Designing and implementing an accelerated parenting skills developmental support program in a post-Earthquake context: an action research with mothers in Türkiye

Maternal plasma corticotropin-releasing hormone associated with stress at 20 weeks’ gestation in pregnancies ending in preterm delivery

Personal and professional development are integral to students' professional identity formation. To examine the association between race, ethnicity, family income, and growing up in an underresourced neighborhood with perception of medical school support of professional and personal development. Retrospective cross-sectional study using deidentified data of medical graduates who completed the Association of American Medical Colleges Graduation Questionnaire in 2018 to 2022. Statistical analysis was performed from October 1 to November 1, 2024. Perception of medical school support of professional and personal development. Multivariate logistic regression models to assess the association of family income, race, ethnicity, and underresourced neighborhood status with perception of medical school support of professional and personal development during medical school, adjusting for students' sex, age at graduation in quartiles, and clustered by school to account for school-to-school variability. Among 66 898 respondents in the study cohort, 34 731 identified as female (51.9%), 14 100 as Asian (21.1%), 3594 as Black or African American (5.4%), 3419 as Hispanic (5.1%), and 38 483 as White (57.5%). The mean (SD) age of respondents was 27.5 (2.6) years and 10 088 were from households with incomes less than $50 000 a year (15.1%). Students from families with incomes in the lowest 2 quintiles were significantly less likely to report medical school support of professional and personal development than students from household incomes of more than $200 000 (less than $50 000: 69.5% vs 75.1%; relative risk [RR], 0.96; 95% CI, 0.94-0.98; $50 000-$74 999: 71.0% vs 75.1%; RR, 0.96; 95% CI, 0.94-0.98). Compared with White students, Asian students (aRR, 0.97; 95% CI, 0.96-0.98) and Black students (adjusted relative risk [aRR], 0.97; 95% CI, 0.95-0.99) were less likely to report medical school support of professional development, and Black students were less likely to report medical school support of personal development (aRR, 0.93; 95% CI, 0.89-0.97). Compared with their peers, students who reported growing up in an underresourced neighborhood were significantly less likely to report medical school support of professional and personal development. Intersectionality analysis of family income, race, ethnicity, and underresourced neighborhood status suggested that perception of medical school support of professional and personal development decreased with increasing number of minoritized identities, with students who were URIM, from a low-income family, and reported growing up in underresourced neighborhoods the least likely to report medical school support of professional and personal development. In this cross-sectional study of medical graduates, students who were URIM, low-income, and students who reported growing up in underresourced neighborhood were significantly less likely to report medical school support of professional and personal development. It is therefore critical for medical schools and accreditation bodies to evaluate current curriculum and practices to foster professional and personal development that are equitable for all students.

The non-linear association between low-level lead exposure and maternal stress among pregnant women

HIGHLIGHTS Maternal stress level during pregnancy in the COVID-19 pandemic had normal category. There was no difference of maternal stress level during pregnancy between good and adverse pregnancy outcomes in the COVID-19 pandemic. Other factors can influence maternal stress level during pregnancy in the COVID-19 pandemic. ABSTRACT Objective: This study analyzed the comparison of maternal stress levels during pregnancy between two groups of pregnancy outcomes in the COVID-19 pandemic at Koja Regional General Hospital, North Jakarta, Indonesia. Materials and Methods: A hospital-based analytic observational study conducted with a case-control approach, involving mothers giving birth in March-August 2022, aged 20–35, without disease histories such as hypertension, anemia, gestational diabetes mellitus, and tuberculosis. Two groups in this study had matched inclusion criteria, consisting of 24 respondents with adverse pregnancy outcomes in the case group and 34 respondents with good pregnancy outcomes in the control group. The sampling method used total population technique. Data were obtained from medical record and modification of Depression Anxiety Stress Scale (DASS42) questionnaire. Analysis of confounding variables used different tests and bivariate analysis using the Mann-Whitney test. Results: Respondent characteristics had no difference (p >0.05). Respondent distribution with normal levels in the control group (70.6%) was higher than in the case group (45.8%). The result of Mann-Whitney test was no different in maternal stress levels during pregnancy between the case and control groups with pregnancy outcomes in COVID-19 pandemic (p=0.102). Conclusion: Most maternal stress levels during pregnancy were in the normal category. There was no difference in maternal stress level during pregnancy between both groups in COVID-19 pandemic at Koja Regional General Hospital, North Jakarta, Indonesia.

