In low- and middle-income countries, physiotherapy is often the only available rehabilitative care, making the quality of physiotherapy care particularly important. However, how well physiotherapy practice in managing children with cerebral palsy (CP) is supported by evidence-based guidelines remains unclear. This study aims to describe the current practice of physiotherapists in managing children with CP in Benin, a French-speaking country in Sub-Saharan Africa.
Methods
This study used a cross-sectional online survey, addressed to physiotherapists working in Benin.
Results
A total of 91 physiotherapists participated in the study, 52 of whom worked with children with CP. One-third of the children with CP treated were under 2 years old. Physiotherapy sessions were delivered twice or thrice weekly and lasted 30–45 min. Most of the physiotherapists working with children with CP (63.5%) received no certified paediatric neurorehabilitation training. About 54% rarely or never used a standardized outcome measure, and 36.5% used such measures occasionally. CP-specific common classification systems were mostly unused and unknown. The most common intervention modalities were handling techniques (muscle stretching, joint mobilization and Bobath therapy [for movement normalization]), but functional exercises (milestones) were also commonly used. About 58% felt confident in the management of children with CP, and the need for training on modern approaches was stressed.
Conclusion
The management of children with CP in Benin does not meet the standards of evidence-based practice. The results of this study will help develop strategies to improve the physiotherapy quality of care provided to children with CP in Benin and beyond.
{"title":"Current Practice of Physiotherapists in the Management of Children With Cerebral Palsy in Benin Country: A Cross-Sectional Online Survey","authors":"Emmanuel Segnon Sogbossi, Murielle Gbaglo, Wilfried Dahoueto, Toussaint Kpadonou, Catherine Mercier","doi":"10.1111/cch.70192","DOIUrl":"10.1111/cch.70192","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>In low- and middle-income countries, physiotherapy is often the only available rehabilitative care, making the quality of physiotherapy care particularly important. However, how well physiotherapy practice in managing children with cerebral palsy (CP) is supported by evidence-based guidelines remains unclear. This study aims to describe the current practice of physiotherapists in managing children with CP in Benin, a French-speaking country in Sub-Saharan Africa.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>This study used a cross-sectional online survey, addressed to physiotherapists working in Benin.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>A total of 91 physiotherapists participated in the study, 52 of whom worked with children with CP. One-third of the children with CP treated were under 2 years old. Physiotherapy sessions were delivered twice or thrice weekly and lasted 30–45 min. Most of the physiotherapists working with children with CP (63.5%) received no certified paediatric neurorehabilitation training. About 54% rarely or never used a standardized outcome measure, and 36.5% used such measures occasionally. CP-specific common classification systems were mostly unused and unknown. The most common intervention modalities were handling techniques (muscle stretching, joint mobilization and Bobath therapy [for movement normalization]), but functional exercises (milestones) were also commonly used. About 58% felt confident in the management of children with CP, and the need for training on modern approaches was stressed.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion</h3>\u0000 \u0000 <p>The management of children with CP in Benin does not meet the standards of evidence-based practice. The results of this study will help develop strategies to improve the physiotherapy quality of care provided to children with CP in Benin and beyond.</p>\u0000 </section>\u0000 </div>","PeriodicalId":55262,"journal":{"name":"Child Care Health and Development","volume":"52 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2025-12-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12690346/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145716935","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}
Julia Lindblom, Elzana Odzakovic, Eric A. Hodges, Anne Christenson, Maria Björk
Background
Childhood overweight poses health risks and often persists in adulthood, making early intervention essential. Swedish Child Health Service (CHS) nurses are responsible for addressing this issue, a task perceived as important yet challenging. When supporting these families, a caring approach is crucial for well-being and adherence. Childhood overweight is often associated with parental overweight. Due to the sensitivity and stigma surrounding adult overweight, healthcare professionals may experience discomfort, potentially leading to negatively perceived interactions. Despite these challenges, little is known about how parental overweight influences CHS nurses' approach in encounters regarding children's overweight. Therefore, this study aimed to explore how CHS nurses experience providing support to parents with overweight during clinical encounters about their child's overweight.
Methods
Qualitative descriptive, inductive design was applied. Individual semi-structured digital interviews were conducted with 14 CHS nurses, and transcripts were analysed using latent content analysis.
Results
Four categories were identified: feeling insecurity regarding professional role, focusing on concrete aspects of health, questioning the parent and trying to influence the parent. CHS nurses perceived addressing the child's overweight as their primary duty. They focused on weight-related aspects of the child's health, emphasising lifestyle advice, while parents' emotions or socioeconomic challenges risked being overlooked. Parental overweight could trigger negative assumptions, including doubts about parents' ability to support their child. When children's weight curve remained unchanged, frustration sometimes led CHS nurses to emphasise parental responsibility or use threats, such as involving child welfare services.
Conclusion
This study highlights how CHS nurses perceive both challenges and responsibility in addressing childhood overweight, difficulties that intensify when parents themselves have overweight. The findings suggest that while striving to fulfil their role and balance professional responsibility with maintaining a supportive and caring approach, CHS nurses' are sometimes shaped by weight stigma.
