Parental Competence Research Articles

Racial Socialization and Black Adolescent Mental Health and Developmental Outcomes: A Critical Review and Future Directions

ABSTRACT Objective Black American adolescents are beleaguered with the most frequent and severe experiences of racial discrimination (RD) among their peers. To protect Black adolescents’ mental health and developmental outcomes from the pernicious impact of discrimination, parents and other proximal adults and peers often utilize racial socialization (RS), or communications and behaviors emphasizing the importance of race and the harms of racism. While several recent RS reviews have been conducted across ethnicity, a modern review investigating RS practices related to and predictive of Black adolescent psychosocial outcomes is needed. Method To ground our critical systematic review of 45 articles, we first highlighted the ways RD impacts the lives of Black adolescents. Then, drawing from integrative models for Black youth development, we synthesized recent psychological, academic, and sociocultural literatures to describe the role of RS in Black adolescents’ wellness. Results The impact of various tenets of RS was seen most clearly as a protective factor against RD with respect to adolescents’ mental health (e.g. depression), academic achievement (e.g. GPA), and sociocultural identity (e.g. public and private racial regard) development. Cultural socialization, a strategy related to extolling pride for one’s race, was the most consistent RS protective factor, with novel RS constructs (e.g. parental competency) emerging as a method to buffer youth internalizing and externalizing problems. Conclusions Recommendations are made for future research on understudied components of RS and multiple methods and reporters to capture a more holistic depiction of RS practices. We emphasize preventative and intervening approaches to reduce the impetus for RS and its impact, including burgeoning clinical and community-level programs and the importance for provider training to yield positive mental health outcomes for Black adolescents.

Designing, Developing and Examining the Effectiveness of a Machine Learning–Based Mobile Recommendation System for Parents' Digital Parenting Skills

ABSTRACTIt is of paramount importance that children are equipped with the requisite digital parenting skills to protect them from the risks and threats that they may encounter in the digital environment while also enabling them to seize the opportunities that the digital realm presents. Mobile recommendation systems (MRS) represent a significant intervention for the development of digital parenting competencies among adults. Nevertheless, there is no evidence in the literature of any attempt to develop the system. The objective of this study is to examine the process of developing an MRS for parents' digital parenting skills and to evaluate the effectiveness of the developed system through a pilot study. The study employed the developmental research Type 1 model. The study was structured in three stages: the design of the MRS, the development of the recommendation system (RS) and the pilot study. In order to facilitate the development of the MRS, three distinct working groups were established. The research yielded several key findings. Primarily, it established the theoretical foundation of the MRS, delineated the design principles to be considered in system design and elucidated their application in the system. Additionally, it identified the essential components and functions that should be incorporated into the system. In light of the expert opinions on compliance with andragogical principles, it was observed that the consideration of environmental factors emerged as a prominent theme. It was observed that the experts assigned the highest suitability scores to fault tolerance, low physical effort and an instructional environment in the system design. The system was found to be effective in terms of redundancy, sound and picture quality for all content titles and multimedia principles. The findings of this study indicate that the MRS may be an effective tool for fostering digital parenting skills. However, further research is necessary to develop age‐appropriate measures and to assess the long‐term impact of the system.

Impact of family-centered Care on Parenting Role and Sense of Competence in Parents of Preterm Neonates: a quasi-experimental study

BackgroundImplementing a family-centered care approach can empower parents to care for their premature infants, positively influencing their sense of competence and parenting role. This study aims to investigate the impact of family-centered care within the context of newborn care on the sense of competence and parenting role of parents with preterm infants who were hospitalized in neonatal intensive care units (NICUs) in Iran. MethodsThis quasi-experimental study employed a design with two groups in neonatal intensive care units (NICUs) located in Kerman, Iran. The research sample consisted of 90 parents. The intervention group received training based on the principles of family-centered care and actively participated in caring for their infants in the intensive care unit. Both groups completed the Parenting Sense of Competence Scale and the Parenting Role Tasks Questionnaire before the intervention, seven days after the intervention, and three months after the intervention. ResultsFollowing the implementation of the family-centered care intervention, the experimental group exhibited a relatively higher increase in the sense of competence score (83.42±6.66) compared to the control group (57.60±9.45). Similarly, the experimental group had a higher mean parenting role score (87.95±6.45) than the control group (54.77±11.80). ConclusionThe study findings suggest that implementing the family-centered care program develops training packages based on the principles of family-centered care for nurses working in neonatal intensive care units. This training will help parents of hospitalized infants enhance their sense of competence and improve their parenting role.

