Parental Readiness Research Articles

Prospective Adoptive Parent Psychological Evaluations: A Proposal for Required Content Areas

Current psychological evaluation processes for prospective adoptive parents lack standardization, leading to inconsistent assessments, potential placement issues, and adverse effects on adopted children well into adulthood. This brief proposes a structured framework for evaluations that includes 10 essential content areas and highlights the risks of inconsistent criteria. By standardizing the content areas of such evaluations, a pathway to more effective and consistent adoption practices can be implemented to improve parent readiness and enhance the well-being of adopted individuals throughout their lifespan.

Determinants of parents’ readiness for face-to-face learning among elementary school children during the new normal

Introduction: This study aimed to identify factors influencing the readiness of parents with elementary school-age children for face-to-face learning using the Health Promotion Model (HPM). Methods: This was a cross-sectional study. The study population consisted of parents of elementary school students in Surabaya. A purposive sampling method was used to select 395 respondents. The independent variables included motivation, parental knowledge, perceived benefits, perceptions of barriers, self-efficacy, interpersonal factors, situational factors, and commitment. The dependent variable was parental behavior in face-to-face learning readiness. Data were collected using a validated and reliable questionnaire. Data analysis was conducted using a logistic regression test, with a significance level of α ≤ 0.05. Results: Most parents were 37 years old, and children in the 5th grade of elementary school. Most of the parents' motivation was in the sufficient category (57%). The parents’ knowledge of COVID-19 was good (66.8%). Most parents had a good perception of benefits (68.4%), and the perception of barriers was sufficient (59.7%). Good self-efficacy was observed in only 49% of cases, and interpersonal and situational factors accounted for 99.7% and 100%, respectively. Meanwhile, regarding parental readiness for face-to-face learning, the majority exhibited good behavior (96.2%). The factors that influenced parental behavior in face-to-face learning readiness were parental knowledge (0.010), perceived benefits (0.019), and commitment (0.029). Conclusions: Good knowledge, perceived benefits, and parental commitment are factors that influence parents' readiness to participate in face-to-face learning. Keywords: COVID-19, face-to-face learning, good health and well-being, Health promotion model (HPM), parents

The Effectiveness of Parent Education in Discharge-Symptom Management (PED-SM) on Parental Readiness to Care for Children with Cancer

Introduction: Cancer in children is a life-threatening disease that has been steadily increasing over the past few decades. Parents are concerned about how to appropriately care for children due to the physical symptoms experienced by children with cancer. Objective: The purpose of this study was to determine the effect of Parent Education in Discharge Symptom Management (PED-SM) on parental readiness to care for children with cancer. Methods: This research utilized a quasi-experimental design with intervention and control groups, measured using a pre-post test design. Respondents in this study were parents of children aged 3 to 12 years newly diagnosed with cancer. A convenience sampling method was employed. The instrument used in this study was the I-PCS (Preparedness of Caregiving Scale-Indonesian) with a Cronbach's alpha of 0.73-0.78, where a Pearson's r 0.320 indicates validity. Results: A total of 58 respondents agreed to participate in this study. The mean age of parents was higher in the control group (39.48), while the mean age of children was lower (7.38). More than half of the children were boys with ALL/AML cancer types. Parents mostly worked full time, had education up to junior or senior high school, and had a monthly income of 4.9 million. There was a statistically significant difference after the intervention in both groups, with a p-value 0.005. However, the mean score after intervention (45.76 ± 5.81) was higher compared to the control group (32.34 ± 4.41). Employment showed a significant contribution of 6.52 to parental readiness among parents of children with cancer (β: 1.87, 95% CI: 1.29 – 32.97, p-value: 0.02). The intervention of PED-SM can be implemented by pediatric nurses in cancer units as one of educational tool aimed at reducing readmissions and enhancing the quality of life for children. Conclusion: The PED-SM module can serve as a reference for educating families of children newly diagnosed with cancer.

