Kim Tang, Craig Thompson, Elizabeth Hill, Elizabeth Pellicano, Phoebe Wan, Bronwyn Myers
Background
Many autistic young people and/or those with attention deficit hyperactivity disorder (ADHD) have co-occurring mental health conditions. These individuals can experience significant challenges when transitioning from child and adolescent mental health services (CAMHS) to adult mental health services (AMHS). However, barriers and enablers to the transition from CAMHS to AMHS are poorly understood for this population. This scoping review sought to synthesise the available evidence on barriers and enablers to the transition from CAMHS to AMHS for autistic young people and/or those with ADHD.
Methods
Arksey and O'Malley's six-step framework for scoping reviews was used to map out the evidence available and report the findings with the Preferred Reporting Items for Systematic Reviews and Meta-Analyses extension for Scoping Reviews guidelines (PRISMA-ScR). Electronic databases of Medline, PsycINFO, CINAHL, Scopus and ProQuest Central were searched for relevant studies published in English with no date limitations. The review included studies that focused on young people with a primary diagnosis of autism spectrum disorder (ASD) and/or ADHD (population) and their care transition barriers and/or enablers (concept) from CAMHS to AMHS (context). A socioecological framework informed data extraction and narrative synthesis of data on barriers and enablers to transition.
Results
This review identified 1677 studies, of which 66 proceeded to full-text screening, and 10 were included. Most studies focused on institutional-level transition barriers, including poor communication between CAMHS and AMHS and lack of clarity about their role in the transition process. Involvement of the neurodivergent young person in decision-making processes about their mental health care and clinicians who tailored their approaches to the needs of the neurodivergent young person emerged as key enablers of a positive transition experience. Studies largely failed to examine community and policy-related barriers to mental health care transitions. Most studies examined the perspectives of providers or carers, with only five representing the perspectives of neurodivergent people.
Conclusion
Young people who are autistic and/or have ADHD experience many barriers to their transition from CAMHS to AMHS; however, few studies have examined barriers and enablers to the service transition process.
{"title":"Barriers to and Enablers of the Transition From Child to Adult Mental Health Services for Autistic Young People and/or Those With Attention Deficit Hyperactivity Disorder: A Scoping Review","authors":"Kim Tang, Craig Thompson, Elizabeth Hill, Elizabeth Pellicano, Phoebe Wan, Bronwyn Myers","doi":"10.1111/cch.70201","DOIUrl":"10.1111/cch.70201","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Many autistic young people and/or those with attention deficit hyperactivity disorder (ADHD) have co-occurring mental health conditions. These individuals can experience significant challenges when transitioning from child and adolescent mental health services (CAMHS) to adult mental health services (AMHS). However, barriers and enablers to the transition from CAMHS to AMHS are poorly understood for this population. This scoping review sought to synthesise the available evidence on barriers and enablers to the transition from CAMHS to AMHS for autistic young people and/or those with ADHD.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>Arksey and O'Malley's six-step framework for scoping reviews was used to map out the evidence available and report the findings with the Preferred Reporting Items for Systematic Reviews and Meta-Analyses extension for Scoping Reviews guidelines (PRISMA-ScR). Electronic databases of Medline, PsycINFO, CINAHL, Scopus and ProQuest Central were searched for relevant studies published in English with no date limitations. The review included studies that focused on young people with a primary diagnosis of autism spectrum disorder (ASD) and/or ADHD (population) and their care transition barriers and/or enablers (concept) from CAMHS to AMHS (context). A socioecological framework informed data extraction and narrative synthesis of data on barriers and enablers to transition.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>This review identified 1677 studies, of which 66 proceeded to full-text screening, and 10 were included. Most studies focused on institutional-level transition barriers, including poor communication between CAMHS and AMHS and lack of clarity about their role in the transition process. Involvement of the neurodivergent young person in decision-making processes about their mental health care and clinicians who tailored their approaches to the needs of the neurodivergent young person emerged as key enablers of a positive transition experience. Studies largely failed to examine community and policy-related barriers to mental health care transitions. Most studies examined the perspectives of providers or carers, with only five representing the perspectives of neurodivergent people.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion</h3>\u0000 \u0000 <p>Young people who are autistic and/or have ADHD experience many barriers to their transition from CAMHS to AMHS; however, few studies have examined barriers and enablers to the service transition process.</p>\u0000 </section>\u0000 </div>","PeriodicalId":55262,"journal":{"name":"Child Care Health and Development","volume":"52 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2025-12-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145670946","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
School dropout remains a pressing issue in rural China. Despite an increasing number of studies exploring its antecedents, there is still limited understanding of the protective factors and mechanisms pertaining to rural students' school retention. Drawing on self-determination theory, this study investigates the interrelationships among four dimensions of social support (i.e., caregivers, peers, school and community), satisfaction of basic psychological needs and school dropout intentions among Chinese rural students.
