Parental Contact Research Articles

Understanding Asian American Student Achievement

This study investigated the relationships of parent networks and parent empowerment to the academic performance of the children of Asian immigrant parents in U.S. schools. It also examined the role of parent networks in explaining the association between parent empowerment and children’s academic performance. We conducted multinomial logistic regression and path analysis on responses of 317 Asian immigrant parents from the Parent and Family Involvement Survey of the National Household Education Survey, 2007. Parent networks and some parent empowerment components (i.e., competence, parent contact with the school counselor) were significantly related to academic performance. Findings suggest the importance of school counselors utilizing empowerment strategies to help those Asian immigrant parents who need support with their children’s education.

Telephone Support in an Internet-Based Treatment for Sleep Problems in Early Childhood

Study background: Mild to severe sleep problems are reported in 3% to 56% of young children. Behaviourbased treatments are highly effective in improving children´s sleep. The purpose of this work was to examine the efficacy of an Internet-based intervention for young children´s sleep disturbances (Mini-KiSS Online) and to assess the effect of telephone support for parents. Methods: Two intervention conditions (written information with or without additional weekly telephone support) were compared to a waiting-list control condition. N=199 parents with their children (aged 6-63 months) were randomly assigned to one of the study conditions. The treatment consisted of six written information modules based on a cognitive-behavioural approach. One of the treatment groups had additional weekly telephone support. Data of sleep diary, parental behaviour, CBCL 1.5-5 (pre, post, 3-month follow-up) and treatment evaluation were collected. Results: Acceptance of Mini-KiSS Online was high. Children in both treatment conditions showed significant increase in sleep efficacy and reductions in sleep onset latency, duration of night waking, or subjective global ratings while there was no or less change in the control condition. Parents of both treatment conditions reduced their parental presence and physical contact to the child. A benefit of personal assistance was found for treatment evaluation and dropout rates. Conclusion: Mini-KiSS Online is an effective and highly accepted internet-based intervention to reduce sleep problems in young children. Personal telephone assistance counted for higher satisfaction and lower dropouts but not for further improvement of the sleep behaviour of the child.

Internet-based information and support program for parents of children with burns: A randomized controlled trial

BackgroundThe aim of the study was to evaluate the feasibility and effects of an internet-based information and self-help program with therapist contact for parents of children and adolescents with burns. The program aimed to reduce parents’ symptoms of general and posttraumatic stress. MethodsParticipants were parents of children treated for burns between 2009–2013 at either of the two specialized Swedish Burn centers. Sixty-two parents were included in a two-armed, randomized controlled trial with a six-week intervention group and a wait-list control group, including a pre and post-assessment, as well as a 3 and 12-month follow-up. The intervention contained psychoeducation, exercises and homework assignments, and the intervention group received weekly written feedback from a therapist. The main outcome was stress (post-traumatic stress, general stress and parental stress). ResultsThe program had a beneficial effect on posttraumatic stress in the short term, but did not affect general stress or parental stress. The parents rated the program as being informative and meaningful, but some of them thought it was time-consuming. ConclusionThe program has the potential to support parents of children with burns. The intervention is easily accessible, cost-effective and could be implemented in burn care rehabilitation.

The challenges of beginning teachers in urban primary schools

This study provides insight in the variety of urban-related challenges that beginning teachers experience in urban schools. Literature on urban teaching focuses on teaching children from low socio-economic status (SES) and/or culturally diverse backgrounds. In many European cities, however, schools are populated by both children from relatively high and from low-SES backgrounds. This study examined the problems and challenges of beginning teachers in Dutch urban primary schools. Teachers were interviewed at schools with different student populations. Results showed that, although many of the challenges that beginning teachers experienced concern the same themes, their actual manifestation differed related to schools’ student populations. For instance, the problem of ‘parental contact’ referred to both the extreme involvement and demands of highly educated wealthy parents at some schools and the diverse backgrounds of parents at other schools. Results of the study can be used to develop adequate preparation and support for beginning urban teachers.