HUBUNGAN ANTARA KESIAPAN DAN KEBERHASILAN TOILET TRAINING PADA ANAK USIA TODDLER DI TEMPAT PENITIPAN ANAK (TPA) WILAYAH KECAMATAN GUNUNG ANYAR SURABAYA

The success of toilet training for toddlers can be identified when a child cancontrol the external urinary sphincter. It can be achieved by physical readiness, mentaland child’s psychological, and parental readiness to begin the toilet training practice. Thisstudy aims to analyze the correlation between the readiness and success of toilet trainingfor toddlers in one of the daycare services in Gunung Anyar. Methods : In this research,the population was 78, with 66 respondents using a simple random sampling technique. Across-sectional technique design was applied, and The researcher collected the data usinga questionnaire. In addition, the data were analyzed with Spearman Rho. Results : Theanalysis showed that there was a relationship between physical readiness and the successof toilet training (? = 0.001). The relationship between mental readiness and toilet trainingsuccess (? = 0.001). The relationship between psychological readiness and toilet trainingsuccess (? = 0.001). Relationship between parental readiness and toilet training success(? = 0.001). It can be concluded that there is a relationship between the readiness andsuccess of toilet training for toddlers. Conclusions : This research implies that childrenwill have physical, mental, and psychological readiness, and parents can support thesuccess of toilet training in toddlers

Psycho-emotional intervention with parents of very preterm babies during the first year: A single-arm pilot study.

Studies of intervention programs that aim to improve the emotional state of parents of children admitted to the neonatal intensive care units (NICU) are scarce in Spain. The aims of this single-arm pilot study are to get to know the emotional profile of parents of high-risk preterm newborns, and to explore parents' patterns of emotional well-being before and after a psychological program called the Parental Empowerment Program, to increase parental readiness levels. The sample was made up of 100 parents (50 couples) who participated in the program. Measurements were taken of post-traumatic stress, depression, and resilience at 1 month and 12 months. Repeated measurements and dyadic data analyses were performed. One month after the birth of the baby and prior to the start of the program, mothers show more symptoms of stress and depression than fathers. After the intervention, both parents experienced improvements in their mood levels. The evidence obtained seems to show that high resilience levels and low post-traumatic stress symptoms are associated with reduced depression levels after implementing the program. However, the heterogeneity of the responses obtained, the observed associations between stress, resilience, and maternal depression, along with the reciprocal influence between maternal and paternal depression 1 year after the intervention, highlight the need for a more in-depth exploration of the interplay between risk and protective factors in this population. Despite the identified potential threats to validity, further work in this direction is recommended, including the implementation of clinical trials to demonstrate intervention efficacy. The adaptation of the parents' mutual emotional adjustment at each stage would allow them to participate more actively in the baby's care.

Will Science Alone Save Your Fertility?

This paper highlights the pressing need for increased awareness and education regarding reproductive health and fertility issues in the Maltese Islands. Despite living in the age of information, misconceptions and misinformation persist, particularly surrounding basic reproductive health knowledge. To address this gap, two conferences on fertility awareness were organized in Malta and Gozo as part of ‘The 3 Missions’ Project, in collaboration with the Malta Council for the Voluntary Sector and Dar Guzeppa Debono Association. The conferences brought together various stakeholders including healthcare professionals, policymakers, and educators to discuss topics such as normal reproductive cycles, infertility treatments, and the legal framework surrounding assisted reproductive technologies (ART). International perspectives were also provided, shedding light on perceptions and practices in other European countries. Key recommendations emerged from these discussions, emphasizing the importance of standardized terminology, user-friendly information dissemination, and the destigmatization of infertility. Furthermore, the paper underscores the need for preconception parenthood preparation and highlights the psychological and social implications of infertility and parenthood. Overall, the conferences served as a platform to raise awareness and initiate collaborative efforts to address fertility-related challenges in the Maltese community.

Conditions for the Implementation of Parental Readiness Formation Model to Perform the Educational Function

Conditions for the Implementation of Parental Readiness Formation Model to Perform the Educational Function

Parent’s Perceptions of Online Learning during Covid-19 Pandemic: The Road Ahead

This study explored parents’ perceptions pertaining online learning in the state of Qatar during Covid-19 pandemic. 688 parents were surveyed and data was analyzed statistically using SPSS 28.0. Findings suggest that parents perceived online learning positively only when a set of conditions coexisted, including parental readiness, school support, and abundance of online resources. Moreover, parents viewed in-person learning to be of higher quality than remote learning, believing that academic progress and wellbeing were stymied through online learning. Moreover, parents suggested a road map for leveraging the quality of online learning, which sheds light on the importance of a solution that is family-centered, accounting for parental multi-tasking; apprehending economic and social pressures; responding to the cultural context; and securing student wellbeing.

