Role Of Parents Research Articles

The Relationship between Knowledge and the Role of Parents and Completeness of Basic Immunization for 2-Year-Old Children

Introduction: Immunization is one way to prevent infectious diseases, especially diseases that can be prevented by immunization given to children, infants, adolescents and adults. The purpose of this scientific paper is to determine the knowledge and role of parents with basic immunization in children aged 2-5 years Methods: The research design used a cross-sectional design. Sampling was taken using the Random Sampling technique. The independent variables are the knowledge and role of parents, the dependent variable is the completeness of basic immunization. The instruments used were questionnaires and KIA books. Data analysis used the SPSS 22.0 test. Results: The results of this study indicate that out of 62 parents, 29 parents were found to have good knowledge so that most (74.4%) of basic immunization was complete and 17 parents played a sufficient role so that almost some (41.5%) of basic immunization was complete. Conclusion: There is a relationship between knowledge and the role of parents with the completeness of basic immunization in children aged 2-5 years Keywords: Completeness of Basic Immunization, Knowledge, Role of Parents

Seminar Parenting: Peran Ayah dalam Pengasuhan Anak Usia Dini di Desa Tanjunganom, Kecamatan Rowosari, Kabupaten Kendal

The presence of both parents plays a crucial role in the development of early childhood, especially in creating an environment that supports their optimal growth and development. Ideally, fathers and mothers work together in parenting with a balanced division of roles. However, in Indonesia, father involvement is often less than optimal because of the view that the father's main task is to earn a living. This study aims to improve the understanding and knowledge of the community, especially in Tanjunganom Village, about the importance of father involvement in child care. Through seminars and mentoring held by the KKN POSKO 5 UIN Walisongo Semarang team, fathers were given insight into the division of roles, monitoring strategies, and evaluation in child care. The results of this activity showed an increase in knowledge among fathers regarding their role in parenting, as well as their ability to balance time between work and child care. Children who are cared for by actively involved fathers show progress in social, emotional, cognitive, and affective development. In conclusion, father involvement in early childhood care is very important to support children's overall development. Fathers who are active in parenting have a stronger relationship with their children, which ultimately makes children more sensitive to their emotions and environment. Therefore, it is highly recommended for fathers to understand that child care is a shared responsibility between father and mother.

Reflective Thinking and Growth Through Parent Education: Experiences of Korean Mothers with Young Children

The purpose of this study was to explore the lived experiences of Korean mothers in relation to parent education. Parent education was broadly defined in this study to encompass the various educational experiences that parents “try” and “undergo” both before and after becoming parents. Rather than being confined to a single program, we aimed to understand parent education as a cumulative process, comprising diverse experiences that shape parents’ lives and roles. We conducted in-depth interviews with seven mothers of infants and toddlers, followed by a reflexive thematic analysis of the data. Four major themes emerged from the analysis. The first theme, “confusion about becoming a parent,” describes the initial challenges of adjusting to the loss of freedom and the adaptation to new responsibilities. The second theme, “parent education through observation and experience,” highlights how parents learned by observing and engaging with real-life situations before and after the birth of their children. The third theme, “active participation in purposeful parent education,” focuses on structured educational programs in shaping parental roles. The final theme, “reflective thinking and personal growth through parent education,” illustrates how reflective practices as a mother contributed to the parental development. This study underscores the importance of adopting a long-term perspective on parent education, recognizing the interconnected nature of parental and child development and appreciating the experiences of mothers who grow through reflective thinking.

