Parent Interviews Research Articles

The self-actualization of disabled child in family environment

The problem of self-actualization of disabled children is actual because of barriers in modern society that prevent maximal possible disclosure of their potential and abilities at different stages of growing up. Despite high interest of modern researchers to problematic of self-actualization, this scientific category practically was not investigated in relation to individuals with disabilities, including children, that does not allow to ensure with high degree of efficiency inclusive life-style for this category of citizens. The purpose of the study is to identify specifics of self-actualization of disabled children in various periods of their sociogenesis in family conditions as first social environment of occurring inclusive processes. At that, self-actualization is considered as one of social factors determining formation of inclusive lifestyle of child with persistent health disorders. The theoretical analysis permitted to establish relationship between such categories as self-actualization, lifestyle and social inclusion of disabled children. At the empirical level, the analysis of results of semi-formalized interviews of parents (n=292) and disabled children (n=292) in the Murmansk Oblast, revealed characteristics of self-actualization of disabled children in the family. The social barriers preventing this self-actualization in family environment and inhibiting inclusive processes were identified. The results of the study can be laid in the foundation of designing and implementing variable inclusive social practices of disabled children with disabilities at different stages of sociogenesis, and expanding possibilities for their self-realization, considering needs of socializing personality.

Middle Class African American Parents’ Aspirations for Rigor and Reading Curriculum During the Pandemic Era in Detroit Schools

This community-based research study examined the perspectives of African American parents of middle-class economic status who participated in a social network pertaining to school choice decisions during the pandemic era of virtual schooling. Their residency and school choices emerged against the grain of urban schools that have racially charged histories and decades of residential mobility trends. I examined parents’ aspirations for academic rigor and perspectives of literacy practices at select schools as well as public school district official perspectives of supporting the enrollment process and attracting families to the district. Parent interview and survey data revealed confidence in public, private, and charter school selections prior to enrolling, but uncertainty with the virtual literacy curriculum once enrolled in school. School district official interviews revealed enhanced awareness of parents’ concerns surrounding school choice and need to be proactive to the needs of middle-class families.

"Black Is Not Monolithic": Complexities in COVID-19 Vaccine Decision-Making.

Longstanding inequities in the USA have resulted in the disproportionate impact of COVID-19 on Black Americans. Coupled with medical mistrust, COVID-19 vaccine uptake is lower in Black populations. We sought to understand the perspectives of Black parents on the COVID-19 pandemic, COVID-19 vaccination for themselves and their children, and trust with the medical community. Using qualitative methodology, we conducted in-depth semi-structured in-person interviews of Black parents of children admitted to the inpatient pediatric units in our tertiary academic medical center in Connecticut from July to November 2021. We used the grounded theory approach, and the constant comparative method until saturation was reached. We interviewed 20 parents who identified as Black; 50% were vaccinated against COVID-19. The following 5 themes and sub-themes emerged: (1) mixed feelings influenced COVID-19 vaccine decision-making ranging from much needed relief and feelings of uncertainty, distrust, and fear; (2) COVID-19 vaccine uptake was influenced by individual and family's health concerns and job or school mandates; (3) deferring the COVID-19 vaccine was influenced by the perception of risk and concerns about vaccine integrity; (4) institutional mistrust within the Black community bred by systemic racism influenced vaccine decision-making; and (5) conflicted feelings about the COVID-19 vaccine for their child. Our findings reiterate the complexities around vaccine decision-making and underscore the importance of recognizing the pervasive influence of institutional mistrust when counseling Black families about the COVID-19 vaccine.

Trust matters: The Addressing Vaccine Hesitancy in Europe Study.