Parental readiness for hospital discharge and the relationship with growth and development of infant in China

PurposeThis study aimed to evaluate the associations between parental readiness for discharge and neonatal growth. Design and methodsThis cross-sectional study included 549 newborns whose parents filled out the Newborn-Parental Readiness for Discharge Scale (N-PRDS).Additionally, data on birth weight, length, and head circumference were collected.The total N-PRDS scores were divided into three levels in terms of readiness: low, intermediate, and high readiness. Parents and infants were followed up 42 days after the birth, and the weight, length, and head circumference of the newborns were measured at the hospital. ResultsA total of 306 data were obtained. The generalized linear mixed model (GLMM) showed that time and parental readiness had an interaction effect on the weight, length and head circumference of infants. The difference in weight between infants under the high and low readiness conditions at 42 days increased by 0.357 kg compared to the difference at birth. The difference in length between high readiness infants and low readiness infants at 42 days increased by 2.155 cm compared to the difference at birth. The difference between the infants' head circumference under the high and low readiness conditions at 42 days was 0.873 cm higher than that at birth. ConclusionsHigh readiness for discharge could promote an increase in infant weight, length,and head circumference at 42 days after birth. Practice implicationsNurses should assess parental readiness prior to the discharge of newborns by using the N-PRDS and provide discharge guidance and education to newborns' parents based on the outcomes of this scale.

Prenatal testosterone synchrony in first-time parents predicts fathers' postpartum relationship quality

There is evidence that men's testosterone levels decline across the transition to fatherhood and that this decline may reflect fathers' investment in the new family. There is also emerging evidence that cohabiting couples show synchrony or within-couple associations in testosterone levels during the perinatal period. Hormonal synchrony may act as a mechanism that supports fathers' biological preparation for parenthood, perhaps by facilitating perinatal declines in paternal testosterone. However, few studies have examined testosterone synchrony and change within couples. A sample of 97 U.S. couples expecting their first child provided testosterone samples during pregnancy, and of those couples, 78 couples also provided testosterone at seven months postpartum. Couples reported on relationship satisfaction both at prenatal and postpartum visits. Bayesian multilevel modeling revealed within-couple testosterone synchrony both during pregnancy and postpartum. Testosterone synchrony during pregnancy predicted a greater drop in fathers' testosterone levels from prenatal to postpartum and higher paternal postpartum relationship quality. Fathers' lower prenatal testosterone levels also subsequently predicted higher self-reported postpartum relationship quality for both parents. In sum, this study finds that couples' testosterone levels show synchrony across the transition to parenthood in ways that are associated with couple relationship quality and men's neuroendocrine preparation for fatherhood.

Integrating a child into an adoptive family in times of COVID-19: Lessons learned from adopters’ and professionals’ views

COVID-19 pandemic has brought multiple challenges for families and child welfare professionals, but also represent a unique psico-socio-ecological context to re-think fundamental working practices. The present work had two main aims: (1) to understand the impact of COVID-19 pandemic on the child’s transition to an adoptive family, in terms of challenges and adjustments made to adoption practice, perceived difficulties as well as benefits, from the views of adopters and adoption professionals, and (2) to identify promising practices to be maintained in pandemic and free-pandemic situations. Semi-structured interviews were conducted online with 13 Portuguese adopter families who received a child during the first wave of COVID-19 (March-June 2020) and 4 dyads of adoption professionals who followed and supported those families. Thematic analysis showed that adopters and professionals highlighted predominantly benefits for different phases of the transition as a result of the COVID-19 pandemic tough some difficulties were experienced. Delays and uncertainties of child’s placements caused anxiety for most children and adopters. However, the strategies undertaken during this waiting time (e.g., recorded video, reflection activities) were viewed as beneficial for parent–child mutual knowledge and preparation for parenthood. The impossibility of adopters to visit the child’s residential care setting and the inconsistency of practices between services were consensually perceived as major difficulties. Confinement and telework were consistently viewed as an opportunity for both adopters to be concurrently at home with the child, which facilitated establishing family bonds and routines. However, adopters reported mixed opinions towards social distancing. Among the several benefits perceived from the adjustments made to adoption practice, virtual (e.g., videoconferences) and informal (e.g., through WhatsApp groups) communication consistently emerged as the most relevant ones. Lessons relevant for adoption policy and practice over the transition to adoptive parenthood are discussed, including suggestions for future research.

