Drawing on Darling and Steinberg's integrative model of parenting, this study investigated the influence of parental support (companionship and modelling) on the physical activity levels of children with intellectual disabilities, with a specific focus on the moderating role of different parenting styles. A cross-sectional survey was conducted using a convenience sample of 191 parents of children with ID in China. Data were collected via parental support scales, the short form of the International Physical Activity Questionnaire (IPAQ-S) and a parenting style questionnaire. Hierarchical regression analysis was employed to test the main effects of parental support, and the PROCESS macro (Model 1) with the bootstrap method was used to examine the moderating effects of parenting styles. Both parental companionship (B = 865.62, p < 0.001) and parental modelling (B = 829.79, p < 0.001) were significant positive predictors of children's physical activity levels. Moderating effect analyses revealed that a democratic parenting style significantly enhanced the positive effects of parental support. In contrast, an inconsistent parenting style significantly weakened the positive effect of parental modelling (Coeff = -579.22, p = 0.007). The interaction with parental companionship showed a similar negative trend but was marginally significant (p = 0.057), indicating a need for further verification. Other nondemocratic parenting styles (authoritarian, permissive and indulgent) showed no significant moderating effects. Parental support is a key predictor of physical activity in children with intellectual disabilities, but its effectiveness is significantly moderated by the family's parenting context. A democratic parenting style acts as a 'catalyst', optimizing the impact of supportive behaviours, whereas an inconsistent parenting style acts as an 'inhibitor', particularly weakening the effectiveness of role modelling. The findings suggest that health promotion interventions for this population should adopt a dual-focused strategy: guiding parents to provide specific support behaviours while simultaneously fostering a democratic and consistent parenting climate.

Skin-to-Skin Contact or Kangaroo Mother Care is an evidence-based intervention proven to enhance breastfeeding rates, improve cardiorespiratory stability and promote neurodevelopment in neonates. While established as a standard of care for stable term infants and increasingly recognised for preterm infants, the implementation of sustained skin-to-skin contact faces significant systemic and clinical challenges, particularly within the intensive care environment. This editorial argues that the focus must shift from when skin-to-skin contact is permitted to how sustained skin-to-skin contact can be universally integrated as a non-negotiable core practice, even for extremely preterm infants. Addressing practical barriers, such as staff training, equipment design, parental support and perceived clinical instability, is essential to realise the full potential of sustained skin-to-skin contact to optimise neurodevelopmental and physiological outcomes for all neonates, closing the gap between compelling evidence and inconsistent global practice.

This study aimed to develop, implement, and evaluate a multi-level violence prevention initiative codesigned with the community in Bessemer, Alabama. Guided by a community-based participatory research approach, we developed "Building a Better Bessemer," a holistic intervention targeting violent crime at the socio-ecological levels (individual, relational, community, and societal levels) through intervention mapping. The intervention included youth social-emotional learning, mentoring, parental support, police engagement, and community improvement projects. Evaluation included pre-post surveys and focus groups. Among youth self-reported outcomes, significant improvements were seen in social cohesion (p = 0.009) and decreases in conduct problems (p < 0.001) and total difficulties (p < 0.003). Focus group results reported strong support for the program's content and delivery. Community-driven, multi-level violence prevention interventions are feasible and effective in communities with high crime and show promising outcomes in youth behavior and community safety.

Exploring early intervention models at home to support the development of preterm infants: A literature review to guide professionals and involve parents.

Burnout as an obstacle to parenting in families at risk of child abuse or neglect: Associations unique from parent mental health symptoms and child externalizing.

