Parental Competence Research Articles

An mHealth, patient engagement approach to understand and address parents' mental health and caregiving needs after prenatal diagnosis of critical congenital heart disease

ObjectiveTo provide an overview of the development of the Preparing Heart and Mind™ (PHM™) care program designed for parents with a prenatal diagnosis of critical congenital heart disease (CCHD) and describe issues of parental concern, caregiving competencies, and type and timing of PHM™ topics. MethodsGuided participation theory underpinned intervention development and a mixed methods pilot of a novel, nurse-guided mHealth intervention. Parents were enrolled from the third trimester of pregnancy–12 weeks postnatally. Online surveys, session transcripts, and app use were descriptively analyzed. ResultsThe sample included 19 mothers/birthing persons and 15 caregiving partners randomized to the intervention group. In 49 sessions, mental health/wellbeing (94%) and condition-specific information (86%) were top issues. Many caregiving competencies were developed, with mothers/birthing persons often focused on feeding (86%). Regulating emotions and co-parenting consistently needed support. PHM™ topics of preparing for hospitalization (47%) and handling uncertainty (45%) were most discussed. Two cases further characterize findings. ConclusionNurse-parent collaborative understanding of issues emphasized the need for mental health assessments. Prenatal intervention opportunities were underscored through discussions of caregiving issues and PHM™ topics. InnovationPHM™ represents an innovative approach that holds promise for supporting parents' mental health and caregiving needs outside the healthcare setting.

Resilience and Strategic Emotional Intelligence as Mediators between the Disconnection and Rejection Domain and Negative Parenting among Female Intimate Partner Violence Victims.

(1) Background: The exposure of children to intimate partner violence (IPV) is associated with a wide range of negative effects on children's development, where as parenting practice is considered to be one of the key factors mediating and mitigating this. Studies have found mixed results regarding the impact of female IPV victimization on maternal parenting practice; however, the most frequently tested hypothesis suggests that the cumulative stress of the IPV experience may emotionally deregulate the mother, contributing to an increased risk of neglected and abusive parenting practices. Little is still known about the factors determining the observed differences in maternal parenting practices among IPV victims. Thus, in our study, we use mediation models to provide preliminary results exploring the role of resilience and strategic emotional intelligence in the relationship between women's disconnection and rejection (D/R) schema domain and maternal parenting practice among IPV victims. (2) Methods: A total of 48 female survivors of IPV and 48 age-matched women with no prior experience of IPV completed a set of tests examining parenting practices, the D/R domain, resilience and emotional intelligence. (3) Results: IPV victimization was associated with significantly higher rates of negative parenting practices. The D/R domain was found to be a significant predictor of parental autonomy attitude and level of parental competence, and these relationships were fully mediated by resilience with strategic emotional intelligence and resilience, respectively. (4) Conclusions: The results shed light on the under-researched relationship between early maladaptive schemas and parenting behavior in the context of IPV. The implications for clinical practice and further research can be drawn based on the study findings.

Fordyce happiness training program on the competence of mothers of premature infants admitted to the NICU from Middle East: A quasi-experimental study.

The purpose of this study was to determine the effect of the Fordyce Happiness Training Program on the parental competence of mothers of premature infants admitted to the neonatal intensive care unit (NICU). This quasi-experimental study was performed on 80 mothers of premature infants who were admitted to a NICU in Iran. Mean Parenting Sense of Competence Scale (PSOC) scores of participants in the intervention group before and after training were 61.32±6.44 and 68.52±2.52. Mean PSOC scores for those in the control group before and after the intervention were 64.47±11.08 and 65.30±6.90, respectively. The two groups showed significant differences in terms of parental competence after the happiness training program (p=0.0001). NICU admission of a premature baby not only has a negative effect on the mother's emotional state but it can also adversely affect the parental sense of competence. Therefore, considering the psychological needs of mothers of premature infants, it is worth considering implementation of programs such as Fordyce Happiness Training, to promote and maintain the mental health of mothers.

