Experiences Of Parents Research Articles

Qualitative interview with mothers of moderately or late preterm infants in the UK: where are the care gaps?

IntroductionPreterm birth (<37 gestational weeks) accounts for an increasing proportion of global births each year, with moderately or late preterm birth (MLPT) (32+0/7–36+6/7 gestational weeks) comprising over 80% of all...

Parental experience administering epinephrine for systemic reactions during infant and toddler oral food challenges

This study suggests that even when an oral food challenge results in a reaction that necessitates treatment with an epinephrine auto-injector, the experience can be positive and confidence-building for patients' families.

Learning in Times of Crisis: Insights into Student, Teacher, and Parent Experiences in Uttarakhand's Educational System during the COVID-19 Pandemic

The COVID-19 pandemic, declared in 2020, posed unprecedented challenges globally. Governments throughout the world adopted steps to lessen the effect of the infectious sickness brought on by the SARS-CoV-2 virus, including extensive lockdowns and closures of educational institutions. The current study looks at the effects of the pandemic on the educational landscape of Uttarakhand, an area distinguished by its distinct physical and socioeconomic characteristics. Amidst the closure of schools and universities, the transition to online learning became the norm, presenting significant hurdles for students, teachers, and parents, particularly in areas with limited access to digital resources. This study, based on a sample of 667 respondents, employs the snowball sampling method to examine the experiences and challenges faced by stakeholders in Uttarakhand's educational system during the lockdown period. By exploring the multifaceted impacts on learning environments, instructional delivery, and parental involvement, this research aims to provide valuable insights into the adaptation strategies and resilience of individuals within the education sector during times of crisis.

Healthcare Communication Experiences of Hispanic Caregivers of Childhood Cancer Survivors.

Interpersonal communication is a crucial component of the cancer experience that can contribute to managing cancer care and improving cancer survivors' and caregivers' quality of life. Cultural and contextual factors may impact Hispanic childhood cancer survivor (CCS) and parent caregiver relationships and communication. This study sought to describe the healthcare communication experiences of Hispanic parents with CCS, families, and medical providers. We conducted 15 semi-structured interviews with Hispanic caregivers from a safety-net hospital in Los Angeles County. Interviews were conducted in English and Spanish, audio-recorded and professionally transcribed, and analyzed using a thematic approach. Caregivers shared the importance and impact of medical communication when exploring the "first big talk" of the diagnosis, uncertainty about treatment, navigating multiple providers, therapeutic communication (i.e., providing emotional reassurance), and current and lingering effects of cancer. All caregivers shared "good communication" experiences, while others shared various barriers to communication, including a lack of understanding of the cancer diagnosis and caregiver experience, psychological challenges impacting communication, cultural and language differences, physical factors that limit communication, and young age of child impacting communication with caregivers. Our findings suggest that a strong interpersonal communication skill set for clinicians can contribute to managing cancer care and improving caregivers' psychological adjustment.

SEXUAL DYSFUNCTION IN PAKISTANI MARRIED WOMEN WITH CURRENT EPISODE OF DEPRESSION AND BIPOLAR: A QUALITATIVE STUDY

The awareness of psychological disorders in the present times is increasing with the help of dynamic psychological assessment tools, advancing with progressive investigation methods. Current psychological literature significantly emphasizes on depression and bipolar disorders, their prevalence, assessment, and treatment protocols among the married individuals. Despite the increasing prevalence of depression among women, scholarly literature scarcely addresses on the impacts of sexual dysfunction on the married women in Pakistan, experiencing depression and associated bipolar disorder. The aim of this research was to study the impact of Sexual Dysfunction in Pakistani Married Women with Depression and Bipolar Disorder. A sample of 8 participants was selected with the help of purposive sampling. Each of these participants was diagnosed with depression and/or bipolar disorder and was undergoing therapy for the same. A semi-structured interview was conducted with each of these participants to deduce information about their disorders and sexual dysfunction. Thematic analysis was employed as the qualitative analysis technique for the evaluation of results gathered from interviews. The analysis revealed two main themes: Past experiences and current relationships. In the theme, experiences sub themes of parental relationships and childhood experiences were observed. Whereas in the theme Current Relationships, subthemes of the current marital relationship and current sexual relationship were observed. The themes and sub-themes revealed that married Pakistani women who are facing Depression and Bipolar Disorder, also go through sexual dysfunction.

