Parental Confidence Research Articles

Impact of body-focused social media on parenting confidence among postpartum moms as tested using an experimental design

PurposeThis study aimed to understand the impact of social media on postpartum mothers’ parenting confidence among participants in the Moms on Media Study, an experimental mixed methods study.MethodsWe used an embedded mixed methods approach among a sample of postpartum mothers of infants aged 0–6 months who were randomly assigned to view either body focused social media posts (experimental group, n = 65) or infant feeding tips (control group, n = 67) over a 5 day period. ANCOVA was used to examine differences between the experimental and control group on parenting confidence at post-intervention and 1 month follow-up. A subsample of mothers in the experimental group (n = 20) took part in semi-structured interviews post-intervention. Thematic analysis was used to identify themes and subthemes generated from the data.ResultsCounter to expectations, ANCOVA results show that at post-intervention mothers who viewed the body-focused posts scored significantly higher for total parenting confidence (mean difference = 1.36), parenting confidence (mean difference = 0.89), and support confidence (mean difference = 0.53). These differences in total parenting confidence (mean difference = 2.03), parenting confidence (mean difference = 1.40) and support confidence (mean difference = 0.50) were sustained at 1-month follow up. No significant differences were found for child development confidence between the experimental and control group at either post-intervention or 1-month follow-up. Qualitative analysis revealed that many mothers described feeling better about their parenting after viewing body-focused social media posts where they felt mothers were overly focused on their own image versus spending time with their child as a “good” mother “should.”ConclusionsBody-focused social media posts may lead to downward social comparison among postpartum mothers. Findings may help inform interventions or clinical care focused on healthy social media exposure and use during the postpartum period.

Does a correlation exist between delayed vaccination and a decreased vaccine confidence?

ABSTRACT Delay in vaccination schedule may result in increased risk of vaccine-preventable outbreaks. Lack of parental confidence in vaccines and sociodemographic factors could be related to those delays. Vaccine Confidence Index (VCI) is an indicator to estimate confidence in vaccines, composed of simple dimensions about it and evaluated using a 5-point Likert scale. Objectives of this study, conducted in the Region of Murcia, Spain, were to determine which sociodemographic factors were associated with delayed administration in measles, mumps and rubella (MMR) vaccine, both first and second doses, and to evaluate if there were differences in parental vaccine confidence of children who were delayed on MMR vaccine schedule compare to vaccinated on time. The 2019–2020 (first dose) and 2016–2017 (second dose) cohorts were divided into four categories: vaccinated on time, slightly delayed, moderately delayed and highly delayed. Online questionnaire was sent to their parents, followed by a telephone questionnaire for non-responders. Regarding MMR first dose, a significant association was found between delay and birth order and intellectual/motor delay of children. Parental educational status, the main source of vaccine information and the social networks more frequently used by parents were also associated with delay. Suffering motor/intellectual delay and the obstacles to vaccination process derived from caring for other siblings were associated with delay in second MMR dose. The VCI decreased significantly in first dose group as delay increases but did not change in the second one. Confidence in vaccines and sociodemographic factors, respectively, were associated with delaying MMR first and second dose.

The impact of a positive discipline group intervention on parenting self-efficacy among mothers of young children.

