Individual Parent Research Articles

PERAN ORANG TUA DALAM MENGENALKAN ANGGOTA TUBUH PADA ANAK USIA PRASEKOLAH DENGAN AUTISTIK

The rise of cases of sex exploitation in children is a clear proof of the lack of knowledge of children about sex education that they should have obtained from the first year by their parents. Entering the age of 1-2 years, the ability to speak, curiosity, and the ability to remember began to increase and quite well. Now is the right time to continue adding vocabulary and hone the child's ability to remember and speak, by starting to introduce body parts like hair, nose, knees, heels, and so on. Autism is a term used to describe a type of pervasive disorder in a child that results in a disturbance or delay in cognitive, language, behavioral, communication and social interaction. Providing education and understanding is a challenge for parents themselves. This study illustrates how the roles performed and displayed by individual autistic parents in introducing body parts. The method used in this study is a qualitative method with a case study approach with observations and interviews conducted to parents of individuals with autism. The results of this study indicate that the maximal parental role produces autistic autonomous individual behavior. Independent in terms of understanding the body parts, maintaining the hygiene of the body parts and understanding the body parts that can be touched and not touched.Keywords: Autistic, Preschool age, Body Parts, Parents

Cortisol advantage of neighbouring the opposite sex in utero.

Population sex ratios naturally fluctuate around equality. It is argued that the production of an equal number of male and female offspring by individual parents should be favoured by selection, if all costs and benefits are equal. Theoretically, an even sex ratio should yield the highest probability for a fetus to be adjacent to a fetus of the opposite sex in utero. This may cause developmental costs or benefits that have been overlooked. We examined the physiological and developmental parameters associated with in utero sex ratios in the nutria (Myocastor coypus), an invasive wildlife species with a strong reproductive output. Using hair testing, we found that litters with even sex ratios had the highest average cortisol levels. Fetuses neighbouring the opposite sex exhibited longer trunks than those neighbouring the same sex, which might imply better lung development. Our results are the first, to our knowledge, to link intra-utero sex ratios and fetal cortisol and suggest that fetal cortisol might be a mechanism by which even sex ratios are maintained via developmental advantages.

Parenting, culture, and the development of externalizing behaviors from age 7 to 14 in nine countries.

Using multilevel models, we examined mother-, father-, and child-reported (N = 1,336 families) externalizing behavior problem trajectories from age 7 to 14 in nine countries (China, Colombia, Italy, Jordan, Kenya, the Philippines, Sweden, Thailand, and the United States). The intercept and slope of children's externalizing behavior trajectories varied both across individuals within culture and across cultures, and the variance was larger at the individual level than at the culture level. Mothers' and children's endorsement of aggression as well as mothers' authoritarian attitudes predicted higher age 8 intercepts of child externalizing behaviors. Furthermore, prediction from individual-level endorsement of aggression and authoritarian attitudes to more child externalizing behaviors was augmented by prediction from cultural-level endorsement of aggression and authoritarian attitudes, respectively. Cultures in which father-reported endorsement of aggression was higher and both mother- and father-reported authoritarian attitudes were higher also reported more child externalizing behavior problems at age 8. Among fathers, greater attributions regarding uncontrollable success in caregiving situations were associated with steeper declines in externalizing over time. Understanding cultural-level as well as individual-level correlates of children's externalizing behavior offers potential insights into prevention and intervention efforts that can be more effectively targeted at individual children and parents as well as targeted at changing cultural norms that increase the risk of children's and adolescents' externalizing behavior.

Does Race/Ethnicity Moderate the Associations between Neighborhood and Parenting Processes on Early Behavior Problems?