Methods
Utilizing longitudinal data from a survey conducted in four junior high schools in Central China (N = 2187), this study employed structural equation modelling to test the mediating effect of basic psychological needs satisfaction on the relationship between the four dimensions of social support and dropout intentions.
Results
The mediation analysis reveals that the four dimensions of social support are positively correlated with students' satisfaction of basic psychological needs, which in turn is negatively correlated with their intentions to drop out. The mediating effect of basic psychological needs satisfaction was determined.
Implications
This study highlights the importance of addressing rural students' psychological needs to enhance school retention. It advocates for integrating these needs into curriculum design, fostering supportive classroom environments and implementing comprehensive social support systems.
{"title":"To Quit or Stay: The Role of Social Support in Fulfilling Psychological Needs and Reducing Rural Chinese Students' Dropout Intention","authors":"Jia Zhuang","doi":"10.1111/cch.70197","DOIUrl":"10.1111/cch.70197","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>School dropout remains a pressing issue in rural China. Despite an increasing number of studies exploring its antecedents, there is still limited understanding of the protective factors and mechanisms pertaining to rural students' school retention. Drawing on self-determination theory, this study investigates the interrelationships among four dimensions of social support (i.e., caregivers, peers, school and community), satisfaction of basic psychological needs and school dropout intentions among Chinese rural students.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>Utilizing longitudinal data from a survey conducted in four junior high schools in Central China (<i>N</i> = 2187), this study employed structural equation modelling to test the mediating effect of basic psychological needs satisfaction on the relationship between the four dimensions of social support and dropout intentions.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>The mediation analysis reveals that the four dimensions of social support are positively correlated with students' satisfaction of basic psychological needs, which in turn is negatively correlated with their intentions to drop out. The mediating effect of basic psychological needs satisfaction was determined.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Implications</h3>\u0000 \u0000 <p>This study highlights the importance of addressing rural students' psychological needs to enhance school retention. It advocates for integrating these needs into curriculum design, fostering supportive classroom environments and implementing comprehensive social support systems.</p>\u0000 </section>\u0000 </div>","PeriodicalId":55262,"journal":{"name":"Child Care Health and Development","volume":"52 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2025-12-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145670938","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Chunxia Liao, Chunguang Liang, Han Zeng, Chongbin Liu, Xiaopu Shi, Min Liu, Jiaqi He, Qiao Ying, Zizheng Jia
Aim
This study aimed to cross-culturally adapt and validate the Health Activation Scale for Children (HAS-C) in Chinese elementary school populations.
Methods
The 12-item HAS-C was cross-culturally adapted into Chinese using Brislin's translation model. Psychometric validation was conducted with 588 urban schoolchildren in Huzhou, assessing content validity, construct validity via exploratory analysis and internal consistency reliability.
Results
Results demonstrated excellent content validity (scale-level content validity index [S-CVI/Ave] = 0.96; item-level content validity index [I-CVI] = 0.83–1.00), a robust three-factor structure accounting for 58.87% of the total variance (confirmatory factor analysis: comparative fit index [CFI] = 0.962, root mean square error of approximation [RMSEA] = 0.079) and strong reliability (Cronbach's α = 0.812 for the total scale; 0.734–0.839 for subscales).
Conclusions
As the first standardized instrument assessing health beliefs, behavioural confidence and intention for action in Chinese children, the HAS-C enables school nurses to identify early risks in health behaviours, design personalized interventions and provide benchmark data for evaluating national health policies.
{"title":"Adaptation and Validation of the Chinese Health Activation Scale for School-Aged Children: A School-Based Tool for Health Promotion","authors":"Chunxia Liao, Chunguang Liang, Han Zeng, Chongbin Liu, Xiaopu Shi, Min Liu, Jiaqi He, Qiao Ying, Zizheng Jia","doi":"10.1111/cch.70194","DOIUrl":"10.1111/cch.70194","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Aim</h3>\u0000 \u0000 <p>This study aimed to cross-culturally adapt and validate the Health Activation Scale for Children (HAS-C) in Chinese elementary school populations.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>The 12-item HAS-C was cross-culturally adapted into Chinese using Brislin's translation model. Psychometric validation was conducted with 588 urban schoolchildren in Huzhou, assessing content validity, construct validity via exploratory analysis and internal consistency reliability.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Results demonstrated excellent content validity (scale-level content validity index [S-CVI/Ave] = 0.96; item-level content validity index [I-CVI] = 0.83–1.00), a robust three-factor structure accounting for 58.87% of the total variance (confirmatory factor analysis: comparative fit index [CFI] = 0.962, root mean square error of approximation [RMSEA] = 0.079) and strong reliability (Cronbach's <i>α</i> = 0.812 for the total scale; 0.734–0.839 for subscales).</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>As the first standardized instrument assessing health beliefs, behavioural confidence and intention for action in Chinese children, the HAS-C enables school nurses to identify early risks in health behaviours, design personalized interventions and provide benchmark data for evaluating national health policies.</p>\u0000 </section>\u0000 </div>","PeriodicalId":55262,"journal":{"name":"Child Care Health and Development","volume":"52 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2025-12-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145662784","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Limited research in Ghana explores the emotional well-being of children with visual impairments (CwVIs). Guided by the stigma theory (ST), this study investigated how factors such as social stigma, resources and support systems shape their happiness.