Instilling healthy behaviors in early childhood is crucial as they can have lifelong impacts. However, many Chinese mothers lack effective parenting strategies, resulting in low self-efficacy. Positive Discipline, a non-punitive and non-indulgent approach, can help enhance maternal parenting self-efficacy and promote healthy lifestyle behaviors in children. This study explores the impact of a Positive Discipline group intervention on the parenting self-efficacy of Chinese mothers and how it can contribute to promoting diet and healthy lifestyle behaviors in early childhood. We randomly selected 70 mothers with low parenting self-efficacy from a kindergarten in China, dividing them into an intervention group (35 participants) and a control group (35 participants). The intervention group received a 6-week Positive Discipline intervention, while the control group received no intervention. The intervention aimed at helping mothers nurture their children in a kind and firm manner. We used paired samples t-tests and independent samples t-tests to compare changes in parenting self-efficacy scores before and after the intervention. Results showed that the intervention group's parenting self-efficacy scores significantly improved after the intervention, from an average score of 25.00 ± 4.08 to 36.29 ± 2.99 (p < 0.05, Cohen's d = 3.156). Significant improvements were observed in areas like "believing their parenting style benefits their child's growth" and "knowing how to effectively parent their children." The control group's average scores showed no significant changes between pre- and post-intervention (pre: 25.07 ± 5.33; post: 24.86 ± 5.75, p > 0.05, Cohen's d = 0.076). Furthermore, 3 months post-intervention, the intervention group's scores remained significantly higher than pre-intervention (p < 0.05), demonstrating the intervention's lasting effect. This study demonstrates that the Positive Discipline group intervention significantly enhances parenting self-efficacy in Chinese mothers, promoting healthy lifestyle behaviors in early childhood. Providing continuous support and guidance to mothers can help solidify their parenting confidence, ensuring long-term intervention success. Future research should explore how group interventions can effectively integrate healthy behaviors into early childhood routines and impact children's diet and lifestyle behaviors.

“To Show That There Is Hope”: A Mixed Methods Exploration of Parent Perspectives About an Online, Co-Facilitated Parenting Program for Carers of Adolescents with Disability

Adolescence is a developmental period of significant change and increasing independence, during which parents and caregivers play a critical role guiding their teen toward adulthood. Parents of adolescents with disability face heightened challenges managing their teens’ growing independence and shift to adult-based services across health, recreation, and employment. Using a mixed-methods-treatment-group-only design, this study explored the implementation and outcomes of a program designed to build parenting capacity to support their adolescent with disability. Parents enrolled in one of ten groups were invited to attend three sessions covering content tailored to adolescent development including post-school opportunities, financial support, risk-taking and decision-making, future planning, relationships, and mental health. Surveys were administered pre-program, post-program, and six months after program participation (n = 160) to measure intervention outcomes including parenting self-efficacy, self-advocacy, adolescent self-advocacy, parent confidence to support their adolescent’s growing independence, confidence to support their adolescent through sensitive developmental stages, parental hopes and aspirations, and parental empowerment. A subset of parents (n = 11) also participated in semi-structured interviews about the program’s acceptability and usefulness, and their satisfaction with the program content and delivery. All outcome variables except parent hopes and aspirations increased significantly from pre- to post-program. Parent self-efficacy, self-advocacy, and parental empowerment remained higher 6 months after program completion. Thematic analysis identified program strengths as the co-facilitation model of program delivery, practical and actionable content, the use of narratives and the facilitator’s lived experience as parents of adolescents with disability, the use of visualizations (video, pictures, diagrams), and the service provider’s trusted reputation and credibility. In conclusion, an online co-facilitated group program for parents of adolescents with disability can contribute to positive change for families by improving parent confidence, self-advocacy, and parental empowerment.

Cultivating Confidence for Parents During Family Based Treatment

Cultivating Confidence for Parents During Family Based Treatment

The Role of Parent Support and Confidence in the Learning Independence of High-Grade Elementary School Students