Research suggests that corporal punishment and growing up in socially disorganized neighborhoods may have differential effects on children of color compared to White children. We test this idea by employing multilevel models with interaction terms to examine whether the associations of perceived neighborhood collective efficacy and maternal corporal punishment with behavior problems at age 5 differed by race/ethnicity. The analytic sample consisted of 2388 White, Black, or Hispanic families in the Fragile Families and Child Wellbeing Study. Covariates at the individual child, parent, and neighborhood levels were included to account for the racial/ethnic differences in structural and socioeconomic factors. Results demonstrate that race/ethnicity does not moderate the associations of maternal corporal punishment with internalizing or externalizing behavior problems in early childhood, nor does race/ethnicity moderate the association between neighborhood collective efficacy and externalizing behavior. However, the significant interaction between neighborhood collective efficacy and Hispanic ethnicity suggests that the protective role of collective efficacy on internalizing behavior is more pronounced in Hispanic children than White children. Overall, these findings underline the importance of multilevel interventions that strengthen neighborhood collective efficacy, particularly for Hispanic children, and of interventions that discourage physical discipline practices for young children.

Effects of a Center-Based Parent Training Package on Parents’ Accuracy of Generalized Program Implementations at Home

The purpose of this study was to evaluate the effects of a parent training package on parents’ accuracy of program implementations and their children’s goal achievements on parent-implemented programs at home. Parents also completed a quiz with questions about three-contingencies before and after the training. Three mother-child dyads participated in this study. All three children were 4-year-old boys with developmental delays. We employed a multiple baseline across three parent-child dyads as the primary design combined with a pretest and posttest. The individual parent training sessions consisted of office meetings and in-vivo classroom coaching sessions on program implementations. Each parent was trained individually to mastery criteria on program implementations using the Teacher Performance Rate Accuracy Scale (TPRA). After completing the parent training package, all parents acquired program implementations skills, and their program implementation skills were generalized to teach new behaviors at home with a high level of fidelity. Their quiz scores on three-term contingencies also increased to a relatively high level.

Childhood Vaccine Attitudes and Information Sources Among Oregon Parents and Guardians.

We sought to examine parent vaccine information sources and to understand vaccine beliefs and concerns of a representative sample of Oregon parents from an area where low vaccination levels occur. We hoped to understand how these beliefs affect pediatric vaccine uptake and to inform efforts to shift vaccine-hesitant habits toward a norm of full vaccination. Oregon still permits nonmedical exemptions. We passively recruited parents of children ages 0 to 13 years, then divided them into focus groups by stance-whether vaccine-accepting or -hesitant. Because of recruitment challenges, we supplemented focus group data from 33 participants with six individual parent interviews. In focus groups and interviews, we probed for vaccine information sources perceived as credible as well as perceptions about vaccines and their utility, benefit, and safety, using constructs of the health belief model. The information sources included medical providers, family, and peers or social networks. We found that vaccine beliefs are not dichotomous but fall along a continuum from full acceptance to full opposition. Most parents who participated inclined toward flexible vaccination scheduling. Another new finding was that most participants, regardless of vaccine stance, acknowledged the tension between social responsibility and individual choice regarding vaccination; vaccine-accepters supported social responsibility and vaccine-hesitant participants stressed individual choice. In addition, parents across the spectrum expressed skepticism about the reliability of social media.

Substituent effects on the oxidation reactions of 4-nitrophenol, phenol, 4-methylpheol, and 4-methoxyphenol mediated by reduced graphene oxide in water

Substituent effects of 4-nitrophenol (4-NP), phenol (PE), 4-methylpheol (4-MP), and 4-methoxyphenol (4-MOP) on their oxidative coupling reactions mediated by reduced graphene oxide (rGO) were examined using a batch method. The reaction products were identified as the oligomers of their individual parent compound, and CC and CO coupling between phenolic radicals were the main reaction pathways. The oxidative kinetics were well described with pseudo-first order model. The rate constants (kobs) of 4-NP, PE, 4-MP and 4-MOP were 0.47 × 10−3, 1.00 × 10−3, 2.03 × 10−3, and 3.53 × 10−3 h−1, respectively, following the order 4-NP < PE < 4-MP < 4-MOP. The kobs of four phenolic compounds was negative linear correlation with their homolytic bond dissociation energies (BDE(OH)), suggesting that BDE(OH) was an effective indicator to predict the oxidation susceptibility of phenolic compounds in rGO system. Dissolved oxygen played a critical role in the oxidation reactions through the formation of superoxide anion (O2−) on rGO. These O2− further cleaved the OH bond of phenolic compounds to produce phenolic radicals, which interacted each other and led to the following oxidative coupling reactions. The finding of this study is important for predicting the environmental fate of rGO and phenolic compounds.

