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Clin Child Fam Psychol Rev ; 27(2): 300-316, 2024 Jun.
Artigo em Inglês | MEDLINE | ID: mdl-38761324


Mandated participation in parent education programs is a common practice across the United States for families who are undergoing divorce or who are involved in the child welfare or juvenile justice systems. Mandates to participate in parenting programs create substantial challenges for families, service providers, and service systems. Furthermore, the type and quality of the parenting services accessed vary widely, and their impacts need to be better understood. To address this need, an overview of the current state of the empirical literature on the impacts and outcomes of mandated parenting interventions for divorce and in child welfare and juvenile justice settings is provided, and suggestions to the field are offered to refine research related to mandated parenting programs. Given the challenges that mandated parenting programs pose, an alternative approach that views parenting through a public health lens is highlighted to build on the growing body of research on the impacts of population-wide applications of parenting support programs, and as a possible way to decrease the number of parents who are required to attend parenting programs. Opportunities to advance universal parenting support within a range of community settings, including primary care, early childhood education, and community mental health systems are offered. Gaps in knowledge regarding mechanisms of action of universal supports and impacts on the number of parents mandated to treatment are highlighted, and future directions for research in this area are suggested.

Poder Familiar , Pais , Humanos , Pais/educação , Criança , Programas Obrigatórios , Divórcio , Delinquência Juvenil/prevenção & controle , Educação não Profissionalizante , Estados Unidos , Proteção da Criança
Rev. Pesqui. (Univ. Fed. Estado Rio J., Online) ; 16: e13085, jan.-dez. 2024. ilus, tab
Artigo em Inglês, Português | LILACS, BDENF - Enfermagem | ID: biblio-1552738


Objetivo: identificar a qualidade e confiabilidade das informações sobre a pressão arterial invasiva abordadas em vídeos do YouTube. Método: pesquisa descritiva e exploratória com vídeos do YouTube sobre pressão arterial invasiva, identificados em busca única no dia 23 de fevereiro de 2023. Os vídeos foram organizados em uma lista de reprodução e submetidos à análise utilizando a ferramenta Discern Questionnaire para a qualidade educacional do vídeo e a Journal of American Medical Association Benchmarks para a confiabilidade e qualidade da informação e realizada análise estatística descritiva simples. Resultados: elencou-se 62 vídeos publicados há dois anos, dos quais 93,55% apresentaram qualidade educacional dos vídeos ruim, 6,45% moderada, demonstrando 70,97% baixa confiabilidade das informações e 32,25% citaram informações incompatíveis com a ciência. Conclusão: os vídeos encontrados na plataforma do YouTube apresentaram lacunas relacionados ao conteúdo de pressão arterial invasiva demonstrando não ser uma fonte confiável de respaldo para aprendizado do enfermeiro.

Objective: to identify the quality and reliability of information on invasive blood pressure covered in YouTube videos. Method: descriptive and exploratory research with YouTube videos on invasive blood pressure, identified in a single search on February 23, 2023. The videos were organized into a playlist and subjected to analysis using the Discern Questionnaire tool for the educational quality of the video and the Journal of American Medical Association Benchmarks for reliability and quality of information and performed simple descriptive statistical analysis. Results: 62 videos published two years ago were listed, of which 93.55% presented poor educational quality, 6.45% moderate, 70.97% demonstrated low reliability of information and 32.25% cited information incompatible with science. Conclusion: The videos found on the You Tube platform presented gaps related to the content of invasive blood pressure, demonstrating that it is not a reliable source of support for nurses' learning.

Objetivos:identificar la calidad y confiabilidad de la información sobre presión arterial invasiva cubierta en videos de YouTube. Método: investigación descriptiva y exploratoria con videos de YouTube sobre presión arterial invasiva, identificados en una única búsqueda el 23 de febrero de 2023. Los videos fueron organizados en una lista de reproducción y sometidos a análisis mediante la herramienta Discernir Cuestionario para la calidad educativa del video y la Journal of American Medical Association Se tomaron puntos de referencia para la confiabilidad y calidad de la información y se realizó un análisis estadístico descriptivo simple. Resultados: Se enumeraron 62 videos publicados hace dos años, de los cuales el 93,55% presentó mala calidad educativa, el 6,45% moderada, el 70,97% demostró baja confiabilidad de la información y el 32,25% citó información incompatible con la ciencia. Conclusión: Los videos encontrados en la plataforma You Tube presentaron lagunas relacionadas al contenido de presión arterial invasiva, demostrando que no es una fuente confiable de apoyo para el aprendizaje de los enfermeros.

Humanos , Masculino , Feminino , Rede Social , Educação não Profissionalizante
J Midwifery Womens Health ; 68(4): 517-522, 2023.
Artigo em Inglês | MEDLINE | ID: mdl-37026569


Pregnant people who are recent immigrants often face barriers navigating the health care system and establishing a support network to sustain them through pregnancy and new parenthood. The Cultivando una Nueva Alianza (CUNA) program from the Children's Home Society of New Jersey was created to address these obstacles. For over 20 years, CUNA has collaborated with local midwives to develop a program for newly immigrated, Spanish-speaking Latinx pregnant people. The curriculum, facilitated by trained members of the community, provides education around pregnancy, birth, and early parenting and connects participants with prenatal care and community resources while cultivating a social support network. The program's success is seen in improved clinical outcomes, ongoing involvement by graduates, and strong continued support from community stakeholders. The CUNA program has been replicated in nearby communities and offers a blueprint for a low-tech intervention to improve the health and wellness of this population.

