Relevant bibliographies by topics / Parental therapy for children

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Parental therapy for children'

Author: Grafiati
Published: 4 June 2021
Last updated: 30 January 2023

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Journal articles on the topic "Parental therapy for children"

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Frisch, Carmit, Sara Rosenblum, and Emanuel Tirosh. "Parental Occupational Executive Training: Feasibility and Parental Perceptions." OTJR: Occupation, Participation and Health 40, no. 3 (April 27, 2020): 203–10. http://dx.doi.org/10.1177/1539449220912191.

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Young children with attention deficit hyperactivity disorder (ADHD) cope with functional difficulties attributed to executive dysfunction. This study evaluates the feasibility of the Parental Occupational Executive Training (POET) intervention. Parents of 71 children (4–7 years) with ADHD attended 8 to 10 weekly, personally tailored intervention sessions with an occupational therapist. Quantitative and qualitative measures were used to examine feasibility in four indices: parental attendance, adherence, and acceptance, and therapist fidelity. Parental attendance and home-strategy use during daily activities rates were high. Parents identified the occupational performance coaching model’s principles as supporting their ability to implement the intervention. Therapists demonstrated high fidelity to the POET’s theoretical bases. The POET is a feasible intervention with high parental attendance (98.61%), parental adherence (80.56%–94.44%), and therapist fidelity (100.00%). It can be implemented within child development centers and occupational therapy clinics and leads to parents’ increased adherence.
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Ali, N., S. Mukhtar, Y. Khan, M. Ahmad, and Z. U. Khan. "Analysis of secondary school students’ academic performance and parental involvement in children education at home." Education and science journal 24, no. 9 (November 16, 2022): 118–42. http://dx.doi.org/10.17853/1994-5639-2022-9-118-142.

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Introduction. Parental involvement in children’s education means engagement and participation of parents in the educational activities of their children. The existing body of empirical research shows that parental involvement can influence academic performance of their children in two distinct ways, i.e. parental involvement in children education at home (helping children in homework and other academic discussions, etc.) and parental involvement in children education at school (participation in school function and meetings, etc.). Active involvement of parents in children’s education may even counterbalance the unfavourable effects of low socioeconomic status and underprivileged neighborhood. The overall effect of parental involvement in child education both at home and at school is a worthy source of improving the academic performance of children through securing higher grades at school.Aim. This research aimed to examine the effects of parental involvement in children education at home on academic performance of secondary schools students and to identify the difference of the effects of parental involvement on students of different gender, parent literacy status and parent importance to children education.Methodology and research methods. Cross sectional and a multistage stratified sampling technique was adopted to portray information from sample of 448 students on Likert scale. Chi square, Kendall’s Tau-c tests and Logistic regression analyses were used to determine the level, direction and strength of association among variables.Results. The results showed that the association of children academic performance was significant and positive when parents helped children with their homework (P = 0.000, Tc = 0.231), discussed school progress with children (P = 0.002, Tc = 0.122) and motivated children to work harder when they make a poor grade (P = 0.015, Tc = 0.133). Moreover, the results highlighted variation in the academic performance of children with respect to their gender, parental literacy status, parental importance to children education and parental involvement in children education at home. It was concluded that boys, children of literate parents, children whose parents give more importance to their education and their parents remain involved in their educational activities at home secured higher grades.Scientific novelty. The present study is distinctive in that it examined variations in children’s academic performance with respect to student gender, parental literacy status, and parental importance to their education in addition to focusing on the relationship between parental involvement in their children education at home and academic performance.Practical significance. The analysis of the research outcomes leads to several interesting results and proposes helpful suggestions for important stakeholders. The main study recommendations that will enable parents to promptly meet the educational demands of their children in order to aid them in getting better grades include awareness-raising campaigns for parents, income creation chances for disadvantaged families, and adult literacy initiatives.
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Ku, Byungmo, Megan MacDonald, Bridget Hatfield, and Kathy Gunter. "Parental Influence on the Physical Activity Behaviors of Young Children With Developmental Disabilities." Adapted Physical Activity Quarterly 37, no. 4 (October 1, 2020): 441–60. http://dx.doi.org/10.1123/apaq.2019-0120.

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The purpose of this study was to test a modified conceptual model of the associations between parental supports and physical activity (PA) orientations and the PA behaviors of young children with developmental disabilities (DDs). In total, 135 parents of young children with DDs completed a questionnaire, which consisted of 67 questions. A pathway analysis indicated that tangible and intangible parental supports were significantly associated with PA behaviors in young children with DDs (β = 0.26, p = .01, and β = 0.24, p = .02, respectively). Tangible parental support was positively associated with parents’ PA behaviors and PA enjoyment (β = 0.22, p < .001, and β = 0.13, p = .04, respectively). Intangible parental support was positively associated with parents’ PA behaviors and PA importance (β = 0.19, p = .05, and β = 0.33, p < .001, respectively). In addition, parental PA behaviors and parents’ perceptions of their children’s motor performance were both directly associated with PA behaviors in young children with DDs. These results highlight the importance of parental support and PA orientations in relation to the PA behaviors of young children with DDs.
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Gupta, R., M. Siracusa, M. Yarbrough, and B. Smith. "P278 Parental therapy preferences for children with food allergy." Annals of Allergy, Asthma & Immunology 117, no. 5 (November 2016): S104. http://dx.doi.org/10.1016/j.anai.2016.09.291.