The Relationship between Paternal Alexithymia and Children's Internalizing and Externalizing Behavioral Problems during Early Childhood.

The literature has long recognized that parental emotional competence, that is, the ability to express, understand, and regulate emotions, plays a key role in children's development from early childhood. Nevertheless, the effect of parental alexithymia, which can be understood as a deficit in emotional competence, has not been thoroughly studied. In particular, the association between paternal alexithymia and behavioral problems in young children is still a neglected area of research. This study aims to investigate the association between paternal alexithymia and children's internalizing and externalizing problems during the first three years of life, including whether overreactive parenting practices mediate the effect of alexithymia on children's behavioral problems. A sample of 203 fathers of children aged 18-36 months were administered the TAS-20, the Overreactivity subscale of the Parenting Scale, and the Child Behavior Checklist (CBCL)/1½-5. The data indicate that paternal alexithymia is a predictor of children's internalizing and externalizing behavioral problems and that paternal overreactivity mediates the effect of alexithymia. These results highlight the importance of preventing parental alexithymia and involving fathers in parenting support programs aimed at ensuring children's mental health and adjustment.

Standard Properties of Parental Competence Scale for Children with Autism Spectrum Disorder According to the Two-Parameter Logistic Model

Standard Properties of Parental Competence Scale for Children with Autism Spectrum Disorder According to the Two-Parameter Logistic Model

Self-esteem among Individuals with Hearing Loss: A Systematic Review.

Self-esteem is important for decision making, emotional health, and overall well-being. In individuals with hearing loss (HL), self-esteem may vary due to degree of HL, hearing devices, academic set-ups and communication strategies used by family members. This study aimed to systematically review the impact of hearing loss on self-esteem. A systematic search was conducted to identify the studies focusing on self-esteem of the individuals with HL. Four electronic databases, PubMed, Scopus, Embase, and CINAHL, were used. Title screening and abstract reading were performed by two independent authors. Appropriate studies were considered for full-length reading. The references of the obtained articles were manually searched to identify eligible studies. A mixed-methods appraisal tool was used to critically appraise the included studies. Out of 1219, twelve studies met the inclusion criteria. Individuals with HL exposed to total communication had a positive impact on self-esteem. Interestingly, hearing competence of parents and siblings was linked with their self-esteem. Children with HL have higher self-esteem than normal-hearing children. Children with HL attending mainstream schooling and using cochlear implants had positive and higher self-esteem. Further, higher education level, employment, and marital status were effectively associated with self-esteem. Positive self-esteem intensely improves mental and emotional well-being. Appropriate and timely provided rehabilitation accompanied by family support can induce healthier and more fulfilling social life. Additionally, healthy self-esteem can empower individuals with HL to engage in social activities diligently. To sum up, early intervention and family participation are required to improve overall quality of life.

Predictors of Positive and Negative Parenting Practices Among Mothers of Two-to-Three-Year-Old Children: Findings From Tirana, Albania

The purpose of this article is to determine the predictors of positive and negative parenting practices among mothers of two-to-three-year-old children in Tirana, Albania. Cross-sectional data were obtained from a representative sample of 328 mothers of two-to-three-year-old children recruited through eight randomly selected public nurseries in Tirana. Results from bivariate regressions showed significant associations between the key relevant maternal characteristics and maternal parenting practices, in line with previous studies conducted in Western societies. Results from multiple regressions showed that maternal attitudes towards child maltreatment were a dominant significant predictor of negative parenting practices (punitive parenting, inconsistent parenting, and child maltreatment) and that maternal sense of parental competence was a dominant significant predictor of positive parenting practices. The findings suggest a strong, consistent link between maternal belief systems and parenting practices among mothers of toddlers in Tirana and call for the implementation of parent training programmes that address attitudes towards child maltreatment and sense of parental competence in the Albanian society.