This article presents the design of a seven-country study focusing on childhood vaccines, Addressing Vaccine Hesitancy in Europe (VAX-TRUST), developed during the COVID-19 pandemic. The study consists of (a) situation analysis of vaccine hesitancy (examination of individual, socio-demographic and macro-level factors of vaccine hesitancy and analysis of media coverage on vaccines and vaccination and (b) participant observation and in-depth interviews of healthcare professionals and vaccine-hesitant parents. These analyses were used to design interventions aimed at increasing awareness on the complexity of vaccine hesitancy among healthcare professionals involved in discussing childhood vaccines with parents. We present the selection of countries and regions, the conceptual basis of the study, details of the data collection and the process of designing and evaluating the interventions, as well as the potential impact of the study. Laying out our research design serves as an example of how to translate complex public health issues into social scientific study and methods.

Abstract 112: Assessing the Impact of the COVID-19 Pandemic on Childhood Arterial Ischemic Stroke: An Unanticipated Natural Experiment

Introduction: The Vascular effects of Infection in Pediatric Stroke (VIPS II) study aimed to confirm prior findings that viral infection can trigger childhood arterial ischemic stroke (AIS). The COVID-19 pandemic developed midway through VIPS II enrollment, creating an opportunity to assess its impact. Methods: At 22 North American sites, we enrolled 205 children (28 days-18 years) with AIS (12/2016 - 1/2022), collected serum samples up to 7 days post-stroke, and measured clinical infection via parental interview. We defined the COVID-19 pandemic epoch as 1/2020-1/2022. We collected serum samples on 40 stroke-free controls (median [IQR] age 13.2 years [6.4, 16.5]) during the pandemic. We measured SARS-CoV2 spike IgG antibodies (present after vaccination or infection) and nucleocapsid IgG total antibodies (present after infection only; elevated for months). Results: The sites saw 117 AIS cases in 2019 (51 enrolled), 122 (44) in 2020, and 109 (52) in 2021. Comparing the pre-pandemic (N=105) and pandemic (N=100) cohorts, pandemic cases were less likely to report a recent infection (Table). Evidence of SARS-CoV2 infection was seen in 4 (10%) of controls and 26 (25%) of 100 pandemic cases (p=0.065); 10 of the 26 COVID positive cases reported a recent infection, and 7 of the 10 had a clinical diagnosis of COVID. Median (IQR) nucleocapsid IgG titers were 18.8 (12.0, 101) in the positive controls and 50.1 (26.9, 95.3) in the positive cases (p=0.33). Conclusions: The COVID19 pandemic reduced the proportion of childhood AIS cases with preceding infection, likely reflecting decreased infectious exposures while “stay at home” and masking policies were in effect. A quarter of cases in the pandemic era had positive antibodies consistent with prior SARS-CoV2 infection. Like other childhood respiratory viruses, SARS-CoV2 may act as a trigger for childhood AIS, but further investigation is needed to establish a causal role.

The impact of the COVID-19 pandemic on the physical activity environment in English primary schools: a multi-perspective qualitative analysis.

The COVID-19 lockdowns and social distancing measures, including school closures, had a major impact on children's physical activity in England, with data showing an initial reduction in activity in the short-term post-lockdown phase of the pandemic followed by a recovery on average in the medium-term post-lockdown period. The school environment is an important context for child physical activity. The purpose of this study is to understand the changes that took place to school physical activity environments once schools reopened after lockdowns. This information will improve understanding of why changes to children's physical activity have occurred over the course of the pandemic and the implications for future promotion of physical activity in schools. Interviews with parents (n = 43), school staff (n = 18) and focus groups with 10- to 11-year-old children (participant n = 92) were conducted at two time points: between September-December 2021 and February-July 2022. Interview and focus group guides covered the impact of the pandemic on child physical activity and changes to this over time. The framework method was used for analysis. Three themes and three subthemes were generated: (1) the return to school; (2) over-pressured staff and environment and (3) the uneven impact of the pandemic. Theme 3 consists of three subthemes: (a) retained pandemic policies, (b) impact on physical activity culture and (c) different children need different things. Conducting this research in schools during ongoing COVID-19 disruptions was a challenge and may have limited school and participant participation, particularly school staff. The parent interview sample is predominantly female, active and of higher socioeconomic status, so the experiences of male, less active and lower socioeconomic parents are limited. This study suggests that the impact of COVID-19 on child physical activity is uneven, affecting some children more than others. Future work is therefore needed to explore the details of this potential diverging experience. The COVID-19 pandemic, school closures and post-lockdown school policies have impacted upon primary school physical activity environments. The post-lockdown school environment is highly pressured, impacting the extent to which schools can support and encourage child physical activity. Future research is needed to further explore the impact of post-lockdown changes on physical activity environments in schools, particularly over the longer term, as schools continue to adapt post lockdowns. Strategies required to support school physical activity environments must be context specific and sensitive to these changes, pressures and needs. This article presents independent research funded by the National Institute for Health and Care Research (NIHR) Public Health Research programme as award number NIHR131847.

