Parenting Program Research Articles

The Mellow Babies parenting programme: role of group processes and interpersonal change mechanisms

IntroductionGroup-based parenting programmes have specific mechanisms of change compared to individual delivery. The Mechanisms of Action in Group-based Interventions framework (MAGI); distinguishes between interpersonal and intrapersonal mechanisms of change. This paper articulates a theory of change for Mellow Babies, a 14-week attachment-based group parenting programme for mothers of infants aged under 18 months, identifying the inter and intrapersonal change processes.MethodsThirty-two semi-structured interviews were conducted with mothers and practitioners who participated in Mellow Babies, including twenty post-group interviews and nine telephone fidelity checks. Data were analysed using Deductive Qualitative Analysis based on the components identified within the MAGI framework.ResultsKey interpersonal change mechanisms included: 1. Normalisation through social comparisons; 2. Validation and cognitive reframing through group feedback; 3. Peer support, offering accountability for the implementation of new habits, and providing opportunities to give and receive advice; and 4. Social and experiential learning, including internalisation of group responses leading to increased self-compassion. Intrapersonal change mechanisms were: 1. Developing new self-insight, including parenting self-awareness; 2. Increasing parenting knowledge and understanding of infant development; 3. Having time and space for self; 4. Motivation to implement new habits. Interpersonal change mechanisms had a moderating role on intrapersonal change mechanisms and subsequent programme outcomes.DiscussionThe contribution of group processes and interpersonal mechanisms of change are often overlooked within programme evaluations. Findings from this study implicate their mediating role on intrapersonal change mechanisms and subsequent programme outcomes. It is important for programme deliverers and evaluators to understand the interrelationships between group processes, change mechanisms and programme outcomes to optimise efficacy and ensure cross-contextual replicability.

Effects of an App-Based Visitation Program for Mothers of High-Risk Infants in the Neonatal Intensive Care Unit: A Quasi-Experimental Study.

This study established an app-based visitation program for mothers of infants admitted to the neonatal intensive care unit (NICU)-constrained by COVID-19 visitation restrictions-and assessed its impact on neonatal perception, maternal-infant attachment, and parental stress. High-risk infants in the NICU encounter heightened challenges, exacerbated by COVID-19 restrictions, leading to heightened maternal stress, impaired neonatal perception, and hindered mother-infant attachment. A quasi-experimental study was conducted with 40 mothers (20 in the experimental group and 20 in the control group) unable to visit the NICU of a tertiary general hospital in South Korea. The experimental group utilized the Dodam-Dodam smartphone application, while the control group received neonatal information through telephone calls and text messages. Data collection occurred in July 2022 (control) and September 2022 (experimental) using research instruments (parent's neonatal perception, maternal-infant attachment, and parental stressor scale: NICU, visiting program satisfaction). Descriptive statistics and tests (χ2, Fisher's exact, Shapiro-Wilk, parametric independent t and paired t tests, and nonparametric tests: Mann-Whitney and Wilcoxon's signed-rank) were employed for analysis. The Dodam-Dodam application significantly impacted maternal-infant attachment parental stress scores and program satisfaction in the experimental group, except for neonatal perception. The Dodam-Dodam application was more efficacious than traditional visiting programs in enhancing maternal-infant attachment, increasing maternal satisfaction and reducing parental stress within NICU settings amid restricted visitation. Recommendations include app-based NICU visitation, exploring app variations, studying diverse populations, and providing optimal information provision.

Because kids don't come with manuals

Parents often struggle with discipline as well as how best to support their children's social and emotional growth. Unfortunately, many pediatricians, nurses, teachers, and other professionals involved in the lives of young children and their families lack the formal training and/or time to address parenting questions and concerns. And, although evidence‐based parenting programs do exist, their impact is limited by low rates of uptake. Logistical barriers to implementation and workforce shortages limit their availability, and even when available, families often face numerous obstacles to enrolling in and completing programs. From a public health perspective, lack of accessibility and low exposure rates severely limit their potential for reducing the prevalence of behavioral and emotional problems and for promoting psychological wellbeing.