Learning independence is an attitude in individual learning to achieve goals and actively contribute to the learning process without relying on others. Students who have learning independence will be able to overcome various problems faced, especially in learning activities. However, the existing phenomenon shows that there are still students who have problems in learning independence, such as not evaluating their learning activities, giving up easily on difficult tasks, and not seeking information from various learning sources. The study aims to see the effect of parental support and self-confidence on learning independence at SDN Tanggul Sidoarjo. This research is correlational quantitative research. The study population consisted of high-grade students at SDN Tanggul Sidoarjo with a total of 124 students, and all students were used as research samples. The data collection technique in this study uses a scale of Parental Support, Self-Confidence, and Learning Independence. This technique is used to find out the effect of parental support and self-confidence on the learning independence of high school students. Analysis of the research results using multiple linear regression with the help of JASP. The results of the study showed a p value of 0.001 &lt;0.05, which indicates a significant effect of parents' support and self-confidence on learning independence in high school students at SDN Tanggul Sidoarjo.Kemandirian belajar adalah sikaip dalam pembelaijaran individu untiuk mencapaii tujuan serta berkontriibusi aktif dalam proises pembelajaran tanpa bergiantung pada orang lain. Siswa yang memiliki kemandirian belajar akan mampu mengatasi berbagai masalah yang dihadapi, terutama dalam kegiatan pembelajaran. Namun, fenomena yang ada menunjuikkan baihwa masiiih terdiapat siiswa yang memiiliki masalah dalam kemandiirian beilajar, seperti tidak mengevaluasi kegiatan belajarnya, mudah menyerah pada tugas yang sulit, dan kurang mencari informasi dari berbagai sumber belajar. Penelitian bertujuan untuk melihat pengaruh dukungan orang tua dan kepercayaan diri terhadap kemandirian belajar di SDN Tanggul Sidoarjo. Penelitian ini merupakan penelitian kuantitatif korelasional. Populasi penelitian terdiri dari siswa kelas tinggi di SDN Tanggul Sidoarjo dengan jumlah 124 siswa, dan seluruh siswa dijadikan sampel penelitian. Teknik peingumpulan data dalam peneliitian ini menggiunakan skala Dukungan Orang Tua, Kepercayaan Diri, dan Kemandirian Belajar. Teknik ini diigunaikan uintiuk mengietahui peingiaruh dukungan oiraiing tuia dan kepercaiyaan diiri teirhadap kemaindirian beilajar paida sisiwa keilas tinggi sekolah dasar. Analisis hasil penelitian menggunakan regresi linear berganda dengan bantuan JASP. Hasil penelitian diketahui nilai p sebesar 0,001 &lt; 0,05, yang mengindikasikan adanya pengaruh signifikan dukungan oraing tuia dan kepericayaan diri teirhadap keimandirian beilajar pada siiswa keilas tinggi di SDN Tanggul Sidoarjo.

Parents’ Experiences With Infant Pain Management in the NICU

ObjectivesTo explore parents’ experiences of pain care and their participation in their infants’ pain management in the NICU and to further validate the concepts of the parental involvement in neonatal pain management model. DesignDescriptive qualitative study. SettingTertiary Level 3 NICU in an academically affiliated teaching hospital in Toronto, Canada. ParticipantsA purposeful sample of 10 parents of infants in the NICU from 2019 to 2022. MethodsWe conducted one-on-one semistructured interviews with participants. We used the parental involvement in neonatal pain management framework as the conceptual model. We coded interview data using deductive thematic analysis and created inductive codes if data did not align with the conceptual model. ResultsWe identified one overarching theme: Competence and Confidence of Parents. Within this overarching theme, we identified the following themes: Health Care Providers as Gatekeepers, Beliefs of Parents, Information/Support, Parent–Infant Proximity, and Stress and Anxiety. Data supported the relevance of elements in the parental involvement in neonatal pain management model. ConclusionsHealth care providers play a key role in determining when and how parents comfort their infants. In addition, the beliefs of parents, information and/or support, and their proximity to their infants affected parents’ competence and confidence in providing pain management.

Clinical and Sociodemographic Predictors of Parental Perceptions and Confidence in Managing Child Stuttering: a Cross-Sectional Study

Clinical and Sociodemographic Predictors of Parental Perceptions and Confidence in Managing Child Stuttering: a Cross-Sectional Study

Exploring the Impact of School-Based Interprofessional Parent Education

ABSTRACT This study evaluated an educational program designed to enhance parents’ understanding of related services provided within a school-based setting. The program sought to empower parents of children receiving special education services by fostering an understanding of interprofessional team roles of school-based related service providers. This one-time, two-hour program was developed using the comprehensive and client-centered Person-Environment-Occupation-Performance model to ensure that relevant topics were covered. A pretest-posttest design, utilizing Parent Knowledge and Parent Confidence Assessments, was employed to evaluate the program. Additionally, three open-ended questions collected qualitative information on the program’s impact. Quantitative analysis showed a statistically significant improvement in parent knowledge (p < .001). Additionally, after the program, parents reported an average confidence rating of 4.62 out of 5 on a 5-point Likert scale. Analysis of the qualitative data supported an increase in caregiver’s advocacy capacity. Based on preliminary results, the educational program significantly improved caregiver understanding and confidence. This enhancement is expected to positively impact future interactions with the interprofessional team during Individualized Education Program meetings.