Atenção à Saúde , Emigrantes e Imigrantes , Hispânico ou Latino , Cuidado Pré-Natal , Apoio Social , Criança , Feminino , Humanos , Gravidez , Atenção à Saúde/etnologia , Atenção à Saúde/métodos , Tocologia , Cuidado Pré-Natal/métodos , Educação em Saúde , Processos Grupais , Emigrantes e Imigrantes/educação , Fatores de Tempo , Acessibilidade aos Serviços de Saúde , Estados Unidos , New Jersey , Educação não Profissionalizante , Poder Familiar/etnologia , Assistência à Saúde Culturalmente Competente/etnologia
Acad Pediatr ; 23(5): 963-970, 2023 07.
Artigo em Inglês | MEDLINE | ID: mdl-36972784


OBJECTIVE: This project aimed to prevent obesity in high-risk infants using community health workers.ßto provide mothers with culturally appropriate nutrition and health education. METHODS: This randomized controlled trial enrolled mothers prenatally and infants at birth. Mothers were Spanish-speaking WIC participants with obesity. Trained, Spanish-fluent, community health workers visited homes of intervention mothers to encourage breastfeeding, and promote delayed introduction of solid foods, adequate sleep, limited screen time, and active play. A blinded research assistant collected data at the home. Outcomes were weight-for-length and BMI-z scores, obesity at age 3.ßyears and percent time obese during follow-up. Data were analyzed using multiple variable regression. RESULTS: Of 177 children enrolled at birth, 108 were followed to age 30...36.ßmonths. At the final visit, 24% of children were obese. Obese status at age 3.ßdid not differ between intervention and control (P.ß=.ß.32). Using BMI-z at the final visit, we observed a significant interaction between education and breastfeeding (P.ß=.ß.01). Time spent while obese from birth until age 30...36.ßmonths, by multiple variable analysis, did not show significant differences between intervention and control, but breastfed children experienced significantly less time obese than formula fed (P.ß=.ß.03). Formula-fed children in the control group, spent 29.8% of time obese, while breastfed infants in the intervention group spent 11.9% of time obese. CONCLUSIONS: The educational intervention did not prevent obesity at age 3.ßyears. However, time spent obese from birth to age 3.ßyears was best in breastfed children living in homes regularly visited by community health workers.

Obesidade , Obesidade Infantil , Lactente , Recém-Nascido , Feminino , Humanos , Criança , Pré-Escolar , Adulto , Obesidade/prevenção & controle , Aleitamento Materno , Mães , Fatores de Tempo , Educação não Profissionalizante , Poder Familiar , Obesidade Infantil/prevenção & controle
Womens Health (Lond) ; 19: 17455057221150098, 2023.
Artigo em Inglês | MEDLINE | ID: mdl-36692031


BACKGROUND: Over the past 50 years, the content and structure of antenatal education classes have varied to reflect social norms of the time, the setting and context in which they have been held and who has facilitated them. In recent times, antenatal and parenting education classes have become a smorgasbord of information, offering a range of diverse content. Where and how parents-to-be may access formal antenatal and parenting education classes are also varied. Even before the lockdown challenges of the Covid-19 pandemic, many antenatal and parenting education classes had become available and accessible online. While the flexibility and accessibility of this option are apparent, scant research to date has reported on parents' experiences of undertaking online antenatal education. OBJECTIVES: The objectives of this study were to explore new parents' experiences of engaging in online antenatal education, and to discover how consumers of online antenatal education perceive it should be designed and delivered. DESIGN/METHODS: A mixed-methods design was used for this study, which was conducted with 294 past enrolees in a range of online antenatal and early parenting education programmes delivered by one private provider in Australia. The past enrolees were invited to participate in the study by email, wherein a link to an online information sheet and survey containing closed- and open-ended questions was provided. The responses to the open-ended questions that are reported in this article were analysed using a thematic approach that involved coding, sub-categorizing and then categorizing the data. RESULTS: A total of 108 participants provided qualitative data about the delivery and design of online antenatal education and information. The data were captured in three themes: video control and content, accessibility and pre-/intra-programme support. CONCLUSIONS: The results of this study provide important insights for the development of online antenatal education programmes and courses that will be of interest to antenatal educators, maternity services and maternity care policy developers. Specifically, millennial parents want trustworthy and accurate antenatal education that is delivered in a framework that aligns with and builds on adult-learning principles. The diversity of families and of expectant parents' learning styles is also important to recognize in antenatal education curricula.

COVID-19 , Serviços de Saúde Materna , Adulto , Feminino , Humanos , Gravidez , Estudos Retrospectivos , Poder Familiar , Pandemias , Controle de Doenças Transmissíveis , Pais , Educação não Profissionalizante
Psicol. educ. (Madr.) ; 29(1): 45-53, Ene. 2023. tab
Artigo em Inglês | IBECS | ID: ibc-215010


A description is made of the quality of Spanish family support programmes, based on their impact, dissemination, scaling up in communities, and sustainability; 57 implemented programmes with informed evidence were selected by EurofamNet. Most of the programmes were shown to make a positive impact, using quantitative methodologies, and they were manualized, while about half of them defined the core contents and included professional training. From a cluster analysis of programmes with scaling up, those with a high and moderate level of systematization were identified, based on the existence of defined core contents, implementation conditions, institutional support, professional training, and reports of findings. The highly systematized programmes were characterized by a greater use of mixed methodologies, their scientific dissemination through different means, and their inclusion in services. A programme quality analysis is proposed, taking an integrated approach that relates the programme’s impact with its design, implementation, and evaluation of sustainability.(AU)

En este trabajo se presenta una descripción de la calidad de los programas españoles de apoyo a las familias, basándose en su impacto, difusión, diseminación institucional y sostenibilidad. En el marco de EurofamNet se seleccionaron 57 programas implementados con evidencia fundamentada. La mayoría de los programas mostraron un impacto positivo utilizando metodologías cuantitativas y estaban manualizados, mientras que cerca de la mitad de ellos definían los contenidos clave e incluían la formación de los profesionales. A partir de un análisis de conglomerados se identificaron los que tenían un nivel de sistematización alto y moderado, definidos los contenidos clave y las condiciones de implementación, apoyo institucional, formación profesional e informes de resultados. Los programas con alto nivel de sistematización se caracterizaron por un mayor uso de metodologías mixtas, su difusión científica a través de diferentes medios y su inclusión en las instituciones. Se propone un análisis de la calidad de los programas, con un enfoque integrado que relacione el impacto del programa con su diseño, implementación y la evaluación de la sostenibilidad.(AU)

