Child Care Health and Development最新文献

Background

The transition to complementary feeding directly affects child health. In this period, economic and cultural factors affect the transition to complementary feeding. The aim of this study was to investigate the transition behaviours of mothers with 6-month-old babies who were in the process of transition to complementary feeding.

Method

The cross-sectional study was conducted between February and April 2024. The study sample consisted of 721 mothers with 6-month-old babies. The data were obtained through snowball sampling method on the online platform. The study focused on mothers' demographic and Transition to Complementary Feeding Behaviors Scale (TCFBS) results. Data were obtained on an online platform. Difference, correlation and regression analyses were performed.

Results

The mean age of the mothers included in the study was 27.58 ± 3.87. The TCFBS total score of the mothers included in the study was 92.01 ± 15.18. There was a statistically significant difference between the education and income status of the mothers and the gender of the baby and TCFBS total score (p < 0.05). According to the regression analysis, it is possible to explain approximately 46.4% of the variable of transition behaviour to complementary feeding in dependent mothers with the gender of the baby and the educational status of the mother.

Conclusion

Complementary feeding transition behaviour of mothers in the process of transition to complementary feeding was found to be positive. It was found that the complementary feeding behaviour of the mothers was affected by the gender of the baby and education, and the transition to complementary feeding behaviours of mothers with female babies and university graduates were positive. It can be said that mothers need care and counselling from midwives and nurses in this period.

Background

Affiliated stigma refers to internalized stigma among family members of stigmatized individuals. Affiliate stigma experienced by parents of children with autism plays a vital role in both the child's rehabilitation and the parents' well-being, whereas the affiliate stigma and its possible predictors need to be further examined.

Aims

The study aims to describe the characteristics of affiliate stigma experienced by parents of children with autism in the early post-diagnosis period and to explore its predictors.

Methods

The study was conducted from September 2020 to March 2022 in Guangzhou, China. Participants included 116 parents of children newly diagnosed with autism who completed baseline self-report measures of affiliate stigma (Affiliate Stigma Scale [ASS]), coping style (Simplified Coping Style Questionnaire [SCSQ]) and social support (Social Support Rating Scale [SSRS]) at the initial diagnosis (T1) and 1-year follow-up (T2). Autism features were assessed by parents using the Autism Behavior Checklist at T1. Generalized estimating equations were used to identify the key predictors of affiliate stigma.

Results

Scores for parental affiliate stigma were 43.4 ± 13.7 at the initial diagnosis and 44.7 ± 15.9 one year later. Parents of children with siblings or co-occurring conditions experienced higher levels of affiliate stigma, and negative coping styles and lower levels of subjective support predicted higher affiliate stigma during the first year after autism diagnosis.

Conclusions

Parents experienced moderate and stable affiliate stigma during the first year after their children's autism diagnosis, especially those with children who have siblings or co-occurring conditions and thus need additional support. Interventions should be focused on reducing negative coping and providing more subjective social support.

Background

This study drew on social ecosystem theory, the comprehensive model of family socialization and the multiple-attachment theory to explore three key aspects: the association between family functioning and depressive symptoms in primary school children, the mediating role of friendship quality and the moderating role of teacher–student relationship in these associations.

Methods

A total of 1024 students in Grades 4 through 6 from five schools in Hunan Province were surveyed using the Short Form of the Center for Epidemiological Studies Depression Scale, the Family Caring Index Questionnaire, the Friendship Quality Questionnaire (FQQ) and teacher–student relationship Subscale of the ‘My Class’ questionnaire.

Results

(1) Depressive symptoms were significantly negatively correlated with family functioning, friendship quality, and teacher–student relationship. (2) Family functioning was significantly associated with depressive symptoms in primary school children. (3) Friendship quality mediated the relationship between family functioning and depressive symptoms. (4) Teacher–student relationship moderated the relationship between family functioning and friendship quality, as well as between friendship quality and depressive symptoms in primary school children.

Conclusions

Effective family functioning was significantly associated with improved friendship quality in primary school children, which in turn was associated with lower depressive symptoms. This association was further strengthened by a positive teacher–student relationship. These findings provide valuable insights for developing collaborative interventions within the family–school framework to address childhood depression.

Background

Health promotion in schools can be defined as any activity undertaken to improve the health of all school users. This qualitative study aimed to explore the systems of health promotion in primary schools in the aftermath of the COVID-19 pandemic, from the perspectives of teachers and principals in the Republic of Ireland.

Methods

Participants were recruited using snowball and convenience sampling techniques via a larger quantitative study. Participants joined 45-min online focus groups informed by a semi-structured interview guide. A reflexive thematic approach was taken to analysis.