Hospital and White Coat Fears in Children of Parents Working in the Healthcare Field: A Qualitative Study of Parental Experiences

Objectives: This qualitative study investigates the hospital and white coat fears experienced by children of healthcare professionals, focusing on parental insights and experiences. The study explores the prevalence and nature of these fears, the psychological impact on children, and the strategies employed by parents to mitigate their children's anxieties. Materials and Methods: Thirty parents working in various healthcare roles were interviewed using a semi-structured format. Thematic content analysis was used to analyze the data and identify recurring themes and sub-themes related to the children's fears and coping mechanisms. Results: The analysis revealed several key themes, including fear of medical procedures, separation anxiety, fear of medical equipment, the impact of parental roles, and coping mechanisms. Findings indicate that children's exposure to healthcare environments through their parents' professions heightens their awareness and fear of medical situations. Effective parental involvement and clear communication were identified as crucial factors in alleviating these fears. Conclusion: The study emphasizes the need for targeted interventions and supportive environments in healthcare settings to address these anxieties. Practical implications include recommendations for healthcare providers to create child-friendly environments and policies that support parental presence and psychological preparation for children. This comprehensive understanding of children's hospital-related fears can inform better practices and policies in healthcare settings to improve the psychological well-being of children of healthcare workers

Mechanisms in the intergenerational effect of maternal childhood maltreatment on offspring externalizing symptoms: The role of maternal and paternal parenting

BackgroundAlthough maternal childhood maltreatment has been associated with offspring externalizing symptoms, little is known about the potential mechanisms that contribute to breaking the intergenerational effect of maternal childhood maltreatment. ObjectiveThe current study aimed to (a) investigate the intergenerational effect between maternal childhood maltreatment and offspring externalizing symptoms in the Chinese family; (b) examine maternal supportive and harsh parenting as potential mediators of this intergenerational effect; and (c) explore the moderating roles of paternal support parenting, as well as paternal harsh parenting, in this mediation process of maternal supportive and harsh parenting. Participants and settingThe sample consisted of 1111 mother-father-child triads from Beijing, recruited when the children were one and three years old. MethodsMothers completed the Childhood Trauma Questionnaire, and both parents completed the Infant-Toddler Social and Emotional Assessment and Comprehensive Early Childhood Parenting Scale. ResultsOur results showed that maternal childhood maltreatment was a risk factor for offspring externalizing symptoms at T2 (β = 0.24, t = 6.51, p < .001), and this effect was mediated by maternal supportive (indirect effect = 0.03, 95%CI = [0.02, 0.05]) and harsh parenting (indirect effect = 0.03, 95%CI = [0.02, 0.07]) at T1. Furthermore, paternal harsh parenting moderated the indirect effect of maternal childhood maltreatment on child externalizing symptoms through maternal supportive parenting. ConclusionsThese findings contribute to our understanding and provide valuable information for disrupting the intergenerational effect of maternal childhood maltreatment.

The impact of children’s attentional behaviour and parent–child interaction on children’s self regulation skills

ABSTRACT This study aims to examine the predictive role of parent–child interaction on children's self-regulation skills during the preschool period. The study was conducted on a sample consisting of 219 children aged 5–6 and their mothers, selected using convenience sampling method. In the research, mothers’ interactions with their children were evaluated using the Maternal Behavior Rating Scale, while children’s interactions with their mothers were assessed using the Child Behavior Rating Scale, and children’s self-regulation skills were evaluated based on performance using the Preschool Self-Regulation Assessment. The findings indicate that interaction elements predicting children’s self-regulation skills at a high and positive level include children’s attention, as well as mothers’ sensitive-responsive behaviors. The interaction element predicting self-regulation skills at a negative level is mothers’ focus on achievement and directive behaviour. In contrast, neither the children’s initiation of interaction nor the mothers’ emotional and expressive behaviors were significant predictors of the children’s self-regulation skills. The results were discussed in light of existing literature and suggestions for future research were provided.

MEMBANGUN KESADARAN REMAJA : MENGATASI PERNIKAHAN DINI MELALUI PENDIDIKAN

Early marriage is a marriage under the age of the target preparation has not been said to be maximized in terms of physical preparation, mental preparation as well as material preparation. The Law of the Republic of Indonesia No.1 of 1974 regulates that marriage is only permitted if the man has reached the age of 19 years and the woman has reached the age of 16 years. Meanwhile, if based on health science, the ideal age that is biologically and psychologically mature is 20 to 25 years for women, then 25-30 years for men. The purpose of this research is to build adolescents' awareness that to overcome early marriage, it can be through education and also the role of parents is very important in the process of growing children to have a good mindset with education.The method used in this research is a qualitative method with data collection techniques using literature studies.The results showed that adolescents really need education in overcoming early marriage and the role of parents who must facilitate their children's education process so that a child can think critically before acting.