Face-to-face interventions for informing or educating parents about early childhood vaccination.

Face-to-face interventions for informing or educating parents about early childhood vaccination.

Changing Relationships through Interactions: Preliminary Accounts of Parent\u2013Child Interactions after Undertaking Individual Parent Training

Parent and child interaction training has been increasingly investigated over recent years. However, the mechanisms of change within individual training programmes are not well understood. To explore the factors that can facilitate or inhibit meaningful changes in interactions and ultimately relationships, the current study employed semi-structured interviews to obtain first person accounts from parents who had undertaken an individualised parent-training programme. Three participants provided accounts of the training programme and their perceived impact upon interactions with their children were analysed using inductive thematic analysis. The analysis resulted in three themes, which illustrate how participants adjusted their interactional style with their child to varying degrees through enhanced personal awareness, increased understanding of their child’s emotional and interactional needs, and accepting the reciprocity of interactional accountability. Changes in interactional style enabled participants to alter their perceptions of their own behaviours, their child’s behaviours, and how they influenced one another through interactions. Recommendations for future research and therapeutic practice are discussed in the context of the findings and the existing evidence base.

What Influences Parental Engagement in Early Intervention? Parent, Program and Community Predictors of Enrolment, Retention and Involvement

Poor participant engagement undermines individual and public health benefits of early intervention programs. This study assessed the extent to which three types of engagement (participant enrolment, retention and involvement) were influenced by individual, program and contextual factors. Data were from a cluster randomised controlled trial (N = 1447) of a community-based parenting program, delivered at two levels of intensity (group sessions with and without individualised home coaching) conducted in Victoria, Australia. Individual (parent and family) factors and program factors were assessed by parent report and administrative records, and contextual factors by area-level population statistics. Data were analysed using multilevel logistic or linear regression models. Individual and contextual factors predicted enrolment, while family and program factors were more influential on program retention and parents’ active involvement. Provision of individualised support was important to all forms of engagement, particularly for families experiencing the greatest barriers to participation. These findings indicate that different strategies are required to effectively support families in the processes of enrolling, continuing to attend and actively participating in early intervention programs.

Changes in Parental Hopes for Seriously Ill Children.

Hopes of parents of children with serious illness play an important role in decision-making and coping. Little is known about how parent hopes change over time. We describe the changes in parent hopes across multiple domains and time intervals, examine hopes in a subgroup of parents whose child died, and explore the maintenance of domains over time. In a mixed-methods prospective cohort study on decision-making, parents of seriously ill children reported demographic characteristics and hopes at baseline and reported any changes in hopes at 4-, 8-, 12-, 16-, and 20-month follow-up visits. Hopes were coded into 9 domains. Hope changes and domain changes were identified for each parent at each visit. One hundred and ninety-nine parents of 158 patients most often reported hopes in the domains of quality of life (75%), physical body (69%), future well-being (47%), and medical care (34%). Hope percentages increased over time for quality of life (84%), future well-being (64%), and broader meaning (21%). The hope domains reported by parents of children who died were similar to the rest of the sample. The majority of parents who completed 5 to 6 follow-up visits changed at least 1 domain. At the individual parent level, some domains revealed considerable change over time, whereas other domains were stable among a subset of parents. The specific hopes and overall areas of hope of parents of seriously ill children vary over time, although most hopes fall within 4 major areas. Accordingly, clinicians should regularly check with parents about their current hopes.