Guided STEM Activity Kits for Parents With Preschool Children: Design, Frequency of Use, and Parent Evaluation

ABSTRACT Parents boost STEM skills by scaffolding children’s attention and discovery during play, but many need support doing so. Using human-centered design (HCD) methods, we created activity kits fostering parents’ (a) involvement in and (b) valuing of parent-child play to promote preschoolers’ STEM skills. Study 1 documents how HCD methods informed the design of guided activity kits. In initial home visits, we videorecorded six parent-child dyads playing with basic building materials. Play revealed minimal parental STEM scaffolding and talk. Collaborating with 18 families and drawing on prior research, parent interviews, videotaped play sessions, and advisory-board members’ expertise, the interdisciplinary research team designed and refined activity kit prototypes. Study 2 was a randomized field test comparing use and evaluation of final guided kits (n = 50) versus basic kits (n = 25) that contained identical building materials and challenges but omitted scaffolding guides. Both groups received kits by mail every other week for 10 weeks. Relative to parents given basic kits, parents given guided kits (a) reported significantly more sustained use of the kits across the 10 weeks, (b) felt more self-efficacy in fostering their child’s STEM learning, and (c) judged that their child had achieved greater STEM-skill learning from program use.

Parenting attitudes and behaviors among parents involved with the child welfare system and affected by substance use disorders

BackgroundCo-occurring parental substance use and child maltreatment is a serious concern in the U.S child welfare system. ObjectiveThe aim of the study was to examine parenting attitudes and practices among parents who participated in Ohio START (Sobriety, Treatment, And Reducing Trauma), a statewide initiative that provides support to families affected by co-occurring parental substance use and child maltreatment. Participants and settingStudy 1 involved quantitative data collected from 73 enrolled parents through pre-test and post-test telephone surveys. Study 2 (parent interviews) involved qualitative data collected through in-depth interviews with 34 enrolled parents. MethodsThe paired-sample t-test and the McNemar test were conducted in Study 1 and thematic analysis was conducted in Study 2. ResultsQuantitative analysis indicated significant improvements in parental expectations of children (t = −3.42, p = .001, Cohen's d = −0.40), parent-child family roles (t = −5.74, p < .001, Cohen's d = −0.67), and children's power and independence (t = −3.42, p = .001, Cohen's d = −0.40). Qualitative analysis revealed six themes related to changes in parenting after participation in Ohio START: (1) Being present for children, (2) Engaging in activities with children, (3) Enjoyment in providing care to children, (4) Maintaining employment for financial stability, (5) Better emotion regulation and stress management, and (6) a sense of pride. ConclusionsOur findings demonstrate positive changes in parenting attitudes and practices among parents who participated in Ohio START and provide further support for the potential merits of this model and its continued expansion throughout Ohio.

A pilot, single-arm feasibility study of an integrated cognitive-behavioral treatment for anxiety in young autistic children.