Emotion socialization (ES) has been studied primarily in the context of children’s negative emotions. We evaluated whether 1) mothers and fathers are similar in their ES (savoring and dampening) of positive emotions; and 2) maternal and paternal ES are differentially related to preadolescents’ psychosocial adjustment and attachment security. Preadolescents ( N = 106; age M ( SD ) = 11.68 (1.03) years; 52 boys) reported parental ES, self-worth, and attachment security. Mothers reported children’s psychosocial adjustment. Preadolescents perceived mothers as savoring more, but not dampening more, than fathers. Paternal dampening was associated with children’s greater internalizing and conduct problems, and fewer prosocial behaviors. Maternal and paternal savoring were positively related to preadolescents’ self-worth, however, only paternal savoring had a unique effect. Maternal and paternal savoring and dampening were associated with preadolescents’ attachment security with each respective parent. Findings underscore the importance of perceived ES of positive emotions for preadolescents’ psychosocial adjustment and attachment security.

Action research has been found to be potential in solving classroom related problems in teachers’ own context and for bringing changes in classrooms making the classrooms more inclusive. Therefore, in a 5-country consortium project, while using a co-designed teachers’ professional development on Gender and Inclusive Pedagogy (GIP), action research was in-built as an important part for problem solving. In a four-tier training program, 95 teachers of the 20 experimental schools of Bangladesh were oriented with action research and gradually achieved necessary skills to practice action research in their classrooms. After each phase of trainings, teachers practiced action research as a tool to mitigate issues related to GIP practice. Both quantitative and qualitative data were obtained from three different sources- observation of the teacher training sessions related to action research, pre and posttests of the trainings, and reflective journals of the teachers. Findings reveal changes in teachers’ understanding, attitude and practice related to action research. Quantitative data shows that there are significant differences in teachers’ understanding related to action research between the pre and post tests in the last two tiers of the trainings. There is significant change in teachers’ ‘attitudes’ related to action research too between the pre and posttests in the third and final tiers of the trainings. Qualitative data also depicted the same gradual changes in teachers’ understanding of and attitude towards conducting action research. Lastly, 17 teachers (8 individually and 9 collaboratively) practiced action research in their classrooms to address different issue or challenges related to student participation and achievement regarding gender and inclusion aspects. The teachers reported reduced student absenteeism, increased student participation in group work, more participation of girls and special need children, more organized and student friendly classrooms. However, challenges remained in ensuring the participation of all students in a meaningful way ensuring quality learning which the teachers are trying to achieve in their next action research cycles. Teachers expressed their worries that they may not be able to continue the action research when the project period is over as there will be no support from the project team members. The study suggests creating groups among teachers in nearby localities who can share, help and collaborate in each other’s action research. Teacher’s World: Journal of Education and Research, 49 (2),15-36

The attachment and emotion socialisation (ES) literatures both emphasise that how parents respond to and teach about emotions shapes children’s emotion regulation (ER). Most studies, however, investigated these research traditions separately, focused on mothers’ ES, and evaluated children’s regulation of negative emotions. We evaluated whether, in mother–child and father–child relationships, attachment security and parental ES strategies of savouring or dampening children’s positive emotions (PEs) differentially and uniquely relate to children’s savouring or dampening strategies of regulating PEs, and the indirect effects of attachment security. Early adolescents (N = 112, boys = 55) completed an attachment interview, rated their ER of PEs (savouring and dampening), and rated their parents’ ES of PEs (savouring and dampening). Children who were more securely attached to their mothers and fathers used more savouring and less dampening of their PEs. Mothers’ and fathers’ savouring or dampening of PEs was associated with children’s greater use of the corresponding strategy. Parents’ ES strategies showed unique effects more consistently than attachment security did, and there was limited evidence for indirect effects. Overall, results suggest that early adolescents may internalise specific ways of construing positive events and underscore the importance of jointly considering multiple parent–child factors in relation to early adolescents’ regulation of PEs.