Multiple Perspectives of Teams’ Experiences of a New Zealand Wraparound Process

Since it was first introduced in the 1980s, Wraparound has been defined as ‘a philosophy,’ ‘an approach,’ and ‘a service’ which is designed to work with youth and families with high and complex needs. Wraparound is most commonly understood as an intensive, individualised care planning process. It aims to achieve positive outcomes through a structured, creative, and individualised team planning process, which results in effective and more relevant plans for the youth and family. The purpose of this qualitative study was to explore the experiences of Wraparound facilitators, caregivers, youths, and team members to gain a multi‐perspective insight into the process. Sixteen families and Wraparound teams participated in the study which resulted in 56 semi‐structured interviews being conducted involving 16 Wraparound facilitators (some facilitators were interviewed more than once because they served multiple families who participated in the study), 16 caregivers, eight youth, and 16 team members (one person from the team, i.e., teacher, social worker, or mentor). Thematic analysis gave seven themes organised into three broad domains: (1) key elements of the Wraparound process including the Wraparound facilitator, Wraparound's philosophies and principles, and the supportive nature of the process; (2) the outcomes achieved throughout the process including family empowerment and hope, improved family dynamics and relationships as well as individual parent and youth change; and (3) the challenges and feedback respondents identified through the process, which included personal and systemic challenges, improved transition, and continuity of care, role clarity, and accessibility of the service. Overall, the findings from this study support Wraparound as an effective process for youth and their families, identify the importance of key aspects of the process, and suggest some improvements to increase the efficacy of and accessibility to the process.

Class composition as a frame of reference for teachers? The influence of class context on teacher recommendations

Teacher recommendations are an important factor in the process of track placement, but research has shown that they are biased by pupils’ social background. Pupils from higher socio‐economic backgrounds are more likely to get the advice to enrol in an academic track than pupils from lower socio‐economic backgrounds, irrespective of prior achievement. Previous studies looked primarily at individual pupil or parent characteristics and their influence on teacher recommendations. However, in this article, the authors argue that the class context forms the frame of reference within which a teacher forms his/her recommendation for pupils. Therefore, this article investigates class composition effects on teacher recommendations at the transition between primary and secondary education in Flanders. More specifically, we look at the socio‐economic, ethnic and ability composition of a class. Multilevel logistic models were tested on data collected in 36 primary schools in the cities of Ghent and Antwerp in May 2015. The results show that only the ability composition of the classroom exerts a frame‐of‐reference effect on teacher recommendations for academically versus practically oriented tracks. A pupil with a low individual ability in a low‐ability class was more likely to get the advice to enrol in an academically oriented track than an equally able pupil in a high‐ability class. This study demonstrated the limited importance of class composition in teacher recommendations, but calls for more research on teacher bias in the process of track assignment.

Waarom ouders deelnemen aan professionele opvoedingsondersteuning. Participatie van ouders in Triple P Tieners

Waarom ouders deelnemen aan professionele opvoedingsondersteuning. Participatie van ouders in Triple P Tieners

(245) - Parent emotional availability is associated with reduced preoperative anxiety in children undergoing a tonsillectomy procedure

Child preoperative anxiety is associated with greater pain following surgery, and greater parent anxiety increases child anxiety during induction of anesthesia. Anxious parents are often less sensitive in their interactions with their child. Parent emotional availability (EA), is an observational measure of parent support and genuinity. Parent EA is the strongest predictor of child anticipatory distress for future painful procedures; however, it has not been explored within a surgical context. Therefore, we examined whether parent EA was associated with child anxiety during anesthesia induction Included were 84 children between 4–7 years old, undergoing an elective tonsillectomy. The parents' and child's surgical history was collected. On the day of surgery, parents reported their current state of anxiety using the State-Trait Anxiety Inventory. Child pre-operative anxiety was determined using the modified-Yale Preoperative Anxiety Scale. Two weeks following surgery, parent-child dyads returned to the hospital and reminisced about the surgery using a structured elicitation task. Parent EA (i.e. Structuring, Sensitivity, Non-intrusiveness, and Non-hostility) was assessed during this reminiscing task using the EA Scale. Linear regression was used to examine whether greater EA is associated with less child preoperative anxiety, after accounting for child age, gender, SES, prior surgeries (parent and child) and parent anxiety. If EA was significant, linear regressions for the individual parent EA subscales were explored. We found that greater parental EA was associated with less child preoperative anxiety (B = −.256, P = .026, R2 =.16). Analysis of the EA subscales revealed that greater parent structuring was important for lowering child anxiety during anesthesia induction (B = −.349, P = .006, R2 = .26). Altogether, parent behavior may be more influential on child anxiety during anesthesia induction than the parent's state of anxiety. Parent structuring (support and guidance) appears particularly important for reducing anxiety during induction. Results of the study support developing a parent-led intervention to reduce child preoperative anxiety.