Anxiety is prevalent in young autistic children under 7 years of age. Yet there is a paucity of empirically based interventions for this age group. DINO Strategies for Anxiety and Uncertainty Reduction (DINOSAUR) is an innovative cognitive behavioral intervention that seeks to optimize treatment response in young autistic children by targeting anxiety and the contributing mechanisms of intolerance of uncertainty and parental accommodation using a telehealth delivery model. This pilot, single-arm study examines the preliminary feasibility of DINOSAUR. Fourteen autistic children ages 4-6 years with average language and cognitive skills and their parents received the intervention. Quantitative and qualitative data pertaining to parent satisfaction and treatment outcomes were collected. Attendance, retention, and parent satisfaction ratings offer preliminary support for the feasibility of the treatment model. Change in clinical severity ratings on a semi-structured parent interview of anxiety and parents' qualitative report suggests the potential to benefit young autistic children. Results support future study of the DINOSAUR model in a larger, randomized controlled trial.

Perception of Physicians' Notes Among Parents of Different Health Literacy Levels.

To explore the benefits and challenges of accessing physicians' notes during pediatric hospitalization across parents of different health literacy levels. For this secondary analysis, we used semi-structured interviews conducted with 28 parents on their impressions of having access to their child's care team notes on a bedside table. Three researchers used thematic analysis to develop a codebook, coded interview data, and identified themes. Parent interviews and respective themes were then dichotomized into proficient or limited health literacy groups and compared. Nine themes were identified in this secondary analysis: 6 benefits and 3 challenges. All parents identified more benefits than challenges, including that the notes served as a recap of information and memory aid and increased autonomy, empowerment, and advocacy for their child. Both groups disliked receiving bad news in notes before face-to-face communication. Parents with proficient literacy reported that notes allowed them to check information accuracy, but that notes may not be as beneficial for parents with lower health literacy. Parents with limited literacy uniquely identified limited comprehension of medical terms but indicated that notes facilitated their understanding of their child's condition, increased their appreciation for their health care team, and decreased their anxiety, stress, and worry. Parents with limited health literacy uniquely reported that notes improved their understanding of their child's care and decreased (rather than increased) worry. Reducing medical terminology may be one equitable way to increase note accessibility for parents across the health literacy spectrum.

Can You Hear Us? The Parent Consultation for the Review of Children’s Social Care in Northern Ireland Carried Out on Behalf of Children in Northern Ireland (CiNI) 2022–23

ABSTRACT This paper draws upon evidence captured from a parent consultation exercise conducted by Helen Dunn (author) and Paula Keenan on behalf of Children in Northern Ireland (CiNI) for the Department of Health as part of the Review of Children’s Social Care led by Professor Ray Jones during 2022–23. CiNI is the regional umbrella organisation for the children’s sector in Northern Ireland. This paper will be of interest to those who are keen to hear parents and carers views and their experiences of Social Work and Social Care in Northern Ireland. The Review also engaged Voice of Young People in Care (VOYPIC) a charity for children and young people with a lived experience of care in Northern Ireland. They formed an Experts by Experience Reference Group of young people who were currently in or had experience of the care system.

Programa Promove-Pais adaptado para responsáveis de crianças e adolescentes com TDAH

Abstract Parental educational practices act on the behavioral repertoire of children. This study aimed to verify the effects of the adapted Promote-Parents program on the behavioral repertoire of children and adolescents diagnosed with ADHD and their primary caregivers. Seven schoolchildren and their caregivers participated in the study, and they were evaluated before and after the intervention using the Roteiro de Entrevista de Habilidades Sociais Educativas Parentais (RE-HSE-P, Parental Educational Social Skills Interview Script), the Conners Scale, and the Social Skills Rating System (SSRS-BR). There was an increase in skillful behaviors, a reduction in behavior problems and ADHD symptomatology among the children/adolescents, a decrease in negative educational practices, and an increase in educational social skills among the caregivers. It was concluded that the program generated positive effects, in addition to being of low cost.

Strategies to support maternal and early childhood wellness: insight from parent and provider qualitative interviews during the COVID-19 pandemic

ObjectivesThe COVID-19 pandemic resulted in rapid changes to the delivery of maternal and newborn care. Our aim was to gain an understanding from parents and healthcare professionals (HCPs) of how...