ESCALA ZICAP PARA LA EVALUACIÓN DE LA ALIENACIÓN PARENTAL: RESULTADOS PRELIMINARES

Actualmente resulta necesario contar con un instrumento que respalde los estudios desarrollados por diversos autores y en varias latitudes, a fi n de proveer una herramienta que permita evidenciar la fuente de maltrato infantil intrafamiliar por la obstrucción del contacto parental dado como alienación y observado a menudo como derivación dañina de los procesos de divorcio. Dicho instrumento podría ser utilizado tanto en el ámbito clínico, en el social, así como en los tribunales de familia por profesionales peritos –de diversos ámbitos- que deban discernir con certezas y evidente respaldo sobre este controvertido tema. Se presentan los resultados preliminares de la escala ZICAP. El fi n principal es defi nir y describir estadísticamente los factores que determinan la existencia de padrectomía y alienación parental en niños y adolescentes chilenos a través de un instrumento confiable y válido para la toma de decisiones en el ámbito clínico, social y legal.

STRATEGIES OF TEACHERS IN THE REGULAR CLASSROOM

It is known that regular schoolteachers have difficulties in educating students with social, emotional and behavioral difficulties (SEBD), mainly because of their disruptive behavior. In order to manage the disruptive behavior of students with SEBD many advices and strategies are provided in educational literature. However, very little is known about teachers′ strategies in daily practice to enhance the social participation of these students. The current study aims at revealing what teachers do to improve the social participation of students with SEBD in regular class via expert panel meetings. The data from the expert panels were half‐open coded with two codebooks. The results indicate that teachers use many different strategies. However, not all strategies were directly aimed at improving the social participation. Teachers also aimed at preconditions like parental contact.

Early experiences can alter the size of cortical fields in prairie voles (Microtus ochrogaster).

The neocortex of the prairie vole is composed of three well-defined sensory areas and one motor area: primary somatosensory, visual, auditory areas, and the primary motor area, respectively. The boundaries of these cortical areas are identifiable very early in development, and have been thought to resist alteration by all but the most extreme physical or genetic manipulations. Here we assessed the extent to which the boundaries of sensory/motor cortical areas can be altered by exposing young prairie voles ( Microtus ochrogaster ) to a chronic stimulus, high or low levels of parental contact, or an acute stimulus, a single dose of saline, oxytocin (OT), or oxytocin antagonist on the day of birth. When animals reached adulthood, their brains were removed, the cortex was flattened, cut parallel to the pial surface, and stained for myelin to identify the architectonic boundaries of sensory and motor areas. We measured the overall proportion of cortex that was myelinated, as well as the proportion of cortex devoted to the sensory and motor areas. Both the chronic and acute manipulations were linked to significant alterations in areal boundaries of cortical fields, but the areas affected differed with different conditions. Thus, differences in parental care and early exposure to OT can both change cortical organization, but their effects are not identical. Furthermore, the effects of both manipulations were sexually dimorphic, with a greater number of statistically significant differences in females than in males. These results indicate that early environmental experience, both through exposure to exogenous neuropeptides and parental contact can alter the size of cortical fields.

Length of stay, therapeutic change, and recidivism for incarcerated juvenile offenders

ABSTRACTThis study examined the influence of length of stay in therapeutically oriented institutional placements for high-risk juvenile offenders. Pre- and posttests of rater scored skill acquisition were obtained for 637 youth across 14 secure and community placements implementing the integrated treatment model. Ordinal propensity score stratification balanced youth characteristics across lengths of stay. Length of stay was not predictive of felony recidivism at 12 months postrelease despite a trend for reduced recidivism at 9 months. Skills acquisition was positively associated with older age, not having a special education designation, parent contact, and a reduction in felony recidivism 12 months postrelease.

Exploring parents’ feelings about counseling in donor sperm treatment

Introduction: How do parents feel about psychosocial counseling during donor sperm treatment?Methods: We performed a qualitative study based on semi-structured in-depth interviews, conducted from July 2012 until August 2013, with 24 Dutch parents who had had children through donor sperm treatment between 2000 and 2012.Results: During counseling, parents sometimes felt screened for their eligibility for parenthood rather than guided, and therefore felt discouraged about bringing up topics that were important for them. Parents of all family types would value extended psychological counseling before and after successful donor sperm treatment, that is in several stages of parenthood. Only after childbirth topics such as disclosure, fear of rejection of the social parent and future contact of the child with the sperm donor became more pertinent.Conclusions: Both before and after childbirth, parents of all family types would value expert advice on when and how to disclose. Psychosocial guidance should be offered separately from psychosocial screening for treatment eligibility and should be offered in several stages of parenthood.