Humanos , Masculino , Feminino , Poder Familiar , Educação não Profissionalizante , Família , Educação , Avaliação de Programas e Projetos de Saúde , Espanha , Psicologia Educacional
Health Educ Behav ; 50(1): 144-152, 2023 Feb.
Artigo em Inglês | MEDLINE | ID: mdl-34605715


Prevention-focused parenting education programs (P-FPEPs) provide knowledge and support to parents to strengthen parent-child relationships, enhance parental and family well-being, and promote healthy child development. The positive impact of such programs on child health and development is well documented. Yet, how P-FPEPs influence parents remains unclear. The objective of this study was to explore parental perceptions of changes associated with participation in a P-FPEP. We analyzed data using interpretive description with qualitative responses from 459 parents who participated in nine different P-FPEPs in a large Canadian city. Participation in a P-FPEP changed parents' relationships with themselves, their children, their partners, and their community. Participants' relationship with themselves as parents changed as they recognized the value of self-care without guilt, gained knowledge of typical child development, and developed greater confidence in their parenting. Positive changes in participants' relationships with their children were facilitated by better understanding the perspective of the child, improving communication, feeling more connected to their child, and changing parenting behavior. For many participants, the relationship with their partner improved when they learned about different parenting styles and began communicating more openly. Participants' relationships with the larger community were strengthened as they experienced a sense of normalization of their parenting experiences, developed connections with other parents, and learned about community resources. Independent of any specific program curriculum or structure, change associated with P-FPEPs focused on how a shift in understanding and attitudes changed relationships and consequently changed parenting behavior.

Poder Familiar , Pais , Humanos , Canadá , Pais/educação , Relações Pais-Filho , Educação não Profissionalizante
J Psychosoc Oncol ; 41(1): 104-122, 2023.
Artigo em Inglês | MEDLINE | ID: mdl-35587607


OBJECTIVE: To test the short-term impact of Conexiones, a culturally adapted cancer parenting education program for diagnosed child-rearing Hispanic mothers. DESIGN: Single group, pre-post-test design. SAMPLE: 18 U.S. Hispanic mothers diagnosed within 2 years with early-stage cancer (0-III) raising a child (5-17 years). METHODS: Participants completed consent, baseline measures, and five telephone-delivered Conexiones sessions at 2-week intervals from trained patient educators in English or Spanish. Outcomes were assessed at baseline and at 3 months. RESULTS: Maternal depressed mood, parenting self-efficacy, and parenting quality significantly improved. Children's anxious/depressed mood tended to significantly improve. Outcomes did not co-vary with mothers' level of acculturation. CONCLUSIONS: Conexiones appears to positively improve Hispanic mothers' distress and parenting competencies; efficacy testing is warranted within a larger randomized control trial. IMPLICATIONS FOR PSYCHOSOCIAL PROVIDERS: A brief, culturally adapted cancer parenting education program has potential to enhance Hispanic mothers' and children's behavioral-emotional adjustment to a mother's cancer.

Mães , Neoplasias , Feminino , Humanos , Mães/psicologia , Poder Familiar/psicologia , Estudos de Viabilidade , Hispânico ou Latino , Neoplasias/terapia , Educação não Profissionalizante , Telefone
Psicol. ciênc. prof ; 43: e252743, 2023.
Artigo em Português | LILACS, Index Psicologia - Periódicos | ID: biblio-1448951


O objetivo desta pesquisa é identificar e compreender fenomenologicamente, por meio de relato de Psicólogos de Esporte (PE) e de Coaches, em sua vivência prática, como ocorrem os processos reflexivos em sua atuação, conforme apreendidos a partir de relatos de experiências. O método de investigação escolhido foi a fenomenologia, pois oferece os recursos necessários para tal mergulho junto à experiência reflexiva. A amostra intencional foi delineada por PE e Coaches (profissionais de Educação Física que recorrem ao Coaching) em atividade em esportes de alto rendimento, que tenham atuado ou estejam atuando em modalidades esportivas coletivas e/ou individuais. Realizaram-se nove entrevistas (cinco com PE, quatro com Coaches). O acesso ao objeto desse estudo se deu por meio de entrevistas em profundidade e semiestruturadas, orientadas pela escuta suspensiva. As questões disparadoras foram formuladas com base no Procedimento Estruturado de Reflexão adaptado. Para análise das entrevistas, realizou-se uma síntese de cada relato, seguindo-se de cruzamento intencional. Como resultados, percebeu-se que PE e Coaches trazem algumas similaridades no que se refere aos modos de refletir sobre sua prática. No entanto, as experiências que eles fazem desses processos reflexivos é que podem tomar rumos distintos. Os(as) PE amparam-se na regulamentação da profissão e resguardam-se em seus apontamentos, trazendo suas experiências e reflexões sobre os processos vividos. Os(as) Coaches trazem em suas explanações um trabalho coerente, organizado e compatível com o método do Coaching. Problematizar os processos reflexivos desses profissionais permite diferenciar qualitativa e eticamente suas atuações, possibilitando o fomento multiprofissional no esporte.(AU)

The aim of this study consists in phenomenologically identifying and understanding, by the report of Sport Psychologists (SP) and coaches, in their practical experience, how would be the reflexive processes that take place in their performance, as learned from reports of their experiences. The research method chosen was phenomenology, since it offers the necessary resources for such a dive along with the reflective experience. The intentional sample was outlined by SP and coaches (Physical Education professionals who use coaching) active in high performance sports, who have or are working in collective and/or individual sports. Nine interviews were conducted (five with SP, four with coaches). Access to the object of this study took place by in-depth and semi-structured interviews, guided by suspensive listening. The triggering questions were formulated based on the adapted Structured Reflection Procedure. For the analysis of the interviews, a synthesis of each report was carried out, followed by the intentional crossing. As results, it was noticed that SP and coaches bring some similarities regarding the ways of reflecting on their practice. However, their experiences of these reflective processes are that they can take different directions. The SP are based on the regulation of the profession and guard themselves in their notes, bringing their experiences and reflections on the processes experienced. Coaches bring in their explanations a coherent, organized, and compatible work with the coaching method. Problematizing the reflective processes of these professionals allows to differentiate their actuation qualitatively and ethically, making the multiprofessional phenomenon in sport possible.(AU)