Background : Currently, little is known about the maternal stress when a neonate is admitted to a Neonatal Intensive Care Unit (NICU) in Sri Lanka. Objective: To assess the maternal stress level when a baby is admitted to the NICU at Teaching Hospital Jaffna (THJ) and the influence of maternal and infant characteristics on this level. Method: A prospective cross sectional descriptive study was conducted in NICU at THJ on 75 mother-baby pairs using the Parental Stressor Scale: Neonatal Intensive Care Unit to measure the maternal stress level. A parent/infant demographic sheet provided information for determining which characteristic resulted in a different response. Results: Seventy six percent of mothers experienced severe and extreme stress level for overall stress. The mean for overall stress experienced by the mothers was 4.01 + 0.87. The highest levels of stress experienced were in the sight and sound subscale with a mean of 3.04 + 1.04 and the relationship with the baby–parental role (mean 2.93 + 1.28). The infant characteristic of gestational age resulted in a significant different score concerning the appearance and behaviour of the baby, even though there were no significant differences in the score experienced in the overall stress level. There was no significant difference in the overall stress score with maternal characteristics such as age, parity, maternal level of education and income, but a previous baby being admitted to the NICU had a significant correlation with the overall stress level (p =0.04). Conclusions: Mothers suffer significantly high stress levels when their babies need NICU admission. NICU physical environment and alteration in parental role are the main sources of stress. Infant characteristics like gestational age, birth asphyxia and sepsis are related to high maternal stress levels. Previous baby needing NICU admission and previous neonatal deaths have strong associations with high maternal stress levels. (Key words: maternal stress, NICU) DOI: http://dx.doi.org/10.4038/sljch.v45i2.8003

Although parental sensitivity is an established determinant of children's attachment security, effect sizes are modest, suggesting other aspects of parenting that might support secure attachment. Parental emotion socialization (ES) has been proposed as a parenting domain that is theoretically linked to secure parent-child attachment. The goal of this meta-analysis was to evaluate the strength of the relations between parental ES and attachment security in children under the age of 18. We conducted three meta-analyses assessing the links of supportive parental ES, nonsupportive parental ES, and parental elaboration with attachment security assessed with behavioral, representational, and questionnaire measures (ks = 9-11 samples; Ns = 576-1,763 participants). The relation between supportive ES and security was significant but very small (r = .06). The relation between nonsupportive ES and security was not significant (r = -.05). Parental elaboration emerged as a key correlate of secure attachment, with a medium effect size (r = .24), similar to the relation between sensitivity and attachment security. The findings underscore the need for further research to elaborate on the role of ES in the development of attachment. (PsycInfo Database Record (c) 2025 APA, all rights reserved).

Introduction: Children with intellectual disabilities require more intensive and continuous caregiving, which often places significant psychological and emotional burdens on mothers, who typically serve as the primary caregivers. The demands associated with caregiving responsibilities—ranging from managing daily activities to addressing complex emotional and behavioral needs—can result in elevated levels of maternal stress. Prolonged exposure to such stress may adversely affect a mother's physical and psychological well-being, ultimately impacting her overall quality of life. One of the contributing factors that may alleviate this burden is the active involvement of fathers in caregiving tasks. Paternal involvement is believed to offer both emotional reassurance and practical support, which can significantly ease the caregiving load carried by mothers. Objective: This study aimed to examine the relationship between paternal involvement in caregiving and maternal stress levels among families raising children with intellectual disabilities. Method: A correlational study design with a cross-sectional approach was used. The sample consisted of 49 mothers recruited using a total sampling technique. Instruments used in this research were developed by modifying the Nursing Outcome Classification (NOC) to measure paternal involvement and adopting the Parental Stress Scale to assess maternal stress. Data were analyzed using the Spearman rank correlation test with a significance level of 0.05. Result: Findings revealed that 33 mothers (67.3%) reported high paternal involvement, 11 (22.4%) moderate, and 5 (10.2%) low. Regarding maternal stress levels, 22 mothers (44.9%) experienced low stress, while 27 (55.1%) experienced moderate stress. No respondents reported high stress. Conclusion: Statistical analysis showed a significant positive correlation between paternal involvement and reduced maternal stress levels (r = 0.088; p = 0.048). These results suggest that increased paternal engagement in caregiving contributes to lower maternal stress and better maternal well-being.