Methods
A convergent parallel mixed-method study design was used across seven districts in five regions, involving 288 CwVIs (58.3% male and 41.7% female participants). Quantitative surveys assessed levels of happiness, while qualitative focus group discussions, interviews and observations provided deeper insights. The mixed approach strengthened the credibility of the findings by connecting measurable patterns with the lived experiences of participants.
Results
Overall, 83.0% of participants reported being happy. Happiness was attributed to access to education, friendships, leisure and spirituality. Qualitative narratives revealed that peer support, faith and inclusive schooling fostered resilience, while unhappiness stemmed from stigma experienced at home and in communities, limited resources and career-related insecurities.
Conclusion
The study reveals that public, self and structural stigma strongly influence CwVIs' happiness. However, inclusive education and supportive home environments act as buffers that enhance their sense of belonging and emotional well-being. Findings highlight the need for parental sensitisation, teacher training, disability-friendly resources and public awareness campaigns. Strengthening support at home and school can empower CwVIs to develop resilience, confidence and broader life opportunities.
{"title":"Reframing Darkness: An Exploration of Happiness Among Children With Visual Impairments in Ghana","authors":"Sylvester Kyei-Gyamfi","doi":"10.1111/cch.70196","DOIUrl":"10.1111/cch.70196","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Limited research in Ghana explores the emotional well-being of children with visual impairments (CwVIs). Guided by the stigma theory (ST), this study investigated how factors such as social stigma, resources and support systems shape their happiness.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>A convergent parallel mixed-method study design was used across seven districts in five regions, involving 288 CwVIs (58.3% male and 41.7% female participants). Quantitative surveys assessed levels of happiness, while qualitative focus group discussions, interviews and observations provided deeper insights. The mixed approach strengthened the credibility of the findings by connecting measurable patterns with the lived experiences of participants.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Overall, 83.0% of participants reported being happy. Happiness was attributed to access to education, friendships, leisure and spirituality. Qualitative narratives revealed that peer support, faith and inclusive schooling fostered resilience, while unhappiness stemmed from stigma experienced at home and in communities, limited resources and career-related insecurities.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion</h3>\u0000 \u0000 <p>The study reveals that public, self and structural stigma strongly influence CwVIs' happiness. However, inclusive education and supportive home environments act as buffers that enhance their sense of belonging and emotional well-being. Findings highlight the need for parental sensitisation, teacher training, disability-friendly resources and public awareness campaigns. Strengthening support at home and school can empower CwVIs to develop resilience, confidence and broader life opportunities.</p>\u0000 </section>\u0000 </div>","PeriodicalId":55262,"journal":{"name":"Child Care Health and Development","volume":"52 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145656453","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Madelaine Gierc, Alexandra Walters, Emily M. Tennant, Mark S. Tremblay, Guy Faulkner, Amy Latimer-Cheung
<div> <section> <h3> Background</h3> <p>The Canadian 24-Hour Movement Guidelines for Children and Youth (‘Guidelines’) were the world's first public health guidelines to integrate recommendations for physical activity, screen time/sedentary behaviour, and sleep. <i>Build Your Best Day!</i> (BYBD) is an interactive website developed as part of the Guidelines' knowledge translation strategy. Guided by Diffusion of Innovations Theory, the current study examined whether interacting with BYBD alters parents' and youths' perceptions of the Guidelines and increases their intentions for adoption.</p> </section> <section> <h3> Methods</h3> <p>Eleven parents (<i>M</i><sub>age</sub> = 43 years, <i>SD</i> = 5; 45% male) and 17 youth (<i>M</i><sub>age</sub> = 12 years, <i>SD</i> = 1; 53% male) participated in a mixed-methods, semi-structured interview. Research followed a single session pre-post design, with participants interviewed before and after interacting with BYBD. Items focused on perceptions of the Guidelines generally and on BYBD specifically. A concurrent think-aloud method was utilized to explore the process of visiting BYBD. <i>T</i>-tests and Cohen's effect sizes were used to examine pre-post changes and differences between parents and youth. Qualitative data were examined via content analysis.