Parent and Therapist Perceptions of the Feasibility, Acceptability, and Benefits of a Weekly Therapist-Led Massage Program for Extremely Preterm Infants in Neonatal Intensive Care.

Mothers of extremely preterm infants experience high rates of mental health disorders that impair maternal-infant interaction and lead to worse infant developmental outcomes. Therapist Education and Massage for Parent-Infant Outcomes (TEMPO) is a therapist-led program that standardizes the nature and frequency of parent education through weekly scheduled therapy sessions. Using a family-centered approach, the therapist facilitates positive maternal-infant interactions and massage interventions from birth throughout hospitalization with the goal of improving maternal mental health. This qualitative study presents the results of 19 parent interviews and of a focus group of four TEMPO interventionists to elicit feedback about the program. Overall, parents and therapists viewed the program positively. Parents and therapists valued the focus on parent education and engagement to increase parent competence and bonding opportunities. Both groups acknowledged that infant massage had both infant-centered and parent-centered benefits. One area where parent and therapist views did not align was regarding feasibility of TEMPO. Parents noted multiple logistical challenges to regular NICU visitation, but ultimately agreed that attending weekly therapy sessions was feasible. Therapists noted increased time and effort required of TEMPO and felt that institutional and system-level changes would be necessary to implement weekly parent education as standard of care.

A person-based approach to emotion socialization in toddlerhood: Individual differences in maternal emotion regulation, mental-health and parental sense of competence

Mothers adopt various emotion socialization strategies and sometimes exhibit contradictory responses. Thus, it is essential to understand how mothers differentiate in their use of emotion socialization strategies, and whether a set of emotion socialization responses is associated with individual differences in emotion regulation, mental health, and parental sense of competence during toddlerhood. Therefore, we used a person-centred approach to identify mothers’ emotion socialization responses and then compared mothers based on the aforementioned characteristics. The mothers (N = 680) with toddlers (M = 23.56 months) responded to the Coping with Toddlers’ Negative Emotions Scale, the Emotion Regulation Questionnaire, the Brief Symptom Inventory, and the Parental Sense of Competence Scale. The 3-profile-solution revealed: Unspecified (moderate scores in all emotion socialization strategies), supportive (high scores in supportive emotion socialization strategies) and mixture profiles (high in all emotion socialization strategies). The supportive and mixture profiles scored highly in cognitive reappraisal. Unspecified and mixture profiles did not vary in expressive suppression and mental health symptoms, but they scored lower than supportive profile mothers. In the parental sense of competence, the supportive profile scored higher than the mixture profile. The results showed mothers mainly using supportive emotion socialization strategies can demonstrate adequate emotion regulation and benefit from psychological well-being that potentially boosts parenting competence.

Views of Parents on Digital Parenting Competencies

This study was conducted to examine the views of parents on digital parenting competencies and experiences. Phenomenology was chosen as a research design. The study group consisted of 13 parents, selected according to criterion sampling. A semi-structured interview form was used as a data collection tool. Content analysis was used in the analysis of the data. Parents stated that they are most uncomfortable while their children are watching videos and surfing social media. Most parents set a period to reduce the time their children spend with digital technologies. We found that the majority of parents do not accompany their children while using digital technologies, and some children do not want their parents to accompany them. Moreover, majority of parents felt inadequate to protect their children against digital risks, and followed different ways to ensure the safety of their children in digital environments.