Exploring the Parental Perspectives and Experiences With the Use of a Home Mechanical Insufflation-Exsufflation Device.

A mechanical insufflation-exsufflation (MI-E) device is a commonly used tool for airway clearance in children with an ineffective cough. Whereas the device has been shown to have multiple benefits, limited evidence exists regarding parents' experiences with its home use in the Canadian context. This study's objective was to explore the perspectives and experiences of parents who receive service through the IWK Health Centre and use an MI-E device at home with their child. The study used an interpretive description design. Semi-structured interviews, conducted with 9 participants, were audio recorded and transcribed verbatim. Transcripts were analyzed using a reflective thematic process. Seven mothers and 2 fathers were interviewed. Following analysis, 3 themes were identified: (1) Learning about the MI-E device described participants' journey from becoming aware of the device to acquiring knowledge and skills about its use; (2) using the device detailed the integral role the MI-E device played in their lives, including decisions around use, and parental role; and (3) changing lives outlined the physical, emotional, and social benefits the device provided to the child and their family. Participants provided detailed descriptions of their journey from learning to integrating the MI-E device into their child's daily routine and family life. Its multiple associated benefits improved the child's and their family's quality of life. However, better education on its use was highlighted as a need for both parents and the health care professionals who work with them.

MELANGKAH TANPA PENUNTUN: MENGEKSPLORASI DAMPAK KEHILANGAN AYAH TERHADAP KESEHATAN MENTAL DAN EMOSIONAL ANAK-ANAK

The role and function of parents towards children are very important in the family. The absence of one person, especially the father, in guiding and supporting the development of the child will have a direct, unknown impact on a family, as it has a significant impact on the child's health and emotional well-being. Most children unconsciously have problems with the role of a lost father or fatherless in their lives; even Indonesia occupies the third place in the roles of a missing father or fatherless. The study explores the impact of father loss on the child's mental and emotional health, factors that cause fatherlessness, and adaptive strategies to cope with the difficulties that arise after the loss of a father. This research uses a library study method, or literature review, which involves collecting books, articles, and previous research that supports research with a qualitative approach. The results point to the fact that losing a father can have a significant impact on a child's mental and emotional health. This study provides insight into the importance of the father's role in the family and the importance of social support to cope with the impact fatherless.

Роль родителей и педагогов в формировании профессиональной ориентации учащихся на педагогические профессии

&lt;p style="text-align: justify;"&gt;The research is aimed at studying the role of parents and teachers in the formation of students&amp;rsquo; career guidance for teaching professions. An empirical study was conducted with students of psychological and pedagogical classes (n = 45), their parents (n = 55) and teachers (n = 37). As a result, it was revealed: students as a whole are not focused on obtaining the teaching profession, they got into the profile class because of the desire of parents and the predominance of humanitarian subjects; parents, despite their interest, are directive in the professional choice of children; teachers demonstrate a greater focus on communication, which does not fully contribute to the formation of students&amp;rsquo; orientation towards the teaching profession. The formative experiment is aimed at developing students&amp;rsquo; awareness in choosing a profession and developing constructive support for children by teachers and parents through a correctional and developmental program. At the end of the study, students&amp;rsquo; interest in the teaching profession increased, parents&amp;rsquo; indicators of scales related to hyperprotection decreased, teachers&amp;rsquo; focus on the subject came out on top.&lt;/p&gt;

Mothers' phubbing behaviors and parental role: A cross-sectional correlational study

