To investigate whether positive parenting is associated with higher self-report resilience in children with attention-deficit hyperactivity disorder (ADHD) after controlling for other possible related factors. After providing informed consent, children with ADHD aged 7 to 11 years completed the Resilience Scale for Children (RS10), and adolescents aged 12 to 18 years completed the 14-item Resilience Scale (RS14). Higher resilience was defined as a resilience score above the mean score minus 1 SD (> mean - 1SD) for comparable age groups provided in the manuals. Children with scores under this cut-point were defined as having lower resilience. Parents completed the Parenting Styles and Dimensions Questionnaire and the Vanderbilt ADHD Rating Scale. Factors associated with higher resilience were analyzed using univariable and multivariable logistic regression analyses. A total of 181 children participated in the study. The mean participant age was 11.15 (SD: 2.46) years. Of the participants, 79% were boys. A total of 118 children (65.19%) comprised the higher resilience group. Multivariable logistic regression analyses showed that higher positive parenting behavior score (adjusted odds ratio [aOR]: 1.40, 95% confidence interval [CI]: 1.08-1.83) and peer acceptance (aOR: 4.14, CI: 1.83‒9.37) were associated with higher resilience. Older age and having a diagnosis of borderline intelligence were associated with lower resilience: aORs: 0.84 (95% CI: 0.73-0.97) and 0.08 (95% CI: 0.01-0.75), respectively. Positive parenting and peer acceptance were associated with higher self-perceived resilience. Health care providers should promote positive parenting and social skills to nurture resilience in children with ADHD.

ABSTRACT Background Sing&Grow Australia is an evidence-based, federally funded music therapy program that caters to children from birth to 5 years of age and their families across Australia. In the current study, the Sing&Grow program was delivered to families affected by sexual abuse and domestic violence, with a focus on improving parents’ capacity to develop secure relationships with their young children. The lifelong effects of trauma, including developmental delays, can prevail if not addressed early in children’s lives. Methods Eight parents participated with their children in the Sing&Grow program. Data were generated through semi-structured interviews and analysed using narrative analysis. This approach sought to further understand how involvement in the Sing&Grow program improved parents’/caregivers’ self-efficacy to support their child’s development using music, responsive parenting skills and subjective wellbeing. Results The findings from the study highlighted the benefits of participation in the Sing&Grow program for parents, including increased social connectedness, responsiveness, self-efficacy and knowledge to use music as a parenting tool. Importantly, the narratives illuminated how these changes were experienced and understood by the parents within the context of trauma. Conclusion This study contributes new qualitative knowledge by offering an in-depth narrative account of how trauma-aware, music-based early intervention is experienced by parents and caregivers affected by sexual abuse and domestic violence. Sing&Grow offers parents and caregivers opportunities to integrate positive social and communication skills into parenting and children’s daily routines.

Despite the increase in research in parenting skills, intervention programs, methods, and their evaluation remain segmented across different disciplines. This systematic literature review assessed and synthesized the existing literature on intervention programs aimed at parents or caregivers of children, and how they can promote positive parenting skills. Based on studies published between 2020 and 2025 in various databases (Web of Science, EBSCO, and Scopus), 13 peer-reviewed articles that fully met the inclusion criteria were analyzed. The results demonstrated that parental interventions, even with different formats and applied in diverse cultural contexts, are effective in improving parenting practices and, outcomes for children. Interventions based on psychoeducation, modeling, reinforcement, and personalized feedback proved to be the most effective. Future research may adopt a more inclusive approach regarding languages and publication sources.

The relationship between parental attachment and coping skills in hospitalized children.

Evaluating change in and predictors of depressive symptoms and parenting skills at a psychiatric mother-baby unit - a retrospective analysis of routine data.