Development and effects of the PARENT (Parenting Acceptable Real Empathy Nurture Training) program for mothers who defected from North Korea

Aim and backgroundNorth Korean refugee mothers struggle with the two-fold burden of adaptation and parenting in a new environment. This study aimed to develop and examine the effects of a parenting program for North Korean refugee mothers. MethodsThis quasi-experimental study was conducted with 65 North Korean refugee mothers who were recruited through the Korea Hana Foundation Center and Sajowi. The experimental and control groups comprised 33, 32 participants respectively. A program was conducted across eight sessions, each lasting about 90–120 min. The data were analyzed using the χ2 test, independent t-test, and paired t-test. ResultsSignificant differences were observed in the parenting efficacy (t = −10.03, p < .001) and child related stress (sub domain-parenting stress) (t = 3.24, p = .002) scores. While intergroup differences were observed for parenting efficacy (t = 5.48, p < .001), no significant differences were observed for parenting stress (parent related) (t = −0.22, p = .825) and parent–child relationship (t = 0.87, p = .387) and no intergroup differences were observed for parenting stress (t = −1.10, p = .274) and parent–child relationship (t = 1.06, p = .290). ConclusionThis study is significant to the field of nursing because North Korean refugee mothers who needed parenting education have high parental efficacy scores after intervention, which expresses confidence in parenting. This study proposed a parenting education intervention framework focusing on emotional empathy for North Korean refugee mothers who want to provide healthy parenting despite the challenges they encounter as immigrants, which will improve their confidence in parenting. It can serve as a source of basic data for designing parenting education intervention frameworks for refugees in the future.

Acceptance of a third COVID-19 vaccine dose, vaccine interchangeability, and clinical trial enrolment among parents of children 12-17 years in Lima, Perú.

To characterize factors associated with parental willingness for their children participation in a COVID-19 vaccine trial, use of different COVID-19 vaccines and acceptance of a third vaccine dose. Parents of children aged 12-17 years in Lima, Perú were asked to complete an online questionnaire via social networks, from November 9, 2021, to April 23, 2022. We calculated crude and adjusted prevalence ratios with 95% confidence intervals to compare factors with the mentioned outcomes. From 523 parents responding, 374 completed the survey. 90.4% would give their children a third vaccine dose, 36.6% would allow their children participation in a COVID-19 vaccine clinical trial, and 33.2% would accept different vaccine brands between doses. Parental belief that COVID-19 vaccine studies met quality standards was associated with acceptance of a third booster dose (adjusted PR 3.25; 95% CI1.57-6.74; p = 0.002), enrolment in a COVID-19 clinical trial (adjusted PR 4.49; 95% CI1.25-16.06; p = 0.02), and acceptance of different COVID-19 vaccine brands between doses (adjusted PR 10.02; 95% CI1.40-71.95; p = 0.02). Most parents would accept a third vaccine booster dose, approximately a third would participate in COVID-19 vaccine trials. Believing COVID-19 vaccines studies fulfilled quality standards was associated with the study outcomes. It is necessary to inform about the rigorous processes for the development of COVID-19 vaccines to generate confidence in parents to accept these vaccine-related outcomes.

Comparing Skin and Serum Testing to Direct Challenge Outcomes in Children With β-Lactam Allergies