Becoming first time father of premature newborn during the first wave of the pandemic: a case study approach.

The aim of this paper is to delve into the emotional and psychological challenges that fathers face as they navigate the complexities of having a preterm infant in the NICU and in an unprecedented sanitary context. We used three data collection methods such as interviews (narrative and the Clinical Interview for Parents of High-risk Infants- CLIP) and the Edinburgh Postnatal Depression Scale (EPDS) to gain a comprehensive understanding of the cases. The following analysis explores two individuals' personal experiences of becoming a first-time father during the first wave of the COVID-19 pandemic through a close examination of two superordinate themes: "A series of separations through the experienced COVID- 19 restrictions" and "Moments of connection." The transition to fatherhood is essentially with a medicalized form of connection with their newborn and the perceived paternal identity. In terms of temporality, these fathers experienced a combination of concerns about their infants' long-term development and COVID-19 health concerns. Furthermore, they showed indications of phobic or hypochondriac tendencies using a psychoanalytic framework, along with an increased risk of postpartum depression.

The Implementation of a Doula Grant Program Directed at Families from Economically Vulnerable Backgrounds: A Process Evaluation.

The purpose of this study was to evaluate the process and overall feasibility of a doula grant program for expectant families from economically vulnerable backgrounds. A mixed-methods process evaluation framework was utilized to examine program feasibility and focused on constructs related to fidelity, dose delivered/dose received, reach, program satisfaction, and limited efficacy testing. Evaluation constructs were measured using a program tracking document. Program satisfaction and efficacy were examined through a mixed methodology approach utilizing doula surveys and birthing parent interviews. Related to survey data, analysis focused on presenting descriptive counts and percentages related to the number of doulas that participated and clients served. Continuous variables were calculated as means and standard deviations and categorical data as counts and percentages. Qualitative data analyses were conducted using a structured deductive thematic approach. The grant program was successfully implemented over an 18-month period, and the program had a high rate of fidelity to the grant processes developed by a Midwestern-based nonprofit organization. The program was satisfactory to doulas and parents, and the largest barrier was communication. A high incidence of prenatal anxiety among the birthing parents was reported. Thematic findings from the birthing parent interviews included the following: the grant application process was effective and easy, birth doulas were greatly valued, and a financial burden was lifted. This grant process can be replicated by other organizations seeking to fill a gap between doula services and the economically vulnerable.

Early development score as a prognostic factor in nonverbal/minimally verbal children with autism spectrum disorder: A matched case-control study in Cyprus.

Children with autism spectrum disorder (ASD) present with impairments in social interaction and stereotypic behaviors. About a third may exhibit delays in verbal expression beyond preschool age, potentially categorizing them as nonverbal/minimally verbal (NV/MV), a condition that can persist into adulthood and affect their quality of life. The risk and prognostic factors associated with this reduced verbal outcome remain uncertain. This study aims to identify such factors within children diagnosed with ASD in Cyprus. In this case-control study, 56 children aged 3-12 years, with an ASD diagnosis, participated. Among them, cases were 22 children classified as ASD-NV/MV, and controls were 34 children classified as verbal (ASD-V), matched by age group and gender. Retrospective information on familial, perinatal, and developmental risk and prognostic factors were collected to calculate the familial risk score (FRS), perinatal risk score (PRS), and developmental risk score (DRS). Early development information was collected for the Early Development Score (EDS) and Early Gesture Score (EGS), to measure the children's skill level as toddlers across milestones. A low EDS and/or low EGS reflected general developmental delays and decreased frequency of early gestures and were considered in the DRS. A parent report questionnaire was utilized to determine the current overall linguistic level and status of participants, distinguishing cases from controls. Age group and gender-matched cases and controls were similar in socioeconomic status and demographic characteristics (p > .05). Among the various familial (e.g., sibling with ASD), perinatal (e.g., prematurity), and developmental (e.g., ASD regression) factors examined individually, as well as collectively as scores in a conditional logistic regression (CLR) model, only a high DRS (p = .03), due to low EDS (p = .04) was significantly associated with linguistic status. When considering all risk scores in a multivariate CLR model, children with a high DRS were more likely to belong to the cases than to the control group (p = .02). In a subsequent model with low EDS and low EGS, only the low EDS was significantly associated with the case group. Results showed that children with ASD and a low EDS, reflecting general delays in early development, were 4.5 times more likely to belong to the cases group than those with a high EDS (p = .02). Early developmental delays in developmental milestones across various domains like gesture, motor, play, linguistic, cognition, and joint attention, in toddlerhood, were associated with later decreased verbal outcomes. Children in the sample with such early delays (low EDS), had a higher likelihood of persistent language delays (ASD-NV/MV) even at late school age. Future studies are needed to duplicate findings and explore possible contributing factors affecting linguistic outcome in ASD through prospective studies exploring within ASD differences. These findings emphasized the importance of monitoring early development closely for children at risk for ASD, pre-diagnosis, to provide additional early support for those more likely to be ASD-NV/MV. Parents and specialists like pediatricians, educators, speech-language pathologists, among others, can track the EDS score of children at risk for ASD and refer to the appropriate specialists for early stimulation, intervention, and parent consultation promptly.