Parental Involvement In The Learners’ Reading Development

Good parenting in reading development causes intellectual stimulation, better self-concept, and better educational aspirations in the child. Parents’ greater involvement would result in a greater reading relationship with their children. In this premise, the key purpose of this study was to find out the involvement of parents in the Learners’ Reading Development as a facilitator, role models, and motivators. Data needed for this descriptive study was collected from 89 parents using a 30-item self-made data-gathering instrument that has passed the rigorous test of validity and reliability. The collected data was dealt with using the mean and Mann-Whitney U-test. The results revealed that the level of Parental Involvement in the Learners’ Reading Development was high in terms of facilitator, role model, and motivator. A difference was found in the level of parental involvement in the learners’ reading development in the area of facilitator when compared to the average family monthly income. The result of this study serves as a a guide for parents and teachers in finding ways to improve the learners’ reading skills. The study calls for education authorities to formulate parental involvement policies and programs for early reading development to ensure high levels of parent-teacher partnership in basic education. Keywords: Parental Involvement, reading development, learners, Manjuyod, Negros Oriental.

Level of Coping Mechanisms of Parents of Children with Attention Deficit/Hyperactivity Disorder (ADHD)

Attention Deficit/Hyperactivity Disorder (ADHD) stands as a formidable neurodevelopmental challenge, exerting profound impacts on a child’s academic, social, and familial spheres. Parents of children grappling with ADHD find themselves immersed in a multifaceted struggle, not only contending with the day-to-day management of their child’s symptoms but also grappling with societal preconceptions surrounding the disorder. Thus, this study aimed to determine the level of coping mechanisms of parents of children with ADHD in private schools in a highly urbanized city in Central Philippines for the School Year 2023-2024. This study used a descriptive research design. This study used the validated and trial-tested self-made questionnaire to gather data from the thirty-three parents of children with ADHD. The instrument yielded a validity index of 4.51 and a reliability index of 0.845. The coping mechanisms covered three areas: Emotion-focused, problem-focused, and avoidance-focused strategies. Overall, the level of coping mechanisms of parents was high. Subsequent analysis indicated no significant difference in the level of coping mechanisms of parents of children with ADHD. The study underscores the importance of comprehensive support programs for parents of children with ADHD. These programs should go beyond addressing behavioral issues and incorporate emotional well-being and problem-solving strategies. Through workshops or support groups, parents could learn relaxation techniques to manage stress, communication strategies to foster positive interactions, and positive behavior management techniques. By equipping parents with a diverse range of coping mechanisms, they become empowered to effectively navigate the challenges of ADHD and create a nurturing and supportive environment for their child’s overall development. Keywords: Coping Mechanisms, Attention Deficit/Hyperactivity Disorder ADHD, Parents

Online Parenting Programs for Children's Behavioral and Emotional Problems: a Network Meta-Analysis.

Online parenting programs to support parents of children with behavioral problems and emotional problems have become widely available in recent years. Research has consistently shown their positive effects on child development, parents' adaptive parenting practices, and parents' mental health. However, knowledge is lacking on which type of content is more suitable to be delivered online. Our work addresses this knowledge gap by conducting traditional and network meta-analyses to improve our understanding of (1) how effective online parenting programs are to improve children's behavior and emotional problems, and (2) what clusters of components are most likely to yield the strongest effects. Following the PROSPERO preregistration, we systematically searched PsycINFO, MEDLINE, Web of Science, and Cochrane. Of the 8292 records retrieved, 28 records on 27 randomized controlled trials (N = 5,312) met the inclusion criteria. Results show moderate effect sizes of online parenting programs on reduced child behavioral and emotional problems, parents' ineffective parenting practices, and parents' mental health problems. Online programs adopting a learning theory perspective, either with or without additional parental self-care and parents as therapist approaches, are most likely to yield the strongest effects on child behavioral problems. Online programs adopting a learning theory perspective, parental self-care and parents as therapist approaches, with or without additional relationship perspectives, are most likely to yield the strongest effects on child emotional problems. Online parenting programs seem promising tools for improving child behavioral and emotional problems. Future research should identify the circumstances that allow parents and children to benefit more from specific components in these programs.

Impact of an mHealth intervention on parents' emotional health and on the neurodevelopment of high-risk infants.

We assess the prenatal and postnatal effect of the High-Risk Pregnancy and Baby Parenting programme, which is complemented with two mHealth (app-based) resources. The GLM Repeated Measures Model technique was used to explore differences in the emotional health of the participants and in their infants' neurodevelopment, comparing programme versus usual care groups, composed of 150 and 195 participants, respectively. The mothers presented lower levels of depression (mean difference 1.74, p = 0.04, 95% CI 0.07, 3.40) and higher levels of resilience (mean difference 4.09, p = 0.004, 95% CI 1.40, 6.78). For the fathers, positive effects on resilience were recorded (p < 0.001). A positive treatment effect was perceived in the infants' cognitive (p = 0.014), language (p < 0.001) and motor (p = 0.006) development. These findings suggest application of the programme can benefit maternal emotional health and infant neurodevelopment. M-Health technology could make this programme more accessible.