BackgroundThere is a scarcity of prospective studies investigating the relative roles of skin prick and intradermal testing, serum-specific Immunoglobulin E, and extended oral challenges in diagnosing children with reported beta-lactam allergies. ObjectiveTo determine the sensitivity and specificity of skin testing and serum-specific Immunoglobulin E in children with beta-lactam allergies, with immediate and non-immediate historic reactions. MethodsFour hundred children with parent-reported beta-lactam allergies were recruited into an open-label prospective study. Detailed allergy histories were collected. Those with medically observed and documented histories of anaphylaxis, requiring epinephrine, or SCARs were excluded. In total, 380 children underwent all testing modalities and a direct provocation test. Each child was followed up for a minimum of three years. ResultsTrue allergy in children was uncommon, 8·3% reacted to the direct provocation challenge or the 5-day extended oral provocation challenge. Children reporting cephalosporin allergy or a reaction within one year were more likely to react to direct provocation testing. The sensitivity, specificity, and positive predictive value of skin testing was 12·5%, 98·8% and 20·0% for direct challenge outcomes, 4·76%, 99·0% and 25·0% for extended challenge outcomes, and 6·9%, 99·0% and 40·0% for both challenges combined. Follow-up investigations revealed that 5·7% of children had a mild repeat reaction and 2·7% continued to avoid the culprit despite successful delabeling. The relabeling rate for children readmitted to hospital was 15% with the relabeing being unfounded. ConclusionGenuine beta-lactam allergies were rare, with over 90% of children effectively delabeled. Skin and serum-specific Immunoglobulin E testing did not aid the diagnosis of beta-lactam antibiotic allergy in children, regardless of medical history. Extended oral challenges proved valuable in confirming allergies and boosted parental confidence.

Career‐related parental support and learning engagement: Exploring the mediation pathways of career adaptability and life meaning

AbstractParents greatly affect youth's vocational and educational development. The objective of the study was to investigate how parental support in career development affects adolescents’ learning engagement and the mediating effects of four career adaptability aspects and life meaning. The participants were 516 high school students from Guangdong, China. The study found that: (1) Career‐related parental support had a positive impact on learning engagement; (2) career confidence and life meaning acted as mediators connecting career‐related parental support with learning engagement; and (3) there was a chain mediation path among career‐related parental support, career concern, control, and confidence, life meaning, and learning engagement. Our findings add to the prevailing literature by confirming and extending self‐determination theory as well as career development and systems theory. Based on these findings, we hope that schools and parents may implement some interventions to promote the academic engagement of students.

Process evaluation of a parenting intervention for pre-schoolers with intellectual disabilities who display behaviours that challenge in the UK.

Stepping Stones Triple P (SSTP) is a complex parent-mediated intervention aimed to reduce behaviours that challenge in children with moderate to severe intellectual disabilities, aged 30-59 months. To formulate a comprehensive understanding of SSTP implementation in the UK, we conducted a process evaluation collecting stakeholder views and considering intervention fidelity, dose, reach, delivery adaptations, and acceptability. Fidelity and quality of delivery ratings were high. Parents perceived SSTP as valuable, reporting increased parental confidence and understanding of the child's behaviours. However, only 30% of families received an adequate dose of the intervention. Parents who only received treatment as usual described feeling abandoned by current services. Service managers emphasised the importance of availability of resources and therapist training for successful intervention delivery. SSTP supports effective management of early-onset behaviours that challenge. Further work is needed to ensure equitable access to the intervention across health and social care services. NCT03086876 - https://www. gov/ct2/show/NCT03086876?term=Hassiotis+Angela&draw=1&rank=1.

P-496 Being a solo mother: an exploration of parenting experiences and support needs of women who intentionally choose to become mothers without a partner

