Parental Cooperation Research Articles

Allopreening in birds is associated with parental cooperation over offspring care and stable pair bonds across years.

Individuals of many species form bonds with their breeding partners, yet the mechanisms maintaining these bonds are poorly understood. In birds, allopreening is a conspicuous feature of interactions between breeding partners and has been hypothesized to play a role in strengthening and maintaining pair bonds within and across breeding attempts. Many avian species, however, do not allopreen and the relationship between allopreening and pair bonding across species remains unexplored. In a comparative analysis of allopreening and pair bond behavior, we found that allopreening between breeding partners was more common among species where parents cooperate to rear offspring. The occurrence of allopreening was also associated with an increased likelihood that partners would remain together over successive breeding seasons. However, there was no strong evidence for an association between allopreening and sexual fidelity within seasons or time spent together outside the breeding season. Allopreening between partners was also no more common in colonial or cooperatively breeding species than in solitary species. Analyses of evolutionary transitions indicated that allopreening evolved from an ancestral state of either high parental cooperation or high partner retention, and we discuss possible explanations for this. Overall, our results are consistent with an important role for allopreening in the maintenance of avian pair bonds.

Early childhood education and care as a historically located place – the significance for parental cooperation and the professional assignment

ABSTRACTIn this study, we analyze the views of professionals and student teachers on their relation to the parents, their assignment, and the distribution of responsibility for the child from the perspective of early childhood education and care (ECEC) as a place/space. In our analysis of space and place, we relate to the French philosopher and sociologist Henri Lefebvre. We analyze ECEC as a place, historically located in time and space, by defining the positioning and legitimization strategies relating to ECEC in Swedish society from three different periods: a contemporary place for learning with demands on parental involvement; as a place for new citizens in a collaborative model with parents, as preceded in ECEC in the 1970s and at the beginning of the 20th century; and a place for care provision and transmission of knowledge to the home. The theoretical standpoint that ECEC is a historical place means that we analyze the influence of the conceived, perceived and lived place on the relations to parental cooperation and the professional assignment.

An Analysis of Adolescent and Parental Views on the Psychoeducation Program for Coping with Aggressive Behaviors

The aim of this study is to investigate the views of parents and adolescents who participated in psychoeducation programs for coping with adolescent aggressive behaviors. Parents who participated in the study were provided with a program known as the “Non-Violent Resistance Parent Program,” and adolescents participated in the “Coping with Violence and Aggression Psychoeducation Program.” Both programs were designed based on systemic family therapy theories. The views of participating parents and adolescents were obtained through a semi-structured interview form developed by the researchers. The interviews were subsequently analyzed using content analysis methods.After the programs’ culmination, participants stated that the programs reduced aggressive behaviors seen in adolescents, improved parents' parenting skills and family relationships, and significantly decreased parental inefficacy and stress levels. Results of the analysis of qualitative data obtained from interviews indicated that adolescents and parents generally benefitted from the programs, experienced positive emotions in the process, and gained significant awareness about their interaction styles and those of other family members. It was stated that conducting the two programs simultaneously was very helpful, for the participants reportedly experienced closer familial relationships as well as changes in their approach to problems. On the other hand, the participants noted that the program had some weaknesses: they sometimes had difficulty in expressing themselves and restoring family relationships in the process; fathers’ absence in the program was challenging for them; and the process did not have much contribution to spousal relationships. Based on these results, it is recommended that these programs should be conducted with parental cooperation in all institutions providing service to adolescents, particularly in schools. Both the improvement of parenting skills and the establishment of constructive and warm familial ties have the potential for reducing violent and aggressive behaviors in adolescents.

Care of Preschoolers with Congenital Heart Disease by Kindergarten and Nursery Teachers in Japan

ABSTRACTThe purpose of this study was to elucidate the involvement of kindergarten and nursery school teachers with young children with congenital heart disease. The study was designed as a qualitative descriptive study. Interviews of kindergarten and nursery school teachers with experience in the care and education of young children with congenital heart disease were conducted, during which they described their experience. Verbatim transcripts of the interviews were prepared, and the content was categorized. The study participants were 11 kindergarten and nursery school teachers. Extracted from the content of the interviews of the study participants were 282 codes, 33 subcategories, 6 categories, and 2 major categories. In their responses, the teachers indicated that they had been “Providing care for the children while seeking ways to avoid special treatment in a group setting.” In addition, they established a “Framework for school–parent cooperation in order to promptly accommodate the wishes of parents” of these children. The study showed that the kindergarten and nursery school teachers involved other pupils and monitored the condition of children with congenital heart disease to avoid special treatment of the children in the group setting. In addition, the teachers established a framework for cooperation between the school and parents. In the future, these findings will be used to create a nursing support model for the group life of young children with congenital heart disease.