Purpose: The aim of the study was to investigate the influence of environmental factors on embryonic development and fetal programming Methodology: This study adopted a desk methodology. A desk study research design is commonly known as secondary data collection. This is basically collecting data from existing resources preferably because of its low cost advantage as compared to a field research. Our current study looked into already published studies and reports as the data was easily accessed through online journals and libraries. Findings: The study revealed compelling evidence linking various environmental exposures, including air pollution, maternal nutrition, smoking, stress, chemical contaminants, and heavy metals, to adverse pregnancy outcomes and long-term health consequences for offspring. The study also highlighted the critical role of epigenetic modifications, such as DNA methylation, histone modifications, and non-coding RNA expression, in mediating the effects of environmental factors on gene expression and cellular function during embryogenesis. Unique Contribution to Theory, Practice and Policy: Developmental Origins of Health and Disease (DOHaD) theory & Fetal Programming theory may be used to anchor future studies on the influence of environmental factors on embryonic development and fetal programming. Incorporate comprehensive assessments of environmental exposures into routine prenatal care. Healthcare providers should consider factors such as maternal diet, smoking status, stress levels, chemical exposures, and air quality when counseling pregnant individuals. Advocate for stricter environmental regulations aimed at reducing exposure to air pollutants, endocrine-disrupting chemicals, heavy metals, and other harmful substances during pregnancy. Tailor interventions based on individual risk profiles and environmental exposures. For example, provide targeted nutritional counseling, smoking cessation programs, stress management support, and referrals for environmental health assessments as part of prenatal care services.

This study explored the role of teachers in action research, extending beyond traditional classroom instruction to include professional development and scholarly inquiry. The primary aim was to investigate the practices involved in action research, teachers’ understanding of writing action research, and common challenges faced. Using a quantitative approach with a descriptive-correlational design, the study surveyed 497 teachers from 87 public schools across five districts in Agusan del Sur. Data collection focused on teachers’ techniques, skills, motivations, and problems related to action research. The study utilized stratified random sampling to ensure diverse representation and analyzed data using descriptive statistics and correlational analysis through IBM SPSS v29. Findings indicated that while teachers generally demonstrated competency and enthusiasm for action research, challenges such as time constraints, insufficient support, and research complexity were prevalent. The study revealed a strong correlation between teachers’ engagement in action research and their understanding of research methodologies and problem-solving abilities. Recommendations included providing ongoing professional development opportunities, enhancing institutional support, establishing mentorship programs, improving access to research resources, and creating recognition systems for research achievements. These measures aimed to bolster teachers’ research skills, overcome barriers, and foster a supportive environment for action research. The study emphasized the importance of further professional development and institutional support to enhance teachers’ competencies and address significant challenges in action research.

The aim of this study is to provide an overview of the development of premature children, including attachment, child psychological adjustment and parental variables. 130 children < 1,500 g or < 32 weeks at birth from two public hospitals, assessed at two years corrected age, together with their parents. Parental socio-demographic data was collected. Infant development, attachment and child psychological adjustment were evaluated, as was parental stress. The percentage of preterm children with developmental delays ranged from 5% to 21%. Girls tend to show higher levels of development than boys with effect sizes ranging from small, η2p = .02, to medium, η2p = .07. Secure attachment was the most frequent pattern in the sample. No significant differences, p < .05, between preterm children and the normative population were found on children´s behavioral problems and maternal stress levels. Despite the fact prematurity is considered to be a risk factor for a child´s development, a significant proportion of these children do not show problems in terms of developmental levels, attachment pattern and maternal stress. However, socio-emotional and affective domains, as well as psychological support programs for parenthood, should be followed up from a multidisciplinary perspective.