Development and validation of a parental competence questionnaire in the paediatric hospital emergency setting (ECP-U)

ObjectiveTo develop and validate a parental competence questionnaire for parents of children seeking care in hospital emergency departments. MethodsAn instrumental study of the development of an assessment questionnaire was carried out in three phases: 1) review of relevant measures and item generation, 2) content validity evaluation, 3) psychometric evaluation. Exploratory factor analysis was performed to examine the factorial structure. Internal consistency was evaluated using ordinal alpha. Hypothesis testing was determined between the resulting factors, the Parental Stress Scale and the State-Trait Anxiety Inventory. ResultsThe participants were 270 parents of children aged 0–14 years old from a referral hospital in Valencia (Spain). An 18-item questionnaire was developed, comprising five factors that explain 53.0% of the variance: 1) “emotional management and expression”, 2) “passive social support”, 3) “parental agency”, 4) “basic needs and care” and 5) “active social support”. The internal consistency for the different factors was modest (>0.70). A negative correlation between the Parental Stress Scale and the parental competence questionnaire was found for most of the factors. ConclusionsThis questionnaire on parental competence in the hospital emergency department (ECP-U) is a useful and simple self-report instrument for assessing the parental competence of parents with children in the emergency department. Practical implicationsThe resulting questionnaire is of practical value to both healthcare professionals and researchers in this field. It can be administered quickly in clinical practice and used to identify parents' levels of parental competence and refer those with difficulties to appropriate support services.

Assessing Parental Competence and Self-Ratings in Management of Pediatric Type 1 Diabetes and Emergency Glucagon Administration-An Exploratory Observational Study.

Parents of pediatric patients with type I diabetes require competence in hypoglycemia management and skills in glucagon administration to deal with potentially life-threatening severe hypoglycemia. We aimed to compare parents' subjective self-ratings to an objective expert assessment of competences and skills in dealing with severe hypoglycemia. We interviewed 140 participants to assess their subjective self-ratings. The objective expert assessments used a standardized clinical case scenario of severe hypoglycemia and a practical demonstration of glucagon administration. The participants self-rated their competence in hypoglycemia management as good (5) or very good (6), and their skills in administering glucagon as acceptable (3) [Scale: very poor (1) to very good (6)]. In the standardized clinical case scenario, 1.4% (2/140) of participants named all relevant steps of severe hypoglycemia management. In the practical demonstration of glucagon administration, 92.9% (130/140) of participants committed at least one drug handling error; 52.1% (73/140) committed at least one drug handling error rated with high clinical risk. We found discrepancies regarding participants' subjective self-ratings compared to their performance in the respective objective expert assessments. These discrepancies indicate a lack of error awareness and the need for intervention studies to improve competence in hypoglycemia management and glucagon administration.

Examining the Effect of a Parent-to-Parent Intervention for Low-Income Youth with Serious Emotional and Behavioral Challenges.

Numerous barriers to mental health utilization exist for families of children who present with serious emotional and behavioral challenges. Evidence-based practices that facilitate equitable outcomes across diverse populations are essential to identify. This study examined possible differential service outcomes in a Medicaid-funded, parent-to-parent intervention called Parent Support Partner (PSP). Data from four hundred and sixty-four parents who received PSP services were evaluated for possible demographic differences in service completion. Within-group analyses were utilized for an analysis of outcomes (parent change, child functioning; treatment acceptability) within a subset (N = 153) of those who completed services. No racial disparities were found in those who completed PSP (43%) when compared to those who did not (57%). Regression analyses uncovered significant improvements in parent competence and confidence, as well as overall child functioning (global functioning across domains such as school, home, behaviors). Consistent with identifying evidence-based practices, findings were seen consistently across the diverse sample of those who completed PSP services. Improvements in parents' sense of competence and confidence were correlated with perceptions of treatment acceptability. PSP is an innovative and promising intervention with demonstrated high levels of acceptability found to increase parent confidence and self-competence to advocate for treatments that can improve the mental health functioning of their child. Future investigations of factors associated with increasing PSP service completion and outcomes in larger and more diverse populations are necessary. Implications for considering and possibly adopting this evidence-informed practice within the nursing profession are provided.

Parental Competence as a Teacher in the Auditory Development of Children with Cochlear Implants.