“Stop talking about my disability, I am a mother”: Adapting video interaction guidance to increase sensitive parenting in a young mother with intellectual disability

Accessible Summary Parents with intellectual disabilities often have their children placed under child protection. People with intellectual disabilities can find it difficult to access universal parenting programmes and can find it difficult to get professional help for their problems. Video Interaction Guidance is an approach designed to help parents care for their children. This case study shows that Video Interaction Guidance really helped a young mother with intellectual disability. AbstractBackgroundParenting can be challenging for people with intellectual disabilities. The nature of the parents' intellectual disability as well as past experiences of institutionalisation, insensitive care and inadequate support can interfere with parents' capacity to provide responsive and appropriate parenting to their own children. This can result in parents with intellectual disabilities being investigated under child protection procedures. There is little evidence for parenting interventions to improve attachment in parents with intellectual disability.MethodThis is a case report of “Sarah,” a young mother with mild intellectual disability, whose children were placed on the child protection register. A behavioural video‐feedback approach that focused on Sarah's strengths, Video Interaction Guidance, was adapted to Sarah's intellectual disability.ResultsSarah demonstrated a noticeable increase in the frequency of sensitive interactions with her children as well as increased engagement with support services and request for more instructional parenting input.ConclusionThis study demonstrates the feasibility of using Video Interaction Guidance with parents with an intellectual disability and offers suggestions on adapting the intervention to suit individual parents' needs. Further systematic research is, however, necessary to prove the effectiveness of this approach.

Plasticity and personality of parental care in the clown anemonefish

Characterizing individual variation in parental care is critical to understanding how selection shapes and maintains patterns of care, yet little is known about how individual parents vary in their responses to the environment. Reaction norms, functions that describe how phenotypes change across an environmental gradient, provide an elegant framework for studying individual variation in behavioural responses. We use a reaction norm approach to investigate how studying plasticity, which describes variation within an individual through time, and personality, which describes repeatable variation among individuals, together explain individual variation in the parental behaviour of the anemonefish Amphiprion percula. More specifically, we test how resource availability influences individual parental responses to the environment and discuss the consequences for our understanding of plasticity and personality in parental care. Breeding pairs of A. percula were fed either a high or a low food ration and their parental behaviours were monitored. Individuals exhibited plasticity in parental behaviour across the two resource environments. Furthermore, individuals were repeatable in their behaviour through time, as evidenced by significant among-individual variation in intercept. Finally, the slope and elevation of individual reaction norms varied, revealing a level of variation not captured at the population level and providing insight into the potential mechanisms generating individual variation.

Barriers to parental involvement in education: an update

The article on barriers to parental involvement in education that was published in Educational Review in 2011 has been surprisingly widely read and cited. The article was prompted by concern over the apparent gap between the rhetoric and reality of parental involvement evident in preceding years. It presented a model which discussed four types of barriers to the establishment of effective parental involvement in education: individual parent and family barriers; child factors; parent–teacher factors; and societal factors. In order to provide an update on the 2011 article, and on the current situation regarding parental involvement, a small-scale study was conducted with 11 primary schools in the UK. Findings indicated that, while the above factors were still important, the pressures on parents due to declining support for families from external agencies and services has meant that schools are developing broader roles in supporting parents. This suggests that a more optimistic pattern of parental involvement in education may be emerging.

Edukacyjny i komunikacyjny kontekst koncepcji „drzwi kontaktu”

The article presents an innovative perspective on learning styles and communication styles, thanks to which it is possible to enhance the effectiveness of educational activities in the educational process and to improve the way of conducting conversations with parents or students. The author refers to scientific research, indicating low validity of recognizing the effectiveness of dividing students according to the so-called learning styles. Instead, she proposes using one of the concepts of Transactional Analysis – contact fields, described for the first time by P. Ware, and additionally included in the concept of T. Kahler’s personality adaptation. The article presents the concept of contact fields and its translation into educational practice: methods of recognizing preferred contact fields for individual students and parents, as well as practical examples of using the concept as a method of individualizing work with students.