El objetivo de este estudio consiste en identificar y comprender fenomenológicamente, a partir de la experiencia práctica de psicólogos del deporte (PD) y coaches, cómo serían los procesos reflexivos que se llevan a cabo en su rendimiento, tal y como se desprende de los informes de experiencias. El método de investigación elegido fue la fenomenología, ya que ofrece los recursos necesarios junto con la experiencia. La muestra intencional fue delineada por PD y coaches (profesionales de la educación física que utilizan el coaching) activos en deportes de alto rendimiento, que tienen o están trabajando en deportes colectivos e/o individuales. Se realizaron nueve entrevistas (cinco con PD, cuatro con coaches). El acceso al objeto de este estudio fue entrevistas en profundidad y semiestructuradas, guiadas por escuchas suspensivas. Las preguntas se formularon desde el procedimiento de reflexión estructurado adaptado. Para el análisis de las entrevistas, se hizo una síntesis de cada informe, seguida del cruce intencional. Como resultados, se notó que los PD y coaches tienen algunas similitudes con respecto a las formas de reflexionar sobre su práctica. Sin embargo, las experiencias que hacen de estos procesos pueden tomar diferentes direcciones. Los(las) PD se basan en la regulación de la profesión y se protegen en sus notas, aportando sus experiencias y reflexiones sobre los procesos vividos. Los(las) coaches plantean en sus explicaciones un trabajo coherente, organizado y compatible con el método de Coaching. Problematizar los procesos reflexivos de estos profesionales permite diferenciar sus acciones de manera cualitativa y ética, además de posibilitar la promoción multiprofesional en el deporte.(AU)

Humanos , Masculino , Feminino , Conhecimentos, Atitudes e Prática em Saúde , Psicologia do Esporte , Tutoria , Ansiedade , Avaliação de Processos e Resultados em Cuidados de Saúde , Satisfação Pessoal , Aptidão , Educação Física e Treinamento , Resistência Física , Disciplinas das Ciências Naturais , Jogos e Brinquedos , Competência Profissional , Psicologia , Desempenho Psicomotor , Qualidade da Assistência à Saúde , Qualidade de Vida , Recreação , Reabilitação , Corrida , Atenção , Ciência , Sono , Futebol , Controle Social Formal , Identificação Social , Justiça Social , Medicina Esportiva , Estresse Psicológico , Natação , Ensino , Terapêutica , Atletismo , Orientação Vocacional , Ferimentos e Lesões , Yoga , Ciências do Comportamento , Exercícios Respiratórios , Saúde , Saúde Mental , Aptidão Física , Inquéritos e Questionários , Reprodutibilidade dos Testes , Saúde Ocupacional , Caminhada , Autonomia Profissional , Guias como Assunto , Entrevista , Congressos como Assunto , Meditação , Vida , Disciplinas e Atividades Comportamentais , Senso de Humor e Humor , Academias de Ginástica , Gerenciamento da Prática Profissional , Síndromes da Dor Regional Complexa , Credenciamento , Intervenção em Crise , Terapias Mente-Corpo , Técnicas de Exercício e de Movimento , Melhoramento Biomédico , Depressão , Dieta , Dietética , Educação não Profissionalizante , Avaliação de Desempenho Profissional , Emprego , Ética Profissional , Fiscalização Sanitária , Capacitação Profissional , Desempenho Atlético , Treinamento Resistido , Resiliência Psicológica , Fenômenos Fisiológicos Musculoesqueléticos e Neurais , Comportamento Alimentar , Atletas , Fortalecimento Institucional , Ciências da Nutrição e do Esporte , Volta ao Esporte , Desempenho Profissional , Profissionalismo , Aptidão Cardiorrespiratória , Sucesso Acadêmico , Esportes Aquáticos , Engajamento no Trabalho , Psicologia Cognitiva , Ciência e Desenvolvimento , Treino Cognitivo , Bem-Estar Psicológico , Condições de Trabalho , Ginástica , Ocupações em Saúde , Promoção da Saúde , Anatomia , Descrição de Cargo , Jurisprudência , Liderança , Aprendizagem , Estilo de Vida , Memória , Métodos , Motivação , Atividade Motora , Destreza Motora , Movimento , Relaxamento Muscular , Músculos , Obesidade
Psicol. ciênc. prof ; 43: e248273, 2023. tab
Artigo em Inglês | LILACS, Index Psicologia - Periódicos | ID: biblio-1431123


The Component Model of Parenting (CMP), from an evolutionary perspective, proposes a phylogenetically evolved repertoire of six systems (body contact, body stimulation, face-to-face exchange, object stimulation, and primary care) and two parenting styles (distal and proximal) by combining some of these systems. We developed the Inventory of Parenting Systems and Styles (ISEP) and applied it to hospitals and schools to analyze its psychometric properties. The parenting measure analysis we propose evolved 70 primary caregivers of young children with a mean age of 22.44 months. ISEP consists of 26 daily situations and assesses the most common parenting practices caregivers adopted in each one of them. Besides, we created a Coding Guide to Parenting Practice. It enabled us to classify each response according to the CMP systems. We found a variance of 84.67% and 95.55% in codification agreement between expert judges and a significant intraclass correlation coefficient for all parenting systems, which discloses validity evidence on the response process of the inventory. Our analyses indicated the occurrence of all parental systems, with a prevalence of narrative envelope and body stimulation. Cluster analysis revealed two clusters, one formed by proximal style and another by distal style, in accordance with the interactions of the system, representing a validity of evidence based on the internal structure of the instrument. ISEP provides reasonable measures for research and professional practice in Psychology. Further research with more extensive and diverse samples is necessary to refine the instrument and, especially its guide.(AU)