A pilot study in narrative approach of an adolescent parenting program for enhancing parenting competency during the COVID-19 pandemic in Hong Kong

ABSTRACT Since 2019, Hong Kong has been experiencing a social and mental health crisis caused by social unrest and the COVID-19 Pandemic. As a result, there have been reports of increasing family conflicts among secondary students. With the understanding that family support and positive relationships are crucial for maintaining the mental well-being of young people, narrative therapy is a practical approach for helping families shift from problem-focused perspectives to empowering strategies for rebuilding positive relationships. The study aims to report on the effectiveness of a pilot group parent narrative therapy workshop for family relationship harmonisation and enhancing parenting competency using quantitative and qualitative methods. The study participants included 34 parents from five local schools. The results indicated a significantly increased sense of parental competency, general self-efficacy, adult hope, and decreased parental stress. Qualitative reports and participants’ narratives also demonstrated the positive effect of the narrative therapy workshop on their parent–adolescent relationships.

Elucidating managerial, staff and client perspectives on the Speech and Language Therapy service in Malta.

Speech and language therapy (SLT) services are fundamental for communication, academic and social development. Evidence shows that demand for services is increasing, and this can adversely affect the quality of care. There are limited published studies in relation to the demand and quality of speech and language services in Malta. To elucidate the perspectives of speech-language pathologists (SLPs), service managers and parents of clients about the impact of factors pertaining to human resource development (HRD), human resource management (HRM) and the environment on the quality of the children's SLT service in western Malta. Also, to outline the beneficial strategies or recommendations to improve the quality of the service provided. A mixed-method study was used. Quantitative data provided by the Speech and Language Center (SLC) were analysed to determine demand over time using descriptive statistics. Qualitative data from one-to-one interviews using a bespoke questionnaire with managers, SLPs and parents were transcribed and analysed. Common and distinct themes in relation to the quality of services were then formulated and evaluated. Quantitative results highlighted that clients were not receiving the required number of the therapeutic sessions. In total, nine themes in relation to the quality of the SLT service were identified by parents, SLPs and managers. The factors affecting the service quality were outlined and subdivided under three branches: HRD, HRM and the environment. All factors within these subgroups are expected to enhance the quality of the service provided if they are enhanced and improved upon. Additionally, the results showed that a discrepancy between the perceived and offered SLT services was felt from the managers' and SLPs' perspectives; however, this was not felt by parents. For parents, the main concern was the availability and frequency of the therapeutic sessions provided. Insights from SLPs, managers and parents of clients highlighted the barriers and enablers of quality of service in SLT services for children. These findings can be used to improve services in Malta and other countries with similar contexts, mainly by altering time management, reducing demands and improving availability. What is already known on the subject SLT is proven to enhance a child's communication skills. Increasing demands for therapy can affect the quality of the service provided, ultimately affecting the child's progress. There is a gap in the evidence base regarding the quality of speech and language services for children in Malta and the factors which affect the quality of the service. What this study adds to the existing knowledge This is the first study of its kind in Malta. It seeks to identify the quality of SLT services for children from three different perspectives: service managers, SLPs and parents. In addition, this study investigated what affects the quality of SLT services positively or negatively. Through this study, the impeding factors were divided into three domains; HRD factors, HRM factors and environmental factors. These domains were mentioned by all three groups of participants because they affected the service negatively or positively. The main negative aspects included bad time management, high demands, and reduced availabilities and accessibilities, whilst positive aspects included improved support, relationships and the environment. What are the practical and clinical implications of this work? This study suggests reducing the managerial and administrational demands on SLPs and improving session frequency would enhance the quality of service. In relation to the three domains, the HRD factors that would enhance the quality of service are: SLPs' and parental competencies, enhancing SLPs' positive characteristics, positive attitudes and cooperation from all personas; for HRM resources the factors important for quality are strategic and risk management, workforce and recruitment; and for the environmental factors the physical environment and resources are important as they affect the service depending on their condition, that is, improved resources result in improved service. Such alterations would reduce the SLPs' demotivation and burnout due to reduced responsibilities, whilst improving accessibility and availability, ultimately enhancing the quality of the service provided.