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Park, Gyeong-A., and Oan Na Lee. "The Moderating Effect of Social Support on Parental Stress and Depression in Mothers of Children with Disabilities." Occupational Therapy International 2022 (March 14, 2022): 1–8. http://dx.doi.org/10.1155/2022/5162954.

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Purpose. Mothers caring for children with disabilities often experience parental stress, which may lead them to suffer from depression. It is necessary to find a way to relieve their stress and depression. Therefore, we examined the effect of parental stress on depression and the buffering role of social support between them in a sample of 164 mothers of children with disabilities. Participants. One hundred and sixty-four participants (aged 25–58 years) in Gwangju and Jeollanamdo, South Korea, completed a set of self-reported measures. Methods. Parental stress, depression, and social support are assessed by Parental Stress Index, Multidimensional Scale Perceived Social Support, and Center for Epidemiological Studies Depression Scale, respectively. Results. Parental stress significantly predicted depression, and social support showed the buffering effect on the relationship between parental stress and depression among mothers of children with disabilities. These findings indicate that mothers who perceive a high level of social support are less likely to experience depression. Conclusions. This study shows the moderating effect of social support on the relationship between parental stress and depression among mothers of children with disabilities. The level of depression they experience is not that great if they perceive a high level of social support even if they experience a high level of parental stress. These findings imply that social support is a critical resource that prevents the negative effect of parental stress on depression among mothers of children with disabilities.
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Nixon, Howard L. "Getting Over the Worry Hurdle: Parental Encouragement and the Sports Involvement of Visually Impaired Children and Youths." Adapted Physical Activity Quarterly 5, no. 1 (January 1988): 29–43. http://dx.doi.org/10.1123/apaq.5.1.29.

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This paper addresses how parents encourage or discourage sports involvement by their visually impaired offspring, the types of sports involvement these children pursue, and the effects of parental encouragement on sports involvement. It analyzes new evidence from a study of parental adjustment to a visually impaired child. The evidence was derived mainly from open-ended, in-depth interviews of parents of 18 partially sighted and totally blind children who had attended public school. There were 15 mothers and 9 fathers in the 16 families who were interviewed, and 2 of the families had 2 visually impaired children. Additional data were provided through interviews with 14 professionals and volunteers from various fields who had sports-related experiences or observations of visually impaired children and their families. Four major forms of parental encouragement and discouragement were identified: strong encouragers, weak encouragers, tolerators, and discouragers. The predominance of the latter three helped explain the dominant patterns of limited involvement in sport by visually impaired children. Implications of these findings for mainstreaming and appropriate integration also are considered.
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Cohn, E., L. J. Miller, and L. Tickle-Degnen. "Parental Hopes for Therapy Outcomes: Children With Sensory Modulation Disorders." American Journal of Occupational Therapy 54, no. 1 (January 1, 2000): 36–43. http://dx.doi.org/10.5014/ajot.54.1.36.

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Barinova, Anna S., Andrey V. Naletov, Sergey V. Naletov, Dmitry I. Masyuta, and Evgeniy A. Perederiy. "Influence of parental compliance on the effectiveness of treatment of chronic gastroduodenal pathology in children." Research Results in Pharmacology 5, no. 4 (December 31, 2019): 69–74. http://dx.doi.org/10.3897/rrpharmacology.5.48560.

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Introduction: The article focuses on the studies which point to particular difficulties in achieving compliance in pediatrics. A dangerous trend to escalate the number and doses of antibiotics in anti- Helicobacter pylori (HP) schemes, the dosage frequency and course duration of eradication therapy considerably complicates a patient’s compliance to the treatment and contributes to a further growth of HP antibiotic resistance. In the treatment of children, the control of the outpatient therapy largely depends on the patient’s parents. Materials and methods: At the first stage of the study, 103 children with chronic gastroduodenal pathology associated with HP were examined. Diagnosis of the disease was based on the study of complaints, the anamnesis data, and the results of the endoscopic examination. All the patients underwent a course of anti-HP therapy in the outpatient setting. A degree of parental compliance to their child’s therapy was determined in by a questionnaire, which had been developed by us, the families of the children suffering from chronic gastroduodenal pathology. At the second stage, 80 children suffering from peptic ulcer associated with HP were examined. HP was eradicated in the outpatients of both groups, using an anti-HP regimen: omeprazole, clarithromycin, and amoxicillin administered for 14 days. The influence of the measures to improve parental compliance carried out in tandem “doctor – pharmacist” in the families with children suffering from chronic gastroduodenal pathology was studied. Results and discussion: A decrease in parental compliance was observed in more than 2/3 of the families with children suffering from chronic gastroduodenal pathology, associated with HP infection. A higher level of parental compliance was established in the families of children after the ”compliance training”. In the patients of this group, eradication of HP was achieved in 87.5% cases by using a traditional scheme: omeprazole, clarithromycin, and amoxicillin administered for 14 days. Conclusion: It can be concluded that the level of parental compliance to an anti-HP therapy for their children is insufficient. In turn, conducting a “compliance training” in the tandem of ”doctor – pharmacist” before starting the therapy is an important factor in increasing the level of parental compliance, which is reflected in increasing the effectiveness of the treatment. Strict adherence to the regimen and duration of administration of the prescribed drugs in children with ulcer allows achieving a high level of HP eradication – 95.2 %, even when using the traditional anti-HP regimen. The eradication was achieved in 56.5 % of the children with partial parental compliance, and only in 6.7 % of the children with non-compliant parents.
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Goodwin, Donna L., and Amanda Ebert. "Physical Activity for Disabled Youth: Hidden Parental Labor." Adapted Physical Activity Quarterly 35, no. 4 (October 1, 2018): 342–60. http://dx.doi.org/10.1123/apaq.2017-0110.