O Modelo de Componentes da Parentalidade (MCP) da perspectiva evolucionista propõe seis sistemas - contato corporal, estimulação corporal, contato face a face, estimulação por objeto, envelope narrativo e cuidado primário - universais e filogeneticamente evoluídos, e dois estilos parentais - distal e proximal - oriundos da combinação de alguns desses sistemas. Para analisar propriedades psicométricas de uma medida de parentalidade, o Inventário de Sistemas e Estilos Parentais (ISEP) foi aplicado em contexto escolar e hospitalar, em 70 cuidadores primários de crianças com idade média de 24,44 meses. O ISEP, construído para este estudo, apresenta 26 situações cotidianas e solicita que cuidadores indiquem a prática parental mais comumente adotada em cada uma delas, e cada resposta foi classificada em um dos sistemas do MCP por um Guia de Codificação de Práticas Parentais. A concordância entre juízes com a codificação variou entre 84,67% e 95,55%, e os coeficientes de correlação intraclasse foram significativos para todos os sistemas de parentalidade, representando uma evidência de validade por processo de resposta do inventário. As análises indicaram a ocorrência de todos os sistemas parentais, com predominância de envelope narrativo e estimulação corporal. Uma análise de cluster formou dois conglomerados, um derivando o estilo proximal e outro o estilo distal, de acordo com a interação entre os sistemas, constituindo uma evidência de validade baseada na estrutura interna do instrumento. O ISEP mostrou ser uma medida promissora para a pesquisa e a prática profissional em Psicologia. Outras pesquisas com amostras mais amplas e diversificadas são necessárias para refinamento do instrumento e do guia.(AU)

El Modelo Componencial del Parentaje (MCP), desde una perspectiva evolutiva, propone seis sistemas (contacto corporal, estimulación corporal, contacto cara a cara, estimulación con objetos, envoltura narrativa y atención primaria), universales y filogenéticamente evolucionados, así como dos estilos parentales (distal y proximal) que se originan combinando algunos de ellos. Para analizar las propiedades psicométricas de una medida parental, se aplicó el Inventario de Estilos y Sistemas de Crianza (ISEP), en el contexto escolar y hospitalario, a 70 cuidadores primarios de niños con una edad media de 24,44 meses. El ISEP fue construido para el presente estudio, presenta 26 situaciones cotidianas y crianza los cuidadores deben indicar la práctica parental más común adoptada en cada una de ellas. Una Guía de Codificación de Prácticas Parentales permite clasificar cada respuesta en uno de los sistemas del MCP. La concordancia entre los jueces con la codificación varió entre 84,67% y 95,55% y los coeficientes de inter-correlación en todos los sistemas parentales fueron significativos, evidenciando su validez por el proceso de respuesta al inventario. Los análisis indicaron la ocurrencia de todos los sistemas parentales, con predominio de envoltura narrativa y estimulación corporal. Un análisis de clusters formó dos conglomerados, derivando el estilo proximal y el estilo distal, según la interacción entre los sistemas, constituyendo evidencia de validez basada en la estructura interna del instrumento. El ISEP demostró ser una medida valida y fiable para la investigación y la práctica profesional en Psicología. Se necesita más investigación con muestras más grandes y diversificadas para perfeccionar el instrumento.(AU)

Humanos , Masculino , Feminino , Lactente , Pré-Escolar , Psicometria , Criança , Poder Familiar , Relações Pais-Filho , Percepção , Personalidade , Desenvolvimento da Personalidade , Aptidão , Jogos e Brinquedos , Fenômenos Psicológicos , Psicologia , Descanso , Transtorno do Deficit de Atenção com Hiperatividade , Mudança Social , Meio Social , Ciências Sociais , Sociologia , Comportamento , Comportamento e Mecanismos Comportamentais , Terapia Comportamental , Ciências do Comportamento , Behaviorismo , Custódia da Criança , Adaptação Psicológica , Atitude , Caráter , Cuidado da Criança , Desenvolvimento Infantil , Orientação Infantil , Linguagem Infantil , Educação Infantil , Proteção da Criança , Higiene , Saúde da Criança , Competência Mental , Cuidadores , Entrevista , Comunicação , Corpo Humano , Assistência Integral à Saúde , Vida , Manifestações Neurocomportamentais , Disciplinas e Atividades Comportamentais , Choro , Cultura , Início da Vida Humana , Crescimento e Desenvolvimento , Educação não Profissionalizante , Emoções , Acolhimento , Estudos Populacionais em Saúde Pública , Estudos de Avaliação como Assunto , Face , Expressão Facial , Nutrição da Criança , Relações Familiares , Fantasia , Dieta Saudável , Sobrevivência , Análise de Dados , Funcionamento Psicossocial , Representação Social , Esforço de Escuta , Desenvolvimento Humano , Imaginação , Renda , Individualidade , Inteligência , Aprendizagem , Atividades de Lazer , Acontecimentos que Mudam a Vida , Memória , Atividade Motora
Comput Math Methods Med ; 2022: 7746374, 2022.
Artigo em Inglês | MEDLINE | ID: mdl-35720038


Autism, also known as pervasive developmental disorder or autism spectrum disorder, is a group of clinical syndromes of developmental delay or impairment. Social impairment, verbal communication impairment, and behavioral impairment are the three conditions for the diagnosis of autism spectrum disorder, according to the American Psychiatric Association's Diagnostic and Statistical Manual. According to relevant statistics, about 1 in 100 children is now diagnosed with autism, and their rehabilitation treatment is also valued by people from all walks of life. In the rehabilitation training of autistic children, it is found that the rehabilitation training of autistic children should pay attention to the role of parents and family environment. It is crucial that parents receive systematic training and act as partners in the development of the intervention plan. Research shows that a specific structured education and skills training program for parents of children with autism can be beneficial in improving behavioral problems, functional communication, and symptoms of autism in children with autism. To this end, this paper has completed the following work: Secondly, a portion of the systematic training of CA parents is discussed, followed by an explanation of the structure and principles of BPNN. Finally, the BPNN is utilized to create a model for assessing the impact of systematic parent instruction on CA. The experimental findings suggest that the proposed BPNN outperforms the competition.