The Career of Students who Use a Different Language at Home and at School

RESEARCH OBJECTIVE: The objective of the research is to understand how the ethnic composition of the family and the choice of the language of the school are related. THE RESEARCH PROBLEMS AND METHODS: Minorities are often the subject of research, and within, bilingualism, language use arenas and state language education are prominent topics, how‑ ever, the issue of ethnic minority students studying in majority institutions is relatively unexplored. THE PROCESS OF ARGUMENTATION: Our research is focused on the ethnic Hungarian minority in Romania, their decisions and their experiences of education in the majority language. The present qualitative research was carried out in a semi‑structured interview format in November 2023 with 14 respondents, reached by snowball method. RESEARCH RESULTS: Our results show that, in addition to proximity to the institution and the increased possibility of doing well in the country, the school experience of parents and older children are factors behind the decision made by parents. Nevertheless, we also find that extended family, even the third generation, has an impact on school choice. CONCLUSIONS, RECOMMENDATIONS AND APPLICABLE VALUE OF RESEARCH: The research presents a perspective that focuses on the educational results of respondents most of whom proved to be successful in their respective fields. The results we found confirm hypotheses from the literature regarding the language choices of different nationalities. The research is a part of a larger project which aims at the exploration the research upon the students attending non‑native language schools.

Breaking Barriers: Enhancing Support for Autistic Students Through Individual Education Programs

The prevalence of Autism Spectrum Disorders (ASD) underscored the importance of tailoring educational interventions to accommodate the diverse needs of autistic students in Nigeria. This study investigated the effectiveness of individual educational programs in meeting the needs of autistic students in Nigeria. The study surveyed autistic children, teachers, and parents in special schools in Ikeja, Apapa, and Kosofe Local Government Areas of Lagos State. It used a mixed-methods approach to evaluate the effectiveness of Individual Education Programs (IEPs) in addressing the unique needs of autistic students in mainstream educational settings. The study analyzed academic performance metrics and social skills proficiency in autistic students. It also explored the experiences of teachers, parents, and autistic students through interviews and focus groups. Despite challenges like lack of resources and collaboration issues, teachers shared success stories and strategies. Parents praised positive efforts between home and school, while autistic students expressed improved learning experiences. The synthesis of quantitative and qualitative data provided a holistic evaluation of IEPs' effectiveness in promoting positive outcomes for autistic students. The findings contribute to the discourse on inclusive education, informing practices to refine IEP design and implementation. The study emphasizes providing meaningful educational support tailored to the diverse needs of autistic students in mainstream settings.

“On an Island”: Foster parent experiences of support during the COVID-19 pandemic

In caring for some of our most vulnerable children, foster parents fill a critically important and challenging role. Yet, research demonstrates that they often experience a lack of social support in this role, a factor that has been shown to buffer against the ill effects of foster parent stress. During the recent COVID-19 pandemic, foster families lost access to typical supports while stressors multiplied. The present study examined the experiences of social support among foster parents during the pandemic through the use of individual semi-structured interviews with 16 licensed foster parents in one Midwestern state. Findings were organized into four main themes, each shedding light on an aspect of foster parents’ experiences of support (or lack thereof) during the pandemic. Themes were titled using direct quotes from participants and include: (1) “On an island,” (2) “You have to respect the foster parent,” (3) “The only way I survived,” and (4) “Supportive in a way that was safe.” Participants indicated that the pandemic exacerbated many challenging aspects of fostering, such as isolation and feeling disrespected. However, some sources of support, such as extended family, were invaluable. Additionally, many forms of support were either developed or adapted to be delivered in accordance with COVID-19 safety guidelines. The findings presented here carry implications for foster care research and practice both within and beyond public health emergencies such as COVID-19.