</p> </section> <section> <h3> Results</h3> <p>Both youth and parents identified the Guidelines as a beneficial public health resource. Despite favourable intention ratings (parents: <i>M =</i> 5.6/7, SD = 1.1; youth: <i>M</i> = 6.4/7, SD = 1.1), participants discussed that they would be unlikely to adhere to the Guidelines on a regular basis with the primary barrier to adoption being a perceived lack of time. Parents' and youths' Guidelines ratings showed favourable changes following BYBD. For instance, youth reported that BYBD improved their understanding of the Guidelines (pre: <i>M</i> = 5.5/7, SD = 1.1; post: <i>M</i> = 6.4/7, SD = 0.9, <i>d</i> = 0.91, <i>p</i> < 0.007). Likewise, parents reported a higher perceived advantage post-BYBD (<i>M</i> = 6.3/7, SD = 0.7) relative to pre-BYBD (<i>M</i> = 5.9/7, SD = 0.9; <i>d</i> = 0.45, <i>p</i> < 0.007). Parents were sceptical of BYBD's effectiveness and attributed improved ratings to increased familiarity with the Guidelines rather than the website.</p> </section> <section> <h3> Conclusions</h3> <p>Results suggest that the Guidelines are well-received by parents and youth and that BYBD may be an effective tool for improving youths' understanding. Future research may benefit from examining strategies t
{"title":"Building Your Best Day: Disseminating the Canadian 24-Hour Movement Guidelines for Children and Youth via an Interactive Website","authors":"Madelaine Gierc, Alexandra Walters, Emily M. Tennant, Mark S. Tremblay, Guy Faulkner, Amy Latimer-Cheung","doi":"10.1111/cch.70186","DOIUrl":"https://doi.org/10.1111/cch.70186","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>The Canadian 24-Hour Movement Guidelines for Children and Youth (‘Guidelines’) were the world's first public health guidelines to integrate recommendations for physical activity, screen time/sedentary behaviour, and sleep. <i>Build Your Best Day!</i> (BYBD) is an interactive website developed as part of the Guidelines' knowledge translation strategy. Guided by Diffusion of Innovations Theory, the current study examined whether interacting with BYBD alters parents' and youths' perceptions of the Guidelines and increases their intentions for adoption.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>Eleven parents (<i>M</i><sub>age</sub> = 43 years, <i>SD</i> = 5; 45% male) and 17 youth (<i>M</i><sub>age</sub> = 12 years, <i>SD</i> = 1; 53% male) participated in a mixed-methods, semi-structured interview. Research followed a single session pre-post design, with participants interviewed before and after interacting with BYBD. Items focused on perceptions of the Guidelines generally and on BYBD specifically. A concurrent think-aloud method was utilized to explore the process of visiting BYBD. <i>T</i>-tests and Cohen's effect sizes were used to examine pre-post changes and differences between parents and youth. Qualitative data were examined via content analysis.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Both youth and parents identified the Guidelines as a beneficial public health resource. Despite favourable intention ratings (parents: <i>M =</i> 5.6/7, SD = 1.1; youth: <i>M</i> = 6.4/7, SD = 1.1), participants discussed that they would be unlikely to adhere to the Guidelines on a regular basis with the primary barrier to adoption being a perceived lack of time. Parents' and youths' Guidelines ratings showed favourable changes following BYBD. For instance, youth reported that BYBD improved their understanding of the Guidelines (pre: <i>M</i> = 5.5/7, SD = 1.1; post: <i>M</i> = 6.4/7, SD = 0.9, <i>d</i> = 0.91, <i>p</i> < 0.007). Likewise, parents reported a higher perceived advantage post-BYBD (<i>M</i> = 6.3/7, SD = 0.7) relative to pre-BYBD (<i>M</i> = 5.9/7, SD = 0.9; <i>d</i> = 0.45, <i>p</i> < 0.007). Parents were sceptical of BYBD's effectiveness and attributed improved ratings to increased familiarity with the Guidelines rather than the website.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>Results suggest that the Guidelines are well-received by parents and youth and that BYBD may be an effective tool for improving youths' understanding. Future research may benefit from examining strategies t","PeriodicalId":55262,"journal":{"name":"Child Care Health and Development","volume":"52 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2025-11-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/cch.70186","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145626392","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Habib Ullah, Summiya Ahmad, Irshad Ahmad, Bilal Ahmad
Background
This comparative qualitative case study examined psychological challenges associated with parents of children who have cerebral palsy (CP) in Pakistan's provinces and sought to identify provincial differences driven by socioeconomic, cultural and healthcare conditions.