Transtorno Autístico , Educação não Profissionalizante , Pais , Inteligência Artificial , Transtorno Autístico/terapia , Criança , Educação não Profissionalizante/métodos , Humanos , Pais/educação , Avaliação de Programas e Projetos de Saúde , Estados Unidos
Rev. psicopatol. salud ment. niño adolesc ; (39): 63-78, Abr. 2022. tab, ilus, graf
Artigo em Espanhol | IBECS | ID: ibc-220241


El presenteestudio explora la relación entre prácticas educativas parentales y/o estilos educativos parentales sobre conductasinternalizantes y externalizantes. Se evaluaron las prácticas educativas parentales en una muestra constituida por 43niños y adolescentes de 7-14 años, los estilos educativos parentales y la psicopatología mediante el APQ y el CBCL, res-pectivamente. Los resultados sugieren que menor implicación parental, elevada inconsistencia en la disciplina y uso decastigo corporal se relacionan con conductas externalizantes. Asimismo, los estilos educativos autoritarios, permisivosy/o negligentes se relacionan con conductas internalizantes y externalizantes. En conclusión, se manifiesta la relevan-cia de promocionar prácticas educativas parentales adaptativas, contribuyendo en la implementación de programasespecíficos basados en la evidencia para progenitores.(AU)

Thepresent study explores the relationship between parental educational practices and/or parental educational styles oninternalizing and externalising behaviours. Parental educational practices, parental educational styles, and psycho-pathology were assessed in a sample consisted of 43 children and adolescents aged between 7-14 years using theAPQ and the CBCL, respectively. The results suggest that less parental involvement, high inconsistency in discipline,and use of corporal punishment are related to externalising behaviours. Likewise, authoritarian, permissive, and/ornegligent educational styles are related to internalising and externalising behaviours. In conclusion, the relevance ofpromoting adaptive parental educational practices, contributing to the implementation of specific evidence-basedprogrammes for parents, is evident.(AU)

Aquest estudi explora la relació entre pràctiques educatives parentals i/o estils educatius parentals sobre conduc-tes internalitzants i externalitzants. Es van avaluar les pràctiques educatives parentals, els estils educatius parentalsi la psicopatologia en una mostra constituïda per 43 nens i adolescents de 7 a 14 anys mitjançant l’APQ i el CBCL,respectivament. Els resultats suggereixen que menor implicació parental, elevada inconsistència a la disciplina i úsde càstig corporal es relacionen amb conductes externalitzants. Així mateix, els estils educatius autoritaris, permis-sius i/o negligents es relacionen amb conductes internalitzants i externalitzants. En conclusió, es manifesta la relle-vància de promocionar pràctiques educatives parentals adaptatives, contribuint a la implementació de programesespecífics basats en l’evidència per a progenitors.(AU)

Humanos , Masculino , Feminino , Criança , Adolescente , Desenvolvimento Infantil , Família , Relações Pai-Filho , Psicologia , Educação não Profissionalizante , Saúde Mental , Saúde da Criança , Saúde do Adolescente
Rev. psicol. deport ; 31(1): 67-78, mar. 2022. ilus, tab, graf
Artigo em Inglês | IBECS | ID: ibc-206017


The delinquency problem is increasing significantly worldwide. Mainly, delinquency in adolescents is growing rapidly, causing several issues in societies. Similar to other countries, delinquency among adolescents in Indonesia is increasing. The current study attempted to examine the role of Islamic patience exercise in the failure of adolescents in Indonesia to address this problem. Furthermore, the part of parental education is also considered to explore this relationship. A survey is carried out among the Indonesian schools to collect primary data. Questionnaires were distributed among the teachers in Indonesian schools. It is found that; Islamic education has central importance in controlling delinquency in adolescents. Islamic education in schools can promote spiritual knowledge and social awareness. The promotion of spiritual knowledge and social understanding further led to decreased delinquency. Additionally, parental education has vital importance in reducing negligence. Parental education at the household level can decrease failure in adolescents. This study provided several implications for the management of schools, parents, and crime control authorities to reduce delinquency in adolescents by promoting Islamic education.(AU)

Humanos , Adolescente , Islamismo , Educação , Delinquência Juvenil , Relações Familiares , Indonésia , Educação não Profissionalizante
Psicothema (Oviedo) ; 34(3): 421-428, 2022. tab
Artigo em Inglês | IBECS | ID: ibc-207338


Background: The purpose of this study was to compare parents’ involvement in students’ homework during COVID-19 confinement and their involvement in normal circumstances. Method: 628 parents of elementary and high school students completed a questionnaire about their family and family involvement in their children’s homework. To address the objective, data were examined using mean differences and analysis of variance. Results: As predicted, the COVID-19 situation led to more time spent doing homework for students, as well as higher levels of conflict and stress within the family. In addition, parents reported having increased their homework management during confinement in terms of emotional and motivational support for their children compared to normal circumstances. Finally, the data showed more conflicts and family involvement in the families of children with special needs compared to families of children without special needs. Conclusions: The time spent in confinement posed many challenges to families’ routines and the data indicated a lack of resources available for families to manage their children’s tasks, as well as an increase in family stress and conflicts.(AU)

Antecedentes: El propósito de este estudio fue comparar la implicación de los padres en los deberes de los hijos durante el período de confinamiento por Covid-19 con la implicación en circunstancias normales. Método: 628 padres de alumnos de Primaria y Secundaria respondieron a cuestiones sobre características de la familia y su implicación en los deberes escolares de los hijos. Para abordar el objetivo, los datos se estudiaron mediante diferencias de medias y análisis de varianza. Resultados: La situación de confinamiento llevó a que los estudiantes dedicaran más tiempo a hacer los deberes, así como a niveles más altos de conflictos y estrés dentro de la familia. Además, los padres informaron haber aumentado su implicación en los deberes en cuanto a apoyo emocional y motivacional dedicado a sus hijos en comparación con las circunstancias normales. Finalmente, se obtuvieron datos que muestran mayor cantidad de conflictos y estrés en familias con niños con necesidades especiales. Conclusiones: El confinamiento planteó muchos desafíos para las rutinas de las familias, observándose una falta de recursos disponibles de las familias para implicarse adecuadamente en las tareas escolares de sus hijos, así como un aumento del estrés y los conflictos familiares.(AU)