Parenting during the Covid-19 Pandemic: Family Changes, Challenges and Resilience

The COVID-19 pandemic led to unprecedented measures and restrictions that disrupted families' lives, forcing them to reorganize their routines. This study investigated the parenting experiences in terms of changes and challenges, including positive effects and family resilience indicators. Unlike most studies which have limited their focus to the first period of lockdown or are based on questionnaires, this study covers the period from the first to the fifth wave of the pandemic in France (March 2020-November 2021) and relies on a large qualitative survey. 282 French parents living at home with at least one child under 18 years of age participated in the study. On an online platform, parents were asked to answer two open-ended questions. A thorough coding of the verbatim was carried out according to an empirical-inductive approach by two independent raters. The qualitative results were completed by quantitative analyses. Four major themes emerged from the responses to the first question (perceived improvement, perceived deterioration, no perceived change, and mixed feelings), and five challenges were identified for the second question (organizational challenges, family challenges, psychological challenges, health challenges, and no challenge). Parents reported more improvements in their parenting experience than deteriorations. Organizational challenges were mentioned more than twice as often as health challenges. Nearly a quarter of participants declared no perceived change in their lives as parents. It appears that French parents were able to tap into their resources without reducing their parenting abilities, and for many of them, this also resulted in improved parenting. After the severe lockdowns, the pandemic's progression revealed ongoing challenges and opportunities to strengthen family resilience. Despite initial relief, the pandemic left lasting impacts on family dynamics, with studies noting improvements in organization and reduced stress, but also ongoing difficulties in readjusting routines and concerns about children's well-being.

The Lived Experiences of Paternal Parents as Primary Caregivers in Raising Children with Developmental Disabilities

This study delves into the lived experiences of paternal parents raising children with developmental disabilities within the City of Cabuyao Laguna. It aims to comprehend their unique challenges, explore how the distress of raising a child with developmental disabilities is manifested in them, and identify their coping strategies. Eight (8) paternal parents, acting as primary caregivers for children with Autism, Down syndrome, and Intellectual disability who were also reported to experience significant stress, were interviewed. The study used a Parental Stress Scale and interviews to collect data. By using a phenomenological research approach, three main themes emerged through thematic analysis: (1) Navigating Parenting Challenges and Sacrifices; under this theme are the subthemes: (1.1) lifestyles, (1.2) financial issues, and (1.3) social stigma. (2) Holistic Well-being Under Stress, its subthemes are (2.1) physical manifestation, (2.2) emotional impact, and (2.3) impact on the body. (3) Balancing Approach to Personal Development and Well-being, under this main theme are these subthemes: (3.1) coping and fostering resilience, (3.2) positive mindset in maintaining children’s growth and well-being, (3.3) engaging diverse activities. The study recommends a Stress Management Program for Paternal Parents of Children with Developmental Disabilities, which aims to support paternal parents in raising children with developmental disabilities by providing them with essential stress management tools and fostering a supportive community. Throughout the 5-week program, participants will engage in interactive sessions focused on understanding stress, exploring coping strategies, strengthening physical health, enhancing parent-child interactions, building support networks, and accessing resources for ongoing support.

Experiences of patients, parents, and healthcare professionals in the process of transitioning from hospital to community after inpatient pediatric rehabilitation among children with special health care needs

Purpose Children with Special Health Care Needs (CSHCN) may experience disruptions in education due to extended hospitalizations. The purpose of this study was to describe how CSHCN experience educational supports during inpatient rehabilitation and identify the ongoing challenges when planning to return to school. Materials and methods Semi-structured focus groups were conducted with parents (n = 12), former patients (n = 20), and rehabilitation professionals (n = 8). Results Through qualitative thematic analysis based on descriptive phenomenology, we developed three themes: 1) Inpatient educational support such as instruction and schoolwork helped reduce the learning loss during hospitalization. However, these supports were sometimes complicated by lags in school approvals and challenges in coordination between systems. 2) Transition planning involved establishing necessary services to support CSHCN’s educational and healthcare needs at school re-entry. However, families reported limited information and guidance as key barriers. 3) Dynamic courses of school re-entry required continued support after discharge. The participants recommended that reassessment and adjustment of transition plans were often necessary to account for evolving developmental and educational needs but were not always received. Conclusions There is an ongoing need to improve communication between clinicians and educators, information for families, and long-term follow-up on the changing educational needs for CSHCN after rehabilitation.