Summarising Quantitative Outcomes in Parental Mental Illness Research.

A quarter of all children grow up in a family where a parent experiences a mental illness (FaPMI). Research activity in this area is growing rapidly and it is now critical to better understand the extant knowledge in the field. This scoping review of quantitative FaPMI literature parallels a qualitative literature review and a series of Delphi studies with key stakeholders (e.g. lived experience and clinicians), that is part of a larger program of research to achieve consensus regarding the direction of FaPMI research; including making recommendations about outcomes and measures. The programme of research aims to promote and facilitate greater comparison and learning across studies and settings. Initially this scoping review summarises the quality and focus (e.g. country and sampling) of 50 quantitative studies from 2000 to 2023 and then classifies studies according to outcomes for parents, children and families. Six to eleven years were the most common child sample group and girls were slightly underrepresented (49/51) and parents were 88% mothers. Analogous parent and child outcomes were; mental illness/psychopathology, wellbeing, mental health literacy, trauma and stressful experiences, coping, help seeking/service need, within family relationships and supports, outside family relationships and supports. Additional outcomes for parents were; parenting skills, parent competence and parenting stress and for children in relation to their; cognitive functioning and caregiving. The family related outcomes were the within and outside family relationships and supports. Since 2000 there have been 136 different survey instruments employed with approximately 80% used in only one study. This suggests that the broader goals of the program of research are warranted as there is a need for less heterogeneity in measures used. Suggested areas for future research include a sampling focus on fathers, economic evaluations of programs, parent mental health literacy, trauma, genetics and integrating well-being concepts into research designs. Child research should focus on mental health literacy, the level and impact of caring responsibilities, assessing past trauma and the roles of close family and external supports.

EHealth early intervention programs to support premature parents transitioning from NICU to home on parental and infant outcomes: a systematic review protocol.

This review aims to assess the effectiveness of eHealth early intervention programs in supporting premature infants and their parents transition from neonatal intensive care units (NICUs) to home and the impact of such programs on parental and infant outcomes. The literature has shown the benefits of eHealth early intervention programs to support premature infants and their parents after discharge from NICUs. Parents have reported benefits such as enhanced user-friendliness, increased confidence in infant care, satisfaction, and knowledge acquisition. However, the effectiveness of these programs on parental and infant outcomes remains unclear. This review will consider studies that assess any early intervention program using eHealth to support premature infants and their parents after discharge from NICU. The programs may be initiated during hospitalization or within the first month of discharge. The programs will include interventions that use eHealth components (eg, teleconsultation), either alone or in combination with face-to-face interventions (eg, home visits). This review will consider parental outcomes, including stress, anxiety, competence, and satisfaction, as well as infant outcomes, including health service utilization and cognitive, motor, and social development. This review will follow the JBI methodology for systematic reviews of effectiveness. The search strategy will aim to find both published and unpublished quantitative studies in English, Spanish, and Portuguese, without any geographical or cultural limitations. Two reviewers will independently perform study selection, critical appraisal, and data extraction. The results will be accompanied by a narrative synthesis. If possible, a meta-analysis will be conducted and the Summary of Findings will be presented using the GRADE (Grading of Recommendations Assessment, Development and Evaluation) approach. PROSPERO: CRD42023444721.

Nurses’ experiences of implementing a hospital-managed home-care programme for preterm infants and their parents

PurposeTo explore the experiences of nurses in the implementation of a hospital-managed home-care programme for preterm infants and their parents. Design and methodsA qualitative study design with semi-structured focus-group interviews was applied. The transcripts were coded and analysed using Malterud's systematic text condensation method. ResultsWe identified two themes, with three and two subthemes, respectively:•From limitations to possibilities, with the subthemes: ‘Uncertainties regarding new procedures and routines’, ‘Patient safety first’, and ‘New ethical and professional challenges’•A ‘safe bridge’ between the hospital and home, with the subthemes: ‘Reassuring parental caring competencies’, and ‘Functioning as a family improved’. ConclusionNurses involved in the implementation of this hospital-managed home-care service experienced a change of focus from limitations to possibilities, and the programme contributed towards providing continuity and safety between the hospital and home life for preterm infants and their parents. Practice implicationsHospital-managed home care allows for more holistic care for the whole family when an infant is sick, and this mode of care can be a valued alternative to traditional inpatient care for preterm infants and their parents.