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Locating suitable, inclusive community physical activity programs for disabled children can be challenging for parents. The aim of this study was to uncover everyday hidden labor experienced by parents, as they sought inclusive physical activity opportunities for their children. Focus group interviews with eight families of youth aged 13–19 years were completed using an interpretative phenomenological case study research approach. Four themes, interpreted through the framework of relational ethics, captured their experiences: (a) inclusion is immensely effortful; (b) judged by their impairments, not their possibilities; (c) ongoing education needed to open doors and sustain participation; and (d) the guilt of staying home. Reliance on hidden parental labor highlighted an exclusion agenda in community, accentuated by ableist belief systems.
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Sheikh, Nazia, Bareera Saeed, Atia Ur Rehman, Sikander Ghayas Khan, and Maddhia Tufail. "Awareness of parents of hearing-impaired children about the importance of speech-language therapeutic interventions." Journal of Fatima Jinnah Medical University 15, no. 2 (December 7, 2021): 63–66. http://dx.doi.org/10.37018/vauo4413.

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Background: The importance of parental involvement of hearing-impaired children in their child's speech therapy cannot be denied. The current study aimed to determine parental awareness and involvement in the Speech-language therapeutic interventions of hearing-impaired children. Subjects and methods: This was a cross-sectional study design, and a purposive sampling technique was used. Data were collected from 45 parents (male=32, female=13) of hearing-impaired children whose children received speech therapy from special education centers and schools of Gujranwala. The duration of the study was nine months, from June 2019 to February 2020. A related questionnaire was developed with the literature, and expert opinions (Cronbach's α=0.894) were used to assess parental awareness and involvement in speech therapeutic interventions. Data entered and analyzed by SPSS version 23. Descriptive statistics were used to describe demographic variables (age, gender) of the participants. Frequency and percentage were used to access the awareness and involvement of the parents of hearing-impaired children. Results: Parental awareness survey showed that a total of 15 (33.3%) parents, both mother, and father, strongly agreed, and 24 (53.3%) agreed that speech therapy would be beneficial for their child. And results related to parents' involvement showed that 21 (46.7%) parents, both mother, and father, agreed, and 15 (33.3%) strongly agreed on their child's active involvement in speech therapy plans. Conclusions: The study concluded that most parents understand the importance of parental awareness and involvement in the therapeutic intervention of hearing-impaired children.
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Dissertations / Theses on the topic "Parental therapy for children"

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Brennan, Carol A. (Carol Ann). "Parent Adaptive Doll Play with Children Experiencing Parental Separation/Divorce." Thesis, University of North Texas, 1990. https://digital.library.unt.edu/ark:/67531/metadc331649/.

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Parent Adaptive Doll Play, a technique in an early stage of development, is designed for use by parents in assisting their young children to cope with the stresses of parental separation/divorce. The effects of technique implementation by parents of three- through six-year-old children were investigated. Data was collected before and after parents received training and implemented the technique over an eight-week period. Parents completed the Child Behavior Rating Scale, Burks' Behavior Rating Scales, the Parenting Stress Index, and the Parental Attitude Scale. Twenty-two parents, reporting marital separation through separation and/or divorce, within 18 months prior to the beginning of the study, and reporting more than 50 percent physical custody of a three- through six-year-old child qualified for participation. Twelve children were experimental subjects and ten were control subjects. To determine differences between groups, a one-way analysis of covariance was performed on each post test variable. Positive differences were calculated in several areas of child behavior by parents of subjects in the experimental group. No significant differences between groups were found in any area of child behavior. The score which most closely approached significance, however, was found in the Burks' Behavior Rating Scale area of poor anger control.
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Quiran, Lesley Vanessa. "Parental Views on the Perceived Efficacy of Parent-Child Interaction Therapy." CSUSB ScholarWorks, 2015. https://scholarworks.lib.csusb.edu/etd/198.