To gain a deeper understanding of the transmission pathways of socioeconomic inequality in early childhood development and to explore strategies for breaking its intergenerational transmission, this study, grounded in family resilience theory, examines the relationship between family socioeconomic status and preschool children's social-emotional competence, as well as the underlying mediating variables. Using stratified random sampling, a questionnaire survey was conducted among 690 parents of preschool children in central China. The results indicate that (1) parental expectations play a significant mediating role between family socioeconomic status and children's social-emotional competence, suggesting that socioeconomic advantages are partially translated into effective investments in children's competency development by enhancing parents' educational and developmental expectations and (2) parental involvement and support play a significant moderating role in this pathway; particularly in low-socioeconomic-status families, high levels of parental involvement can effectively buffer the negative impact of resource scarcity on children's social-emotional competence and weaken the predetermining effect of family socioeconomic status on developmental outcomes. Therefore, systematic family education guidance and psychological support services should be established to enhance the internal resilience of disadvantaged families. This creates more equitable developmental opportunities for children in the early stages and provides a viable pathway to breaking the cycle of social stratification.

Sex chromosome trisomies (SCTs) are genetic conditions caused by the presence of an additional sex chromosome. While recent studies have focused on analyzing the early competencies of children with SCTs, relatively few have investigated aspects of parent-child interaction. No studies have yet examined how parents support the development of children with SCTs. This study aims to (1) identify differences in supportive parenting behaviors between mothers of children with SCTs and mothers of typically developing (TD) children, and (2) observe these behaviors longitudinally at 8 months (T1) and 24 months (T2). Participants included 36 Italian mother-child dyads (19 with SCTs and 17 TD). At both T1 and T2, ten-minute semi-structured play interactions were video-recorded and coded using PICCOLO. At 8 months, mothers in the SCT group demonstrated fewer responsive and teaching behaviors than mothers in the TD group, and exhibited fewer encouraging behaviors at 24 months. However, longitudinally, the same mothers exhibited significantly more responsive and teaching behaviors at T2 than at T1. In conclusion, while awareness of their children's condition, or differences in children's behavior, may affect how mothers interact with their children with SCTs, these mothers also exhibit parenting skills that could benefit from targeted interventions to support their children, who are more likely to exhibit developmental delays.

Childhood experiences of economic disadvantage have harmful and long-lasting effects on child health. Early intervention can reduce some harms but it is unclear whether addressing economic disadvantage alongside psychosocial support yields additional benefits. This systematic scoping review aimed to identify evaluated programmes that integrate parenting support (PS) and financial well-being support (FWbS) for parents of children aged 0-19. The objectives were to describe programmes, relevant components, evaluation designs and impact on outcomes, and to consider if any programmes merit replication and testing in a UK context. Outcome or implementation evaluations of integrated PS and FWbS programmes published in English were included (no publication date or geographical limitations). A database search was supplemented by a programme registry search and consultation with parenting experts. Papers were screened independently by two reviewers. Data were extracted for: publication and study characteristics; programme description; evaluation method; measures used; and impact on outcomes (narrative description by study). Each data extraction record was checked by a second reviewer. Searches yielded 2988 (databases) and 346 (registries) articles and 20 programmes (expert consultation). After full text screening, 11 articles covering 11 programmes were included. All were targeted rather than universal. The majority principally offered PS with minimal FWbS (mostly money management). Theoretical justifications for integration of PS and FWbS were limited. Nine studies measured financial, parent health/well-being, parenting or child health/development outcomes; only two measured all four. Four studies measured implementation outcomes. Within-study impact on outcomes was mixed. Integrated PS*FWbS programmes are scarce and heterogeneous in design, content and evaluation. None should be replicated in the UK but components could be adopted and adapted in work to develop and evaluate theory-informed integrated PS*FWbS programmes.

Assessing key aspects of equality, diversity and inclusion (EDI) among undergraduate radiography students at an Irish university.

Refugee and asylum-seeking parents face distinct challenges in supporting their children's mental health during resettlement. Although elevated child mental health risks and barriers to service access are well documented, less is known about how parents could best be supported to help their children. This study explored parent and stakeholder perspectives to inform family-centred support. Semi-structured interviews were conducted with 23 refugee parents (ENRICH) and 30 stakeholders across health, education, local authority and voluntary sectors (ESTEEM) in the UK. Data were analysed using Reflexive Template Analysis. Four levels of support were identified: basic stability; belonging through community, language and play; understanding and trust; and specialist psychological support. Three overarching system conditions shaped whether families could access and use support: coordination, communication and competence; responsiveness; and the right setting. Parents also identified specific specialist supports, including practical guidance, family-centred and joint parent-child approaches, and culturally responsive therapeutic spaces. Services were often described as reactive, fragmented and culturally mismatched, limiting engagement and reducing support effectiveness. Effective support for refugee parents to help their children requires attention not only to what is provided but how it is delivered. Coordinated systems, culturally and linguistically responsive practices, timely support, and delivery through trusted community settings are central to enabling parents to support their children's mental health. Together, these findings provide a practical framework to inform the development of family-centred approaches during resettlement.