Action research was initially developed by Kurt Lewin during World War II and was consolidated in the Social Sciences as a methodology aimed at promoting changes in the contexts studied. Its participatory character allows the integration between theory and practice, valuing the collaboration between researchers and participants to solve problems and generate new knowledge. In Brazil, it was popularized by Michel Thiollent, standing out for uniting social transformation with critical reflection. Currently, action research is applied in several areas, especially in education and organizational contexts. In this context, the main objective of the present study is to analyze, according to the scientific production, how Thiollent's Action Research methodology promotes the integration between theory and practice in the process of training and professional education in health, aiming at improvements in care and educational practices. The present research sought to answer the following question: How can the application of Action Research, according to Thiollent's model, contribute to the formation and development of collaborative and reflective practices in professional health education? To investigate this issue, we analyzed articles indexed in the Scientific Electronic Library Online (Scielo), Latin American and Caribbean Literature on Health Sciences (LILACS) and Nursing Database (BDENF) databases, focusing on publications from the last 10 years that were available in full and free of charge. The search was carried out using the following keywords: "Professional education" OR "Continuing Education" OR "Health Professional" OR "Nursing" OR "Primary health care" AND "action research" and their equivalents in Portuguese. The selection of studies followed inclusion criteria that favored relevance and alignment with the theme of action research in the context of professional health education. Thiollent's Action Research, applied to professional training in health, promotes the integration between theory and practice, developing critical and reflective skills through collaborative solutions and valuing the role of professionals and users in the continuous improvement of educational and care practices

Preface Acknowledgments Part I. Understanding Action Research 1. The Disconnection Between Educational Research and Practice: The Case for Teacher Action Research Historical Context Why the Disconnection Between Research and Practice? Responding to the Gap: Renewing an Old Debate Limitations of Experimental and Quasi-Experimental Design School Context and Educational Research The Search for School Context Transcending the R&D Model of Knowledge Transfer Embracing an Epistemology of Practice Moving Toward a Knowledge Democracy Teacher Action Research and Knowledge Democracies Summary 2. Teacher Action Research: Collaborative, Participatory, and Democratic Inquiry What Is Teacher Action Research? Action Research: Changing Practice Action Research: Teachers' Voices Action Research: Outcomes for Teachers The Origins of Action Research Approaches to Action Research Summary 3. A Paradigm of Teacher Action Research What Is a Paradigm? Four Research Paradigms Distinguishing Characteristics of an Action Research Paradigm Challenges for Action Research Summary 4. The Validity of Action Research What Is Validity? Triangulation Validity as Inquiry Generalizability in Action Research Summary 5. Teacher Action Research as Professional Development Action Research/Professional Development Action Research as Professional Development: Teacher Outcomes Action Research as Professional Development: Teacher Voices Summary Part II. Collaborative Action Research: Foundation for Knowledge Democracies 6. Collaborative Action Research The Collaborative Nature of Action Research The Interaction of Individual and Collaborative Action Research Summary 7. Conditions for Building a Knowledge Democracy Developing a Work With Posture Establishing Trust Finding Enough Time Confronting University Versus Classroom Issues Including Student and Parent Research Partners Learning How to Collaborate Summary 8. Creating Knowledge Democracies: Professional Development Schools The Nature and Character of a Professional Development School (PDS) The Challenges of Building a PDS as a Knowledge Democracy Summary Part III. Practicing Action Research 9. Fundamental Practices for Teacher Action Research Reflection Dialogue Documentation Focal Points for Observation, Journal Writing, and Reflection Summary 10. Case Study and Teacher Action Research What Is a Case Study? Case Studies of Programs Retrospective Case Studies of Curriculum Case Study of the Individual Summary 11. Conducting Teacher Action Research Modest Beginnings Finding Critical Friends A Few Principles for Conducting Action Research Summary Glossary Appendix A. Examples of Teacher Action Research Projects From Reading Recovery to Guided Reading, by Marie A. Lennon Why Do I Have to Know This Stuff? by Maryann Byrne What Happens to Students' Writing When I Add a Self-Assessment Component to Each Writing Activity? by Jody McQuillan Appendix B. Annotated Teacher Action Research Web Sites Appendix C. Curriculum and Instruction Web Sites References Index About the Author