Fathers' engagement in a parenting program primarily intended for female caregivers: An early qualitative process evaluation in Western Kenya.

Parenting programs predominantly target one caregiver of the child or most commonly the child's mother. However, fathers are also important caregivers whose engagement in interventions can benefit child health, nutrition, and development. In August 2023, a qualitative process evaluation was conducted during the first quarter of implementation to assess initial fidelity, quality, and outcomes of a parenting program in rural Western Kenya. In-depth interviews were conducted with female and male caregivers along with in-depth interviews and focus group discussions with program delivery agents. This secondary analysis specifically focused on stakeholders' perceptions of father involvement in the program and aimed to identify barriers and facilitators to fathers' participation, initial program impacts when fathers were involved, and recommendations for increasing father inclusion. Thematic content analysis was conducted, and data were triangulated across stakeholder groups. Overall, relatively few fathers participated in the program. Nevertheless, for the rare cases of participating fathers, stakeholders highlighted positive changes in fathers' caregiving attitudes and practices. Key barriers to fathers' program engagement included restrictive gender norms and perceived opportunity costs. Stakeholders suggested several strategies for better reaching fathers, including providing financial incentives and flexible scheduling of sessions. Overall, we found that fathers' participation and program experiences were starkly different from those of mothers. Gender-responsive program adaptations and father-targeted implementation strategies are likely to increase the fathers' engagement in parenting programs, which in turn may facilitate greater program impacts on family caregiving and child outcomes. Future evaluations of parenting programs should combine qualitative and quantitative approaches to more comprehensively assess program impacts on fathers and over time.

Caregivers on point: a randomized treatment–control prevention trial for foster and kinship caregivers to reduce behavior challenges among children in foster care

BackgroundChildren in foster care who are newly placed with licensed or kinship caregivers are often vulnerable to increased behavior problems associated with trauma and social disruptions. When those issues are not addressed, children are susceptible to placement disruptions that exacerbate behavior problems. Few preventive interventions are available for foster and kinship caregivers, and none are designed to be delivered at the time of a child’s placement into the home. This study aims to examine the impact of the Chicago Parent Program adapted and customized for foster and kinship caregivers (CPP-FC), locally branded as Caregivers on Point, on caregiver stress, parenting confidence and strategies, children’s behaviors, and placement stability.MethodsCaregivers (N = 300) are being recruited from a specialized foster care clinic that sees children and caregivers within five business days of a new placement. Upon completing baseline surveys and behavioral observation, caregiver-child dyads are randomized to receive CPP-FC (n = 150) or usual care (n = 150). Those in the treatment condition will complete 11 weekly sessions addressing child behavior management and caregiving approaches. A booster session will occur one month after the weekly sessions conclude. A mid-point assessment and behavioral observation will be collected four months after the baseline assessment for all participants, coinciding with the completion of the CPP-FC programming. At 6 months post-baseline, an end-of-study assessment will be collected. Administrative data will be extracted from the child welfare record to determine placement stability for the 12 months following enrolment. The primary outcome of interest is child behavior, indicated by changes in caregiver reports and objective ratings of behavior from observations, where raters are blinded to the treatment arm and timing of data collection. Secondary outcomes include placement stability and changes in caregiver stress and confidence in managing children’s behavior.DiscussionIf found to be effective, CPP-FC would be helpful for families involved with child welfare. It could be delivered by child welfare agencies, licensing and kinship navigator agencies, and foster care clinics and may be eligible for government reimbursement as a preventive intervention for children in foster care.Trial registrationThis study was prospectively registered with ClinicalTrials.gov, NCT06170047.

Associations Between Acculturation, Discrimination, and Adolescent Relationship Abuse: A Matched Parent-Adolescent Study of Latine Families.