Recurrent crises like natural disasters, pandemics, and armed conflicts constitute a persistent traumatic reality for communities worldwide, significantly affecting students, teachers, and parents. While the importance of education in emergencies is well recognized, the research in western contexts has largely focused on acute collective traumas, with less attention to schools facing ongoing war and political conflict traumas. To address this gap, the study explored Israeli teachers' (N = 1,100) and parents' (N = 710) expectations of school psychosocial and material support for students, staff members, and parents; their evaluations of the actual support provided; and discrepancies between the two during the October 7 Israel-Hamas war. t tests were used to compare the school's expected role versus evaluations of provided support regarding students, teachers, and parents and to compare teachers' and parents' perceptions of roles and support provided. Analysis of variance, t tests, and correlations were used to explore associations between participants' background characteristics and their expectations of schools. Both groups emphasized schools' crucial role in providing emotional support and guidance, but notable gaps existed between expectations and actual support, especially regarding counseling (teachers: ta = 28.44, d = 1.07; parents: ta = 33.03, d = 1.08). Parents and teachers also differed in their expectations and perceptions, highlighting the need to include all stakeholder perspectives. The findings indicate the need for increased resources for emotional support, structured guidance, and systemic backing. Enhancing school-family communication and aligning expectations are also vital during crises. The authors stress the importance of preparing for future recurrent emergencies. (PsycInfo Database Record (c) 2026 APA, all rights reserved).

Unfinished Nursing Care (UNC) in Neonatal Intensive Care Units (NICUs) is a critical determinant of infant outcomes. The Neonatal Extent of Work Rationing Instrument (NEWRI) measures the frequency of UNC but not the underlying reasons. Integrating the NEWRI with the UNC Survey (UNCS) to capture these reasons may help prevent or mitigate UNC. To develop and validate a comprehensive tool for investigating UNC and related reasons in NICUs. A developmental and validation study was conducted in 2024 following the COnsensus-based Standards for the selection of health Measurement INstruments guideline. Part A of the NEWRI and Part B of the UNCS were integrated to develop the Italian version of the NEWRI with Reasons (NEWRI_IR). Nurses from 8 Italian NICUs (N = 342) were invited to participate. Descriptive and inferential analyses, Mokken Scale Analysis, and Confirmatory Factor Analyses were conducted. A total of 198 nurses (57.9%) participated. The NEWRI_IR comprises 2 sections: Part A (25 items, care interventions) and Part B (15 items, reasons). Part A demonstrates strong scalability (H = 0.743), indicating a hierarchical structure among items. Part B revealed a 5-factor structure: "Human resources and workflow predictability," "Communication issues," "Material resources," "Priority setting," and "Human resources issues." The most frequent UNC involved parental education and support, whereas inadequate nurse staffing and frequent interruptions were main reasons. The NEWRI_IR is a psychometrically validated instrument for assessing the frequency and reasons for UNC in NICUs, supporting monitoring of care quality and guiding organizational interventions.

Parent and child internalizing symptoms are linked, and recent efforts have been made to identify protective factors that may disrupt this association. We examined whether children's perceptions of their parent as a secure base and parents' perceptions of their nurturant-involved parenting moderate the links between parent and child internalizing symptoms. Participants included children (N = 167, Mage = 11.5 years, SD = 2.6 years; 49.1% girls) who identified as Black/African American (60%) or Hispanic/Latino (40%) and their parents. Children reported on their depressive symptoms, generalized anxiety symptoms, and secure base use. Parents reported on their depressive symptoms, generalized anxiety symptoms, and nurturant parenting practices. Analyses revealed that children's secure base use and parent-reported nurturant-involved parenting mitigated the associations between parent and child internalizing symptoms, such that links between parent and child symptoms were significant only when children reported low secure base use or parents reported low nurturant-involved parenting. These findings suggest that involved and dependable parenting can serve as a protective factor for Black and Latino youth when parents experience elevated internalizing symptoms. (PsycInfo Database Record (c) 2026 APA, all rights reserved).