The role of gadgets in the everyday life of a young child: exploring the impact of digital dementia and the importance of digital hygiene

Introduction. With the rapid integration of digital technology into every aspect of society, it is inevitable that preschool children are also exposed to gadgets. This has raised concerns among parents, educators, and researchers alike. While there are undeniable benefits such as access to educational resources and innovative learning techniques, the excessive use of gadgets can have detrimental effects on children's attention span, speech development, and social skills. Therefore, it is crucial to establish a balanced and appropriate interaction between preschoolers and digital devices, drawing from the experiences of key influencers in children's development, namely parents and preschool teachers. The purpose of the research is to analyze the perspective and approach of parents, kindergarten teachers, and additional preschool education teachers regarding the utilization of electronic devices by young children. Materials and methods. The online survey involved 412 kindergarten teachers in the Sverdlovsk region (Russian Federation), as well as 15 teachers of additional preschool education institutions and 15 mothers of preschool children took part in a semi-structured interview. Results. Preschoolers have been found to have the highest level of exposure to gadgets both at home and in kindergartens. However, in additional education institutions, the integration of gadgets into their activities is not as prevalent, as they tend to rely more on traditional teaching methods. The majority of kindergarten teachers utilize gadgets when working with preschoolers. They often employ videos, cartoons, and interactive whiteboard lessons as teaching tools. It is worth noting that the percentage of teachers who oppose the use of gadgets has significantly decreased to 5%. On the other hand, 90% of teachers have a positive attitude towards digitalization and believe that the effective use of modern technologies can simplify their work and engage children, ultimately benefiting them. Nevertheless, it has been discovered that the prescribed norms for the use of digital technologies by preschool children are often not adhered to. This is due to the fact that children use gadgets at home for entertainment purposes, such as watching cartoons and playing games for 30-60 minutes or more per day. Additionally, in kindergartens, children spend around 20-30 minutes watching videos and educational content, resulting in a total screen time that often exceeds one hour per day. This highlights the necessity to enhance the digital competence of parents and teachers, implement a monitoring system for children's gadget usage, and develop comprehensive guidelines for children's interaction with digital technologies. Conclusion. The results of the study highlight the necessity of formulating comprehensive guidelines for children's engagement with digital technologies, alongside enhancing the digital proficiency of parents and educators. This approach will facilitate the proper utilization of gadgets and maximize the advantages they offer for a child's growth and development.

Who Benefits Most from the Family Education and Support Program in Cape Verde? A Cluster Analysis.

Child parenting programs can enhance parental skills, prevent future issues in child development, and improve children's quality of life. The present research aimed to study the changes promoted by the Family Education and Support Program (FAF) implemented in Cape Verde, regarding parental educational practices, perceived parental efficacy, and attitudes and beliefs of Cape Verdean parents. To this end, 37 participants were evaluated through a pretest-postest design. The evaluated dimensions were perceived parental competence, parenting practices, Parental attitudes and beliefs, mental health and perceived child quality of life. A cluster analysis was conducted, distinguishing two groups. Both groups benefited from the program. Cluster 1 reported more significant gains in dimensions of parental efficacy and satisfaction, inadequate expectations, affection and support, and reactivity, while cluster 2 showed a greater difference in regulation and reactivity. Overall, the FAF intervention contributed to an increase in positive parenting practices. By analyzing potential underlying profiles in the change process, this study suggests that there are participants who benefit more than others from the intervention, and this information may be relevant for professionals and researchers in the field.

Conjoint Behavioral Consultation Research and Practice: Taking Stock and Looking Toward the Future

ABSTRACT Family engagement and family–school partnership interventions present significant opportunities to support students who experience identified disabilities or academic or social-emotional challenges. One intervention that brings families and educators together via a collaborative problem-solving process and joint decision-making consultation framework is Conjoint Behavioral Consultation (CBC). Decades of research has documented the efficacy of CBC for promoting positive outcomes for students through the relationship established between teachers and parents. Parent and teacher competencies and practices also improve significantly as a function of CBC. In this paper, we summarize recent research related to CBC’s efficacy for students with or at risk for developing disabilities, articulate important practices aimed at promoting and supporting collaborative partnerships, and lay out an agenda for future work.