초등교사의 교권 침해 예방을 위한 직무 수행 전략에 관한 연구

This study aims to elucidate strategies conducive to safeguarding teachers' rights, thereby mitigating the risk of the Infringement of Teaching Rights. The investigation employed a qualitative approach, relying on in-depth interviews with educators who havd amassed a decade or more of experience in the teaching profession, and who had never experienced the Infringement of Teaching Rights. To establish the foundational framework for this study, an exhaustive analysis of 884 instances of teaching rights violations in elementary schools from 2019 to 2022 was conducted. Subsequently, the facets of teachers' job performance and attitudes were divided into seven distinct categories; (1) Teachers' Teaching Officer, (2) Humanistic View of Students, (3) Classroom Rule Setting, (4) Interest Parent Management, (5) Teacher Fairness, (6) Parent Consultation, (7) Teacher Self-discipline. In the latter part of the investigation, in-depth interviews were conducted with 15 educators across the identified categories who had never experienced the Infringement of Teaching Rights. The objective was to gain insights into the strategies underpinning their job performance, aimed at forestalling encroachment on their teaching rights. The findings of this study converge on a set of discernible job performance and attitudinal attributes that are crucial for preventing teaching rights infringements. These can be encapsulated as follows; (1) Establishment of professional authority through the augmentation of teachers' expertise, (2) Cultivation of a positive perspective toward students, (3) Adherence to prescribed classroom rules, (4) Strategic cultivation of relationships with concerned parents, (5) Equitable guidance and management of students, (6) Proactive engagement in parental counseling, (7) Exemplification of meticulousness by educators, and (8) Proficiency in delivering guidance to students in conjunction with thorough self-discipline.

An analysis of the lived experiences of parents and care providers involved in care navigation for children with complex needs using an intersectionality health equity lens.