Exploration of Experiences of Parents Raising Children on The Autism Spectrum

The purpose of this qualitative study was to explore the experiences of parents raising children on the autism spectrum. Past researh on the experiences of parents raising a child diagnosed with ASD indicate that the welfare of caregivers is adversely affected by the problems that they may experience daily (Brien-Bérard &amp; des Rivières-Pigeon, 2023). This study is unique because it doesnt only focus on the mental health conditions but explores the lived experiences in all aspects completely. The research question of the present study is “What is the lived experience of a parent raising an autistic child?” The total number of participants used in the study were 2 key informants. The data collection method included semi-structured interviews over the phone. The open-coding displayed 3 themes: 1) Knowledge of autism, 2) Associated Emotions, and 3) Resources. Results indicated that parents raising autistic children do not experience any noticeable differences with their children in public or at home. It also indicates that parents raising autistic children need and desire an increase of sufficient resources to assist in their child's needs. This study can be improved by expanding the participant population and including the experienced thoughts and emotions of fathers raising children with autism spectrum disorder in comparison to mothers' experienced thoughts and emotions.

Parental emotional, social and transitional health in the first 6 months after childhood critical illness: A longitudinal qualitative study

AbstractAimTo explore the experiences and support needs of parents in the first 6 months after paediatric critical care.DesignLongitudinal qualitative design.MethodsSequential semi‐structured qualitative interviews were conducted with a sample of 28 parents in succession at 1 month and at 6 months (n = 22) after their child's discharge from paediatric critical care using purposive sampling. Data were analysed using the adapted five‐stage framework analysis.ResultsData were developed into eight synthesized themes, three domains and an overarching theme: Regaining Normalcy. Families of children requiring medical treatment at 6 months showed signs of adaption to daily care routines. The two domains were Parental Emotional Health and Parental Social Health. Parental Transitional Health, a third domain, was added to the Post Intensive Care Syndrome‐paediatric framework. Parents were forward‐looking and discussed emotional health, relating to current caregiving issues. Emotional attention was related to present challenges and concerns about current health and possible readmission to the hospital. In terms of Parental Social Health, families isolated themselves for infection control while remaining connected with families using chat applications. Parents were selective to whom they allowed access to their lives. The impact of parental transitional health was evident and emphasized the daily challenges associated with integration back to home life. Flexible work arrangements allowed working parents to support caregiving needs in the first 6 months after discharge.ConclusionIn the first 6 months after paediatric critical illness, most families reported having moved past the experiences while having provoking memories of the admission period. Parents viewed the point of normalcy as child returned to school or when all medications were discontinued. Extension of transitional support can facilitate discharge experiences between paediatric critical care and normalcy. The findings highlight the importance of understanding the medium‐ and longer‐term impact of paediatric critical care.Impact What problem did the study address? Limited understanding of long‐term parental experiences and support needs after PICU discharge. What were the main findings? Most families regained normalcy when child returns to school or when medications were discontinued. Some families continued to show signs of adaptations at 6 months after PICU discharge. Where and on whom did the research have an impact? The research has an impact on improving the understanding of long‐term parental experiences and support needs after PICU discharge, informing clinical practice, guiding policy development and shaping parental support programs. Reporting MethodWe reported this study using the COREQ guidelines.Patient or Public ContributionPrior to confirming the interview guide, three parents of critically ill children actively participated by reviewing and providing feedback on its content. They provided suggestions to refine the wording and ensure clarity to enhance the participants' understanding. By including the perspectives of these parents, we aimed to improve the overall quality and relevance of the interview guide.