Differences in caregiver and child factors within families of autistic youth across birth order groups

BackgroundResearch has highlighted the ways that birth order relates to autism spectrum disorder (ASD) prevalence rates. However, little research has focused on how birth order relates to the wellbeing of the family once a child is diagnosed with ASD. Additionally, many family factors (such as measures of parental wellbeing) and elements of child emotional/behavioral symptoms have not yet been investigated when evaluating the potential effects of birth order. The current study aimed to investigate how family birth order may impact caregiver reporting of parental wellbeing/competency and child symptoms. MethodThree groups were created based on caregivers (N = 155) who have (1) a first-born child with ASD and then child(ren) without ASD, (2) child(ren) without ASD and then a child with ASD, and (3) an only child with ASD. Caregivers completed questionnaires measuring family resources, child symptoms, and parental factors. ResultsDespite comparable ratings on family resources and ASD severity, significant differences based on birth order emerged. Having one or multiple children without ASD before having a child with ASD may enhance feelings of satisfaction and competency as a parent. Parents with an only child with ASD also reported higher ratings of competency, had significantly less ASD knowledge, and demonstrated a significant negative correlation between efficacy and knowledge. ConclusionFamilies with an only child with ASD may require further support to augment their knowledge of ASD. Caregivers who have a first-born child with ASD may benefit from interventions focusing on their feelings of parental competency.

The newborn individualised developmental care and assessment program: A model of care for infants and families in hospital settings.

The Newborn Individualised Developmental Care and Assessment Program (NIDCAP) is an intervention and education programme that uses developmental observation for multidisciplinary healthcare professionals (HCP) caring for high-risk infants and families. Infants prosper with the ongoing co-regulation process of infant and family that is influenced by the physical and social environment. The Template for Intervention Description and Replication (TIDieR) Guidelines were applied to the NIDCAP intervention. The estimation of the individual infant's current goals is described from direct observation of behaviour in the context of ongoing care delivery. The infant's behaviour guides all caregivers to articulate current strengths and functioning for the development of individualised plans of care and support. The NIDCAP Nursery Program supports the full integration of NIDCAP into the healthcare system. NIDCAP is a system-based, process-oriented, attuned and responsive intervention for individualised developmental care for infants and families. Evidence shows NIDCAP significantly improves medical outcomes, with less time on the ventilator, improved weight gain, decreased length of stay, improved developmental outcomes and enhanced infant and family relationships. Evidence suggests that NIDCAP as an intervention improves parental competence, decreases stress for HCP teams and improves HCP satisfaction. NIDCAP improves outcomes for infants and families requiring hospital care.

TIAP: an observational procedure for assessing family relationships: a clinical case from the parenting evaluation context.

TIAP is an observational procedure to assess family functioning detecting simultaneously the role of each participant and the interdependence of relational behaviors. In particular, the procedure requires family members to play according to different interactive configurations (parent1-children; parent2-children, all together, children and parents as separate units) and therefore different microtransitions from one configuration to another. As such, the procedure allows to study how family members coordinate to maintain stability, promote change, and encourage members to explore different interactive configurations within the family system. TIAP has been validated through several studies conducted with different non-clinical groups of families that have highlighted the salient aspects of family functioning, and significant correlations with variables external to the family system, such as children's social-emotional competence in the educational context. This paper focuses on the use of TIAP in the contexts of assessing parental competence. Specifically, the article aims to describe, through the reference to a clinical case, the results emerged from a study conducted with 33 families involved in a parenting assessment process. The study is part of a broader collaborative project between the Child and Adolescent Neuropsychiatry Clinic of the Italian National Health Service in Parma, the University of Parma, and the Bologna Family Therapy Center. TIAP was administered to all the families involved as a complement to other tools routinely used for all cases handled by the professionals of the clinic. The coding system includes different indices. Some analyze the interactive family modes: family coordination (mutual attention and responsiveness), the responses to potentials for change (disregard, absorption, amplification), and intra-familiar exploration. Other indices concern the quality of the interactions: the relational triadic dynamic of microtransition (detaching-entrusting-welcoming-joining) and the consistency/inconsistency of the communication channels. The results highlighted how TIAP makes it possible to identify the specific interactive modalities of the different members and their interdependence and reciprocity, favoring the identification of both family weaknesses and family resources, including the children's contribution. Furthermore, the general data trend showed that TIAP indices detect some important prognostic elements capable of guiding the court's decisions.