BackgroundAutism spectrum disorder (ASD) not only affects a person’s social communication and behaviors, but also has an impact on their parents, who encounter different challenges during caregiving. Interventions developed for parents of children with ASD often focus on improving child outcomes and seldom consider the well-being of parents and families. Interventions leveraging mindfulness-based approaches have been developed to support parents of children with ASD, but the costs, inflexibility, and scarcity of resources may limit their accessibility. App-based interventions can be an accessible, scalable, and economical way of providing interventions at a primary health care level.ObjectiveThe aim of this study was to develop an evidence-based digital intervention that complements existing, overloaded psychiatric services, to provide mindfulness-based psychoeducation for parents of children with ASD to improve their mental well-being.MethodsThe app development process follows the systematic approach of intervention mapping. Needs assessment was first conducted through semistructured qualitative interviews with health care professionals. Performance and change objectives were specified; theory-based and practical application methods were selected, followed by the design of the curriculum for a structured intervention. A pilot waitlist randomized controlled trial was conducted to evaluate the feasibility, acceptability, and preliminary efficacy of the app with parents of children with ASD recruited from a tertiary child psychiatric service in Hong Kong.ResultsThe resulting intervention, the TRIP app, is a 6-week structured intervention consisting of 6 sessions per week (each session lasting 15‐20 minutes), covering topics on ASD parenting skills and mindfulness practices. The six weekly themes include (1) cultivating curiosity in parenting, (2) mindfulness of the breath and body, (3) management of core and associated features of ASD, (4) managing conflicts and setting boundaries, (5) perspective taking, and (6) cultivating self-compassion. The curriculum was designed to target the determinants of parental stress, including parents’ knowledge, skills, emotions, and attitudes. App content and features were designed to incorporate behavioral change techniques, social cognitive theory, and elaboration likelihood model, to enhance efficacy and promote long-term usage. The app was found to be feasible and acceptable in the pilot randomized controlled trial (n=40), with greater long-term usage among parents of children on the waiting list who were yet to receive diagnostic assessment and clinical management, when compared with parents of children who have already been receiving clinical care.ConclusionsThe TRIP app was developed based on knowledge and expertise across psychiatry, public health, behavioral science, and implementation science. It caters to the unmet needs for improving caregiver well-being in the holistic care model for families of children with ASD. The clinical efficacy of the TRIP app is yet to be evaluated through clinical trials.

ABSTRACT Parental engagement has a significant impact on children’s educational outcomes, and teachers play a key role in facilitating this. Calls to include parental engagement within teacher education have therefore intensified, with increased focus on teachers’ parental engagement knowledge and skills. Yet, little is known about teachers’ attitudes towards parental engagement. Hence, this study examined teachers’ parental engagement attitudes using a national survey of 1782 qualified teachers in England. Almost all teachers believed that parental engagement was important. However, most respondents also displayed deficit attitudes towards parents, with 70% reporting that some parents at their school ‘don’t care’. Teachers also tended to situate barriers to parental engagement with families rather than the school. Teachers were significantly more likely to display deficit attitudes if they reported high stress, unmanageable workloads, and worked with more low-income families. Teachers were less likely to exhibit deficit attitudes towards parents if they were older, more experienced, had higher self-efficacy, held a leadership role, or worked in an independent school. Over 95% believed that teachers should be trained to communicate with families and to identify and remove barriers to engagement. Hence, parental engagement training should be a key priority for teachers, school leaders, teacher educators, and policymakers.