Results

Thirty teachers participated, and most (n = 26) identified as female. Teaching experience across the sample ranged from 2 to 38 years. School sizes ranged from 20 to 850 students. All types of eligible publicly funded schools were represented. Three themes were generated: rebuilding the foundation, choosing within our limits and drawing the line.

Conclusion

Findings indicate that systems of health promotion in primary schools were severely challenged during the COVID-19 pandemic and that recovery will be lengthy. School communities are well-positioned to have a leading role in primary and secondary disease prevention, but investment is needed to establish resilient frameworks for health promotion as child health issues provoked by the pandemic are addressed over the coming years.

Background

Having a child with disabilities can affect occupational balance, which is a known risk factor for health and well-being. The objective of this study was to examine the occupational balance and life satisfaction of parents of children with autism and neurotypical development in Turkey.

Methods

The cross-sectional study included 140 parents of children with autism and 140 parents of children with typical neurodevelopment. The occupational balance of parents was evaluated using the Turkish Occupational Balance Questionnaire-11 (OBQ11-T), while their life satisfaction was assessed using the Contentment with Life Scale (CLAS).

Results

A significant difference was observed between the groups with regard to the OBQ11-T total score and the scores of Items 4 and 9 (p < 0.05). Additionally, a significant discrepancy was observed in the CLAS total scores between the two groups. A positive correlation was observed between the OBQ11-T and CLAS total scores of parents of children with autism (r = 0.875; p < 0.001).

Conclusion

The findings suggest that occupational therapists should support parents of children with autism by addressing the balance between obligatory and discretionary activities, as well as the connections between work, home, family, leisure, rest and sleep. Assessing life satisfaction and its influencing factors is also essential. Therapists should implement tailored interventions to promote roles, routines and occupational participation, ultimately improving life satisfaction. These findings highlight the importance of targeted strategies to enhance occupational balance and well-being. Future research should explore causal mechanisms through longitudinal and interventional studies to deepen understanding and improve outcomes.

Background

Adolescents and young adults (AYA) with spina bifida and/or hydrocephalus (SBH) are at a higher risk for disordered eating, poor body image and body dissatisfaction. Regrettably, there is limited research on the eating patterns and behaviours of AYA with SBH, as well as their body image perceptions.

Objectives

The purpose of this study was to explore the nature of disordered eating behaviours among AYA with SBH and their perceptions surrounding their body image. This study represents the first investigation of its kind conducted within a Canadian population. It fills a literature gap regarding the understanding of disordered eating behaviours and body image perceptions among young individuals with SBH in Canada.

Methods

The study comprised a self-report, cross-sectional online survey of AYA with SBH across Canada. The survey comprised validated brief measures to evaluate eating behaviours, disordered eating and body esteem. AYA aged 12–26 years with any type of SBH were eligible to participate.

Results

Twenty-four participants were recruited. Results indicated that AYA with SBH may face an elevated risk for eating disorders/disordered eating compared to their typically developing peers, due to a myriad of reasons not typically experienced in the general population such as bowel and bladder management, mobility issues and eating aversions. Findings also indicated that some AYA with SBH may have poor body image and that it is possible that this is not discussed in SBH clinics.

Conclusion

Our work underscores the urgency for further research that focuses on assessing eating disorders/disordered eating behaviours in AYA with SBH.

Background

Preterm birth is a highly stressful experience for both parents and infants. Parental participation in care enhances developmental outcomes, fosters parent–infant interactions and builds parental confidence. However, low parental adherence has always been a challenge in the successful implementation of intervention programs both in the NICU and at home. It is imperative to understand parents' perspectives and view the challenges that they experience through their lens while providing early intervention to their infants born preterm. This study is aimed at identifying new parents' challenges when implementing early intervention programs for their infants during the transition from hospital to home.

Methods

Ten parents of preterm infants trained to administer early intervention programs in the NICU and at home were recruited during their infants' 3-month follow-up. Semistructured in-depth interviews were conducted until data saturation. The audio recordings of the interviews were transcribed and translated into English. Thematic analysis, using ATLAS.ti Version 8.0 software, identified overarching challenges through deductive and inductive coding.

Results

Data analysis identified five recurring themes: (1) navigating early days of parenthood, (2) nurturing resilience in infant care, (3) supporting infants through informed caregiving, (4) maximizing efficiency in infant care through time mastery and (5) balancing equity and flexibility in caregiving. Parents expressed fear of handling their infants born preterm because of their low birth weight and small size. Time constraints, changing sleep patterns and daily routines make it difficult for mothers to adhere to exercise programs. Parents also face challenges when infants exhibit stressful behaviour. Furthermore, gender differences were observed, with fathers often not continuing the program at home.