The number of children with partial or total hearing loss is increasing every day, and most of them are undergoing cochlear implant surgery. The paper aims to assess the teaching competence of parents of children with cochlear implants. The study took one year (2022) in 1 [Almaty, Kazakhstan] kindergarten and 1 specialized school. Twenty-four parents of children (mean age 3.5 ± 0.5 years) and 20 parents of children of primary school age (10.0 ± 0.5 years) who underwent surgery at the age of 1-2 and 6-9 years were included in the study. A minimal number of parents had a high level of competence; sufficient competence was noticed among the two times larger number of parents; however, most of the parents had insufficient competence. The indicators of children were as follows: 3 children had a high level of listening perception; twice as many of them had a sufficient level; the same number had an insufficient level. There were more children with a low level, 3 times more than with a high level. A high level of pedagogical competence of parents correlated with a high level of children's auditory verbal abilities (on the scale of auditory ability integration). There was also a direct relationship with the level of speech development (on the scale of speech use) for children who had the surgery a year earlier. The obtained data can apply to the educational process for children with cochlear implants to improve their auditory and speech skills as quickly as possible. The involvement of parents in the education and rehabilitation of children with cochlear implants is crucial for the successful adaptation and development of the child. Parents can become irreplaceable partners of specialists and educational institutions, providing their children with optimal support and assistance on their way to the development of auditory and communication skills. To enhance parental competence in the area of auditory development of children with cochlear implants, it is recommended to participate in specialized educational programs designed for parents, offered by professionals and organizations. Additionally, actively engaging with educational resources, online materials, and informational communities is beneficial for acquiring up-to-date knowledge and receiving support from other parents, specialists, and experts.

부모코칭역량이 유아의 사회정서능력에 미치는 영향

Objectives The purpose of this study is to investigate the mediating effect of positive psychological capital and the moderating effect of parents' emotional coaching style in the effect of parental coaching competency on early children's social-emotional competence.
 Methods The subjects of the study were 306 parents of 3-5 year old children at early childhood educational institutions located in G Metropolitan City and J Province. As a measurement tools, young children’s social-emotional competence scale developed by Lee Eun-jeong(2015) and the parent coaching competency scale developed by Do Mi-hyang, Kim Geun-ju, and Lee Gyeong-ju(2019) were used. In addition, the positive psychological capital scale developed by Luthans, Avolio, and Orman(2006) and translated into the Korean version by Lim Tae-hong(2013) was used. For statistical analysis of the collected data, SPSS 21.0 and Amos 21.0 Program were used.
 Results First, parental coaching competency had a statistically significant positive effect on early children's social-emotional competence, and among these variables, parental positive psychological capital played a partial mediating role. Second, parents' emotional coaching style moderated the relationship between parental coaching competency and positive psychological capital statistically significantly, and moderated the relationship between parental coaching competency and early children’s social-emotional competence statistically significantly.
 Conclusions This study reveals that parental variables are important in improving early children's social-emotional competence. In particular, the more parents used the emotional coaching style, the more parents’ positive psychological capital was enhanced, and it had a positive effect on the development of their early children's social-emotional competence. This suggests that it is necessary to develop various parent-support programs so that parents can form an emotional coaching style.

Родительская компетентность: влияние родительского отношения к ребенку на протекание кризиса трех лет

<p>The formation of the pedagogical competence of parents will be successful if the families of the pupils of the preschool educational institution are working to meet the needs of parents in obtaining pedagogical knowledge and skills related to the upbringing of children in the family. However, a differentiated approach will be used in the identification of needs. This article is aimed at confirming this hypothesis. The authors used theoretical (study of pedagogical, psychological and methodological literature) and empirical (selection of diagnostic tools, diagnostic examination, survey of parents and teachers of preschool educational institutions, quantitative and qualitative data processing) methods. As a result of the work carried out, the program “Parental Competence: the impact of parental attitude towards the child on the course of the crisis of three years” was drawn up, which includes: a plan of work with teachers on a differentiated approach in communicating with the parents of pupils; a plan of work with parents to improve the level of pedagogical competence of parents raising children of primary preschool age - based on a differentiated approach. The paper presents the results of an empirical study in which 24 people participated (parents of pupils from the second junior group of the preschool educational institution).</p>