The National Institutes of Allergy and Infectious Diseases sponsored guidelines on preventing peanut allergy: A new paradigm in food allergy prevention.

Peanut allergy is a significant public health problem without proven treatment or cure at present. In 2000, the American Academy of Pediatrics recommended that solid-food introduction be delayed in infants at high risk, including peanut introduction, until age 3 years. In 2008, the American Academy of Pediatrics revised these recommendations based on limited evidence of benefit and, instead, recommended solid-food introduction not be delayed past 4-6 months of life. In 2015, the Learning Early About Peanut Allergy study showed that early peanut introduction (between 4 and 11 months of life) was associated with a significant absolute and relative risk reduction in the development of peanut allergy compared with delayed introduction. Based on these findings, the National Institutes of Allergy and Infectious Diseases sponsored an expert panel to create an addendum to the 2010 Food Allergy Guidelines that specifically focuses on peanut allergy prevention. The addendum recommends that children with severe eczema, egg allergy, or both have peanut introduced as early as 4-6 months of life, after assessment by a trained allergy specialist. For children with mild-to-moderate eczema, peanut can be introduced at ∼6 months, without the need for specialist evaluation. For children with no eczema, peanut can be introduced in accordance with family and cultural preferences, without the need for specialist evaluation. Adherence to these clinical practice recommendations can help potentially reduce the number of cases of peanut allergy per year. However, this can only be accomplished with the cooperation of parents and health care providers who adhere to these recommendations.

Peran Sekolah Dan Orang Tua Dalam Pelaksanaan Pendidikan Agama Islam Siswa Smp Negeri 3 Yogyakarta Tahun Pelajaran 2013/2014

This study aims to determine the role of schools in the implementation of Islamic Education everyday, knowing the parental role in launching the process of teaching and learning activities in schools and daily life, knowing the cooperation of school and parents in launching the process of teaching and learning activities in schools particularly in Islamic Education. This research is a field research. The research method used is qualitative, as the amplifier is also conducting research literature.The results showed that the role of the joint between the school and parents in the process of implementation of Islamic education of children. This is evidenced by the religious activities conducted school received a positive response from parents. The attention given to the students’ parents made the motivation for the students to be able to achieve a good academic record and have good morals in accordance with the guidance of Islam with the support of the school. Some of the activities carried out school aims to assist parents in order to succeed in school education for the students.

COLLABORATION OF PARENTS AND TEACHERS – FROM THEORETICAL ASSUMPTIONS TO THEIR PRACTICAL IMPLEMENTATION (THE CASE OF POLISH SCHOOL ABROAD)

The study is an attempt at characterizing the theoretical assumptions concerning the collaboration of teachers and parents which are implemented in the space of school. What is outlined in the article is the cooperation in the space of the Polish community living abroad in the culturally diversified environment. The proper functioning of school depends on cooperation between teachers, students and parents. The effectiveness of the cooperation of parents and teachers is determined by many complex factors. In this study, the principles and problems are brought closer that arise from asymmetric positioning of educational subjects (students, teachers and parents), which generates different needs and ideas in mutual cooperation. This is exemplified here by the Polish-language school education system, whose activity reflects the needs and possibilities of the Polish communities in culturally heterogeneous European environments in the creation and functioning of Polish-speaking educational institutions and the involvement of the community gathered around these schools.

Family Structure, Child Living Arrangement and Mothers' Self-rated Health in Sweden-A Cross-Sectional Study.