Conclusions

The study highlights parents' main challenges when providing early intervention for infants born preterm at home. It emphasizes issues related to maternal roles, family support and difficulties in infant handling, exercise and time management.

Trial Registration

ClinicalTrials.gov identifier: CTRI/2020/09/027994.

Background

The transition to adulthood can be a complex time in the lives of young people with cerebral palsy (CP). There is a lack of research examining this period from the perspectives of young people and their caregivers.

Objective/Aims

The review sought to identify challenging experiences during the transition to adulthood from the perspectives of young people with CP and their caregivers and to examine factors that acted as barriers and enablers to positive transition outcomes.

Methods

A systematic literature review of peer-reviewed, empirical studies was completed. Thirteen articles were extracted and analysed using a narrative synthesis approach.

Results

The findings identified challenges for the young people in the areas of independent living, sexuality and relationships, navigating health and social care systems, feeling different from their peers and increasing autonomy. Barriers contributing to negative experiences included overprotective parents and a lack of resources. Greater motor ability, supportive parents and knowledgeable healthcare practitioners enabled positive transition outcomes.

Conclusions

The transition to adulthood presents multiple challenges as perceived by young people with CP and their caregivers. Both parties require greater support to address these challenges during this time. Further research is required to develop interventions that can support this transition experience.

Background

Disability-inclusive early childhood development and education (ECDE) plays a crucial role in ensuring that all children, including those with disabilities, reach their developmental potential. However, there is little data on the prevalence of disability in mainstream ECDE in most low- and middle-income countries (LMICs), or on early learning and developmental outcomes of children with disabilities in these classrooms.

Methods

Data were collected on 1756 children aged 3–9 years enrolling in ECDE at 18 schools in Homa Bay or Turkana Counties, Kenya, at the start of the 2021 and 2022 school years. The UNICEF/Washington Group Child Functioning Module (CFM) measured the prevalence of functional difficulty, and the International Development Early Learning Assessment (IDELA) measured child development and learning.

Results

Mainstream classes in sampled preschools included significant proportions of children with functional difficulties (19.9% in Homa Bay; 8.8% in Turkana). In both sites, the odds of having at least one functional difficulty were significantly higher among those aged 5 and above (OR = 2.82 for Homa Bay; 5.76 for Turkana). Multivariate regression found no relationship between functional difficulty and sex or household income.

Among children aged 2–4 years in Homa Bay, functional difficulty was most often reported in the domain of controlling behaviour (4.4%), whereas in Turkana, mobility (1.4%) was most common. For children aged 5 and above in Homa Bay, difficulty with accepting change (11%) was most frequently reported, whereas in Turkana it was anxiety (6%).

Median IDELA scores were 49 in Homa Bay and 31 in Turkana. Scores increased with child age. Regression models accounting for age- and school-level clustering found no statistically significant differences by sex. Functional difficulties were associated with lower median IDELA scores in Turkana only (β = −5.44 [−8.86, −2.02]).

Conclusion

Findings highlight the importance of appropriate, sustainable support for inclusive ECDE in both settled communities and refugee settings.

Background

Partnership working between parents and therapists is a key component of family-centred care (FCC). Such partnerships in paediatric intervention delivery can help achieve required levels of dosage, intensity and embed interventions in the child's everyday activities. This study explores the experience and views of parents and therapists codelivering an intensive upper limb intervention programme for children with hemiplegia, to find ways to enhance successful partnership working.

Methods

Semistructured interviews were conducted with 12 parents and 8 therapists (3 hospital-based and 5 community-based). To help make evidence-based recommendations, data were analysed using inductive reflexive analysis and mapped to the Theoretical Domains Framework (TDF) of constructs that are common determinants of clinical behaviours or practices.

Results

Five major themes were identified as follows: (1) realities of accessing intensive intervention, (2) key components of intervention delivery, (3) role of goal setting, (4) importance of partnership and (5) impact of intervention delivery on parents. Our findings showed that overall parents valued involvement in the programme, acknowledging benefits and challenges, as well as aspects in which they needed further support. Hospital therapists identified various education and training needs to improve their capabilities to coach parents and to collaboratively set meaningful goals. Community therapists valued the opportunity to develop their skills in intensive intervention and were keen to see evidence-based interventions offered in the community.

Conclusions

It is possible for parents, hospital therapists and community therapists to codeliver intensive upper limb intervention programmes to children with hemiplegia. However, it is important to create a flexible programme which clearly acknowledges the roles, skills and unique contributions of parents and therapists which is conducive to truly equal partnership working in appropriate settings.