ObjectiveThis study was conducted to determine the relationship between mothers' phubbing behaviors and the parental role. MethodsThe study was conducted as a cross-sectional correlational design with the mothers of 340 babies hospitalized in the pediatric clinics of a training and research hospital in X between March 2023 and September 2023. An introductory information form, the Generic Scale of Phubbing and the Self-Perception of Parental Scale were used in the study. Mothers filled out the data collection forms face to face within 15-20 minutes. ResultsIt was found that the mean age was 29.65 ± 4.38 years, the mean hours of using social media per day was 6.86 ± 1.64, and the mean hours spent with the baby was 20.40 ± 3.78 for mothers. There was a negative relationship between The Generic Scale of Phubbing- Interpersonal Conflict sub-dimension mean score (−0.264; <0.001), Problem Acknowledgement sub-dimension mean score (−0.118; 0.030) and total mean score (−0.145; 0.007) with the Self-Perception of Parental Scale-Competence sub-dimension mean score. ConclusionThis study found a relationship between mothers' phubbing behavior and their parental roles. It suggests investigating this important issue with different variables. Implications to practicePediatric nurses can provide training to reduce mothers' phubbing behaviors or develop practices to change phubbing behaviors.

Parent Perspectives of Co-Occupations in Neonatal Intensive Care: A Thematic Review of Barriers and Supports.

Co-occupations within the neonatal intensive care unit (NICU), which include parenting activities, such as bathing, feeding, diapering, comfort care, and bonding for attachment, are consequential for optimal infant development. This thematic systematic review examines supports and barriers for facilitating co-occupations between parents and infants in the neonatal setting. A search of four databases (MEDLINE, CINAHL, PsycINFO, and PubMed) resulted in 20 studies that met inclusion criteria for data extraction. Family-centered NICU design, good communication between parents and NICU staff, increased physical contact, parent involvement in caregiving, psychological wellness, parent education, peer support, and established parental roles are identified as supports to co-occupational engagement. Identified barriers include physical separation, loss of parental role, restrictions of the NICU environment, medical technology, role strain, psychological burden, lack of knowledge, and poor communication. Findings suggest that neonatal occupational therapy practitioners can facilitate parent-infant co-occupations by addressing barriers and augmenting existing supports.

A Mixed Methods Investigation into Latino Fathers’ Roles in Their Children’s Educational Expectations

ABSTRACT Latino fathers make meaningful contributions toward their children’s educational expectations. Cultural factors and structural barriers may shape unique parenting roles for Latino fathers and their influence on their children’s educational expectations. To explore the culturally nuanced roles of Latino fathers, we conducted a convergent mixed-methods study with 244 emerging adults to gain their perceptions of their fathers’ parenting roles and how those roles influenced the relation between the fathers’ and emerging adult children’s educational expectations. A content analysis of qualitative data identified positive (e.g. motivation and emotional support) and negative roles (e.g. family absence and overworking) that participants perceived their fathers had in their education. Quantitatively, Latino fathers’ educational expectations predicted emerging adults’ own educational expectations, with the strongest association for fathers coded as having a positive parental role. Findings from this study support the need for more inclusive and culturally relevant research practices with Latino fathers and families. Supporting and incorporating the roles of Latino fathers in the school system may increase students’ educational expectations.

Exploring Stress and Coping in Caregivers of Children with Pulmonary Vein Stenosis: A Mixed-Method Study.