Adolescent relationship abuse (ARA) is prevalent among adolescents, including those who identify as Latine. However, there is limited research that has considered the cultural and structural mechanisms that may impact ARA experiences among Latine youth. Further, although parents play a crucial role in ARA prevention, few studies have investigated how adolescent-parent differences in acculturation and discrimination are associated with ARA. The objective of this exploratory study of Latine families was to examine how acculturation, discrimination, and adolescent-parent acculturation/discrimination differences relate to ARA victimization and perpetration. Parent-adolescent dyads recruited from clinic and community-based settings in Pittsburgh and Kansas City completed matched surveys. Parent-adolescent acculturation and discrimination differences were calculated using multilevel linear models. Multivariable logistic regression was used to examine associations among ARA victimization and perpetration and adolescent-reported acculturation, adolescent-reported discrimination, and adolescent-parent acculturation and discrimination differences. One hundred eighty-two adolescents and their parent/caregiver (n = 364) completed a matched survey in English or Spanish from March 2020 to March 2021. Forty-three percent of adolescents reported that they had started dating; of these 35% and 24% reported ARA victimization and perpetration, respectively. Higher levels of adolescent-reported acculturation conflict were associated with lower ARA victimization (adjusted odds ratio [aOR]: 0.24; 95% confidence interval, CI [0.08, 0.75]); conversely, higher adolescent-reported discrimination was associated with ARA victimization (aOR: 2.50 [1.30, 4.60]) and perpetration (aOR: 2.10 [1.10, 3.90]). Wider adolescent-parent acculturation differences in Spanish language (aOR: 3.40 [1.04, 11.30]) and interpersonal discrimination (aOR: 2.40 [1.10, 5.20]) were associated with increased ARA victimization. Results underscore the importance of discrimination in understanding ARA experiences among Latine youth. Future work should consider developing culturally and linguistically affirming ARA prevention programs for Latine adolescents and parents.

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

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

The Feasibility and Acceptability of Using a Digital Conversational Agent (Chatbot) for Delivering Parenting Interventions: Systematic Review.

Parenting interventions are crucial for promoting family well-being, reducing violence against children, and improving child development outcomes; however, scaling these programs remains a challenge. Prior reviews have characterized the feasibility, acceptability, and effectiveness of other more robust forms of digital parenting interventions (eg, via the web, mobile apps, and videoconferencing). Recently, chatbot technology has emerged as a possible mode for adapting and delivering parenting programs to larger populations (eg, Parenting for Lifelong Health, Incredible Years, and Triple P Parenting). This study aims to review the evidence of using chatbots to deliver parenting interventions and assess the feasibility of implementation, acceptability of these interventions, and preliminary outcomes. This review conducted a comprehensive search of databases, including Web of Science, MEDLINE, Scopus, ProQuest, and Cochrane Central Register of Controlled Trials. Cochrane Handbook for Systematic Review of Interventions and PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) guidelines were used to conduct the search. Eligible studies targeted parents of children aged 0 to 18 years; used chatbots via digital platforms, such as the internet, mobile apps, or SMS text messaging; and targeted improving family well-being through parenting. Implementation measures, acceptability, and any reported preliminary measures of effectiveness were included. Of the 1766 initial results, 10 studies met the inclusion criteria. The included studies, primarily conducted in high-income countries (8/10, 80%), demonstrated a high mean retention rate (72.8%) and reported high acceptability (10/10, 100%). However, significant heterogeneity in interventions, measurement methods, and study quality necessitate cautious interpretation. Reporting bias, lack of clarity in the operationalization of engagement measures, and platform limitations were identified as limiting factors in interpreting findings. This is the first study to review the implementation feasibility and acceptability of chatbots for delivering parenting programs. While preliminary evidence suggests that chatbots can be used to deliver parenting programs, further research, standardization of reporting, and scaling up of effectiveness testing are critical to harness the full benefits of chatbots for promoting family well-being.

The Effect of 5Q Parental Education on Children's Emotion through Healing of Inner Child among Parents

The research aim of this study is to understand the relationship between parental emotional well-being and child outcome. This study delves into the profound impact of 5Q parental education on children's emotional well-being through the intricate process of healing the inner child among parents. The 5Q framework, encompassing Intelligence Quotient (IQ), Emotional Quotient (EQ), Adversity Quotient (AQ), Social Quotient (SQ), and the innovative "You Quotient" (UQ), serves as the cornerstone of this transformative educational program. By intertwining principles of personal growth, self-awareness, and effective communication, the 5Q approach aims to empower parents to navigate the complex landscape of parenthood with confidence and competence. Central to this study is the concept of the inner child, deeply rooted in psychological theory, which symbolizes unresolved emotions and experiences from childhood that continue to influence adult behaviours and familial dynamics. Through a qualitative research methodology, this study rigorously examines the experiences of a diverse sample of 100 participants engaged in a comprehensive 6-month 5Q parental education program. Results from the qualitative analysis revealed a profound impact of the 5Q parental education program on participants' emotional well-being and parenting practices. An overwhelming majority of 82 out of 100 participants reported significant enhancements in their emotional intelligence (EQ) following the healing of their inner child. This transformation was characterized by heightened self-awareness, improved emotional regulation, improved parenting skills and strategies, strengthened parent-child relationship that foster suitability relationship. This study underscores the transformative potential of 5Q parental education in fostering nurturing family environments conducive to holistic child development. The understanding of the relationship between parental emotional well-being and child outcome is emphasized. By addressing the emotional needs of parents and facilitating the healing of their inner child, this program not only empowers individuals but also lays the foundation for resilient, empathetic, and emotionally intelligent generations to come, laying the foundation for their optimal development.