Features of achieving mutual understanding in the relationship of the child with parents regarding the educational process

The stages of establishing interaction between parents and children, which are important in the process of forming mutual understanding is considered in the article. The socio-psychological tools for studying the conditions of mutual understanding in parent-child relations in the conditions of reforming school education during the war are characterized. The study results of cognitive, emotional and behavioral components are analyzed and the hypotheses of these results are presented. It was found that in adolescents the emotional component is more intense than the motivational and cognitive one. The reason for that may be the adolescents age characteristics. According to the results of the study, an analysis of the main research lines of statistically significant interaction between the parents’ interest in a child's success and their ability to motivate their children to learn; between emotions which a child feels being with parents and the real amount of time spent communicating with them, etc. The results of the questionnaire show that parents communicate little with children, but the children themselves are not always ready to go on a frank conversation with their parents and tell them about school life or relationships with friends. The moderators on whom the above-mentioned relationships may depend on are defined, they may be: the child's age, the experience of parents, the parenting style, the involvement of parents in the school life of children, etc. The respondents who participated in the study (place of residence, age, class, gender, etc.) are characterized. The correlation analysis which shows the relationship between the studied components was conducted. It is determined that in order to improve the results of the educational process, it is necessary to establish mutual understanding in parent-child relations and support of adolescents from parents.

The effects of resolution method of child custody and support plans on parental well‐being during the divorce process: Implications from and for divorce education

AbstractThe majority of research on the impact of divorce on parents, children, and families focuses on what occurs after the divorce has been finalized. However, data derived from divorce education programs present opportunities for research on the experience of parents during the divorce process. Guided by the divorce‐stress‐adjustment model, this study sought to understand how the divorce process impacts parental well‐being by examining some of the most pressing child‐related concerns divorcing parents have while going through a divorce. Specifically, we looked at how the approach parents took to resolve child‐related issues (i.e., internally, through outside intervention, or unresolved) was related to the perceived fairness of child custody arrangements, parental concerns regarding how divorce impacts children, financial concerns, and their overall well‐being. Perceived fairness of the child custody arrangement, concerns regarding how divorce impacts children, and financial concerns were associated with parental well‐being, and also served as an indirect path through which approaches to resolve child‐related issues impacted parental well‐being. Understanding what parents think and feel during the divorce process, and how those thoughts and feelings are related to the actual steps to getting a divorce, could help inform divorce education typically administered as part of divorce proceedings.

It’s the “Generic School System That Is Expected on All the kids”: Dysgraphia Through the Lens of Australian Mothers

ABSTRACT Qualitative research was undertaken to explore the parental experiences of developmental dysgraphia, or specific learning disorder in written expression, through semi-structured interviews to elicit in-depth accounts. Using a phenomenological methodology, five mothers of school-aged children (aged 10–12 diagnosed with dysgraphia) were recruited. The results indicated that children with dysgraphia were enveloped by both protections and vulnerabilities at the individual, family, and community (school) levels. Mothers described their children with a range of writing difficulties, comorbidities, and heightened emotional and behavioural responses at home and school. This placed substantial pressure on parents, particularly mothers, to circumvent challenges. Parents found navigating school communications largely cumbersome with teachers having little or no knowledge of dysgraphia in many instances. The outcomes suggest there may be an ineffective transference of inclusion policies within classrooms. Further research may be warranted to gain an educator’s perspective to better understand the success and challenges of supporting children with writing disabilities.

Parental leave experiences for the non-childbearing general surgery resident parent: A qualitative analysis

BackgroundStigma surrounds parental leave during general surgery residency, yet 25% to 29% of general surgery residents have children. Parental leave experiences of non-childbearing general surgery resident parents have not been described. This study aimed to describe the non-childbearing population’s parental leave experiences. MethodsUsing a purposive sampling strategy, semi-structured interviews (n = 20) were conducted via Zoom (August 2021–March 2022) with current general surgery residents or fellows who had at least 1 child during residency as the non-childbearing parent. Interviews explored participants’ experiences with parental leave policies, timing, structure, motivations/influences for taking leave, career/training impacts, and reflections on their experiences. Transcripts were analyzed using thematic content analysis. Participant demographics were analyzed using univariate analysis. ResultsOf the 20 participants, there were 31 unique parental leave experiences. The following 6 themes were identified from interviews: program/professional policies, cultural climate, support (institutional and social), parental leave experiences, impact, and recommendations. Participants cited needing to rely on informal support (eg, the assistance of other residents) to arrange leave and feeling compelled not to take the full time allowed in order to not burden co-residents or because others took less time. Overall, participants felt dissatisfied with their parental leave experiences. ConclusionNon-childbearing general surgery resident parents underuse parental leave due to perceived or actual lack of access to leave and stigma. This results in dissatisfaction with their parental leave experiences and has the potential to lead to negative professional and personal outcomes. There is a critical need for improved support through cultural change and policy revision, implementation, and adherence.