Abstract Study question What support sources do solo mothers in the UK use, how supported do they feel and what areas are lacking? Summary answer Most solo mothers feel supported by family, friends and paid childcare and are confident in their parenting despite finding it difficult to ask for help. What is known already An increasingly common family type, often referred to as ‘solo mothers,’ ‘single mothers by choice’ or ‘choice mothers’, is defined by women who intentionally choose to become mothers without the involvement of a partner. Solo mothers are a relatively homogenous group, who are generally well-educated, employed in professional careers, and financially stable, with most becoming mothers in their mid-thirties/forties. Although solo mothers are frequently described as self-determined and motivated individuals with a strong preparedness for parenting that encompasses both economic and social resources, there is a notable absence of research on their specific parenting experiences and support needs. Study design, size, duration A cross-sectional study was conducted using an online survey. The questionnaire was distributed via solo mother-specific Facebook groups and through newsletters, emails and social media of the Donor Conception Network (DCN). A total of 139 participants responded between July 2021 and February 2022. Participants/materials, setting, methods Most participants were aged 36-45 (53%, 74), had one child (73%, 102) under the age of 11 (88%, 140). Almost all solo mothers had used donated sperm from an unknown donor through a clinic or sperm bank (95%, 132) and around a fifth used donated eggs (22%, 31). All quantitative data was treated as non-parametric and were analysed using descriptive statistics and Spearman’s Rho Correlation tests. Open-ended questionnaire responses were analysed using qualitative content analysis. Main results and the role of chance The most commonly used sources of support for solo mothers in the UK were family members (89%, 123) and non-solo mother friends (80%, 110). Paid childcare was used by 71% (98) of participants with solo mothers using it at least a few times per week. Facebook, particularly solo mum-specific groups, and resources from the Donor Conception Network (DCN, a support organisation for families formed using donor conception) were used by nearly three quarters of respondents (70%, 94 and 71%, 98, respectively). The majority of participants felt supported (78%, 108) but around a quarter (23%, 25) mentioned the need for financial support and the difficulties of relying on a single salary and having to pay for costly childcare. Most solo mums felt confident in their parenting (87%, 122) but found it difficult to ask for help from others (56%, 77). Barriers to asking for help included challenges to autonomy and self-identity, inability to recognise the need for support, fear and apprehension with others, and the emotional aspect of asking for support. There were positive correlations between feeling supported and confidence in parenting (ρ = 0.405, p &amp;lt;.001) and feeling supported and ease in asking for help (ρ = 0.458, p &amp;lt;.001). Limitations, reasons for caution The use of solo mother-specific Facebook groups and DCN resources to recruit solo mothers may have introduced some bias in the sampling methods which may have led to our participants not being more broadly representative of UK solo mothers. Wider implications of the findings Whilst solo mothers may typically be highly educated and financially stable, this is not always the case. Some face challenges in accessing and paying for practical and emotional support. Future research should address provision of better support, given the increasing numbers of solo mother families in the UK and elsewhere. Trial registration number not applicable

Dysphoric Milk Ejection Reflex (D-MER): A Novel Neuroendocrine Condition with Psychiatric Manifestations.

• Describe how the symptoms of dysphoric milk ejection reflex (D-MER) affect nursing patients.• Discuss how physicians, psychologists, and clinicians can support their patients experiencing D-MER. Dysphoric milk ejection reflex (D-MER) is characterized by a sudden onset of profoundly negative emotions that are temporally linked to milk letdown when breastfeeding or pumping breast milk. These affective experiences have no psychological precipitants and only last for minutes. D-MER is relatively underappreciated in the physician-oriented medical literature, although there are important clinical and public health consequences when a nursing parent experiences unwanted, negative emotions paired with breastfeeding. D-MER can undermine the parent's confidence and may affect bonding with their infant; it may also contribute to weaning earlier than planned. It is especially important for psychiatrists and other health care professionals who may be called upon to evaluate postpartum patients or nursing parents to be knowledgeable about D-MER. This perspective article aims to provide information about D-MER to the psychiatric and broader medical communities, and to underscore the need for additional research on this topic. Drawing on a literature search, the article first traces historical recognition of D-MER as a clinical entity, then summarizes the clinical characteristics of D-MER and recommends an assessment and management approach that emphasizes psychoeducation. The article also discusses factors that have contributed to the underappreciation of this condition, outlines gaps in our understanding, and suggests next steps for epidemiological and clinical research. D-MER is likely a neuroendocrine condition with psychiatric manifestations. Given that it is episodic but with predictable timing, this condition presents a unique opportunity for scientific investigation.

Parental reports of hospital- and community-based follow-up services, self-efficacy, and symptoms of depression a few months after discharge of a prematurely born child