Method
A comparative qualitative case study approach was used to collect data through semi-structured interviews with a total of 40 parents, 10 from each province: Punjab, Sindh, Baluchistan and Khyber Pakhtunkhwa (KP). To uncover shared patterns and provincial contrasts, the collected data, through face-to-face interviews, was thematically analysed.
Results
Six key themes emerged including psychological impact on parents, daily caregiving challenges, effects on parental health and well-being, lack of social and family support, financial burden and coping and resilience. The caregivers in Baluchistan and KP provinces demonstrated a higher level of anxiety, depression and social isolation compared to those in Punjab and Sindh provinces. These differences give the impression of a close relation to limited healthcare accessibility, poor socioeconomic status and a higher level of cultural stigma in these less developed areas.
Conclusion
The study highlights the pressing need for tailored, region-specific solutions to tackle the distinct challenges caregivers face in these different provinces. Interventions should focus on expanding healthcare services, offering financial aid, challenging harmful societal attitudes, strengthening community networks and enacting fairer policies to support families caring for children with CP.
{"title":"Regional Disparities in Psychological Challenges Among Parents of Children With Cerebral Palsy in Pakistan: A Comparative Qualitative Study","authors":"Habib Ullah, Summiya Ahmad, Irshad Ahmad, Bilal Ahmad","doi":"10.1111/cch.70193","DOIUrl":"https://doi.org/10.1111/cch.70193","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>This comparative qualitative case study examined psychological challenges associated with parents of children who have cerebral palsy (CP) in Pakistan's provinces and sought to identify provincial differences driven by socioeconomic, cultural and healthcare conditions.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Method</h3>\u0000 \u0000 <p>A comparative qualitative case study approach was used to collect data through semi-structured interviews with a total of 40 parents, 10 from each province: Punjab, Sindh, Baluchistan and Khyber Pakhtunkhwa (KP). To uncover shared patterns and provincial contrasts, the collected data, through face-to-face interviews, was thematically analysed.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Six key themes emerged including psychological impact on parents, daily caregiving challenges, effects on parental health and well-being, lack of social and family support, financial burden and coping and resilience. The caregivers in Baluchistan and KP provinces demonstrated a higher level of anxiety, depression and social isolation compared to those in Punjab and Sindh provinces. These differences give the impression of a close relation to limited healthcare accessibility, poor socioeconomic status and a higher level of cultural stigma in these less developed areas.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion</h3>\u0000 \u0000 <p>The study highlights the pressing need for tailored, region-specific solutions to tackle the distinct challenges caregivers face in these different provinces. Interventions should focus on expanding healthcare services, offering financial aid, challenging harmful societal attitudes, strengthening community networks and enacting fairer policies to support families caring for children with CP.</p>\u0000 </section>\u0000 </div>","PeriodicalId":55262,"journal":{"name":"Child Care Health and Development","volume":"52 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2025-11-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145626391","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Swimming is recognized as a vital life skill with significant physical, emotional and developmental benefits for children. However, parental motivations for enrolling children in swimming lessons, particularly in Ghana, remain underexplored. This study investigates the primary motivations of Ghanaian parents and guardians for enrolling their children in swimming lessons, focusing on health, skill development, social influences and safety awareness.
Methods
An explanatory sequential mixed method design was employed by combining quantitative and qualitative data. The study unfolded in two distinct phases: First, 300 parents completed questionnaires about swimming enrollment motivations. Then, 20 interviews explained the quantitative findings, revealing both trends and underlying reasons. Participants included professionals and relatives of children aged 4–10 years.
Results
Quantitative data revealed that health-related motivations dominated, with 86.2% of parents citing health benefits, 89.6% disease prevention and 94.8% confidence-building as key reasons. Medical recommendations strongly influenced decisions (73.6%). However, only 9.1% recognized skill acquisition as a motivation, and 67.7% were uncertain. Qualitative findings highlighted gaps in water safety knowledge, with parents relying on pool guards for safety guidance. Social influence had mixed effects (43.8% agreement and 48.1% uncertainty). Interviews underscored swimming's role in motor development, social–emotional growth and weight management.
Conclusion
Although Ghanaian parents prioritize health and medical advice when enrolling children in swimming, awareness of skill development and drowning prevention remains limited. The study underscores the need for targeted educational campaigns to highlight swimming's holistic benefits and safety measures. Collaborative efforts between swimming institutions and health professionals could enhance parental understanding and participation.