Humanos , Masculino , Feminino , Poder Familiar , Educação não Profissionalizante , Quarentena , Betacoronavirus , Ensino Fundamental e Médio , Educação , Família
PLoS One ; 16(10): e0258528, 2021.
Artigo em Inglês | MEDLINE | ID: mdl-34637452


INTRODUCTION: Parenting programmes help to alleviate conduct problems in children, but ensuring that all parents feel supported to attend, complete and learn from these programmes has proven difficult. Parents can feel overwhelmed and struggle to change their parenting. This article aims to inform the future refinement of parenting programmes by examining parents' narratives of how programmes motivated them to change and enabled them to put changes into practice. METHOD AND RESULTS: Forty-two parents, most of whom had attended Incredible Years group sessions, were interviewed about their views and experiences of parenting programmes that focused on positive parenting practices. Analysis of interview transcripts drew on thematic approaches. Parents perceived that parenting programmes helped them to better understand their child and themselves and to let go of anxieties surrounding their child's behaviour. Better understanding included greater awareness of emotions and of behaviours their child could and could not control. Parents believed this awareness helped them to change the ways that they interacted with their child, which, in turn, helped them and their child to feel calmer. With greater understanding and calmness parents believed they became more able to see for themselves the changes that they could make in their parenting and everyday lives, and to feel more confident in putting these into practice. DISCUSSION: By supporting parents to reflect on their own and their child's situation, parents perceived that programmes enabled them to improve interactions with their children without getting stuck in self-blame or feeling overwhelmed. Parents of children whose behaviour remained challenging believed that programmes led to beneficial changes in the way they felt about their child's behaviours. Enhanced support for reflection by parents could potentially help more families to benefit from parenting programmes.

Educação não Profissionalizante , Relações Pais-Filho , Poder Familiar/psicologia , Pais/psicologia , Criança , Feminino , Humanos , Masculino , Comportamento Problema , Pesquisa Qualitativa , Inquéritos e Questionários
Child Abuse Negl ; 122: 105356, 2021 12.
Artigo em Inglês | MEDLINE | ID: mdl-34634523


BACKGROUND: Efforts to prevent child maltreatment and its recurrence in infancy and early childhood are critical to disrupting pathways to poor physical and mental health and interpersonal relationships across the life course. The Home Parenting Education and Support (HoPES) program is an intensive 8-week home-visiting intervention for families of infants and young children (0-4 years) receiving child protection services or welfare services. OBJECTIVE: The aims of this feasibility study were to: (a) explore parents' and clinicians' perceptions of the outcomes related to participation in HoPES, and (b) obtain preliminary data about potential intervention outcomes related to parent-child interactions, parent mental health, and parenting self-efficacy. PARTICIPANTS AND SETTING: HoPES was delivered to 30 families by a child and family health service. Seven mothers and eight HoPES clinicians also participated in qualitative interviews. METHODS: A mixed-methods evaluation was conducted incorporating qualitative interviews and self-report pre-post intervention data was conducted. RESULTS: Interviews with mothers identified perceived benefits for parent mental health and wellbeing, parenting, and relationships with children. This was further supported by clinician interviews and by the analysis of pre-post assessment data which revealed moderate to large decreases in maternal stress (d = 0.35) and increases in parental self-efficacy (0.76). CONCLUSIONS: The findings of this study have important implications for further development of HoPES, and the design of a rigorous evaluation in next stage of evaluation research.

Maus-Tratos Infantis , Poder Familiar , Criança , Maus-Tratos Infantis/prevenção & controle , Pré-Escolar , Educação não Profissionalizante/métodos , Estudos de Viabilidade , Feminino , Visita Domiciliar , Humanos , Lactente , Poder Familiar/psicologia
Estud. pesqui. psicol. (Impr.) ; 21(3): 1046-1063, set.-dez. 2021. tab
Artigo em Português | LILACS, Index Psicologia - Periódicos | ID: biblio-1359100


As habilidades sociais educativas parentais são estratégias que os pais utilizam para direcionar os comportamentos dos filhos diante de situações de interação social. O presente estudo trata-se de uma pesquisa exploratória descritiva que teve por objetivo avaliar as habilidades sociais educativas parentais de mães de adolescentes estudantes de uma escola pública, apontados como tendo problemas sociais de comportamento. Participaram do estudo 20 mães, selecionadas a partir de uma amostragem por conveniência que considerou a ocorrência de queixas pela escola sobre problemas de comportamento de seus filhos. Utilizou-se como instrumento de coleta de dados o Roteiro de Entrevista das Habilidades Sociais Educativas Parentais. Os resultados encontrados apresentaram uma frequência baixa de práticas parentais positivas, em detrimento a uma frequência mais alta de práticas parentais negativas desempenhadas pelas participantes dessa pesquisa. Dessa forma, pode-se concluir um déficit nas habilidades sociais educativas parentais das mães entrevistadas no presente estudo. Esse estudo sugere a necessidade de maior atenção sobre a elaboração e aplicação de programas de treinamentos de habilidades sociais educativas parentais para mães cuidadoras de adolescentes, visto que um possível melhoramento neste aspecto pode influenciar um aprimoramento das estratégias educativas parentais. (AU)