{"title":"Child Health Service Nurses' Experiences of Providing Support to Parents With Overweight During Clinical Encounters About Their Child's Overweight—a Qualitative Study","authors":"Julia Lindblom, Elzana Odzakovic, Eric A. Hodges, Anne Christenson, Maria Björk","doi":"10.1111/cch.70200","DOIUrl":"10.1111/cch.70200","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Childhood overweight poses health risks and often persists in adulthood, making early intervention essential. Swedish Child Health Service (CHS) nurses are responsible for addressing this issue, a task perceived as important yet challenging. When supporting these families, a caring approach is crucial for well-being and adherence. Childhood overweight is often associated with parental overweight. Due to the sensitivity and stigma surrounding adult overweight, healthcare professionals may experience discomfort, potentially leading to negatively perceived interactions. Despite these challenges, little is known about how parental overweight influences CHS nurses' approach in encounters regarding children's overweight. Therefore, this study aimed to explore how CHS nurses experience providing support to parents with overweight during clinical encounters about their child's overweight.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>Qualitative descriptive, inductive design was applied. Individual semi-structured digital interviews were conducted with 14 CHS nurses, and transcripts were analysed using latent content analysis.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Four categories were identified: feeling insecurity regarding professional role, focusing on concrete aspects of health, questioning the parent and trying to influence the parent. CHS nurses perceived addressing the child's overweight as their primary duty. They focused on weight-related aspects of the child's health, emphasising lifestyle advice, while parents' emotions or socioeconomic challenges risked being overlooked. Parental overweight could trigger negative assumptions, including doubts about parents' ability to support their child. When children's weight curve remained unchanged, frustration sometimes led CHS nurses to emphasise parental responsibility or use threats, such as involving child welfare services.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion</h3>\u0000 \u0000 <p>This study highlights how CHS nurses perceive both challenges and responsibility in addressing childhood overweight, difficulties that intensify when parents themselves have overweight. The findings suggest that while striving to fulfil their role and balance professional responsibility with maintaining a supportive and caring approach, CHS nurses' are sometimes shaped by weight stigma.</p>\u0000 </section>\u0000 </div>","PeriodicalId":55262,"journal":{"name":"Child Care Health and Development","volume":"52 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2025-12-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12683981/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145702500","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}
R. Q. Beekhuizen, M. A. T. Bloemen, E. A. M. Bolster, K. Visser, R. van der Lugt, M. Bassa, N. L. Henry, E. M. W. Kotte, M. van Hartingsveldt, J. W. Gorter
Background
Outdoor play is essential for children's development. However, children with disabilities face barriers in outdoor play. In the Netherlands, there are limited opportunities for children with and without disabilities to play together. While previous research examined the perspectives of parents, professionals and children regarding inclusive outdoor play, little is known about actual outdoor play behaviour. This exploratory study uses observational research to investigate how children with and without disabilities engage in outdoor play together.
Methods
We used a mixed-methods approach: quantitative assessments using the Test of Playfulness (ToP) and the Test of Environmental Supportiveness (TOES) were combined with qualitative observations focused on inclusive outdoor play, conducted during six outdoor play sessions at inclusive playgrounds. Children with and without disabilities aged 4–12 years (n = 63) were selected through purposive sampling.
Results
Quantitative analysis revealed that boys and children with disabilities scored significantly lower on the ToP, indicating reduced playfulness. Gender was also significantly associated with TOES scores, with boys scoring lower, indicating less environmental support for play. Qualitative observations identified six key themes influencing inclusivity in outdoor play behaviour: (1) variety of play types, (2) getting to know each other, (3) making contact, (4) interaction while playing together, (5) influence of the social environment and (6) influence of the physical environment.
Conclusions
This study highlights the diversity in playfulness skills and environmental support observed among children with and without disabilities. It emphasizes the role of social interactions, peer relationships and environmental factors in shaping inclusive play behaviour. These findings underscore the importance of both social and physical aspects to promote inclusive outdoor play. By integrating these insights, the study provides guidance for paediatric rehabilitation professionals, whose role in facilitating inclusive play and overcoming barriers is essential to create outdoor play opportunities for all children.
{"title":"Can You See Us Play? Observing Inclusive Outdoor Play Behaviour Among Children With and Without Disabilities: A Mixed Methods Study","authors":"R. Q. Beekhuizen, M. A. T. Bloemen, E. A. M. Bolster, K. Visser, R. van der Lugt, M. Bassa, N. L. Henry, E. M. W. Kotte, M. van Hartingsveldt, J. W. Gorter","doi":"10.1111/cch.70198","DOIUrl":"10.1111/cch.70198","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Outdoor play is essential for children's development. However, children with disabilities face barriers in outdoor play. In the Netherlands, there are limited opportunities for children with and without disabilities to play together. While previous research examined the perspectives of parents, professionals and children regarding inclusive outdoor play, little is known about actual outdoor play behaviour. This exploratory study uses observational research to investigate how children with and without disabilities engage in outdoor play together.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>We used a mixed-methods approach: quantitative assessments using the Test of Playfulness (ToP) and the Test of Environmental Supportiveness (TOES) were combined with qualitative observations focused on inclusive outdoor play, conducted during six outdoor play sessions at inclusive playgrounds. Children with and without disabilities aged 4–12 years (<i>n</i> = 63) were selected through purposive sampling.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Quantitative analysis revealed that boys and children with disabilities scored significantly lower on the ToP, indicating reduced playfulness. Gender was also significantly associated with TOES scores, with boys scoring lower, indicating less environmental support for play. Qualitative observations identified six key themes influencing inclusivity in outdoor play behaviour: (1) variety of play types, (2) getting to know each other, (3) making contact, (4) interaction while playing together, (5) influence of the social environment and (6) influence of the physical environment.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>This study highlights the diversity in playfulness skills and environmental support observed among children with and without disabilities. It emphasizes the role of social interactions, peer relationships and environmental factors in shaping inclusive play behaviour. These findings underscore the importance of both social and physical aspects to promote inclusive outdoor play. By integrating these insights, the study provides guidance for paediatric rehabilitation professionals, whose role in facilitating inclusive play and overcoming barriers is essential to create outdoor play opportunities for all children.</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":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12676260/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145670982","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}
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}
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