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The purpose of this study was to explore parental views on the efficacy of parent-child interaction therapy. Research indicates that early intervention and prevention is essential when treating children with disruptive behaviors. Intervening at an early age prevents the disruptive behaviors from progressing into more complex disorders that can occur in the teenage and adult years. This study utilized a quantitative method to better understand if parents identified as parent-child interaction therapy as effective. This study consisted of 29 parent-child dyads that had completed parent-child interaction therapy and reported their satisfaction with parent-child interaction therapy through the use of parent-stress index scores. Results indicated that parent-child interaction therapy was viewed as successful by parents. However, success of parent-child interaction therapy is only applicable to certain domains that were chosen in this study; limiting the generalizability of overall success of parent-child interaction therapy. Parent-child interaction therapy has shown success in strengthening the parent-child dyad and decreasing disruptive behaviors such as distractibility and hyperactivity. It is recommended that parent-child interaction therapy continue to be utilized by professionals and focus on all the domains rather than selected domains.
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Poon, Wai-Chi Samuel. "The Relationship between Parental Empathy and Parental Acceptance and the Effect of Filial Therapy Training on this Relationship." Thesis, University of North Texas, 1998. https://digital.library.unt.edu/ark:/67531/metadc279241/.

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This study was conducted to determine the relationship between parental empathy (PE) and parental acceptance (PA) and the effect of filial therapy training (FTT) on this relationship. Filial therapy training is a parent education program in which the goal is the development of PE and PA. The Measurement of Empathy in Adult-Child Interaction (MEACI) and the Porter Parental Acceptance Scale (PPAS) are two widely used instruments in filial therapy studies to measure PE and PA, respectively. The purpose of this study was to determine the relationship between parental empathy and parental acceptance, and the effect of filial therapy training on this relationship. Specifically, this study was designed to investigate the correlations between the MEACI and the PPAS.
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Hoff, Alexandra Louise. "Targeting Parental Overcontrol in Cognitive Behavior Therapy for Anxious Youth." Diss., Temple University Libraries, 2017. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/475616.

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Psychology
Ph.D.
Many parent factors have been associated with child anxiety, and researchers have examined how parents may be most beneficially involved in cognitive behavior therapy (CBT) for anxious youth. Results have been mixed as to whether parent CBT, family CBT, and parent interventions addressing parental anxiety or overcontrol have an added benefit over youth-focused CBT. The present study compared (a) a parent group intervention targeting autonomy granting, (b) a parent CBT skills group, and (c) a parent support control group, all provided in conjunction with individual CBT for anxious youth ages 7 to 17. Randomly assigned group conditions, as well as variance in overall parent attendance across conditions, were examined as predictors of change in parenting behaviors and in child anxiety. No significant differences in youth anxiety outcomes were found across parent group conditions, and parental beliefs and involvement improved most for the support control group. However, youth whose parents attended more group sessions showed a significantly greater decrease in anxiety severity than youth whose parents attended fewer (0, 1) sessions, which was mediated by a significantly greater decrease in parental avoidance of child anxiety. The results suggest that additional parent participation in treatment may have an added benefit, even with an unstructured support group format, but do not offer clarity about the benefit of targeted interventions for parents.
Temple University--Theses
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Chau, Iris Yuen-Fan. "Filial Therapy with Chinese Parents." Thesis, University of North Texas, 1996. https://digital.library.unt.edu/ark:/67531/metadc278200/.

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The purpose of this study was to determine the effectiveness of filial therapy in: (a) increasing Chinese parents' empathic behavior with their children; (b) increasing Chinese parents' attitude of acceptance toward their children; and (c) reducing Chinese parents' stress related to parenting. The experimental group, consisting of 18 Chinese parents, received 10 weekly 2-hour filial therapy training sessions and conducted a weekly 3 0-minute play session with one of their children. The control group, consisting of 16 Chinese parents, received no treatment during the ten weeks. All the parents were videotaped playing with their child before and after the training as a means of measuring change in empathic behavior. The two written self-report instruments completed for pretesting and posttesting purposes were the Porter Parental Acceptance Scale and the Parenting Stress Index. Analyses of Covariance revealed that the Chinese parents in the experimental group had significant changes in all 12 hypotheses, including (a) a significant increase in their level of empathic interactions with their children; (b) a significant increase in their attitude of acceptance toward their children; and (c) a significant reduction in their level of stress related to parenting. This study supports filial therapy as an effective intervention for Chinese parents and their children. Filial therapy equips Chinese parents with healthy parenting skills and knowledge and indirectly empowers Chinese children who experience an increase in parental empathy and acceptance. Thus, filial therapy offers significant possibilities for promoting the parent-child relationship and well-being of Chinese families.
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Duffy, Kathleen M. "Filial therapy a comparison of child-parent relationship therapy and parent-child interaction therapy /." Muncie, Ind. : Ball State University, 2008. http://cardinalscholar.bsu.edu/747.

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Millett, Christopher R. "THE EFFECT OF MUSIC THERAPY INTERACTION ON CHILD AND PARENTAL PREOPERATIVE ANXIETY IN PARENTS OF CHILDREN UNDERGOING DAY SURGERY." UKnowledge, 2015. http://uknowledge.uky.edu/music_etds/42.