Psychological Prevention of Suicidal Behavior in Adolescents

The article is devoted to the analysis of psychological factors in the formation of suicidal behavior in adolescents. The following personal characteristics of adolescents are considered that predispose them to suicidal behavior, such as emotionally labile, cycloid and hysterical types of character accentuation. Character traits of adolescents with borderline personality disorders, such as instability of emotions, impulsivity, and a tendency toward self-aggression, can provoke suicidal intentions and attempts. Social isolation, rejection by peers, and conflicts in the family can lead to psychological trauma and suicidal reactions in adolescence. Suicidal behavior in adolescence can be a reaction to traumatic situations associated with violence, abuse, and sexual harassment. Various methods of psychological prevention of suicidal behavior are considered. An effective method for preventing suicidal behavior in adolescents is the formation of resilience and resource states of the individual, and early diagnosis of risk groups plays an important role in the prevention of suicidal behavior. The emphasis is on the need to increase the psychological competence of parents, teachers and specialists in recognizing and preventing suicidal behavior, as well as on interdepartmental interaction and coordination of services at all levels of the prevention system.

“Doing being a good parent” in the pediatric clinic: Parents' knowledge displays in advice requests on infants' everyday care

Parents and pediatricians play pivotal roles in promoting a nurturing environment for children's growth and development, especially during the critical first thousand days of life. Given the challenges involved in infant care and rearing, parents often rely on pediatricians' professional support in a wide range of daily caregiving practices as diverse as complementary feeding, hygiene management, pacifier use, or sleep routines. Nevertheless, little attention has been devoted to the in vivo observation of how parents actually request advice on babies' everyday care, and how pediatricians attend to such requests. By adopting a conversation analysis approach to a corpus of 23 videorecorded Italian pediatric well-child visits, the article explores the different ways through which parents navigate the face-threatening activity of soliciting the pediatrician's advice on infants' everyday care and management. The analysis illustrates that parents overall display (different degrees of) prior knowledge and competence on the topics brought to the pediatrician's attention while, at the same time, acknowledging the pediatrician's expertise and professional role. In this way, I argue that parents display themselves as competent, knowledgeable, caring, and therefore “good parents”. After discussing the results, in the concluding remarks I point to what seems to be a cultural change in parent-healthcare provider interactions.

Clinicians navigating moral accountability when discussing parental behaviors in the care of the child in the hospital

ObjectiveThe purpose of this study was to explore how moral accountability is navigated when clinicians talk about parental behaviors to support the health of the hospitalized child. MethodsWe conducted a secondary data analysis of 74 conversations during daily rounds video recorded as part of a randomized controlled trial of an intervention to advance family-centered rounds in one children’s hospital. Conversations involving children under the age 18 who were cared for by a pediatric hospitalist service, pulmonary service, or hematology/oncology service were recorded. We used conversation analysis to analyze sequences in which physicians engaged in talk that had implications for parent behavior. ResultsTwo phenomena were apparent in how physicians and parents navigated moral accountability. First, physicians avoided or delayed parental agency in their references to parent behaviors. Second, parents demonstrated and clinicians reassured parental competence of parents caring for their children. ConclusionPhysicians appeared to be oriented toward the potential moral implications of asking about parental behavior. Practice ImplicationsAvoiding attributions of agency and moral accountability as well as providing reassurance for the parents’ competence may be useful for clinicians to maintain a good relationship with the parents of children in their care in the hospital setting.