Resilience-promoting factors in war-exposed adolescents: an epidemiologic study

Studies of war-exposed children have not investigated a comprehensive array of resilience-promoting factors, nor representative samples of children and adolescents. A representative sample of N=710 adolescents was randomly selected from communities recently exposed to war. All those who had experienced war trauma were administered questionnaires measuring war exposure, family violence, availability of leisure activities, school-related problems, interpersonal and peer problems, socialization, daily routine problems, displacement, availability of parental supervision and contact and medical needs as well as coping skills related to religious coping, denial, self-control, avoidance and problem solving. Mental health was measured by the Strengths and Difficulties Questionnaire (SDQ) and the Child-Revised Impact of Events Scale (CRIES). Resilient adolescents were defined as those who experienced war trauma, but did not manifest any symptoms on the SDQ or CRIES. Resilience was related to being male, using problem-solving techniques, having leisure activities, and having parents who spent time with their adolescents and who supported them with school work. Interventions designed for war-traumatized youth must build individual coping skills of children and adolescents, yet at the same time target parents and teachers in an integrated manner.

A Retrospective Review of Service Documentation by Physicians Following Families of Children Diagnosed with Autism Spectrum Disorder: Identifying Gaps in Communication

Abstract BACKGROUND: Currently very little is reported on the best way for family physicians and pediatricians to manage children diagnosed with autism spectrum disorder (ASD). There is no standard way to monitor whether families manage to access services, how long they wait for services, and what they do if services are deferred/denied. Consequently, families are often left with limited guidance and support when accessing developmental services. OBJECTIVES: To evaluate the documentation patterns in medical charts of children diagnosed with ASD between 0-6-years old, whose care is shared between general and developmental pediatricians working in an inner-city setting. In particular, to study how physicians document the timeline and access to medical investigations and community services recommended by physicians. DESIGN/METHODS: A retrospective chart review of a random sample of approximately 40 patients diagnosed between 0-6-years old with ASD followed by general and developmental pediatricians is currently being conducted at St. Michael’s Hospital. A systematic review of referral pathway to diagnosis, medical investigations, procurement of financial support and access to community services will be performed. Details obtained for review include date of recommendation, parent contact date, date on wait list, start date, and end date. RESULTS: Preliminary data from 30 patient medical records revealed inconsistencies in how services were documented by physicians. 80% of charts noted that Intensive Behavior Intervention (IBI), Applied Behaviour Analysis (ABA) and speech and language therapy (SLP) were recommended and/or accessed by families. However, the recorded timeline of access varied extensively, with start and end dates recorded in ≤ 20% of charts for ABA, ≤ 50% of charts for SLP and ≤ 70-80% of charts for IBI. ABA therapy appeared to be the most difficult to access, with uptake occurring in only 50% of recommendations. Medical investigation results were often present, however the dates for hearing and vision tests were inconsistently recorded by the pediatrician in the medical charts. Parent education and attendance to drop-in centres were not recommended or accessed in 50% and 25% of patient charts respectively. CONCLUSION: Preliminary results demonstrate inconsistent patterns of documentation by pediatricians following children with ASD when monitoring medical and community services, especially when recording timelines. Advocating for timely involvement in appropriate services requires an awareness of patients’ past and current involvement in services. Thus, further research may be warranted to determine why certain services are less frequently documented, and how these gaps in communication can be improved to ensure optimal management.

OC09 - Early maternal contact has an impact on preterm infants' brain systems that manage stress.

Theme: Parenting/parenthood. Early maternal contact can protect the infants' brain from harmful effects of stress while deprivation increases the stress level and leads to increased sensitivity to stress. To evaluate the effects of continuous skin-to-skin contact (SSC) after preterm birth on stress. Late preterm infants from two neonatal care units were randomized to either SSC or standard care. Salivary cortisol was measured in response to a nappy change at one month, and again at four months in response to a still-face procedure. Infants randomized to SSC had a significantly lower salivary cortisol reactivity at one month and there was a correlation between the mothers' and the preterm infants' salivary cortisol levels at four months. The results show that close parental contact and human touch have a buffering effect on the infant's stress reactivity and stimulate a more rapid development of regularity.