Naungan Kasih (NK) is a hybrid positive parenting program for parents and caregivers of preschool-aged children that blends digital, in-person, and remote support to strengthen parenting skills and promote children's healthy development. This paper documents the development, evaluation, and scaling pathways in which academic institutions, Malaysian government agencies, and international organizations collaborated as a consortium to translate evidence-based parenting principles into a locally feasible, culturally responsive delivery model. NK progressed through a three-phase implementation journey. It began by strengthening and standardizing in-person parenting support in response to a government request, then shifted to digital delivery during COVID-19 through ParentText and ParentChat, and is currently focused on embedding hybrid NK within the government preschool platform to support scalable, sustainable delivery. The development process involved formative assessment, co-design, and pilot testing of the program. NK is being tested through a cluster-randomized controlled trial with effectiveness outcomes including caregiver parenting practices, mental health, and relationship quality, as well as child developmental and behavioral outcomes, alongside process measures of reach and engagement. The scaling pathway leverages evaluation outputs by building a train-the-trainer system, supervision and quality-assurance mechanisms, standardized monitoring for continuous improvement, a technology-transfer process, and modular materials that can be adapted across local contexts without diluting core components. The NK collaboration framework demonstrates how a multi-stakeholder partnership can produce an evidence-informed, implementation-ready intervention, while simultaneously establishing the operational infrastructure required for rigorous evaluation and scalable delivery within government agencies.

Korean immigrant families face complex barriers to accessing services for their children with autism and developmental disabilities due to intersecting cultural, linguistic, and socioeconomic factors. However, there is limited information in the literature on strategies to close this gap. This tutorial reports on leveraging an academic-community partnership to establish and sustain a parent support group for Korean immigrant families of children with autism and other developmental disorders. Academic and community partners worked together to develop family-centered support. The partnership focused on iteratively tailoring support to a localized context to increase knowledge, self-efficacy, and community support for navigating service systems. The development of the parent support group progressed through three phases: (a) establishing two separate support groups led by a parent and a faculty member, (b) merging the groups and building capacity to empower families, and (c) supporting community partners in formalizing the group and securing grant funding for partner-driven initiatives. In all phases, academic partners contributed university resources, whereas community partners provided insider knowledge to create effective programming. This approach has resulted in a strong, ongoing academic-community partnership that has lasted for more than 2 decades and successfully engaged over 400 families. The lessons learned offer an example of how to reduce barriers to autism-related services by leveraging community strengths and fostering collaboration and by revisiting both the partnership and supports for families to more strongly address community priorities.

The college years represent a critical period for the dynamic construction of psychological adaptation systems. To clarify the internal transformation mechanism from a supportive environment to the formation of psychological resilience, this study employed a questionnaire method to conduct three surveys at six-month intervals with 3090 Chinese college students. It examined the developmental trajectories and internal relationships among parental autonomy support, basic psychological need satisfaction, autonomous motivation, and psychological resilience. The results indicated that: (1) Parental autonomy support, basic psychological need satisfaction, autonomous motivation, and psychological resilience were all significantly positively correlated across the three measurements. (2) T1 parental autonomy support had a significant total effect on T3 psychological resilience. (3) Basic psychological need satisfaction and autonomous motivation played a longitudinal sequential mediating role between T1 parental autonomy support and T3 psychological resilience. Specifically, T1 parental autonomy support enhanced T2 basic psychological need satisfaction, which in turn strengthened T2 autonomous motivation, ultimately leading to higher T3 psychological resilience. The findings elucidate the dynamic process through which parental autonomy support fosters psychological resilience in Chinese college students by satisfying basic psychological needs and promoting autonomous motivation. This provides key longitudinal evidence for Self-Determination Theory and underscores the importance of constructing a collaborative family-school autonomy-supportive environment for cultivating college students' psychological resilience.