{"title":"Reasons Parents Sign Up Their Children for Swimming Lessons in Ghana","authors":"Austin Wontepaga Luguterah","doi":"10.1111/cch.70188","DOIUrl":"https://doi.org/10.1111/cch.70188","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Swimming is recognized as a vital life skill with significant physical, emotional and developmental benefits for children. However, parental motivations for enrolling children in swimming lessons, particularly in Ghana, remain underexplored. This study investigates the primary motivations of Ghanaian parents and guardians for enrolling their children in swimming lessons, focusing on health, skill development, social influences and safety awareness.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>An explanatory sequential mixed method design was employed by combining quantitative and qualitative data. The study unfolded in two distinct phases: First, 300 parents completed questionnaires about swimming enrollment motivations. Then, 20 interviews explained the quantitative findings, revealing both trends and underlying reasons. Participants included professionals and relatives of children aged 4–10 years.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Quantitative data revealed that health-related motivations dominated, with 86.2% of parents citing health benefits, 89.6% disease prevention and 94.8% confidence-building as key reasons. Medical recommendations strongly influenced decisions (73.6%). However, only 9.1% recognized skill acquisition as a motivation, and 67.7% were uncertain. Qualitative findings highlighted gaps in water safety knowledge, with parents relying on pool guards for safety guidance. Social influence had mixed effects (43.8% agreement and 48.1% uncertainty). Interviews underscored swimming's role in motor development, social–emotional growth and weight management.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion</h3>\u0000 \u0000 <p>Although Ghanaian parents prioritize health and medical advice when enrolling children in swimming, awareness of skill development and drowning prevention remains limited. The study underscores the need for targeted educational campaigns to highlight swimming's holistic benefits and safety measures. Collaborative efforts between swimming institutions and health professionals could enhance parental understanding and participation.</p>\u0000 </section>\u0000 </div>","PeriodicalId":55262,"journal":{"name":"Child Care Health and Development","volume":"52 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2025-11-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145626292","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Kristen Cook, Deirdre Dlugonski, Linda E. May, Thomas D. Raedeke, Katrina D. DuBose
Background
While mothers have an important role in shaping their children's physical activity (PA) behaviours, their participation in PA with their young child is limited. This study aimed to understand mothers' perceptions of co-participation of PA (co-PA) with their young child and compared these perceptions between White and Black, Indigenous, and people of colour (BIPOC) mothers.
Methods
Thirty mothers (White: n = 14; BIPOC: n = 16) with a 2-to-5-year-old child were interviewed about their current co-PA interactions with their child. A thematic analysis approach was used to determine themes and subthemes for all mothers and by racial category.
Results
Co-PA was important within a technological society as it allowed for bonding time, educational opportunities and healthier lifestyles. Mothers' thoughts about co-PA before the activity were negative, but positive afterwards. A unique barrier was adapting to the child's age and mood. Mothers also noted the availability of places to be active as a barrier and facilitator. A novel theme discussed by the mothers was the social aspect that co-PA provided. A few differences in the importance of subthemes emerged between the racial categories. White mothers, more often described co-PA as providing learning opportunities, whereas BIPOC mothers often said co-PA allowed them to model that PA was important to do. Regarding co-PA barriers, White mothers noted distractions due to screens, whereas BIPOC mothers mentioned inadequate resources. Finally, regarding the social aspects of co-PA, more BIPOC mothers highlighted the importance of co-PA for motivating others to be active.
Conclusion
Overall, the perceptions regarding co-PA in this diverse group of mothers were similar; however, some key differences in the importance of co-PA existed between White and BIPOC mothers. Co-PA's social aspect and the differences between racial groups should be considered when aligning interventions to fit the needs and preferences of subgroups of mothers to improve co-PA.