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Young children who experience high levels preoperative anxiety often exhibit distress behaviors, experience more surgical complications, and are at a higher risk for developing a variety of negative postoperative consequences. A significant factor in pediatric preoperative anxiety is the level of anxiety present in their caregivers. Music therapy interventions addressing a variety of procedural outcomes have been met with success. The purpose of this study was to investigate the comparative effectiveness of two music therapy interventions on reducing preoperative anxiety in young pediatric surgical patients and their caregivers. A total of 40 pediatric patient and caregiver dyads were included in this study on various days that they were present for ambulatory surgery. Pediatric preoperative anxiety was measured pre- and post-intervention using the modified Yale Pediatric Anxiety Scale, while caregiver anxiety was measured through self-report using the short form Strait-Trait Anxiety Inventory-Y6. Participants received a randomized active or passive preoperative music therapy session. Results indicate a significant reduction in preoperative anxiety for both patients and their caregivers. Neither active, nor passive music therapy interventions were significantly more effective than the other. Future studies should increase sample size and control for various factors such as sedative premedication use.
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Roughsedge, Bethany. "Parental factors and thinking skills in young children : Implications for cognitive behaviour therapy." Thesis, University of East Anglia, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.514375.

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Melling-Williams, Natalie Ruth. "Parental compliance with therapy home programmes within a school for learners with special educational needs : an exploratory study /." Link to the online version, 2005. http://hdl.handle.net/10019/1109.

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Lee, KyungSook. "The associations within children's emotionality, emotion regulation, parenting practices, and parental expressivity among children in low-income families." Diss., Connect to online resource - MSU authorized users, 2008.

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Books on the topic "Parental therapy for children"

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Tolliday, Dale, Jo Spangaro, and Lesley Laing. Therapy with Harming Fathers, Victimized Children and their Mothers after Parental Child Sexual Assault. 1st Edition. | New York : Routledge, 2018.: Routledge, 2018. http://dx.doi.org/10.4324/9781315268439.

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Sharon, Gordetsky, and Brown David, eds. Young children in family therapy. New York: Brunner/Mazel, 1986.

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Young children in family therapy. Northvale, N.J: J. Aronson, 1994.

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Parental psychiatric disorder: Distressed parents and their families. Cambridge: Cambridge University Press, 2015.

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Time-limited, intermittent therapy with children and families. New York, N.Y., U.S.A: Brunner/Mazel, 1989.

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L, Hembree-Kigin Toni, and Eyberg Sheila M, eds. Short-term play therapy for disruptive children. King of Prussia, Pa: Center for Applied Phychology, 1996.

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1947-, Gopfert Michael, Webster Jeni, and Seeman M. V. 1935-, eds. Parental psychiatric disorder: Distressed parents and their families. Cambridge: Cambridge University Press, 1996.

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1947-, Göpfert Michael, Webster Jeni, and Seeman M. V. 1935-, eds. Parental psychiatric disorder: Distressed parents and their families. 2nd ed. Cambridge: Cambridge University Press, 2004.

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Reflective interpersonal therapy for children and parents (RICAP). Chichester, West Sussex, England: John Wiley & Sons, 2008.

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Metcalf, Linda. Teaching toward solutions: A solution focused guide to improving student behaviour, grades, parental support and staff morale. 2nd ed. Carmarthen: Crown House, 2003.

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Book chapters on the topic "Parental therapy for children"

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Lewis, Frances Marcus. "Therapy for Parental Cancer and Dependent Children." In Handbook of Psychotherapy in Cancer Care, 225–34. Chichester, UK: John Wiley & Sons, Ltd, 2011. http://dx.doi.org/10.1002/9780470975176.ch19.

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Tolliday, Dale, Jo Spangaro, and Lesley Laing. "Children who have experienced parental sexual assault." In Therapy with Harming Fathers, Victimized Children and their Mothers after Parental Child Sexual Assault, 72–88. 1st Edition. | New York : Routledge, 2018.: Routledge, 2018. http://dx.doi.org/10.4324/9781315268439-5.

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D’Onofrio, Grazia, Annamaria Petito, Antonella Calvio, Giusi Antonia Toto, and Pierpaolo Limone. "Robot Assistive Therapy Strategies for Children with Autism." In Psychology, Learning, Technology, 103–16. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-15845-2_7.