A Systematic Review of Early General Parenting Interventions: Long-term Effects in Underrepresented Populations and Implications for Obesity Prevention.

While some parenting interventions designed for early-life obesity prevention have demonstrated short-term success, there is limited evidence of longer-term impacts and feasibility with underrepresented populations. The goal of this review was to examine existing general parenting programs for parents of children 0-5years that were not designed to target obesity but investigated long-term effects on parenting and/or were conducted with underrepresented populations to offer recommendations for the modification or development of parenting-focused obesity prevention programs. Most studies with sustained impacts on parenting in underrepresented populations were brief, group-based programs for parents of children 2-5years. Many effective interventions included guided practice of skills and cultural adaptations. Unique intervention approaches included remote or school-based delivery models and motivational interviewing. Brief, group-based programs for parents of young children may be a promising approach to achieving longer-term impacts of parenting interventions on obesity risk among underrepresented populations.

Individual Participant Data Meta-analysis: Individual Differences in Mediators of Parenting Program Effects on Disruptive Behavior

Although parenting programs are the most widely used approach to reduce children's disruptive behavior, there is a notable lack of understanding of the exact changes in parenting that underlie their effects. Challenges include the frequent use of composite measures of parenting behavior, and insufficient power to detect mediation effects and individual differences in these in individual trials. We pooled individual participant data from 14 European randomized controlled trials of social learning-based parenting programs to examine which specific parenting behaviors best explain program effects. Participants were 3,252 families with children aged 1 to 13 years. As putative mediators, we included parental use of praise, tangible rewards, physical discipline, harsh verbal discipline, and not following through on discipline. Additionally, we explored whether subgroups of families showing different mediational pathways exist. Changes in parenting partially mediated program effects, with all included parenting behaviors, except parental use of praise, serving as unique mediators. Less harsh verbal discipline and increased following through on discipline were the strongest mediators. We identified three subgroups with distinct responses to parenting programs. Most families benefited, partly through increased following through on discipline; those with the least or most difficulties were more likely to benefit less, or not at all. Our findings offer insight into the specific parenting behavior changes key to reducing disruptive child behavior, while highlighting the need for innovative research methodologies to gain a deeper understanding of individual differences in parenting program benefits and mechanisms.

Kenyans' perspectives on parenting roles and strategies used to raise young children in Kenya.

Research and parenting programs across the world emphasize two dimensions of parenting: warmth and control. Cross-country literature demonstrates many commonalities across samples on warmth; however, differences are evident with control, largely due to cultural and contextual nuances. Scant literature exists on parenting in Kenya, where half of Kenyans report experiencing child maltreatment typically by parents. Kenyan culture is a unique developmental niche important to understand and inform policies and parenting program development to reduce maltreatment. The purpose of this study was to understand perspectives on parenting strategies with young children, from a sample of Kenyans with varying experiences involving children (e.g., parents, community members). To our knowledge, this study is the first qualitative assessment of parenting practices among children under age 6 in Kenya. The 91 participants (62% female, all ≥ 18 years) completed interviews or focus groups. Based on a thematic data analysis, five themes emerged: (a) parental roles, (b) expressions of warmth, (c) cultural practices with children, (d) control strategies, and (e) factors impacting effective parenting. This study's findings have several implications for both informal and formal supports of families with young children. The findings offer insight into how Kenyans engage in parental warmth and control strategies, including those that are seen as culturally acceptable or harmful, and can inform the development or adaptation of parenting programs for Kenya. Furthermore, these findings offer important considerations for local and federal leaders in how to advance Kenya's policies and efforts to reduce childhood violence and promote healthy child development. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Telehealth in Home Visiting for New Mothers: Are Outcomes Different if the First Visits Are in Person?