Adopting Coding in Early Childhood Education: Teachers’ Perspectives

The recent push to introduce coding in early childhood education has been the subject of heated debate. A lack of theoretical and empirical research devoted to understanding coding education acceptance provided the motivation for this research. As a way to engage in the debate, this research investigated kindergarten teachers' acceptance of coding education by drawing on the Theory of Planned Behavior framework, with self-efficacy, pedagogical beliefs, perceived ease of use, perceived usefulness, student readiness, teacher readiness, and parent readiness serving as external factors. The data were obtained from 236 in-service and pre-service teachers in South Korea. Partial least squares was employed to evaluate the research hypotheses. We find that self-efficacy and pedagogical beliefs exert a positive effect on perceived behavioral control. Perceived ease of use and perceived usefulness are pertinent for forming positive attitudes. Teacher readiness and parent readiness matter for generating positive subjective norm. Perceived behavioral control, attitude, and subjective norm all have a positive effect on behavioral intentions. The positive indirect effect of perceived usefulness on behavioral intentions through attitude is also noteworthy. In this research, we provide exploratory results as to how teachers believe and perceive coding in early childhood education. Practical insights are provided based on these initial findings.

The Effect Modification of Pregnancy Mother's Class on Parent Readiness on Primigravida at Upt Puskesmas Beber, Cirebon Regency in 2022

The Effect Modification of Pregnancy Mother's Class on Parent Readiness on Primigravida at Upt Puskesmas Beber, Cirebon Regency in 2022

A Preliminary Content Validity Study of the Malay Version of READI-SF (Kajian Awal Kesahan Kandungan Versi Bahasa Melayu bagi READI-SF)

Readiness for treatment reflects the individual’s motivation to seek help and preparedness to engage in treatment activities. The READI-SF aimed to assess parental readiness to engage in treatment. The present study aimed to translate the English version of READI-SF into the Malay language and subsequently assess its content validity using the content validity ratio (CVR), content validity index (CVI) and modified kappa analyses. Four independent translators carried out the translation procedures. Eight clinical professionals were involved as content experts. Of 17 items, six items needed to be revised due to low CVR values (< 0.75). Based on unfavourable individual CVI (I-CVI) results (< 0.78), two items (for item relevancy) and six items (for item clarity) had to be modified. The overall CVI of the questionnaire (S-CVI) was found to be good (i.e., 0.91 for item relevancy and 0.83 for item clarity). Nine items needed to be revised, and the modifications were carried out accordingly. At the end of the study, a valid Malay-translated READI-SF was produced. It has good potential to serve as a clinical tool to assess the readiness of Malay-speaking parents to engage in treatment. However, prior to its intended clinical application, further research is warranted to assess other aspects of validity (e.g., face validity, construct validity, and criterion-related validity), as well as READI-SF reliability.

Development of a Measure of Parent Concussion Management Knowledge and Self-Efficacy.