As forced displacement and migration reach unprecedented levels globally, the ways in which parents communicate stories of trauma, displacement, and post-migration adversities to their children offer unique insight into how these experiences affect forcibly displaced families. The present study aimed to explore how mothers communicate with their children about their experiences of trauma, displacement, and mental health whilst seeking International Protection in Ireland. Semi-structured qualitative interviews were conducted with 19 mothers who had children aged between four and 17 years. All mothers were applicants for, or recipients of, International Protection in Ireland. Data were analyzed using thematic analysis. Two superordinate themes were developed from the analysis. 'Guarding communication' occurred when mothers used strategies including avoiding certain topics of conversation, silencing their children, and withholding information from their children. 'Grappling with communication' occurred when mothers sought to be child centred yet doubted themselves and were inconsistent in how they communicated with their children. Mothers do not adopt one strategy for communicating with their children. Rather, communication was fluid and dynamic as mothers oscillated between silence and narration. The findings show how difficult it can be for mothers to tell their narratives to their children, and have implications for the provision of therapeutic support for parents and families. What matters most may be to support mothers' agency in choosing the manner, timing, and content of their communication with their children.

The evidence base for parent support groups in child welfare systems is limited but growing. Evaluation of such programs requires flexible and context-specific designs that capture both outcomes and mechanisms of change. This exploratory mixed-methods evaluation examined a peer-led support group program for parents who experienced child removal in a large Florida county to better understand how these programs operate and benefit parents working toward reunification. A total of 22 parents participated in weekly sessions facilitated by peer specialists with prior child welfare involvement. Quantitative assessments measured changes in psychosocial functioning and engagement in child welfare services, while semi-structured interviews (n = 8) explored participant perceptions of group processes and benefits. Significant decreases were observed in depression, trauma, and loneliness, alongside increases in perceived emotional support. Thematic analysis identified four interrelated themes that informed an empirically grounded conceptual framework describing the functions and benefits of support groups.This evaluation study demonstrates how mixed-methods approaches can yield actionable evidence from small scale community-based interventions and offers insight into the mechanisms that may inform future implementation and evaluation of peer-led models.

This study aims to determine the relationship between character formation and the development of dance extracurricular activities at RA Muslimat NU Diponegoro 211 Kracak. The study used a qualitative approach with a case study type. Data collection techniques were carried out through observation, interviews, and documentation. The research subjects consisted of the principal, teachers, dance coaches, parents, and students. The results of the study indicate that the development of dance extracurricular activities has a close relationship with the character formation of early childhood. Characters developed through dance activities include discipline, self-confidence, responsibility, cooperation, courage, and independence. Character development is carried out through regular practice, habituation to following rules, group interaction, and experience performing in public. Supporting factors for the success of activities include school management, coach competence, parental support, and a conducive learning environment. Thus, dance extracurricular activities are one of the effective media in the character formation of early childhood.

ABSTRACT This study examines the impact of a community-based healthy lifestyle intervention on cognitive development in preschool-aged children with and without disabilities. Studies suggest that young children from low-income homes have increased risk for sedentary lifestyles, obesity, and poor academic performance and children with disabilities have greater challenges. Data on measures of cognitive development were gathered from retrospective observational studies on students aged 2–5 years with Individualised Education Programs (IEPs) for known learning or developmental disabilities (n = 63) and those without IEPs (n = 245) who participated in the Northeast Iowa, USA, Food and Fitness Initiative for at least a year. In this study, active play, nutritional support for parents and students, and community engagement improved cognitive development for some children, particularly those with disabilities. Findings from this study support existing research on the positive impact of exercise and nutrition on cognitive performance particularly in children with disabilities. The study results show that early healthy lifestyle intervention in young children with disabilities may improve cognitive development and mitigate disparities in learning outcomes.