Selling Transracial Adoption: Families, Markets, and the Color Line by Elizabeth Raleigh

404 ADOPTION & CULTURE 62 Rev. of Selling Transracial Adoption: Families, Markets, and the Color Line. ELIZABETH RALEIGH. Temple University Press, 2018 250 pp. $34.95 (Paperback) ISBN: 9781-4399-1478-6. By Kimberly McKee International and domestic adoption require individuals to grapple with the complexities of what it means when children exist in a market economy. These adoption practices are further complicated when considering the role race operates in placing a monetary value on children. Selling Transracial Adoption: Families, Markets, and the Color Line by Elizabeth Raleigh offers a nuanced and compelling discussion of the consumerism of international and domestic adoption economies. She notes this is not a critique of individual adoptive parents’ actions; rather, the monograph seeks to delineate the contradictions and complexities in the ways transracial adoption is packaged to adoptive parents. Raleigh offers a firsthand account of adoption service providers’ understandings of adoption as a business and not as an altruistic endeavor, with the latter being the dominant trope whereby adoption is a humanitarian act of child-saving and rescue. She conducted in-person interviews with East Coast adoption professionals and phone interviews with adoption professionals from the Midwest, the South, and the West Coast. These interviews were complemented by participant observation. Raleigh attended over forty conferences and information sessions, either in-person or online, to see how adoption workers navigated the complexities of selling adoption to potential adopters and expressed the various services their agencies offer to prospective adoptive parents. Selling Transracial Adoption outlines multiple ways agencies strive to keep their doors open even as the pipeline of available, adoptable children declines. From intentionally designed promotional materials to the language deployed by adoption workers, adoption agencies empower parents to see themselves as customers. Raleigh recounts witnessing adoption workers performing emotional labor as they seek to balance portraying adoption as both social service and customer service. In doing so, these agency professionals remind parents that they are not buying children; rather, prospective adoptive parents are seeking a service in their desire to create a family. Agencies also discuss the exponential growth of new markets (e.g., Ethiopia) and emergence of new markets as ones close down to allow for survival during a time of overall decline in international adoptions). Raleigh crafts a compelling examination of how markets of children are created and how this shopping for children is packaged to become palatable for prospective adoptive parents as they select the children they wish to adopt. She is careful to underscore the ways in which adoption agency professionals reframe the selection process of children into notions of fit. An emphasis is placed on finding the right match for both parents and child. According to Raleigh, euphemisms abound that mask potentially contentious or controversial topics concerning transracial adoption, open adoption, or adopting children with special needs. Euphemisms facilitate the ability for parents not to engage in a deeper reflection on their REVIEWS 405 consumer desires or the biases attached to them. Raleigh notes, “the tone of the word ‘fit’ implies an innocuous individualized preference. In addition, the word is free from judgment and blame” (80). This language underscores the intentional work to accommodate prospective adoptive parents as clients. Such language reflects how adoption agency staff and social workers accommodate prospective adoptive parents’ requests, as these individuals are interested in having their consumerist desires met by adoption agencies. The emphasis on fit seeks to hide the messiness that arises when adoptable children are ranked by desirability. Not only does this account for prospective adoptive parents’ gender preferences but also their preferences concerning race and ability. Raleigh notes the emergence of hierarchies with White healthy children placed at the top and Black children placed at the bottom. Interspersed in between are healthy Asian and Hispanic children. Yet, most significant in this discussion is Raleigh’s attention to prospective adoptive parents’ acceptance of foreign-born African children and US-born biracial (i.e., part-White) Black children. And it is with these racial preferences that Raleigh argues parents negotiate their own personal color lines with what they can accept into their families. At the same time, adoption agency professionals facilitate adoptive parents’ pathways to contemplating transracial adoptions. Raleigh notes that social workers...