Parenting educational social skills are strategies that parents use to guide their children's behavior in situations of social interaction. This study is an exploratory descriptive research that aimed to assess the social skills related to the parenting practices of mothers of adolescent students from a public school identified as having social behavior problems. Twenty mothers participated in the study, selected from a convenience sampling that considered the occurrence of complaints by the school about their children's behavior problems. As a data collection instrument, the Parental Social Skills Interview Guide was used. The results found showed a low frequency of positive parenting practices to the detriment of a higher frequency of negative parenting practices performed by the participants in this research. Thus, it is possible to conclude a deficit in the parenting educational social skills of the mothers interviewed in the present study. This study suggests the need for greater attention on the design and implementation of training programs for parenting educational social skills for mothers who care for adolescents, since a possible improvement in this aspect may influence an improvement in parenting educational strategies. (AU)

Las habilidades sociales educativas parentales son estrategias que los padres usan para dirigir el comportamiento de sus hijos en situaciones de interacción social. Este estudio es una investigación exploratorio-descriptiva que tuvo como objetivo evaluar las habilidades sociales relacionadas con las prácticas de crianza de madres de estudiantes adolescentes de una escuela pública, apuntados con problemas de conducta social. Veinte madres participaron en el estudio, seleccionado de una muestra de conveniencia que consideró la aparición de quejas por parte de la escuela sobre los problemas de comportamiento de sus hijos. Como instrumento de recopilación de datos, se utilizó la Guía de entrevista de habilidades sociales de los padres. Los resultados encontrados mostraron una baja frecuencia de prácticas de crianza positivas en detrimento de una mayor frecuencia de prácticas de crianza negativas realizadas por los participantes en esta investigación. Por lo tanto, es posible concluir un déficit en las habilidades sociales educativas parentales de las madres entrevistadas en el presente estudio. Este estudio sugiere la necesidad de una mayor atención en el diseño e implementación de programas de capacitación en habilidades sociales educativas parentales para madres que cuidan a adolescentes, ya que una posible mejora en este aspecto puede influir en una mejora en las estrategias educativas para padres. (AU)

Educação não Profissionalizante , Habilidades Sociais , Adolescente , Comportamento Problema , Mães
Nutrients ; 13(8)2021 Aug 04.
Artigo em Inglês | MEDLINE | ID: mdl-34444854


How best to deliver healthy-eating education through social media among a low-income population remains understudied. To assess the impact of the Cooking Matters (CM) Facebook page on healthy eating behaviors among low-income caregivers, we conducted a pre-post survey of new CM Facebook followers in early 2020. A convenience sample was recruited at baseline from WICShopper app users and the CM Facebook page. The recruited sample included 397 low-income caregivers of a child younger than 6 who never followed CM Facebook. Among the baseline caregivers, 184 completed the follow-up survey. Paired t-test and McNemar-Bowker tests were conducted to compare the outcomes pre- and post-following CM Facebook. A binary indicator was developed to measure whether the outcomes were improved (1 = Improved; 0 = Not improved). Multi-variable logistic regressions were applied to examine the relationship between whether the outcome was improved with reference to the baseline socio-demographics. No significant differences were detected between pre and post outcomes overall (p > 0.05), except improvement in feeding healthy meals within the budget available (p < 0.05). However, improvement in select outcomes was more significant in men and single-parent households. The CM Facebook page could be an important platform to influence low-income caregivers of young children.

Cuidadores/psicologia , Culinária/métodos , Comportamento Alimentar/psicologia , Pobreza/psicologia , Mídias Sociais , Adulto , Cuidadores/educação , Pré-Escolar , Dieta Saudável/métodos , Dieta Saudável/psicologia , Educação não Profissionalizante , Características da Família , Feminino , Comportamentos Relacionados com a Saúde , Educação em Saúde/métodos , Humanos , Modelos Logísticos , Masculino , Projetos Piloto , Estados Unidos
Clin Nutr ; 40(9): 5106-5113, 2021 09.
Artigo em Inglês | MEDLINE | ID: mdl-34461584


BACKGROUND & AIMS: Child growth impairments are rampant in sub-Saharan Africa. To combat this important health problem, long-term follow-up studies are needed to examine possible benefits and sustainability of various interventions designed to correct inadequate child growth. Our aim was to perform a follow-up study of children aged 60-72 months whose mothers participated in a two-armed cluster-randomized education intervention trial lasting 6 months in rural Uganda when their children were 6-8 months old with data collection at 20-24 and at 36 months. The education focused on nutrition, hygiene, and child stimulation. METHODS: We measured growth using anthropometry converted to z-scores according to WHO guidelines. We also included assessments of body composition using bioimpedance. We used multilevel mixed effect linear regression models with maximum likelihood method, unstructured variance-covariance structure, and the cluster as a random effect component to compare data from the intervention (receiving the education and routine health care) with the control group (receiving only routine health care). RESULTS: Of the 511 children included in the original trial, data from 166/263 (63%) and 141/248 (57%) of the children in the intervention and control group, respectively, were available for the current follow-up study. We found no significant differences in any anthropometrical z-score between the two study groups at child age of 60-72 months, except that children in the intervention group had lower (P = 0.006) weight-for-height z-score than the controls. There were no significant differences in the trajectories of z-scores or height growth velocity (cm/year) from baseline (start of original trial) to child age of 60-72 months. Neither did we detect any significant difference between the intervention and control group regarding body composition (fat mass, fat free mass, and total body water) at child age 60-72 months. Separate gender analyses had no significant impact on any of the growth or body composition findings. CONCLUSION: In this long-term study of children participating in a randomized maternal education trial, we found no significant impact of the intervention on anthropometrical z-scores, height growth velocity or body composition. TRIAL REGISTRATION: Clinical Trials (clinical ID NCT02098031.

Trajetória do Peso do Corpo , Desenvolvimento Infantil , Educação não Profissionalizante/métodos , Educação em Saúde/métodos , Mães/educação , Antropometria , Composição Corporal , Criança , Pré-Escolar , Análise por Conglomerados , Impedância Elétrica , Feminino , Seguimentos , Humanos , Lactente , Modelos Lineares , Estudos Longitudinais , Masculino , Análise Multinível , Avaliação de Resultados em Cuidados de Saúde , Poder Familiar , População Rural/estatística & dados numéricos , Uganda