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AbstractBackground: Autism spectrum disorder (ASD) is a category of neurodevelopmental disorder characterized by persistent deficits in social communication and social interaction across multiple contexts as well as restricted, repetitive patterns of behaviour, interests, or activities. Social robots offer clinicians new ways to interact and work with people with ASD. Robot-Assisted Training (RAT) is a growing body of research in HRI, which studies how robots can assist and enhance human skills during a task-centred interaction. RAT systems have a wide range of application for children with ASD.Aims: In a pilot RCT with an experimental group and a control group, research aims will be: to assess group differences in repetitive and maladaptive behaviours (RMBs), affective states and performance tasks across sessions and within each group; to assess the perception of family relationships between two groups before and post robot interaction; to develop a robotic app capable to run Raven’s Progressive Matrices (RPM), a test typically used to measure general human intelligence and to compare the accuracy of the robot to capture the data with that run by psychologists.Material and Methods: Patients with mild or moderate level of ASD will be enrolled in the study which will last 3 years. The sample size is: 60 patients (30 patients will be located in the experimental group and 30 patients will be located in the control group) indicated by an evaluation of the estimated enrolment time. Inclusion criteria will be the following: eligibility of children confirmed using the Autism Diagnostic Observation Schedule −2; age ≥ 7 years; clinician judgment during a clinical psychology evaluation; written parental consent approved by the local ethical committee. The study will be conducted over 10 weeks for each participant, with the pretest and post test conducted during the first and last weeks of the study. The training will be provided over the intermediate eight weeks, with one session provided each week, for a total of 8 sessions. Baseline and follow-up evaluation include: socioeconomic status of families will be assessed using the Hollingshead scale; Social Communication Questionnaire (SCQ) will be used to screen the communication skills and social functioning in children with ASD; Vineland Adaptive Behavior Scale, 2nd edition (VABS) will be used to assess the capabilities of children in dealing with everyday life; severity and variety of children’s ripetitive behaviours will be also assessed using Repetitive Behavior Scale-Revised (RBS-R). Moreover, the perception of family relationships assessment will be run by Portfolio for the validation of parental acceptance and refusal (PARENTS).Expected Results: 1) improbe communication skills; 2) reduced repetitive and maladaptive behaviors; 3) more positive perception of family relationships; 4) improved performance.Conclusions: Robot-Assisted Training aims to train and enhance user (physical or cognitive) skills, through the interaction, and not assist users to complete a task thus a target is to enhance user performance by providing personalized and targeted assistance towards maximizing training and learning effects. Robotics systems can be used to manage therapy sessions, gather and analyse data and like interactions with the patient and generate useful information in the form of reports and graphs, thus are a powerful tool for the therapist to check patient’s progress and facilitate diagnosis.
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Costello, Amanda H., Karishma Chengappa, Jocelyn O. Stokes, Ashley B. Tempel, and Cheryl B. McNeil. "Parent-Child Interaction Therapy for Oppositional Behavior in Children." In Integrative Play Therapy, 37–59. Hoboken, NJ, USA: John Wiley & Sons, Inc., 2011. http://dx.doi.org/10.1002/9781118094792.ch3.

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Gurwitch, Robin H., Erica Pearl Messer, and Beverly W. Funderburk. "Parent-Child Interaction Therapy." In Evidence-Based Treatments for Trauma Related Disorders in Children and Adolescents, 341–61. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-46138-0_16.

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Kirby, James N. "A compassionate focused therapy approach to supporting parents and children." In Compassion Focused Therapy, 584–99. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003035879-29.

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D’Alberton, Franco. "Group Therapy with Parents, Children, and Adolescents." In Psychoanalytic Work with Children in Hospital, 179–90. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003252238-12.

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Tolliday, Dale, Jo Spangaro, and Lesley Laing. "Conjoint work within an integrated approach to therapy." In Therapy with Harming Fathers, Victimized Children and their Mothers after Parental Child Sexual Assault, 99–112. 1st Edition. | New York : Routledge, 2018.: Routledge, 2018. http://dx.doi.org/10.4324/9781315268439-7.

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Urquiza, Anthony, and Susan Timmer. "Parent-Child Interaction Therapy for Maltreated Children." In Child Maltreatment, 123–44. Dordrecht: Springer Netherlands, 2013. http://dx.doi.org/10.1007/978-94-007-7404-9_8.

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Rayfield, Arista, Linda Monaco, and Sheila M. Eyberg. "Parent-Child Interaction Therapy with Oppositional Children." In Handbook of Psychotherapies with Children and Families, 327–43. Boston, MA: Springer US, 1999. http://dx.doi.org/10.1007/978-1-4615-4755-6_17.

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Conference papers on the topic "Parental therapy for children"

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Hațegan, Carolina Bodea, Dorina Talaș, and Raluca Trifu. "ONLINE SPEECH AND LANGUAGE THERAPY. FOCUS-GROUP BASED STUDY." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end088.