The Emotional Literacy Support Assistant (ELSA) programme: parental perceptions of its impact in school and at home

The Emotional Literacy Support Assistant (ELSA) programme is an example of an individualised intervention to support pupils experiencing a range of social and emotional needs. Semi-structured interviews were conducted to explore parents’ constructions of several aspects of the programme: its aims and how these are achieved; its impact on children, within school and home contexts; the function and value of parental contact with ELSAs; and ways in which the programme could be improved. A thematic analysis of the data indicated that a majority of parents perceived the programme to impact positively on social and emotional aspects of development, with skills learned within the ELSA sessions transferring to the home context. Parents also noted several ways in which the programme could be enhanced: improved home–school communication; agreed and measurable targets and outcomes; and plans for children’s next steps. Implications for developments and extensions of the ELSA programme are discussed and the role of educational psychologists within this process is highlighted.

Understanding Young Adults’ Reports of Contact with their Parents in a Digital World: Psychological and Familial Relationship Factors

Continued involvement of parents in the lives of young adults is a topic of great interest to both scholars and the lay public. Although young adults’ astounding use of cell phones, texting, video chat, and social media in negotiating their social relationships is well documented, few studies have examined the role of different types of communications technology in facilitating young adults’ involvement with their parents. Researchers have begun to examine familial and psychological correlates of parental involvement for college students, but existing studies offer mixed results. The present study examined college students’ reports of frequency of contact with parents using different types of communications technology and examined familial relationship and individual well-being factors associated with young adults’ reports of frequent parental contact. College students (N = 326) completed measures of frequency of contact with mothers and fathers using seven types of communications technology, the quality of family relationships (felt obligation towards parents and family satisfaction) and individual well-being (self-esteem, depressed mood, and general psychological well-being). Phone calls and texting were the two most popular methods of parental contact reported by college students. Level of self-reported contact with parents was not significantly related to participants’ reports of self-esteem, depressed mood, or general well-being. Results of multinomial logistic regression analyses indicated that higher levels of felt obligation and family satisfaction meaningfully distinguished between young adults who reported frequent and infrequent parental contact. Our results indicate the importance of understanding young adults’ reports of parental contact within the context of ongoing family relationships.

Władza rodzicielska a kontakty z małoletnim dzieckiem. Instytucja pieczy naprzemiennej na mocy ustawy z dnia 25 czerwca 2015 r. o zmianie ustawy – Kodeks rodzinny i opiekuńczy oraz ustawy – Kodeks postępowania cywilnego (Dz. U. 2015, poz. 1062)

This Article is about the nature of contacts between the so-called “peripheral” parents and children. It discusses the issue of dependence of access rights on parental authority, over the subsequent amendments of the family law in Poland. The paper describes the basic forms of exercising contacts between parents and children. It also presents forms of regulating them in legal proceedings. The guiding principles which should guide the court in issuing decisions which determine the scope and method of contact of parents with children are pointed out in the article. It also shows the institution of “alternate care” introduced to the Family and Guardianship Code under the Act of 25 June 2015 amending the Act - Code of Family and Guardianship Code and the Law - Code of Civil Procedure, which entered into force on 29 August 2015.

Non-resident parent-child contact after marital dissolution and parental repartnering: Evidence from Italy

BACKGROUND: With the diffusion of marital instability, the number of children who spend some of their childhood without one of their parents has become significant, even in Italy. Therefore, given the importance of parent-child interactions for children's wellbeing, analyzing children's contact with the non-resident parent has become relevant. Objective: In this paper we consider the frequency of contact between children and their non- resident parent after separation, with a double aim: a) to analyze if and how the non- resident parent's contact with his/her children varies according to whether the (resident or non-resident) parent has repartnered, and b) to investigate whether the relationship between repartnering and contact differs according to the gender of the non-resident parent. Methods: The study focuses on children aged 0-17 living with only one biological parent, using data pooled together from two cross-sectional rounds of the Italian survey, Family and Social Subjects. Results: Results show that parents' repartnering is positively associated with lower non-resident parent-child contact only in the case of non-resident fathers; in the case of a non- resident mother, her repartnering is actually correlated with higher contact. Contribution: Language: en

Baby-Led Introduction to SolidS (BLISS) study: a randomised controlled trial of a baby-led approach to complementary feeding.