(1) Background: This mixed-method study aims to identify and describe factors associated with acute and long-term parenting stressors and coping strategies in caregivers of children with intraluminal pulmonary vein stenosis (PVS). (2) Methods: Parents of children with severe PVS were recruited from a large quaternary hospital to complete a survey that included demographics, the Pediatric Inventory for Parents (PIP), and the Coping Health Inventory for Parents (CHIP). We determined the Social Vulnerability Index (SVI) based on self-reported home address. A subset of caregivers completed a 60 min semi-structured interview via Zoom exploring the impact their child's diagnosis had on their family; experience managing stress in the hospital and at home; current resources and processes for coping; and potential recommendations for hospitals to build resilience and coping. We used multivariable linear regression to examine the association between SVI and parental stress and coping while adjusting for possible confounders. Thematic analysis identified themes related to stress and coping. Finally, we assessed instances of convergence and difference between the qualitative and quantitative results. (3) Results: Participants included 32 caregivers who were 91% female with a mean age of 39 years. The children of participants were 66% female, with a mean age of five years. The parents reported a high amount of stress with an average PIP score of 120, nearly 46 points higher than similar studies in the congenital heart community. We observed no significant associations between SVI and either parental stress or coping in adjusted models. We identified 13 themes, including medical care, hospital, family, support systems, and home medical routine or support. (4) Conclusions: Our study found high levels of illness-related parental stress among caregivers of children with PVS. Stress evolved over time from what caregivers described as 'survival mode' to a future-oriented outlook. Currently, caregivers rely heavily on support networks that are not available to all caregivers or may experience strain over time. Caregivers indicated that communication and parental role functioning were coping strategies that could be better supported by providers and health systems.

The Impact of the Role of Parents on the Learning of Students with Intellectual Disabilities

The Impact of the Role of Parents on the Learning of Students with Intellectual Disabilities

Defense attorney perspectives about juvenile interrogations: SROs, parents, and the adolescent defendant

ABSTRACT Adolescent suspects’ developmental immaturity renders them more susceptible than adults to unreliable and involuntary confessions. Defense attorneys can mitigate youths’ interrogation-related vulnerabilities; however, no quantitative studies examine attorneys’ views on juvenile interrogations and confession evidence. We surveyed 137 juvenile defense attorneys regarding the role of counsel, parents, school administrators, and school resource officers (SROs) in juvenile interrogations and confessions and whether juvenile client age and indigent status related to perceptions. Defense attorneys reported that most juveniles waive their rights and incriminate themselves to police before attorneys even receive the case. Attorneys agreed that parents should be allowed to participate if they wish, even though they believed parents are often uninformed or unhelpful in the defense process. According to this attorney sample, SROs often question students without Mirandizing them, and students believe they must answer questions from both SROs and school administrators. Attorneys reported numerous challenges associated with defending interrogated juveniles, including dispositional vulnerabilities, parent-related problems, systemic challenges, and litigation difficulties. Overall, findings indicate the need for policy and practice reforms like required assistance of counsel during interrogations, electronic recording of interrogations, developmentally-informed training for school administrators, SROs, prosecutors, and judges, and improved discovery and funding to support youth.

How do school experiences in adolescence affect educational investment in adulthood? The case of parental investment in private tutoring in Germany

AbstractThis article examines the role of parents’ school experiences in adolescence on their educational investment strategies for their own children in middle adulthood. We focus our analysis on the parents’ decision to organize private tutoring (also called shadow education) for their children. Previous international research largely agrees that families with a high socioeconomic status (SES) are more likely to invest in tutoring to achieve competitive advantages in the educational race for higher credentials and maintain a high social status. In Germany, however, recent studies suggest that tutoring in Germany primarily serves underperforming children from les educated families to acquire relatively higher school degrees by compensating the higher demands of academic school tracks. We propose a theoretical decision model based on rational choice and life course theory incorporating psychological factors related to school performance of the parents (such as performance anxiety and ability self-concept) and operationalize four components that are intended to explain the (un)equal use of tutoring: (1) children’s school background, (2) parents’ cost and (3) benefit considerations, as well as (4) parents’ school biography. In addition, we hypothesize on the intergenerational transmission of performance-related factors from parents to their children and how this affects SE investment. We test our hypotheses quantitatively through logit regressions and a structural equation model using unique longitudinal data for 558 families (parents and their children) from the German “LifE” study (1979–2012). Our study produced two key findings: On the one hand, the parents’ previous school performance plays a direct role in the extent to which they themselves are able to provide their children with the necessary support in the event of poor performance. On the other hand, the performance-related experiences of the parents during school are to a certain extent transmitted to their children and thus influence their grades, ability self-concept and performance anxiety. These factors, in turn, are decisive for the decision to organize SE. Our findings indicate that instead of reducing the decision-making process for SE to absolute dimensions of student performance and parents’ SES and related cost-benefit calculations, dynamic factors behind this family decision related to intergenerational transmission and individual characteristics should be considered.