The educational skills self-competence scale for parents of children with autism spectrum disorder: A validity and reliability study

Aim: This study aims to develop an educational skills self-competence scale for parents of children with autism spectrum disorder (ASD). Methods: In the current study, the self-competence scale regarding the educational skills of parents having a child identified with Autism Spectrum Disorder was developed, and validity and reliability studies were conducted. The scale development process included generating the scale items, studies on the content, and face validity, conducting a pilot study, item analysis, conducting EFA and CFA, and reliability studies. Results: The factor loadings of the items included in the scale range from 0.50 to 0.812. The 6-factor structure explains 65.151% of the total variability as a result of the exploratory factor analysis. Cronbach alpha coefficient of the scale was found to be .921 for cognitive skills, .937 for language and communication skills, .854 for social and emotional skills, .874 for problem behaviors, .837 for psychomotor skills, and .837 for self-care skills. It is seen that the overall reliability coefficient of the scale was calculated as .962. Confirmatory factor analysis (CFA) was used to determine the quality and overall structure of the factors calculated, and the extent to which the scale explains self-competence regarding parents’ educational competencies. Conclusion: Data is a good fit with the model; and the 6-dimensional structure consisting of 40 items was confirmed. As a result of the study, it was concluded that the scale could measure the self-competency regarding the educational competencies of parents having children identified with ASD.

An Investigation of the Determinants of Child Sexual Abuse in Tanzania: A Case of the Kilwa District-Lindi Region

Child sexual abuse (CSA), which includes assault and rape, encompasses all sexual activities involving a child. Internationally, there has been a recent surge in reports of CSA and other forms of violence against children. This substantiates the global significance and gravity of the matter, given its magnitude and impact on children. The current study on assessing CSA determinants in Tanzania for the Kilwa–Lindi region is presented as a case study, intending to uncover the socioeconomic determinants of CSA. The primary data were collected from 32 parents/guardians, who were systematically selected from 384 individuals who had reported CSA to social welfare offices. The presented findings were based on the observed meanings and realities that family members and the community ascribed to CSA through the lens of social construction theory. The qualitative data were analysed using Atlas.ti, and the quantitative data was analysed using Microsoft Excel. The following factors influenced CSA in the study area of Kilwa district: the socioeconomic status of women; the belief of community members in witchcraft as a method of purging misfortune and acquiring wealth; the use of remedies for HIV and other incurable diseases; the excessive workload and passivity of parents or guardians; the apathy of community members; the prevalence of myths and sexual taboos among parents or guardians; the ignorance of parents or guardians regarding indicators of CSA; and the scarcity of parental competence. Having the presented findings, it is therefore timely for the government to consider investing in prevention measures such as the early warning signs of CSA among children and parents and the reporting points, among others. The study recommends a comprehensive study on the awareness of CSA warning signs among children and parents in Tanzania

The impact of parents' stress on parents' and young childrens' mental health-Short- and long-term effects of risk and resilience factors in families with children aged 0-3 in a representative sample.

Stress in parents has a significant impact on parenting and infant's development. However, few studies have examined cross-sectional and longitudinal links on risk and resilience of burdened families. Thus, this study aimed to investigate subjective risk and resilience factors on family well-being. Data stem from the 2015 nationwide study "Children in Germany" ("Kinder in Deutschland" - KiD 0-3). Parents of children aged zero to 3years (N=8.063) were recruited from random probability-sampled paediatric clinics (n=271) across Germany. Risk and resilience variables such as parents' perceived stress (PSS-4), competence, isolation and attachment (PSI), as well as parental inner anger (items from CAP), relationship quality (DAS-4) and the child's negative emotionality (items from SGKS) were assessed at baseline in addition to demographic variables to predict parents' mental health (PHQ-4) and negative emotionality of the child at baseline (T1) and in the 2-year follow-up (T2) using linear regression models. At baseline, parents' mental health was predicted by inner anger, the child's negative emotionality and being a single parent (R2=45.1%) at baseline, but only by parenting competence at the two-year-follow-up (R2=25.1%). The child's negative emotionality was predicted (R2=27.5%) by the child's age, and parental inner anger and competence, attachment, perceived stress, mental health as well as education background. At two-year-follow-up, the child's age, single parenthood, social welfare benefit, child's negative emotionality at baseline, relationship quality and competence were significant predictor variables (R2=22.8%). This study highlights the impact of specific risk and resilience factors not only on parents' mental health but also the child's negative emotionality in the short and long-term in early childhood. Universal, but also selective prevention programs should increase parents' resilience (e.g., focusing on self-efficacy, competence, coping strategies).