Abstract Assessing parent readiness to support their child's post-concussion management requires valid and reliable measures. Therefore, the objective of this study was to develop and conduct preliminary tests of reliability and validity of survey measures of parent concussion management knowledge and self-efficacy. Additionally, we tested the hypothesis that among parents of youth who had sustained a concussion, higher scores on measures of knowledge and self-efficacy would predict greater likelihood of engaging in recommended concussion management behaviors during their child's recovery. Measure development occurred with reference to parenting behaviors included in the Center for Disease Control and Prevention's Pediatric Mild Traumatic Brain Injury (mTBI) Management Guidelines. A multi-stage mixed- methods approach was employed, including expert review, cognitive interviews with parents, quantitative item reduction, and tests of reliability and validity. All participants were English-speaking parents of school-aged children in the United States. A stepwise measure development process was followed, with different participant groups across steps (including opt-in web-based survey panels and in-person recruitment from the population of parents of pediatric patients seen in a large pediatric emergency department). In total, 774 parents participated in study activities. The final knowledge index had 10 items, and the final self-efficacy scale had 13 items across four subscales (emotional support, rehabilitation support, monitoring, and external engagement). Internal consistency reliability was 0.63 for the knowledge index and 0.79-0.91 for self-efficacy sub-scales, and validation tests were in the hypothesized directions. In a test of predictive validity, we observed that among parents of youth patients with recent concussion, higher self-efficacy scores at the time of discharge from the pediatric emergency department were positively correlated (r = 0.12) with greater likelihood of engaging in recommended support behaviors at 2-week follow-up. There was no association between concussion management knowledge at discharge and parenting behaviors at follow-up. Parents have the potential to play an important role in concussion management. The measures of knowledge and self-efficacy developed in this study can help identify parent needs and evaluate interventions aiming to support parenting post-concussion.

PARENTAL INTENTION TO VACCINATE THEIR CHILDREN ABOUT COVID-19 VISITING A TERTIARY CARE HOSPITAL IN KARACHI, PAKISTAN

The SARS-CoV-2 virus is the source of the extremely contagious illness known as COVID-19. One of the most important ways to control the pandemic now is vaccination. However, vaccine reluctance exists in various communities due to false information and myths. This study evaluated parental readiness to vaccinate their children following the establishment of pediatric immunization recommendations. Parents who visited the National Institute of Child Health outpatient clinics in Karachi, Pakistan, were the subjects of a cross-sectional survey. Data on demographics, parental attitudes toward the COVID-19 vaccine, and parental readiness to administer it to their children were gathered by trained data collectors. A total of 341 parents participated in the study; the majority (47.2%) were female and between the ages of 31 and 40. Regarding the acceptability of immunizing their kids against COVID-19, 47.2% of parents said they would be willing to do so, while 27% said they would be reluctant. Lack of knowledge (95.5%) and a lack of supporting proof were the most often cited objections among those who declined (92.6 percent ). Parental age, notably between the ages of 31 and 40, and the age of their children, particularly between the ages of 4 and 12, were strongly linked with lower vaccine reluctance. The impacts of gender, marital status, or educational attainment were not statistically significant. A big part of stopping the spread of COVID-19 is vaccination. According to our research, the majority of parents are probably going to vaccinate their kids. The age of the kid and certain parent age groups (31–40 years old) were strongly linked to reduced vaccine reluctance. To increase vaccine acceptance rates among parents, addressing the lack of knowledge and evidence, which are the main causes of vaccine refusal, is critical.

Human Papillomavirus (HPV) Vaccination Knowledge, Beliefs, and Hesitancy Associated with Stages of Parental Readiness for Adolescent HPV Vaccination: Implications for HPV Vaccination Promotion.

The vaccination against human papillomavirus (HPV) has shown effectiveness in preventing six different types of cancer. Despite a safe, effective HPV vaccine, vaccination coverage for adolescents remains suboptimal, especially in the Memphis, Tennessee metropolitan area. Parents/Guardians have a substantial influence on adolescent vaccination, but little is known about parental cognitive factors contributing to intent on adolescent HPV vaccination in this region. Thus, this study examined factors associated with stages of parental readiness for adolescent HPV vaccination by applying the transtheoretical model. A cross-sectional, online survey was conducted to collect quantitative data on sociodemographic characteristics; health-related information; HPV vaccination knowledge, beliefs, and hesitancy; and stages of readiness for adolescent HPV vaccination among parents. Convenience sampling was performed to recruit a total of 497 parents of adolescents aged 11-17 years in Shelby and Tipton Counties in Tennessee and DeSoto County in Mississippi. Binary logistic regression analyses showed that greater knowledge of HPV vaccination, greater perceived susceptibility to HPV, and lower levels of HPV vaccination hesitancy, respectively, distinguished higher from lower stages of parental readiness for adolescent HPV vaccination after controlling for other variables. The findings provide implications for developing readiness for stage-specific interventions targeted to effectively influence the parental decision-making process regarding HPV vaccination for adolescents.