Associations of sugar-related food parenting practices and parental feeding styles with prospective dietary behavior of children and adolescents: a systematic review of the literature from 2017 to 2023.

High consumption of sugar-rich foods and beverages has been associated with increased overweight and obesity in children and adolescents. Dietary behavior is influenced by learned mechanisms that originate in childhood and is associated with food parenting practices (FPP) and parental feeding styles (PFS). This systematic review aimed to narratively synthesize FPP and PFS concerning sugar-rich foods and beverages and their associations with the prospective dietary behavior of children and adolescents to derive evidence-based recommendations for health professionals and parents to promote healthy behaviors. A systematic literature search was conducted using PubMed and Web of Science databases covering the publication years 2017-2023. The results were narratively synthesized, and exposure-outcome matrices were used for visual representation. The review included 15 peer-reviewed studies from different geographical regions that investigated FPP or PFS regarding the handling of sugar-rich foods and beverages in children's diets and reported the associations with the prospective dietary behavior of children and adolescents. The findings indicate that highly controlling parental practices were associated with the development of unhealthy eating behaviors and preferences for sugar-rich foods and beverages over time. Conversely, parental practices that emphasized structure and balance in dietary choices yielded more positive long-term outcomes, associated with reduced preferences for sugar-rich foods and drinks. The results underscore the significance of fostering a healthy home environment and active parental role modeling in promoting healthier dietary behaviors among children and adolescents.

Encouraging, empowering, and educating: Informal educators, caregivers, and children as partners in computational thinking activities

AbstractInformal learning environments, such as libraries and museums, are key areas for supporting computational thinking (CT) with young children and their families. Educators in these environments are working to offer CT‐related experiences and activities for families of young children, often incorporating aspects of sociocultural learning such as scaffolding and dialogic practices. Because the parent/caregiver is typically present with their young child in these environments, there is an opportunity to provide them with CT information and support so that they can then actively engage in and encourage their child's CT learning, thereby extending their child's capabilities in a zone of proximal development. Previous research by Ohland et al. offers an initial framework of parental roles in CT experiences that serves as a foundation for this study's analysis of interviews with 18 libraries and museums from across the United States. The goal was to understand informal educators' goals for caregiver participation in CT activities with young children and their strategies for enabling caregivers to embody these different roles. Findings reveal that educators want caregivers to play a variety of roles with their child(ren) in these CT experiences. Furthermore, educators are implementing a variety of methods that explicitly encourage interaction, collaboration, and more. The connections between these goals and methods begin to build a model of caregiver encouragement, empowerment, and education in CT experiences in informal learning environments.

Teachers navigating the sociocultural challenges of teaching sexuality education to South African learners

Objective: Globally, South Africa has the highest rate of HIV infection, nevertheless, society and communities seem hesitant to entrust teachers with the responsibility to teach their children about sexuality issues. This study examined how Further Education and Training Life Orientation teachers navigate the sociocultural complexities of teaching sexuality education. Design: A qualitative, narrative study was conducted. Data were generated using narrative frames, collages, and lesson observations. Setting: Six Life Orientation teachers from six schools in the province of KwaZulu-Natal, South Africa participated. Results: Life Orientation teachers faced a range of sociocultural challenges when teaching sexuality education. The following strategies were used to mitigate these challenges: avoiding teaching about contradicting cultural and religious beliefs; using social media platforms; involving specialists, peer educators and role models; and adopting pastoral and parental roles. Conclusion: Collaborative opportunities between Life Orientation teachers, specialists, role models and community members or organisations could offer a supportive role and influence the teaching of sexuality education positively. Social media platforms and innovative teaching strategies could enhance the quality and teaching of sexuality education.