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In March 2020, due to the pandemic situation from our country, the National lockdown was imposed for almost two months. Speech and language therapy field was very affected in this period of time and harsh decisions were to be taken. Children who strongly needed therapy were in the situation to either go on with the rehabilitation process in an online setting or to wait and postpone therapy sessions. The aim of this research is to present the situation in a SLT (speech and language therapy) private specialized center and to underline the advantages and the disadvantages of SLT online therapy after one year (from March 2020, till March 2021). In the beginning of March 2020, 37 children attended SLT sessions in this private center, 2 of them were recently assessed and they were supposed to begin therapy exactly on the first lockdown day. From all of them, 20 children (54 %) switch to online therapy sessions progressively. Starting with April 2020, after a three weeks break, 9 children diagnosed with mild to moderate speech and language disorders, switch from face to face to on-line. In May, 6 more children and in June another 5 children were brought back to therapy, even if we remained in an online setting. The other children, 17 (46%), either stopped all therapy sessions or began therapy in other centers that organized onsite therapeutic sessions after the lockdown period of time. At this present moment, in March 2021, at one year distance, the SLT center offers SLT services exclusively online, both assessment and therapy and the number of cases asking directly for online therapy is increasing daily (in March 2021, N=31). Results of this study, organized as focus-groups with 3 parents, 3 children and 3 therapists underlined that online SLT is very efficient as long as parents` involvement is high. The main advantages listed by all persons in the research, even by children are: easier to be more consistent; the attendance in the SLT sessions is definitely higher, parents can participate directly in these activities, resources are easily to be found. Among disadvantages, the fact that parents have to be very involved in this therapeutic process seems to be the most frequently listed. In discussions and conclusions of this study a profile of the online SLT users is about to be depicted, a profile related to the one found in specialized literature from the field.
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Breana, Bogdan. "Study On Parents’ Involvement In The Autistic Children Therapy Support." In EduWorld 2018 - 8th International Conference. Cognitive-Crcs, 2019. http://dx.doi.org/10.15405/epsbs.2019.08.03.115.

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Saron, Holly, Bernie Carter, James Munro, Rob Young, Enitan Carrol, David Porter, Ruth Cantwell, Claire Crouch, and Julia Roberts. "872 Consulting with children and parents to co-create resources about receiving paediatric outpatient parenteral antimicrobial therapy (OPAT)." In Royal College of Paediatrics and Child Health, Abstracts of the RCPCH Conference, Liverpool, 28–30 June 2022. BMJ Publishing Group Ltd and Royal College of Paediatrics and Child Health, 2022. http://dx.doi.org/10.1136/archdischild-2022-rcpch.186.

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Milanich, Yulia. "RATIONAL-EMOTIVE BEHAVIOR THERAPY FOR PARENTS OF CHILDREN WITH SPECIAL NEEDS (CASE STUDY)." In SGEM 2014 Scientific Conference on PSYCHOLOGY AND PSYCHIATRY, SOCIOLOGY AND HEALTHCARE, EDUCATION. Stef92 Technology, 2014. http://dx.doi.org/10.5593/sgemsocial2014/b11/s1.045.

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Tokareva, Olga Nikolaevna. "Development and Correction of Tactile Perception in Children with Cerebral Palsy using the elements of Su Jokj Therapy." In International applied research conference. TSNS Interaktiv Plus, 2020. http://dx.doi.org/10.21661/r-530581.

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The article presents an individual form of work with children with disabilities (cerebral palsy), which takes into account the individual characteristics of each child and joint activities with parents. The positive dynamics is described when using tactile sensation development classes with elements of su Jok therapy (massage ring, roller and ball).
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Tubele, Sarmite. "Personalized Content in the Intervention Process – a Key to the Success in Speech Therapy for Pre-Schoolers." In 80th International Scientific Conference of the University of Latvia. University of Latvia Press, 2022. http://dx.doi.org/10.22364/htqe.2022.66.

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The paper is devoted to reveal the importance and necessity of the personalizd content for a child in the intervention process in speech therapy. Every child is special and unique; his interests and desires are important for speech therapist. Child has to be an active participant in speech therapy sessions. His strengths are the basement for the development. New knowledge for pre-schoolers is formed on the basis of the existing knowledge; it needs to be purposefully developed by teachers and this can be done if a child is engaging in the learning process. The active participation of a child in speech therapy sessions increases the child’s motivation and attachment to the task to be performed, thus contributing to a faster and more effective result. This research is topical according to the tendencies in teaching-learning and due to the education processes in pre-school. The aim of the study is to reveal the possibility to find effective approach in speeech therapy sessions for the pre-schoolers using materials interesting for them. Methods used are: literature review, questionnaire for parents and observation of children in speech therapy sessions. Theoretical background is not only the personalized content; it is linked also with speech therapy, intervention process and children participating in speech therapy sessions. Main findings reveal the improvement of the pronunciation of pre-school children and besides the satisfaction and good mood during all observed speech therapy sessions.
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Sazhina, Svetlana D. "Field service of correctional and developmental assistance to children with speech pathology living in rural areas." In Особый ребенок: Обучение, воспитание, развитие. Yaroslavl state pedagogical university named after К. D. Ushinsky, 2021. http://dx.doi.org/10.20323/978-5-00089-474-3-2021-336-340.

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The article presents the rationale and summary results of the project, supported by the Presidential Grants Fund in 2019 and 2020, aimed at providing diagnostic and correctional speech therapy assistance to children of preschool and primary school age, as well as advisory assistance to parents and teachers living in rural areas of the Komi Republic.
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Bali Mahomed, Nizam Malik, Bilkis Abd. Aziz, Mohd Rizal Abd. Manaf, and Norzila Mohamed Zainudin. "Quality of life of parents with children on home ventilation and long term oxygen therapy." In ERS International Congress 2016 abstracts. European Respiratory Society, 2016. http://dx.doi.org/10.1183/13993003.congress-2016.pa735.