Post Covid-19 Emergency Mitigation Strategies Through Parents Readiness in Children's Behavior and Social Development

The COVID-19 pandemic has an impact on patterns of social interaction, education, and behavior on child development. Children with social development problems need good readiness from their parents in order to carry out their optimal growth functions. Parental readiness is one of the mitigation strategies to reduce the negative impact of COVID-19. The purpose of this research is to explore how parents are prepared for their children's social development after the COVID-19 emergency, in the Jember Regency. This research method uses qualitative research with a phenomenological design involving 7 parents in the Jember Regency area. The research instrument used a design theory from Prochaska, namely the transtheoretical model for parental preparation and Hurlock's theory, namely the ability to behave in accordance with social demands for children's social development. Data analysis used the induction method with specific conclusions drawn for the general public and presented descriptively. Parents have prepared and facilitated children's needs, learning environment, and provided motivation to children in their development period. Some parents admit that they have difficulty adjusting to their child's development. This is different from parents as housewives who have a lot of time with their children who claim that they understand their child's condition and can adapt to their child's development. Parents also provide time for their children to talk about their activities in their environment and limit their use of gadgets and replace them with other games that can stimulate their motor and sensory. The readiness of parents in the social development of children in the post-COVID-19 emergency shows positive results. Parents are well prepared to support their children's social development.
 Keywords: Child, COVID-19, Development, Parent, Readiness.

READINESS LEVEL OF PARENTS FOR STUDENTS WITH SPECIAL EDUCATIONAL NEEDS IN EARLY INTERVENTION PROGRAMME SERVICES

Early intervention programme services in special education can be said to be support and assistance services to optimally develop children’s development and potential. The purpose of the study is to identify the level of readiness of parents for students with special educational needs in early intervention programme services. This study was carried out with a quantitative approach of questionnaire survey design. This study is based on the Epstein Model (1995). The study sample involved 138 parents of children with special educational needs from the Johor Bahru district using a simple random sampling method. Data was collected using a questionnaire adapted from the Special Education Teacher Questionnaire Part A and Part B instrument. Data analysis was conducted using descriptive statistics. Based on the findings of the study, it can be found that the level of parental readiness in the early intervention programme is at a high level. This study can provide important input and awareness to parents of children with special education needs, special education teachers and the parties concerned about the effectiveness and importance of early intervention programme for children with special education needs.

A Structured Discharge Education Intervention for Parents of Newly Diagnosed Pediatric Oncology Patients.

Background: Parents of children newly diagnosed with cancer require specialized knowledge and skills in order to safely care for their children at home. The Children's Oncology Group (COG) developed expert consensus recommendations to guide new diagnosis education; however, these recommendations have not been empirically tested. Methods: We used a sequential two-cohort study design to test a nurse-led Structured Discharge Teaching Intervention (SDTI) that operationalizes the COG expert recommendations in the setting of a tertiary children's hospital. Outcomes included parent Readiness for Hospital Discharge Scale (RHDS); Quality of Discharge Teaching Scale (QDTS); Post-Discharge Coping Difficulty (PDCD); Nurse Satisfaction; and post-discharge unplanned healthcare utilization. Results: The process for discharge education changed significantly before and after implementation of the SDTI, with significantly fewer instances of one-day discharge teaching, and higher involvement of staff nurses in teaching. Overall, parental RHDS, QDTS, and PDCD scores were similar in the unintervened and intervened cohorts. Almost 60% of patients had unplanned healthcare encounters during the first 30 days following their initial hospital discharge. Overall nurse satisfaction with the quality and process of discharge education significantly increased post-intervention. Discussion: Although the structure for and process of delivering discharge education changed significantly with implementation of the SDTI, parent RHDS and QDTS scores remained uniformly high and PDCD scores and non-preventable unplanned healthcare utilization remained similar, while nurse satisfaction with the quality and process of discharge education significantly improved, suggesting that further testing of the SDTI across diverse pediatric oncology settings is warranted.