Background: The experiences of parents and care providers offer valuable insight into the inequities that exist in navigating care for children with complex needs (CCN). Care services for this vulnerable population are provided within fragmented health, social services, and education systems. Navigating care remains predominantly women’s work with both parents and care providers facing significant barriers accessing care for CCN.&#x0D; Who is it for? CCN and their families use a high volume of resources across multiple sectors requiring a coordinated effort by parents (often mothers) and care providers (often women) involved in their care.&#x0D; Who did you involve? This paper provides new insight into the work related to care navigation for CCN by applying an intersectionality health equity lens to a secondary analysis of data collected from semi-structured interviews of parents (n=33) and care providers (n=83) involved in care for CCN in two Maritime Canadian provinces.&#x0D; What did you do? In this secondary analysis, data grouped into ten dominant themes related to care navigation were viewed through an intersectionality health equity lens to identify tensions arising from intersecting relations of inequality with a focus on the implications of sex/gender, geography, and income-level in shaping the lived experiences of parents and care providers navigating care for CCN.&#x0D; What results did you get? This study found that care for CCN continues to be provided in a context of siloed health, social services, and education sectors perpetuating the difficulties experienced by parents and care providers needing to identify and access care services available to CCN within and beyond their community. Parents of CCN initially planned to share caregiving responsibilities equally, but only mothers reported leaving their jobs or not pursuing their careers to care for their CCN. Mothers researched available services, organized care appointments, arranged logistics (e.g. transportation, paperwork, care for other children), and advocated for their child. However, not all parents were equally able to navigate care for CCN due to differences in literacy rates, financial or geographic barriers, and care burdens, contributing to perceived inequities in access to care for CCN. Care providers reported trying to support parents in navigating care for CCN but these professionals experienced a lack of dedicated time, navigation training, and adequate remuneration during their efforts to provide the necessary assistance.&#x0D; &#x0D; What is the learning for the international audience? A dedicated role for paid patient navigators could help ensure meaningful access to care for CCN and their parents but this alone is not sufficient. &#x0D; What are the next steps? In addition to supporting the women involved in care navigation work for CCN, it is essential to address interconnected systemic issues related to a lack of health human resources, unequal access to care in rural areas, and financial barriers to accessing care that falls outside of the publicly insured care mandated in national legislation.

Risk Factors of Onset Time and Persistence of Atopic Dermatitis in Children Under Age 5 Years: A Cross-Sectional Study.

Background: The prevalence of atopic dermatitis (AD) is high among children, with development of AD occurring during early childhood in most affected children and some having a chronic disease course. Risk factors for AD in this group remain undefined. Objectives: We analyzed the medical records of children with AD under 5 years of age. We summarized characteristics of the natural course of AD in these children and explored relevant risk factors of AD in infancy and early childhood. Methods: Using a self-developed questionnaire, we investigated 716 children under 5 years of age who were treated for AD at the Dermatology Department of the First Affiliated Hospital of USTC, Division of Life Sciences and Medicine, University of Science and Technology of China. We conducted the study from October 2021 to September 2022 using telephone and on-site interviews with the children's parents. In parental interviews, data were gathered on neonatal diseases, comorbidities, parental allergy history, maternal history of tobacco and alcohol use, and basic infant information at birth. Some children were tested for serum total immunoglobulin E (IgE) before this study. Results: Neonatal hyperbilirubinemia, neonatal respiratory distress syndrome (NRDS), neonatal infection, and infection during childhood had a significant impact on persistent symptoms and the onset of first symptoms in children with AD (P < 0.05). Allergic diseases as common comorbidities with AD, which had earlier onset of AD related to more obvious disease activity (P < 0.05). Parental history of allergy was also significant in AD (P < 0.05). Serum total iIgE levels in children with AD showed an impact on the clinical course of AD; neonatal hyperbilirubinemia and NRDS may affect IgE levels (P < 0.05). Persistent AD had a significant effect on the physical growth of children with height/length for age Z score ≤3 and weight for height/length Z score ≤3 (P < 0.05). Conclusions: Early adverse events in infants, infection before onset, and susceptibility to infection may affect the onset and clinical course of childhood AD. Serum total IgE levels affect the progression of AD. Persistent AD in childhood may have a slight impact on children's physical growth.

Kontribusi Dukungan Orang Tua Dalam Layanan Konsultasi Bimbingan Dan Konseling

The aim of this research is to find out how parental involvement influences the provision of guidance and counseling consultation services. Family is the first and most important social environment for a child. Parental guidance, love, and supervision can contribute to the development of children's self-confidence and academic success. To deal with children's problems effectively, counselors, educators and parents must work synergistically. An additional strategy to encourage this collaboration is to offer parent consultation services. This can help parents strengthen their bonds with their children, offer wise guidance, and realize the impact of love on family growth. To increase collaboration between counselors, educators and parents in dealing with children's problems, it can be concluded that parent consultation services are an important strategy.