Alternate living, i.e. children living 50-50 with their parents following separation is emerging as a new family form. This study is the first to differentiate separated mothers with sole/main custody from mothers with alternately living children, analysing health outcomes and using a sample representative of the population. The association between the self-rated health (SRH) of mothers and different family structures are examined. Parental cooperation is included in the analyses as a potential mediator. Data on 755 mothers from the 2010 Swedish Level of Living Survey were analyzed by multivariate logistic regression. Single mothers with sole/main custody reported poorer SRH than couple mothers in intact families while the difference was not significant for single mothers with children living alternately and mothers in stepfamilies. Controlling for potential confounders, probabilities for poor SRH for single mothers were reduced. The excess risk among mothers with sole/main custody may be due to poorer socioeconomic conditions. Employment was significantly more common among mothers with alternate living and an important explanatory factor for their better health compared to single mothers with sole/main custody. Adjusting for parental cooperation lowered the increased probability for poor SRH among single mothers with sole/main custody compared to single mothers with alternate living.

Parental cooperation in a changing climate: fluctuating environments predict shifts in care division

AbstractAimParental care improves the survival of offspring and therefore has a major impact on reproductive success. It is increasingly recognized that coordinated biparental care is necessary to ensure the survival of offspring in hostile environments, but little is known about the influence of environmental fluctuations on parental cooperation. Assessing the impacts of environmental stochasticity, however, is essential for understanding how populations will respond to climate change and the associated increasing frequencies of extreme weather events. Here we investigate the influence of environmental stochasticity on biparental incubation in a cosmopolitan ground‐nesting avian genus.LocationGlobal.MethodsWe assembled data on biparental care in 36 plover populations (Charadrius spp.) from six continents, collected between 1981 and 2012. Using a space‐for‐time approach we investigate how average temperature, temperature stochasticity (i.e. year‐to‐year variation) and seasonal temperature variation during the breeding season influence parental cooperation during incubation.ResultsWe show that both average ambient temperature and its fluctuations influence parental cooperation during incubation. Male care relative to female care increases with both mean ambient temperature and temperature stochasticity. Local climatic conditions explain within‐species population differences in parental cooperation, probably reflecting phenotypic plasticity of behaviour.Main conclusionsThe degree of flexibility in parental cooperation is likely to mediate the impacts of climate change on the demography and reproductive behaviour of wild animal populations.

Preschool children’s healthy lifestyles: South African parents’ and preschool staff perceptions

Background: The worldwide growth of non-communicable diseases requires important lifestyle adaptations. The earlier a healthy lifestyle is adopted, the better. Enabling a healthy lifestyle for children during the preschool years ideally involves the cooperation of parents and teachers. Health promotion with parents and teachers is most effective if it takes into consideration their views and opinions, as well as context. Objective: The aim of this study was to explore perceptions of health and healthy lifestyle from the perspective of preschool children’s parents, and the staff caring for children attending preschools in three diverse settings. Design: Qualitative in-depth study. Setting: Preschools in Western Cape Province, South Africa. Method: Data were collected through six focus group discussions and analysed using qualitative content analysis. Results: Parents and staff shared a holistic view of health, agreeing that children and their health were primarily the responsibility of the parents. Informants described their own health and that of children as affected by a variety of interconnected factors, including environmental, economic, social and individual influences. Conclusion: When tailoring a health-promoting education programme, it is important to consider the pre-existing knowledge the participants have and the context in which intervention will take place. There is also a need to structurally address social determinants of health that may be beyond the control of the individuals.

CORR Insights (®) : Higher Pavlik Harness Treatment Failure Is Seen in Graf Type IV Ortolani-Positive Hips in Males.

W hen treating patients with developmental dysplasia of the hip (DDH), the goal is to get the hip concentrically reduced and stable as early as possible with the easiestand safest-possible means. The Pavlik harness has enjoyed great success in the treatment of DDH, often meeting this essential objective. In fact, the success of the harness can be as high as 95% in patients with dysplasia, subluxation, persistent laxity, and Barlow positive dislocatable hips [2]. However, the Pavlik harness is not without its limitations. The harness is purely dependent on the cooperation of parents, as well as on its proper application. Additionally, treating the dislocated hip with the Pavlik harness is quite challenging. Novais and colleagues confirmed that the success of the Pavlik harness is considerably lower in children with dislocated hips [5, 6, 8, 9] compared to those with subluxated and dislocatable hips. Similarly to previously published studies [5, 8, 9], the current study also confirmed that Graf Type IV hips (defined as an alpha angle less than 43 and a downward-displaced labrum) are at higher risk of failing to achieve and maintain concentric hip reduction compared to subluxated and dislocatable hips.

