Feasibility and Acceptability of Spanish-Language Parenting Interventions for Young Children With Developmental Delays.

Hispanic/Latinx parents of children with developmental delays/disabilities (DD) face disparities in service access and research participation. In the present study, 60 Spanish-speaking caregivers of young children with DD participated in randomly assigned stress reduction interventions (psychoeducation/support groups or Mindfulness-Based Stress Reduction [MBSR]), followed by behavioral parent training (BPT). Caregiver attendance and satisfaction ratings were measured, and focus groups gathered additional information on caregivers' takeaways from the interventions. Caregivers demonstrated high satisfaction across interventions, with slightly greater preference for psychoeducation/support groups, and qualitative data indicated that the relevance of the information and style of delivery may be responsible. Researchers and clinicians may attain greater engagement with this population by focusing on intervention services that include psychoeducation and peer support elements.

School experiences following traumatic brain injury: A longitudinal qualitative study.

BACKGROUND: This longitudinal qualitative study tracked students with traumatic brain injury (TBI) from hospital discharge through their return to school and then for an average of four years of school. OBJECTIVE: To better understand the experiences of students and parents in the education system following TBI. METHODS: Participants were parents and educators of 21 students with TBI. Interviews were conducted using open-ended questions and students were observed in the classroom. RESULTS: From these data, three themes were identified: lack of student tracking year to year, lack of educator training, and conflicting views between educators and parents about students' needs. These factors ultimately led to parent frustration and eventually conflict and deteriorating relationships between parents and educators. CONCLUSION: The results suggest that improving educator training could positively affect the factors identified and possibly mitigate parent frustration.

Stakeholder perspectives on navigating the pediatric concussion experience: Exploring the needs for improved communication across the care continuum.

BACKGROUND: For children, the post-concussion return to school process is a critical step towards achieving positive health outcomes. The process requires integration between healthcare professionals, parents, and school personnel. OBJECTIVE: This research team conducted focus groups with stakeholders including parents, education personnel, school nurses, external healthcare providers (nurses) and athletic trainers to identify communication patterns between healthcare providers outside of the school setting and school personnel. METHODS: Data from focus groups were analyzed using a Thematic Analysis approach. Researchers used an inductive (bottom-up) coding process to describe semantic themes and utilized a critical realist epistemology. RESULTS: We identified four key themes within focus group data: (1) lack of effective communication between hospital and outpatient healthcare providers to school personnel; (2) parents who were strong advocates had improved communication with healthcare professionals and garnered more accommodations for their children; (3) non-school professionals and families were often confused about who the point of contact was at a given school; and (4) differing experiences for athletes vs. non-athletes. CONCLUSION: This study suggests gaps in communication between healthcare and school professionals when children return to school following a concussion. Improving communication between healthcare providers and school staff will require a multi-faceted approach.

Developing a conceptual model of coach concussion communication by adapting the theory of planned behavior and the social ecological model.

Objective: Acknowledging that coach communication about concussion increases the likelihood of athletes reporting concussive symptoms, the goal of this study was to examine factors affecting such communication, in order to develop a conceptual model that would inform the design of future educational interventions.Participants: Division I contact sport coaches.Methods: We conducted structured qualitative interviews with coaches and analyzed interviews using Thematic Analysis, viewed through the lens of the Theory of Planned Behavior nested within the Social Ecological Model.Results: Coaches had good knowledge of concussion and understood the dangers of playing with symptoms. However, they also discussed the lack of objective criteria for concussion diagnosis, and pressure to win in order to remain employed, both of which created barriers to concussion communication. Ultimately, most coaches reported not engaging in significant concussion communication as they did not feel this was their role, instead deferring to medical staff.Conclusions: Educational interventions might benefit from a focus on the importance of coach concussion safety-supportive coach communication, with a goal of increasing the likelihood of athlete concussion reporting.

Índice integral de calidad para la gestión de almacenes en entidades hospitalarias / Index of integral quality for warehouse´s management in hospital entities

Estudios preliminares en entidades hospitalarias detectaron dificultades que inciden en el desempeño del proceso de almacenamiento, bajo nivel de intercambio de información en tiempo real, demoras en el servicio por insuficiente uso de tecnologías, falta de capacitación del personal acompañada de su alta fluctuación. Aplicar un índice integral de calidad de la gestión de almacenes, para perfeccionar el proceso de almacenamiento en entidades hospitalarias, como contribución a la mejora de la satisfacción del cliente. A partir del establecimiento del índice integral de calidad de la gestión de almacenes por dimensiones y variables, se identificaron las principales causas que entorpecían el servicio y se propusieron alternativas de solución. Como complemento a los análisis se utilizaron los diagramas de Pareto y causa-efecto(AU)

"Never give up. Fight for what you believe in": Perceptions of how Latina/o adolescents can make a difference.

OBJECTIVE: Latina/o adolescents have been described as less likely to participate in volunteer and civic activities relative to other youth. The present study elicited Latina/o youths' own views of how they can make a difference in their communities. METHOD: Latina/o high school students (N = 686; one third males; Mage = 16.3, SD = 1.2) responded in writing to the open-ended question, "How do you think that Latina and Latino young people can make a difference in our communities?" Data were analyzed using thematic analysis. RESULTS: Four categories (community, education, advocacy, and culture) emerged from the data, with 2 to 7 themes within each category, reflecting diverse and robust pathways by which Latina/o youth believe they can make a difference. We explore these results with respect to types of civic engagement, sociopolitical development, and manifestations of the components of critical consciousness: critical reflection, critical agency, and critical action. CONCLUSIONS: Assessment of Latina/o youth civic engagement should be expanded to better reflect Latina/o youth agency, contributions, and assets. In particular, educational persistence and cultural pride may be seen as forms of resistance reflective of sociopolitical civic engagement (Checkoway & Aldana, 2013). Responses manifest components of the developmental asset of critical consciousness. Schools and communities should recognize, affirm, and support the pathways by which Latina/o youth contribute and build their efficacy for such engagement. (PsycINFO Database Record (c) 2019 APA, all rights reserved).