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Kuchukbaeva, Larisa N. "The work of a speech therapist teacher with families of the "risk group" in the conditions of a preschool educational institution." In Особый ребенок: Обучение, воспитание, развитие. Yaroslavl state pedagogical university named after К. D. Ushinsky, 2021. http://dx.doi.org/10.20323/978-5-00089-474-3-2021-113-120.

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The author of the article offers a system of work on speech therapy and psychological support for children and parents of the "risk group" in the conditions of a preschool educational institution. The article describes the tasks, forms, directions, and types of work with dysfunctional families that encourage parents to engage in conscious activities for the development and upbringing of a child in the family.
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Filipovich, Inna V. "Pedagogical remote practice as a modern trend of education." In Специальное образование: методология, практика, исследования. Yaroslavl state pedagogical university named after К. D. Ushinsky, 2021. http://dx.doi.org/10.20323/978-5-00089-532-0-2021-3-12.

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The article deals with the problem of using distance learning in higher education for students of the specialty "Speech therapy" in the course of teaching practice. The result of the formation of skills in the implementation of correctional and pedagogical work with children with speech disorders and their parents remotely, which is important in difficult epidemiological conditions, is considered. The content analysis of students' self-report essays based on the results of pedagogical practice is presented.
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Reports on the topic "Parental therapy for children"

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Guryan, Jonathan, Erik Hurst, and Melissa Schettini Kearney. Parental Education and Parental Time With Children. Cambridge, MA: National Bureau of Economic Research, May 2008. http://dx.doi.org/10.3386/w13993.

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Kenny, Caroline. Parental Alcohol Misuse and Children. Parliamentary Office of Science and Technology, February 2018. http://dx.doi.org/10.58248/pn570.

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Parental Alcohol Misuse (PAM) can negatively affect children’s physical and mental health, and other outcomes including educational attainment and behaviour. Effects can be acute when experienced in conjunction with other adverse experiences such as domestic abuse, marital conflict, and deprivation. PAM is a common feature in child protection and care proceedings, and places a considerable burden on social services.
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Seiter, Grant, Mary Lopez, and Sita Slavov. Boomerang Children and Parental Retirement Outcomes. Cambridge, MA: National Bureau of Economic Research, January 2023. http://dx.doi.org/10.3386/w30863.

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Xiao, Na, LiJuan Yi, JinMei Lei, ShaoNan Shi, and WenJie Nie. Effect of acceptance and commitment therapy to improve psychological wellbeing for parents of children and adolescent with chronic conditions: A protocol for systematic review and meta-analysis of randomized controlled trial. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, July 2021. http://dx.doi.org/10.37766/inplasy2021.7.0101.

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Bork, Kenneth. Parental perceptions of behavioral changes in children following divorce. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.2799.

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Dyulicheva, Yulia Yu, Yekaterina A. Kosova, and Aleksandr D. Uchitel. he augmented reality portal and hints usage for assisting individuals with autism spectrum disorder, anxiety and cognitive disorders. [б. в.], November 2020. http://dx.doi.org/10.31812/123456789/4412.

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The augmented reality applications are effectively applied in education and therapy for people with special needs. We propose to apply the augmented reality portal as a special tool for the teachers to interact with people at the moment when a panic attack or anxiety happens in education process. It is expected that applying the augmented reality portal in education will help students with ASD, ADHD and anxiety disorder to feel safe at discomfort moment and teachers can interact with them. Our application with the augmented reality portal has three modes: for teachers, parents, and users. It gives the ability to organize personalized content for students with special needs. We developed the augmented reality application aimed at people with cognitive disorders to enrich them with communication skills through associations understanding. Applying the augmented reality application and the portal discovers new perspectives for learning children with special needs. The AR portal creates illusion of transition to another environment. It is very important property for children with ADHD because they need in breaks at the learning process to change activity (for example, such children can interact with different 3D models in the augmented reality modes) or environment. The developed AR portal has been tested by a volunteer with ASD (male, 21 years old), who confirmed that the AR portal helps him to reduce anxiety, to feel calm down and relaxed, to switch attention from a problem situation.
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Smith, Kristin. Parental Substance Use in New Hampshire: Who Cares for the Children? University of New Hampshire Libraries, 2018. http://dx.doi.org/10.34051/p/2020.331.

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Attanasio, Orazio, Teodora Boneva, and Christopher Rauh. Parental Beliefs about Returns to Different Types of Investments in School Children. Cambridge, MA: National Bureau of Economic Research, January 2019. http://dx.doi.org/10.3386/w25513.

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Mayer, Susan, Ariel Kalil, Philip Oreopoulos, and Sebastian Gallegos. Using Behavioral Insights to Increase Parental Engagement: The Parents and Children Together (PACT) Intervention. Cambridge, MA: National Bureau of Economic Research, October 2015. http://dx.doi.org/10.3386/w21602.

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Conti, Gabriella, Michele Giannola, and Alessandro Toppeta. Parental beliefs, perceived health risks, and time investment in children: evidence from COVID-19. The IFS, November 2022. http://dx.doi.org/10.1920/wp.ifs.2022.5122.

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