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This study aims to explore the information needs of Chinese parents of children with Autism Spectrum Disorder (ASD) and how these needs evolve as their children develop.

This study collated 17,122 questions regarding raising children with ASD via the Yi Lin website until November 2021.

The information needs of parents of children with ASD were classified into two categories: 1) Cognition-motivation: related to children with ASD; and 2) Affection-motivation: related to their parents. Child development causes the adaptation of information needs of these parents. Within the first three years, nine different topics of these parents' information needs were identified. Major information needs at this stage are as follows: intervention content, intervention methods and pre-diagnosis questions. During the ages of three to six years, there were 13 topics of information needs for parents, focusing on three areas: intervention content, intervention methods and diagnosis and examination. There are eight topics of information needs post six years. Parents are more concerned with the three topics of intervention content, life planning and intervention methods.

This novel study indicates the complex and changing information needs of parents of children with ASD in China. It may enhance the understanding of the information needs of these parents at theoretical and practical levels, provide support for them to understand their own information needs and provide a reference for relevant government and social organisations to provide targeted information services for them.

The peer review history for this article is available at: https://publons.com/publon/10.1108/OIR-04-2022-0247

Parenting programmes are increasingly a feature of services and policies aimed at improving outcomes for children and families and tackling inequality, yet they remain underused. This study aims to assess parent engagement and retention in the parent and infant (PIN) programme – a universal, multi-component intervention designed to support parents from birth to when their children reach two years of age. The programme can be tailored to parent/community needs but also includes standardised core elements including two Incredible Years parenting programmes. Programme provider perspectives on recruiting and supporting participation were also explored.

A mixed methods study was conducted involving parents (n = 106) and programme providers involved in the PIN programme. Logistic regression analyses were used to assess the impact of participant demographic characteristics on the likelihood of programme engagement and attendance. Semi-structured interviews explored facilitators’ experiences of parent recruitment and engagement, as well as barriers and facilitators of parental attendance.

First-time mothers were more likely to initially enrol in the PIN programme than younger or lone parents. However, older age and married/cohabiting status were the strongest predictors of attending at least one-third of programme sessions. Qualitative findings highlighted the importance of relationship building and connection in supporting participant recruitment and engagement. Practical and psychological barriers to programme participation are also described.

The findings shed light on factors that influence engagement and attendance in universal, early parent support programmes. Barriers to parent engagement are multi-layered and tailored strategies to promote uptake of parenting programmes are needed.

This article examines the educational decision-making of hearing parents for their deaf children born during a period (1970–1990s) before the introduction of new-born hearing screening in New South Wales, where the study was conducted, and prior to the now near-universal adoption of cochlear implants in Australia.

We present findings from an oral history study in which parents were invited to recall how they planned for the education of their deaf children.

We propose that these oral histories shed light on how the concept, early intervention – a child development principle that became axiomatic from about the 1960s – significantly shaped the conduct of parents of deaf children, constituting both hope and burden, and intensifying a focus on early decision-making. They also illustrate ways in which parenting was shaped by two key structural shifts, one, being the increasing enrolment of deaf children in mainstream rather than separate classrooms and the other being the transformation of deafness itself by developments in hearing assistance technology.

The paper contributes to a sociological/historical literature of “parenting for education” that almost entirely lacks deaf perspectives and a specialist literature of parental decision-making for deaf children that is almost entirely focussed on the post cochlear implant generation. The paper is distinctive in its treatment of the concept of “early intervention” as a historical phenomenon rather than a “common sense” truth, and proposes that parents of deaf children were at the leading edge of late-20th and early-21st century parenting intensification.

Parents ‘matter’ to schools for their child’s education and parents ‘matter’ in relation to their child’s wellbeing. Indeed, in his synthesis of over 800 studies, Hattie (2008) equated the benefits of parental engagement with schools as being equivalent to adding two or three further years to their education. The aim of this chapter, therefore, is to look at parents in relation to wellbeing through positive education and, as part of this, the concept of positive psychology parenting too. Drawing on scientific research, the benefits of positive psychology to parents and families, alongside some of the ‘why’ and ‘how’ parents can better engage with schools, will be presented. A Positive Psychology in Practice case study of Bounce Back, a freely available, online introduction to positive psychology designed to give parents and carers an introduction to several different concepts, approaches, and hands-on techniques, based on the principles of positive psychology, will also be provided. This case study will also present Bounce Back as an intervention, giving parents and carers practical advice on how best to use this online resource, as well as information on how to implement some of the wider ideas from positive education at home to help them better understand, and intervene in, their own and their family’s wellbeing.