虽然母亲在塑造孩子的体育活动（PA）行为方面发挥着重要作用，但她们与幼儿一起参与体育活动的程度有限。本研究旨在了解母亲对与幼儿共同参与育儿（co-PA）的看法，并比较了白人母亲和黑人母亲、土著母亲和有色人种母亲（BIPOC）的这些看法。方法对30名2- 5岁儿童的母亲（白人：n = 14; BIPOC: n = 16）进行访谈，了解她们目前与孩子的共同护理互动情况。采用主题分析方法确定所有母亲和种族类别的主题和次主题。结果Co-PA在技术社会中很重要，因为它可以提供联系时间，教育机会和更健康的生活方式。母亲在活动前对co-PA的看法是消极的，活动后是积极的。一个独特的障碍是适应孩子的年龄和情绪。母亲们还指出，有地方可以作为障碍和促进者积极发挥作用。母亲们讨论的一个新颖的主题是co-PA提供的社会方面。各种族类别之间在分主题的重要性方面出现了一些差异。白人母亲更常将共同护理描述为提供学习机会，而混血儿母亲则常说共同护理让她们树立了一个榜样，即护理很重要。关于共同护理障碍，白人母亲注意到屏幕造成的干扰，而BIPOC母亲则提到资源不足。最后，关于共同行动计划的社会方面，更多的BIPOC母亲强调共同行动计划对激励他人积极参与的重要性。结论：总体而言，这一不同群体的母亲对共同护理的看法是相似的；然而，在白人母亲和BIPOC母亲之间，co-PA的重要性存在一些关键差异。在调整干预措施以适应母亲亚群体的需求和偏好以改善共同护理时，应考虑共同护理的社会方面和种族群体之间的差异。
{"title":"Mothers' Perspectives on Physical Activity Co-Participation With Young Children: Examining Thoughts and Racial Differences","authors":"Kristen Cook, Deirdre Dlugonski, Linda E. May, Thomas D. Raedeke, Katrina D. DuBose","doi":"10.1111/cch.70183","DOIUrl":"https://doi.org/10.1111/cch.70183","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>While mothers have an important role in shaping their children's physical activity (PA) behaviours, their participation in PA with their young child is limited. This study aimed to understand mothers' perceptions of co-participation of PA (co-PA) with their young child and compared these perceptions between White and Black, Indigenous, and people of colour (BIPOC) mothers.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>Thirty mothers (White: <i>n</i> = 14; BIPOC: <i>n</i> = 16) with a 2-to-5-year-old child were interviewed about their current co-PA interactions with their child. A thematic analysis approach was used to determine themes and subthemes for all mothers and by racial category.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Co-PA was important within a technological society as it allowed for bonding time, educational opportunities and healthier lifestyles. Mothers' thoughts about co-PA before the activity were negative, but positive afterwards. A unique barrier was adapting to the child's age and mood. Mothers also noted the availability of places to be active as a barrier and facilitator. A novel theme discussed by the mothers was the social aspect that co-PA provided. A few differences in the importance of subthemes emerged between the racial categories. White mothers, more often described co-PA as providing learning opportunities, whereas BIPOC mothers often said co-PA allowed them to model that PA was important to do. Regarding co-PA barriers, White mothers noted distractions due to screens, whereas BIPOC mothers mentioned inadequate resources. Finally, regarding the social aspects of co-PA, more BIPOC mothers highlighted the importance of co-PA for motivating others to be active.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion</h3>\u0000 \u0000 <p>Overall, the perceptions regarding co-PA in this diverse group of mothers were similar; however, some key differences in the importance of co-PA existed between White and BIPOC mothers. Co-PA's social aspect and the differences between racial groups should be considered when aligning interventions to fit the needs and preferences of subgroups of mothers to improve co-PA.</p>\u0000 </section>\u0000 </div>","PeriodicalId":55262,"journal":{"name":"Child Care Health and Development","volume":"52 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2025-11-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/cch.70183","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145626291","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Nutrition is important for early childhood health and development. During this time, a large majority of children across developed nations attend Early Education and Care (ECEC) services.
Method
This study utilises Bacchi's What is the problem represented to be? (WPR) approach to analyse representations of food and mealtimes in Australia's National Quality Standard (NQS).
Results
Four problems are identified: (i) Children have suboptimal diets; (ii) children and families make unhealthy food choices; (iii) children lack nutrition knowledge; and (iv) childcare settings carry a high risk of food contamination.
Conclusion
Deep-seated presuppositions are identified as underlying the problems. These include the idea that food is risky and that children's good health is a personal responsibility to be reinforced by educators. Additionally, a deficit in parent nutrition knowledge is assumed and remediation through education is advocated. Implications for children, families and ECEC services are discussed and suggestions for alternative representations of the ‘problem’ as one of learning opportunity are presented.