BackgroundIn 2002, the World Health Organization recommended that the age for starting complementary feeding should be changed from 4 to 6 months of age to 6 months. Although this change in age has generated substantial debate, surprisingly little attention has been paid to whether advice on how to introduce complementary foods should also be changed. It has been proposed that by 6 months of age most infants will have developed sufficient motor skills to be able to feed themselves rather than needing to be spoon-fed by an adult. This has the potential to predispose infants to better growth by fostering better energy self-regulation, however no randomised controlled trials have been conducted to determine the benefits and risks of such a “baby-led” approach to complementary feeding. This is of particular interest given the widespread use of “Baby-Led Weaning” by parents internationally.Methods/DesignThe Baby-Led Introduction to SolidS (BLISS) study aims to assess the efficacy and acceptability of a modified version of Baby-Led Weaning that has been altered to address potential concerns with iron status, choking and growth faltering. The BLISS study will recruit 200 families from Dunedin, New Zealand, who book into the region’s only maternity hospital. Parents will be randomised into an intervention (BLISS) or control group for a 12-month intervention with further follow-up at 24 months of age. Both groups will receive the standard Well Child care provided to all parents in New Zealand. The intervention group will receive additional parent contacts (n = 8) for support and education on BLISS from before birth to 12 months of age. Outcomes of interest include body mass index at 12 months of age (primary outcome), energy self-regulation, iron and zinc intake and status, diet quality, choking, growth faltering and acceptability to parents.DiscussionThis study is expected to provide insight into the feasibility of a baby-led approach to complementary feeding and the extent to which this method of feeding affects infant body weight, diet quality and iron and zinc status. Results of this study will provide important information for health care professionals, parents and health policy makers.Trial registrationAustralian New Zealand Clinical Trials Registry ACTRN12612001133820.

The Gatekeepers of Contact

As gatekeepers, caregivers play a pivotal role in the facilitation of parental prison contact, and some caregivers may be more likely to take children to visit than others. To advance prior work, I used data collected from structured interviews with prisoners in Arizona to test two hypotheses. Specifically, I expected that children with grandmothers ( n = 684) and children with mothers ( n = 300) would be more likely to visit mothers and fathers in prison relative to other child–caregiver dyads. Logistic regression analyses confirmed these hypotheses in both maternal and paternal models, independent of controls. Child situational factors, prisoner characteristics, stressors, and institutional barriers also predicted visits; although effects differed depending upon which parent was in prison. By providing insight into the maintenance of family ties during confinement, this study informs research and policy with respect to prison contact and reentry.

Efficacy of an individualized social competence training for children with Oppositional Defiant Disorders/Conduct Disorders

Objectives: Group-based Cognitive–Behavioral Therapy of children with aggressive behavior has resulted in significant reductions of behavior problems with small to medium effect sizes. We report the efficacy of an individualized Treatment Program for Children with Aggressive Behavior. Method: A within-subject design with two phases (waiting, treatment) was chosen. Sixty boys aged 6–12 years with peer-related aggressive behavior were included. The course of the outcome measures (growth rates) during a 6-week waiting phase was compared with those in the subsequent treatment phase (24 weekly child sessions together with an average of 8 parent contacts) by multilevel modeling. Primary outcome was peer-related aggressive behavior rated by parents. Further outcome measures included parent ratings and patient self-reports of aggressive and prosocial behavior. Results: During the treatment, growth rates for all parent-rated outcome measures were significant (p < .001) and comparison with the waiting phase indicated a stronger decrease in aggressive behavior and a stronger increase in prosocial behavior. For all self-rated outcome measures, growth rates during the treatment were significant (p < .01), but comparison with the waiting phase indicated a stronger decrease only for disturbance of social interaction. Conclusions: The treatment program is an effective intervention for children with peer-related aggressive behavior.

Parental Academic Support: A Validity Report

This study offers validity evidence for the Parental Academic Support Scale, a 16-item multidimensional measure that assesses support related to a child's academic performance, classroom behavior, preparation, hostile peer interactions, and health. Confirmatory factor analysis of the Parental Academic Support Scale (PASS) revealed a close model fit and replicated prior confirmatory factor analysis tests, and ultimately provided additional evidence for content validity. Correlations between parental academic support and the Teacher–Parent Contact Scale provided concurrent validity evidence. More importantly, associations between parental academic support and a child's success in school suggest that the PASS construct is related to other theoretically similar constructs, providing initial evidence for construct validity. Implications and recommendations for future research are discussed.