This study aims to examine the psycho-emotional and social experiences of caregivers of children with autism spectrum disorder. Various facets of the caregiving experience are explored, including the feelings and thoughts of the parents/caregivers, such as the resilience experienced in their journey, how they coped with the challenges and also their positive experiences.

In this study, these aspects of the caregiving experience are broadly probed using semi-structured interviews subjected to narrative analysis. Lastly, there is a focus on the role of therapist-led intervention, specifically, the Eye to I^© intervention model and its contributions to the parent/caregiver experience.

Findings from this study indicate that parents benefit from interventions that bridge gaps in skills and interpersonal communication which parents/caregivers feel they encounter in their day-to-day activities. Additionally, support groups for parents and caregivers could further address these issues.

This exploration reveals insights about the roles of societal structures and the caregiving journey.

Family–school partnerships are an essential component of the special education process for children with disabilities. Notably, recent legislative reauthorizations of IDEA (2004) have focused on increasing parent involvement. For many parents, participation occurs primarily through the individualized education program (IEP) meetings. Parent involvement often includes parent advocating for their children. However, many parents face barriers when advocating to obtain appropriate special education services for their children with disabilities. Culturally and linguistically diverse families face greater systemic barriers (e.g., language and cultural differences) to access services for their own children with disabilities. School professionals can foster opportunities to help families be active members of the IEP process. For example, school professionals should connect families with resources to learn about their special education rights. Specifically, school personnel can encourage families to reach out to their local Parent Training and Information (PTI) Center to be educated and empowered to advocate for services. In addition, parents can be encouraged to attend parent advocacy programs to help increase knowledge, advocacy, and empowerment to access and advocate for services for their own children. Advancing the values of working with parents of students with special education needs is discussed.

This study aims to identify the patient characteristics that may influence family involvement in a family-centered care program during detention.

Little is known about the needs of incarcerated adolescents and their families. This exploratory study used a cross-sectional design to collect data from incarcerated adolescents with conduct disorder followed in a French outpatient psychiatric department. Logistic regression models were used to identify the sociodemographic, clinical and family characteristics of these incarcerated adolescents that could predict family involvement in their care.

Among 44 adolescents with conduct disorder, the probability of family involvement during the adolescent’s detention was 9.6 times greater (95% CI 1.2–14.4, p = 0.03) for adolescents with no than for those with cannabis substance use disorder, and family involvement decreased with the age of the adolescent (OR = 0.22, 95% CI 0.1–0.9, p = 0.04).

Increased knowledge of the characteristics of these adolescents and their families is needed to develop programs that will increase family interventions by specialty treatment services during detention.

No study has yet been published on French incarcerated adolescents with conduct disorder. As conduct disorder is one of the most important mental health disorders among delinquent adolescents, this study provides knowledge about these adolescents and the need to involve their parents in their care to prevent the further escalation of problem behaviors.

Autism spectrum disorder (ASD) refers to a group of complex neurodevelopmental disorders characterized by repetitive and characteristic patterns of behavior and difficulties with social communication and interaction. Puberty is an important period for teenagers with ASD. The purpose of this study was to investigate the effect of educational program on increasing social skills (SS) and sexual knowledge (SK) in adolescent boys with high-functioning autism (HFA) disorder.

This study was conducted using a single-subject design. Participants were three boys diagnosed with HFA disorder, selected using purposive sampling. The social skills improvement system scale and the sexual knowledge questionnaire were used to measure SS and SK. The training program consisted of 49 sessions.

Results showed that, given the comparison of scores before and after the intervention, the training program was effective in improving SS and SK.

With regard to the importance of puberty, training programs for parents and adolescents play an effective role in increasing SS and SK of adolescents with HFA disorder.

Using longitudinal data, this study aims to provide a greater understanding as to how parenting factors, including the employment of various disciplinary techniques, during a young person's early adolescence may contribute to excessive Internet use (EIU) in later adolescence.

Employing “Problem Behaviour” theory (PBT) as a guiding framework, this study uses data from the Growing Up in Ireland ’98 Cohort to investigate the effect of proximal and distal parental influences, measured when children were 13 years old, on symptoms of EIU in young adults at 17 or 18 years. Multiple regression models control for other child and family factors, and separate models for males and females examine sex differentials.

Estimation did not find a statistically significant association between internet-specific mediation practices in early adolescence and EIU in later adolescence. However, regularly playing games or sports together is a protective factor. Parent-adolescent conflict and spending time home alone are estimated as risk factors. How parents deal with misbehaviour is a strong predictor of EIU, with the direction of association dependent upon the type and frequency of discipline employed.

The findings are of practical significance in informing parents of modifiable aspects of their behaviour that can lead to EIU.

The study applies a longitudinal modelling framework and considers the effect on EIU of various parental disciplinary techniques, representing a novel contribution.