{"title":"Regulation or Education?: How Are Provision of Food and Mealtime Practices Represented in Australia's National Quality Standards for Early Education and Care","authors":"Bonnie Searle, Sandy Houen, Sally Staton, Karen Thorpe","doi":"10.1111/cch.70195","DOIUrl":"https://doi.org/10.1111/cch.70195","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Introduction</h3>\u0000 \u0000 <p>Nutrition is important for early childhood health and development. During this time, a large majority of children across developed nations attend Early Education and Care (ECEC) services.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Method</h3>\u0000 \u0000 <p>This study utilises Bacchi's <i>What is the problem represented to be?</i> (WPR) approach to analyse representations of food and mealtimes in Australia's National Quality Standard (NQS).</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Four <i>problems</i> are identified: (i) Children have suboptimal diets; (ii) children and families make unhealthy food choices; (iii) children lack nutrition knowledge; and (iv) childcare settings carry a high risk of food contamination.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion</h3>\u0000 \u0000 <p>Deep-seated presuppositions are identified as underlying the problems. These include the idea that food is <i>risky</i> and that children's good health is a <i>personal responsibility</i> to be reinforced by educators. Additionally, a deficit in parent nutrition knowledge is assumed and remediation through education is advocated. Implications for children, families and ECEC services are discussed and suggestions for alternative representations of the ‘problem’ as one of learning opportunity are presented.</p>\u0000 </section>\u0000 </div>","PeriodicalId":55262,"journal":{"name":"Child Care Health and Development","volume":"52 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2025-11-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145626293","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
L. Hickey, D. A. Shepherd, A. Bornemisza, I. Sutherland, A. Lucia, M. Yates, H. T. D. Nguyen, G. Baikie
Background
Research has explored family life with neurodevelopmental disabilities (NDDs); however, many studies have focused on specific diagnoses or conditions. This study sought to broaden our understanding of parents' experiences of caring for children with NDDs and explore factors that may predict successfully integrating the child's care into family life.
Methods
Cross-sectional study design. Parents of children attending a neurodevelopment and disability clinic completed surveys focused on their family's functioning (Family Assessment Device—General Functioning; FAD-GF), understanding of their child's disability (Parent Experience of Childhood Illness/Condition; PECI) and family adjustment to caring for their child (Family Management Measure; FAMM). Family demographics and child characteristics were also collected. Survey responses were described and summarised across the whole sample and stratified by potential predictors.
Results
Parents (n = 123) reported similar experiences across the sample on all three measures. This finding may be indicative of ongoing and persistent challenges for families as they integrate the care of their child into family life, regardless of the type of disability/condition, age at diagnosis and time elapsed since diagnosis. For families in this sample, many children had more than one comorbidity to their primary diagnosis/condition, and the complex nature of learning about their child's condition/s unfolds over time.
Conclusion
This study advances our understanding of family life with disability by examining key factors shaping the experience of caring for children with complex needs across various neurodevelopmental disorders. Our findings provide a broader perspective than previous condition-specific research, highlighting the multifaceted nature of family experiences in disability care. This comprehensive view can inform more effective support strategies for families throughout their child's developmental journey, emphasising the importance of considering family functioning, adjustment and management beyond individual diagnoses.
{"title":"Family Life and the Integration of Care of a Child With Neurodevelopmental Disability: Parental Experiences and Predictive Factors of Family Functioning, Adjustment and Understanding Disability","authors":"L. Hickey, D. A. Shepherd, A. Bornemisza, I. Sutherland, A. Lucia, M. Yates, H. T. D. Nguyen, G. Baikie","doi":"10.1111/cch.70172","DOIUrl":"10.1111/cch.70172","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Research has explored family life with neurodevelopmental disabilities (NDDs); however, many studies have focused on specific diagnoses or conditions. This study sought to broaden our understanding of parents' experiences of caring for children with NDDs and explore factors that may predict successfully integrating the child's care into family life.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>Cross-sectional study design. Parents of children attending a neurodevelopment and disability clinic completed surveys focused on their family's functioning (Family Assessment Device—General Functioning; FAD-GF), understanding of their child's disability (Parent Experience of Childhood Illness/Condition; PECI) and family adjustment to caring for their child (Family Management Measure; FAMM). Family demographics and child characteristics were also collected. Survey responses were described and summarised across the whole sample and stratified by potential predictors.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Parents (<i>n</i> = 123) reported similar experiences across the sample on all three measures. This finding may be indicative of ongoing and persistent challenges for families as they integrate the care of their child into family life, regardless of the type of disability/condition, age at diagnosis and time elapsed since diagnosis. For families in this sample, many children had more than one comorbidity to their primary diagnosis/condition, and the complex nature of learning about their child's condition/s unfolds over time.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion</h3>\u0000 \u0000 <p>This study advances our understanding of family life with disability by examining key factors shaping the experience of caring for children with complex needs across various neurodevelopmental disorders. Our findings provide a broader perspective than previous condition-specific research, highlighting the multifaceted nature of family experiences in disability care. This comprehensive view can inform more effective support strategies for families throughout their child's developmental journey, emphasising the importance of considering family functioning, adjustment and management beyond individual diagnoses.</p>\u0000 </section>\u0000 </div>","PeriodicalId":55262,"journal":{"name":"Child Care Health and Development","volume":"51 6","pages":""},"PeriodicalIF":2.0,"publicationDate":"2025-11-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145574978","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
扫码关注我们
求助内容：
应助结果提醒方式：
京公网安备 11010802042870号