Investigating the Validity and Reliability of the Mobile Application Rating Scale

The purpose of this study is to perform the validity and reliability study of the Mobile Application Rating Scale (MARS) for a mobile learning system that contains e-contents in different forms to improve digital parenting competencies for adults. This scale was prepared by Stoyanov et al. (2015) and adapted into Turkish for the e-pulse application by Korkmaz and Arıkan (2021). In this study, the scale items were rearranged in the context of the study to evaluate “digital parenting”. This scale aims to evaluate the application with four sub-dimensions of “participation, functionality, aesthetics, and knowledge”, and it has 21 items. The study was carried out with 181 participants. Considering the validity results of the scale, the model with the highest validity among the single-factor model, four-factor model, and second-level confirmatory factor analysis models was the four-factor model, as in the original scale. Factor loads vary between 0.55 and 0.91. Considering the reliability results, the average variance extracted for the participation dimension was 0.69, for functionality 0.78, for aesthetics 0.75, for knowledge dimension 0.63, and the average variance extracted for the whole scale was 0.70. In addition, alpha reliability (stratified alpha reliability) was 0.92 for participation, 0.94 for functionality, 0.92 for aesthetics, 0.92 for knowledge, and 0.97 for the whole scale. In the context of these findings, the validity and reliability values of the scale were high.

The emotional intelligence of today's parents - influences on parenting style and parental competence.

The emotional intelligence of parents and parental competence become two premises of effective parenting. This study contributes to the understanding of how parents' emotional intelligence exerts its effect on both their parenting style and parenting competence. The present research also sought to identify the factors that determine the level of parental competence. The research method used is the questionnaire-based survey. The research sample, represented by 610 respondents, was determined by the sampling strategy based on convenience, respectively by the snowball method. The results indicated that the emotional intelligence of parents is associated with an increased level of parental competence (r = 0.24, p < 0.001), and 15% of the variability of parental competence is determined by the level of parental emotional intelligence (R = 0.38, p < 0.00, R2 = 0.15). It was demonstrated that 6% of the variability of parental competence is determined by the level of parents' self-esteem (R = 0.24, p < 0.001, R2 = 0.06). The emotional intelligence and self-esteem of the parents contribute to the development of a high level of parental competence, while the level of education of the respondents according to this research partially influences the development of parental competence. Despite the fact that a high educational level of parents is assumed to give them access to quality information, the Barnum effect is experienced regardless of educational level. According to the field of parenting, the Barnum effect refers to consulting non-scientifically validated sources and trusting information that responds to parents' wishes, but not to children's educational needs.These results highlight the role of parents' emotional intelligence on the growth and education of children, but also the usefulness of training programs in the field of parenting with the aim of training parents in the necessary skills for effective parenting.

Relationship Among Social Support, Self-Efficacy, Parental Competence, &amp; Satisfaction With Assistive Technology Among Mothers With Multiple Sclerosis

Abstract Date Presented 04/20/2023 This correlational study examined the relationship among social support, self-efficacy, parental competence, and satisfaction with assistive technology (AT) for mothers with multiple sclerosis (MS). Results show significant correlations, supporting OT interventions in this population. Primary Author and Speaker: Yan-hua Huang Additional Authors and Speakers: Emily Acker, Hannah Chang, Annabelle Clegg, Megan Gibson

Exploring Effects of Sensory Garments on Participation of Children on the Autism Spectrum: A Pretest–Posttest Repeated-Measures Design

Abstract Date Presented 04/20/2023 This 14-week repeated-measures study showed that sensory garments may improve participation of autistic children, but not parent competence or stress. OT sensory assessment and consultation may help caregivers considering sensory garments. Primary Author and Speaker: Lisa Mische Lawson Additional Authors and Speakers: Lauren H. Foster, Kayla Hamner, Lacy Wright