BackgroundMany parents report the transition from hospital to home as challenging after the birth of a preterm-born child. This study investigates parental perceptions of community-based follow-up services after hospital discharge, alterations in parental self-efficacy during the early months at home, the prevalence of depressive symptoms among parents, and the relationship between these factors and both NICU experiences and children’s regulative behaviors.MethodsIn this second phase of a descriptive study, 110 parents returned a digital questionnaire when their child was four months corrected for prematurity. Parents were recruited while hospitalized with their child, in one of eight Norwegian neonatal intensive care units (NICUs). Thus, the study provides insight into follow-up services across a broad geographical range. Parents’ perception of self-efficacy was reported on the Karitane Parenting Confidence Scale, and depressive symptoms were evaluated with the Edinburgh Postnatal Depression Scale (EPDS). Children’s regulative behavior was reported on the 6-month version of the Ages and Stages Questionnaire: Social and Emotional (ASQ: SE). Using SPSS, associations between variables were investigated in multiple regression analysis in addition to descriptive analysis. Additionally, the examination of repeated measures of parental self-efficacy involved the application of linear mixed models.ResultsParents reported improved perception of self-efficacy from postdischarge to the children’s age of four months (F (1,167) = 1233.2, p < 0.001). On average, fathers’ self-efficacy improved more than that of mothers. Parents’ perception of being well informed prior to discharge from hospital predicted improved self-efficacy (F [1, 29] = 10.4, p = 0.003). Reports of depressive symptoms were at a similar level as previously reported among new parents, as 10.4% of mothers and 6.7% of fathers reported EPDS scores ≥ 10 points. Parents’ reports on ASQ: SE show that 15% of the children scored above the recommended cutoff score for three- to nine-month-old children. The parent-reported benefit of follow-up services showed considerable variation. The importance of specific knowledge about prematurity among public health nurses and physicians was frequently mentioned, and public health nurses were perceived as coordinators and mediators of various services.ConclusionsParents reported improved self-efficacy, and depressive symptoms at similar levels as new parents in general, a few months after discharge from hospital. Childrens’ regulatory behavior were reported at levels comparable with term-born infants.

Description and evidence on the supporting and enhancing neonatal intensive care unit sensory experiences (SENSE) program.

To describe the supporting and enhancing neonatal intensive care unit (NICU) sensory experiences (SENSE) program, associated research and opportunities for further study. A review of current materials on SENSE program implementation, publications related to SENSE development, and research on program implementation and patient outcomes was conducted to describe the SENSE program and its associated research. The SENSE program combines structured, evidence-based, multisensory interventions with parent engagement in order to optimise outcomes in the complex NICU environment. Through a stepwise and scientific process, the SENSE program was developed to include specific doses and targeted timing (based on the infant's postmenstrual age, PMA) of evidence-based interventions such as massage, auditory exposure, rocking, holding and skin-to-skin care for parents to provide their infants each day of NICU hospitalisation. It is adapted in context of concurrent medical interventions, infant behavioural responses, as well as NICU culture. The program is feasible to implement, acceptable to staff, and related to infants receiving more developmentally appropriate sensory exposures. Adaptations related to NICU culture and parent involvement have been reported. Research has identified relationships of the SENSE program to improved parent confidence, neurobehaviour and feeding at term age as well as improved communication 1 year of age. The literature related to the SENSE program is promising, but more research on efficacy and implementation is needed.

Children born very or extremely preterm transitioning to school: a cross-sectional study examining predictors of school readiness, school adjustment, and support needs

ABSTRACT The transition to school is a sensitive developmental period for young children. Although children born very/extremely preterm have increased risk of health and developmental concerns, predictors of their school readiness and adjustment remain largely unexamined. Parents of very/extremely preterm-born children (aged 3–7 years; pre-transition n = 114, post-transition n = 112) completed an online survey assessing their perceptions of children’s school readiness (pre-transition) or adjustment (post-transition), support needs, child behaviour, parent distress, and parent confidence. Poorer school readiness and adjustment and greater needs for support correlated with child health/developmental condition/s; hyperactivity, peer problems, conduct problems, emotional symptoms, and less prosocial behaviour; and lower parent confidence. Using hierarchical linear regression, parent confidence emerged as the strongest common predictor of school readiness (pre-transition) and school adjustment (post-transition), followed by low hyperactivity, high parent education (tertiary), and no diagnosed child health/developmental condition/s. Results will be used to identify families needing support and develop tailored support strategies.

The role of community champions in place-based early years support: how can we successfully share knowledge and build parent confidence?

The role of community champions in place-based early years support: how can we successfully share knowledge and build parent confidence?