Physical Activity of Young Persons and Importance of Involvement of Parents to Increase Their Performance

Game and physical activity are the main tools for children to learn because they learn quickly through personal experience and multi-sensor teaching methods which encourage their natural sense of curiosity. Game, in all its forms, presents numerous possibilities for interaction of children with persons and objects in real and imaginary situations. Small children must have a committed specialist to interact even with the parents. In this way children will try hard to improve what they know better by helping and inspiring them as a way promoting interest and will to continue learning. Scholars consider quite positive the involvement of parents in the learning process because parents are constantly informed of the situation and progress of their children. This applies even to the classes of physical education and training sessions in all sports disciplines where teacher- parent cooperation would strongly affect the improvement of their children performance. By knowing better the specifics of sports activities and its role in their psycho-motor development, there have to be used all the possibilities to encourage children to be involved in sports activities and there have to be found all the possibilities to increase their performance. From ower experience as teacher of physical education, trainer of young ages and professional basketballer I have learned that involvement of parents and cooperation with them is extremely useful and this is the reason why I have elaborated further on this topic. An ideal environment for the children is a teaching environment of work flow, high quality and careful programme planning.

Parental Cooperation with Social Services and Termination of Parental Rights in Israeli Court Cases of Child Maltreatment

Parental cooperation with social services in child maltreatment cases is fundamental to all forms of family intervention. If rehabilitation efforts fail and the child cannot be safely reunified with his parents, the state is authorized to initiate termination of parental rights (TPR) proceedings. Given the scant literature on parental cooperation and TPR, the present study examined associations between parental cooperation and TPR in Israeli court cases of child maltreatment. Comparisons between uncooperative (n = 106) and cooperative parents (n = 155) revealed that uncooperative parents were more than three times more likely to have their parental rights terminated than cooperative parents, controlling for child and parent characteristics. Parents who did not cooperate with social services had high levels of mental health problems, substance abuse, criminal records, and poverty and their children had more mental health concerns and suffered more from neglect. We discuss the important implications resulting from these findings, which include: the need to view the engagement of parents in the child welfare process as a specific goal in itself and develop research-based models specifically targeting multiple-problem families at high risk of TPR; the need for professionals to build a good working alliance with parents in order to strengthen their participation; the need to take into account different background conditions and stressors related to the parents in order to facilitate greater cooperation; and the need to assess the potential mental health needs of children involved in cases of maltreatment with low parental cooperation.

Transition of the patient with Juvenile Idiopathic Arthritis

Juvenile Idiopathic Arthritis (JIA) is the most common pediatric rheumatic disease; when disease activity persists into adulthood, it may lead to functional disability. The transition of adolescents and young adults with JIA to an adult Rheumatology clinic is not a matter of transfer: it is a coordinated and targeted transition and integration from child/family-focused health systems to those for adults. Transition is an active, dynamic and flexible process, adapted appropriately to the patient’s age, mental and physical development in respect to his/her culture. It aims to empower the patient to undertake the responsibilities of their own personal health and lifestyle, and above all, to guarantee the optimum lifelong functionality. A prerequisite for successful transition is the patient’s training in development of their skills regarding communication, decision making, and self-health management. The transition process involves parents, patients and health caregivers (pediatric/adult) and, in addition, educational /social services. Patient management is holistic, physical and psychosocial, with an extension to areas of education and vocational rehabilitation and requires the full cooperation of parents, patients and health professionals at all stages. The steps for final transition take place only when the patient has completed his/her developmental process and has a proven ability for self-healthcare management, unsupported by the family.

Fathers' Rights in Swedish Family Law Reform: Taking Account of Fathers' Violence against Mothers

A strong assumption in Swedish family law that shared parenting and parental cooperation post-separation or divorce are preferred creates, as in many other jurisdictions, problems for mothers who try to protect themselves and their children from violent fathers. Changes in law during the last decade have, however, weakened the assumption that joint custody and extensive contact with violent fathers are the normal legal outcomes. This article analyzes how fathers' rights discourses since 2006 have been visible in, and influenced by, Swedish law reform processes on child custody and related issues, taking particular account of the context of fathers' violence against mothers. In the analysis, fathers' violence against mothers is situated within a Swedish gender equality context, and four domains of law and policy that are related to fathers' violence against mothers are delineated as an analytical framework in order to understand the dynamics of fathers' rights discourses in relation to the law reforms. The study shows that fathers' rights groups have been active and that their discourses are visible in the legislative documents but that the space for fathers' rights discourses has been somewhat restricted in law reforms since 2006. However, the author argues that the four law and policy domains seem to lack the ability to counteract fathers' rights discourses regarding economic issues. Moreover, discourses on children's rights, interests, protection, and well-being that are present within all domains have been more influential on the outcomes of the reforms than gendered discourses on fathers' violence against mothers. Even though gendered discourses on violence seem to have played a role in counteracting fathers' rights discourses, gendered discourses have struggled at the same time to influence several domains related to fathers' violence against mothers.