Validating the caregiving experiences questionnaire (CEQ) in a Turkish setting: Understanding attachment and parental care in diverse contexts

Despite the universal significance of secure attachments, differences exist in parental responses to children’s signals of need across cultures. While much research has focused on Western countries, there is a growing recognition of the need to explore cultural variations in parental ideologies and caregiving practices. However, limited assessment tools exist for evaluating caregiving experiences, particularly in non-Western contexts. This present design study aims to explore the Turkish validity of the Caregiving Experiences Questionnaire (CEQ), specifically tailored to assess the self-reported caregiving experiences of parents with young children within the attachment system. The Turkish-CEQ was administered to 339 Turkish mothers with children attending preschools. Confirmatory Factor Analysis was employed to assess the congruence of the Turkish data. The results showed that the CEQ is a relevant construct in Turkish culture. The CEQ successfully adapted to Turkish, resulting in a questionnaire comprising 34 items organized into four factors namely maintaining warm parental bond, suffering from separation concerns, struggling with parenting challenges, and imposing emotional parentification on the child. The internal consistency of each factor demonstrates satisfactory reliability, with Cronbach Alpha coefficients ranging between 0.71 and 0.80. Finally, we assessed the criterion validity of the CEQ by examining its relationships with the Parental Burnout Assessment and Parenting Stress Scale. The results support the criterion validity of the Turkish-CEQ. The study provides Turkish researchers with a new instrument for assessing caregiving experiences and paves the way for future cross-cultural studies on caregiving experiences among parents from diverse backgrounds in Turkey.

Experiences of Parents as Para-Teachers to their Elementary Children

This study aimed to describe the experiences of parents as para-teachers of their child’s education at home that would serve as basis to improve the delivery of primary education instruction. The participants were the ten parents of learners enrolled in a public elementary school, utilizing exploratory case study design to explore the experiences of the parents. A semi- structured interview guide was used to gather the data. Ethical considerations were observed in data collection. The themes were extracted using thematic content analysis. The findings were: time constraint, inattentive child, and unskillful parents are the challenges encountered by the participants; their coping mechanisms with the challenges encountered are strong partnerships are established, discipline is strongly implemented, different types of motivation are applied, initiative disposition is developed, and personal attributes are amplified; and strengthening of stakeholders’ partnership, capacitating parent’s basic instructional skills, and improving parental behavior management strategies are the insights derived from the experiences of the parents.

Religious Coping of Muslim Mothers of Children with Autism Spectrum Disorder in Indonesia

The challenges faced by mothers in parenting children with Autism Spectrum Disorder (ASD) are gaining attention in psychological analyses. Few reviews have examined the role of religion in assisting mothers to cope with such challenges, particularly in Medan City, Indonesia. Therefore, this study aimed to explore the positive impact of religion on motherhood, specifically focusing on religious coping, in the context of parenting children with ASD. A total of seven biological mothers of children diagnosed with ASD in Medan City were selected as the participants. An interpretative phenomenological analysis was adopted to analyze their parenting experiences. The results showed that there were nine categories of religious experiences with positive impacts, including (1) husnuzan, (2) sabr, (3) ikhlas, (4) ikhtiar, (5) tawakkul, (6) sholat, (7) zikr, (8) reading the Qur’an, and (9) praying and giving thanks. In conclusion, this study explained the impact of religious coping on Muslim mothers caring for children with ASD, shedding light on several key insights such as (1) religion served as a source of strength and support in managing the stress of caregiving, (2) it enhanced mothers’ appreciation of life and fostered a positive outlook, and (3) religion promoted positive coping strategies and acceptance of children with ASD, potentially leading to joyful caregiving.