ruskin, Danielle, Lauren Campbell, Jennifer Stinson, and Sara Ahola Kohut. "Changes in Parent Psychological Flexibility after a One-Time Mindfulness-Based Intervention for Parents of Adolescents with Persistent Pain Conditions." Children 5, no. 9 (September 3, 2018): 121. http://dx.doi.org/10.3390/children5090121.
Full textAbstract:
Parenting a child with chronic pain can be stressful and impact parent functioning in a variety of areas. Several studies have examined mindfulness-based interventions (MBIs) for parents of children with different health and mental health conditions. However, no studies to date have examined MBIs for parents of children with pain conditions. This study aimed to: (1) determine the feasibility and acceptability of a one-time MBI workshop for parents (n = 34) of adolescents with painful conditions (chronic pain and inflammatory bowel disease) who were participating in a concurrent mindfulness group for adolescents with pain, and (2) examine changes in parent mindfulness and psychological flexibility following the intervention. A mixed-method design was used. In terms of feasibility and acceptability, high recruitment and retention rates were observed, and parents reported high satisfaction scores with the workshop. Changes pre to post intervention showed that dimensions of parent psychological flexibility, but not parent mindfulness, improved following participation in the workshop. Qualitative analyses based on parent responses on a questionnaire uncovered seven themes of parent “takeaways” following participation in the workshop: Mindfulness Skills, Not Alone, Psychological Flexibility, Parent–Child Interactions, Self-Efficacy, Optimism/Positivity/Hope, and Awareness of Values. Taken together, these findings suggest that a one-time MBI workshop offered to parents whose teen was participating in a concurrent mindfulness group for pain is a feasible and promising intervention for parents of children with pain conditions.