Inclusive Education: Challenges & Practices

Inclusion is an educational approach and philosophy that provides all students with community membership and greater opportunities for academic and social achievement. Inclusion is about making sure that each and every student feels welcome and that their unique needs and learning styles are attended to and valued. Research shows that most students learn and perform better when exposed to the richness of the general education curriculum, as long as the appropriate strategies and accommodations are in place. Today it is widely accepted that inclusion maximizes the potential of the vast majority of students, ensures their rights, and is the preferred educational approach for the 21st century. Unfortunately, the philosophy has not always been widely held. Our thinking and acceptance has evolved rapidly over the last century, and continues to evolve, in response to federal and state law, along with our changing social and political beliefs. As we strive to meet these challenges, the involvement and cooperation of educators, parents, and community leaders is vital for the creation of better and more inclusive schools.

Bottom-up childcare in a top-down welfare state: explaining cooperative organization among Swedish parents

ABSTRACTAlmost all children in Sweden spend at least some part of their early childhood in organized childcare, primarily in the form of preschools. About 10% of all preschools in Sweden are parent cooperatives, which make the childcare area an anomaly in the Swedish welfare state; no other service area has such a significant proportion of cooperative service providers. The parent cooperatives are initiated by the parents themselves, they are social enterprises created from the bottom-up. Why do parents decide to start a parent cooperative preschool in a welfare state where childcare is considered a social right and a responsibility for the state? This article will explore several different motives for starting parent cooperatives in Sweden, with special attention to the role of the public sector and political decisions. The findings are based on an extensive empiric study performed between the years 2003 and 2007.

Orthodontic Protocol Using Mini-Implant for Class II Treatment in Patient with Special Needs.

Improving facial and dental appearance and social interaction are the main factors for special needs (SN) patients to seek orthodontic treatment. The cooperation of SN patients and their parents is crucial for treatment success. Objective. To show through a case report the satisfactory results, both functional and esthetic, in patients with intellectual disability, congenital nystagmus, and severe scoliosis. Materials Used. Pendulum device with mini-implants as anchorage unit. Results. Improvement of facial and dental esthetics, correction of Class II malocclusion, and no root resorption shown in the radiographic follow-up. Conclusion. Knowing the limitations of SN patients, having a trained team, motivating and counting on the cooperation of parents and patients, and employing quick and low-cost orthodontic therapy have been shown to be the essential factors for treatment success.

Perspectives of Relations between School and Parents from the Middle Ages to the Reformation

Author analyses some perspectives and interpretations of relations between school and parents in the past. He points out how they were developing in the Middle Ages and in the time of Reformation. In that time cooperation of parents and a school was understood essentially different as today. In the Middle Ages the relation between parents and a school was clear and mostly non-problematic, at least regarding the contents, methods and objectives of education. Relations inside the school were an image of relations inside the family. In the time of Reformation status was not essentially different, still educators as Johannes Sturm began more intensively to think about meaning of cooperation between a school and a family.

The evolution of parental cooperation in birds

Parental care is one of the most variable social behaviors and it is an excellent model system to understand cooperation between unrelated individuals. Three major hypotheses have been proposed to explain the extent of parental cooperation: sexual selection, social environment, and environmental harshness. Using the most comprehensive dataset on parental care that includes 659 bird species from 113 families covering both uniparental and biparental taxa, we show that the degree of parental cooperation is associated with both sexual selection and social environment. Consistent with recent theoretical models parental cooperation decreases with the intensity of sexual selection and with skewed adult sex ratios. These effects are additive and robust to the influence of life-history variables. However, parental cooperation is unrelated to environmental factors (measured at the scale of whole species ranges) as indicated by a lack of consistent relationship with ambient temperature, rainfall or their fluctuations within and between years. These results highlight the significance of social effects for parental cooperation and suggest that several parental strategies may coexist in a given set of ambient environment.