Home visiting programs for new parents have a broad range of goals, including improvements in maternal and child health, reductions in child maltreatment, and improvements in child development. Before 2020, few home visits were conducted through phone or video encounters, i.e., telehealth home visiting (teleHV). However, rapid adoption of teleHV was required by the coronavirus disease 2019 (COVID-19) pandemic. To understand how conducting initial visits via teleHV was associated with outcomes, we performed a secondary data analysis to make use of the natural experiment created by COVID-19. Utilizing data from the Nurse-Family Partnership, a US national evidence-based model, we compared outcomes for families whose initial home visits were in person (enrolled 10/2019 to 1/2020; n = 7066) to those whose first visits were through teleHV (enrolled 4/2020 to 12/2020; n = 14,587). TeleHV at intake was associated with a higher likelihood of elevated depressive symptoms at 12 months (OR = 1.37; 95% CI 1.07, 1.76), a lower likelihood of retention to child’s age 12 months (OR = 0.67; 95% CI 0.58, 0.78), a higher likelihood of early drop from the program (OR = 1.77; 95% CI 1.48, 2.12), and fewer screening assessments completed (b = − 0.06; 95% CI − 0.07, − 0.04). No differences were detected between groups for the likelihood of breastfeeding at child’s age 6 months, elevated intimate partner violence (IPV) risk, 90% of attempted visits completed, or time to attrition. COVID-19 may have led families in different groups to have different experiences during key points of child development; however, as both groups’ involvement in the program occurred primarily during the pandemic, they were both subject to comparable influences. These findings suggest that in-person visits have some advantages in the first months of program involvement.

Exploring the Factors Affecting Career Choices of Undergraduate Emirati Students

This study explores the determinants of career choices among Emirati students, engaging 550 students from selected universities in the United Arab Emirates (UAE). Employing a phenomenological approach, the research utilized a survey questionnaire to understand the impact of various factors such as parental influence, educational institutions, university programs, and socio-economic elements on the career decisions of undergraduate Emirati students. Out of 550 targeted participants, 400 completed surveys were analyzed using Statistical Package for the Social Sciences (SPSS) version 22. The findings reveal a predominant influence of parents, followed by significant roles of schools and socio-economic factors, in shaping career choices. University programs, while less directly influential, play a nuanced role, often aligning with students’ interests and parental expectations rather than directly dictating career paths. The study acknowledges its limitations, including its focus on a specific demographic within the UAE and the potential for response bias. Future research is suggested to examine the longitudinal effects of these factors on career development and to explore the impact of emerging economic trends. Additionally, comparative studies with students from other regions could provide a broader understanding of these dynamics.

Parents’ Perception of In-Person Classes, Parental Support, and Academic Performance of Learners: Basis for a Sustainable Parental Support Program

Parents’ Perception of In-Person Classes, Parental Support, and Academic Performance of Learners: Basis for a Sustainable Parental Support Program

Longitudinal Study on the Pragmatic Language Skills during Play Activities in Preschool Children Who Stutter and Who do not Stutter

Objectives: This study aimed to investigate whether there are any differences in pragmatic language skills between preschool children who stutter (hereafter, CWS) and those who do not stutter (hereafter, CWNS) in natural play interactions with their parents. Additionally, the study sought to examine the relationship between pragmatic language skills and children’s stuttering. Methods: 7 CWNS and 7 CWS aged 2-5 years, and their parents participated in the study. In a total of three times at 12-month intervals, their interactions during play activities were collected to analyze abnormal disfluency (AD), normal disfluency (ND) frequency, and pragmatic language skills (initiation utterance of child, initiation of utterance of mother and utterance turn-taking). Between-group comparisons of variables were made by collection period (initial evaluation, 12 months later, 24 months later). Results: First, the AD frequency of the CWS group was statistically significantly higher than that of the CWNS group at the initial evaluation and at 12 months, and there was no significant difference between the two groups at 24 months. Second, the frequency of initiation of utterance in CWNS group was significantly higher than that of the CWS group in the initial evaluation. At 12 months and 24 months, children with stutter had a similar degree of initiation of utterance as that of typical children. Third, there was no significant difference between the CWS and CWNS group in utterance turn-taking. The difference in the frequency of utterances and turn-taking between CWS and CWNS group tended to increase over time. Conclusion: These findings confirmed that stuttering in children is influenced by their pragmatic language skills. This suggests the need for parent-child interaction and parental education programs that enhance children’s pragmatic language skills, which may positively impact fluency in CWS.