Immigrant parents in the US face unique challenges related to immigration policy and structural inequities. Although stress interventions exist for parents in general, little is known about those targeting US immigrant parents. This scoping review aimed to map the intervention and participant characteristics of stress intervention trials targeting US immigrant parents. The JBI conduct standards, the Preferred Reporting Items for Systematic Reviews and Meta-Analyses Extension for Scoping Reviews, and the Population, Concept, and Context framework guided the review. A comprehensive literature search was conducted across APA PsycINFO, PsycARTICLES, CINAHL Plus, ERIC, Embase, MEDLINE, the International Bibliography of Social Sciences, and the Cochrane Library. Peer-reviewed, English-language articles were included without date limits. Five independent reviewers screened studies and extracted data. Of 7,989 records screened, 13 trials were included. Most trials were pilot or feasibility studies (62%) and employed randomized controlled trial designs (62%), with 69% published in the past decade. Interventions primarily focused on stress management or reduction (85%) and were largely adapted from existing programs (92%); all (100%) utilized language adaptations, but only half (50%) incorporated immigrant-specific experiences. Target populations were predominantly Latino/Hispanic parents (69%). Interventions were most often delivered in community (46%) or home (31%) settings, using in-person group formats (69%), commonly combining social support (92%) with parenting skill development (85%). Stress outcomes most frequently assessed parenting stress (69%) or general stress (31%), while immigration-related stress was infrequently measured (15%). Although most trials (77%) used stress measures validated in populations sharing the same racial, cultural, or ethnic background, only four studies (31%) employed tools validated in US immigrant samples. Among the 11 trials reporting group-level outcomes, six (55%) reported improvements. Slightly more than half of the trials enrolled 50 or fewer participants (61%) and primarily involved parents with a mean age between 30 and 39 years (62%). Many trials involved parents of children with a mean age in the preschool-kindergarten (23%) and elementary school (46%) ranges. Over two-thirds of trials (77%) reported participation of parents with low education. While female parents were reported in all trials, fathers' participation was reported in fewer than half of studies (46%). Among these, no trials reported samples with ≥ 50% fathers, and only two reported ≥ 25% fathers. No trials reported participation of non-biological or non-residential parents. Despite the heightened stress faced by US immigrant parents, few targeted intervention trials have been published. Key gaps in the existing literature include reliance on adapted interventions that emphasize social support and parenting skills, limited use of stress measures validated for US immigrant parent populations, and underrepresentation of diverse immigrant groups. Future research should broaden populations and settings, diversify intervention strategies, and assess immigration-related stress and stressors using validated measures.

Family-inclusive approaches in the context of a dual diagnosis: A systematic review of relational and individual wellbeing outcomes.

Psychosocial rehabilitation applied to children

Depression and clinical anxiety (also known as ‘internalising disorders’) are commonly experienced by autistic children. Parents play an important role in reducing their child’s risk of developing internalising disorders, and existing technology-assisted parenting programs have shown promise in empowering parents in this role. Yet, existing interventions do not currently meet the unique needs of parents of autistic children. This study aimed to co-design adaptations to an existing technology-assisted parenting program (Partners in Parenting Kids) to enhance its relevance and acceptability for parents of school-aged autistic children. An iterative two-phase co-design study was conducted with parents of autistic children (n = 5) and service providers (n = 5). In Phase 1, semi-structured interviews explored participant experiences and needs in the context of parenting support, as well as perspectives on parenting programs. In Phase 2, eight co-design workshops were conducted with parents and service providers to build on the findings from Phase 1 and to collaboratively adapt the program content, delivery, and design features. Workshops involved participatory design activities to foster collaborative sharing of ideas and decision-making. Transcripts from both phases were analysed using reflexive thematic analysis. Themes identified in Phase 1 included: (1) Day-to-day challenges of parenting an autistic child; (2) Unique parent knowledge base and skill set; and (3) Desired qualities of parenting programs. Themes from Phase 2 of the study included: (1) Meaningful connections with others in the community; (2) Acceptance of autism; and (3) Diversity within the community. These themes are described in terms of their design implications for the resultant parenting program (Partners in Parenting Kids-Autism). The findings provide critical insights into desired qualities of parenting programs for parents of autistic children. Importantly, they also shed light on key design recommendations for future work focused on empowering parents to support their child’s mental health through interventions.

Quality of life and care burden in mothers of primary immunodeficient children receiving SCIG and IVIG: A descriptive correlational study.

ABSTRACT This study developed and tested a 7-day Accelerated Parenting Skills Developmental Support Program (APSDSP) tailored to the needs of mothers with infants aged 6–24 months severely affected by the February 2023 earthquake in Türkiye. The action research was conducted in two phases. In phase one, we interviewed 30 mothers to identify needs and revise program modules. In phase two, 16 volunteer mothers participated in the APSDSP. The program consisted of seven daily modules (90–100 min each). We collected quantitative data using pre- and post-tests, and qualitative data through feedback interviews after each session. Mothers reported needs for support in parenting roles, secure attachment, emotional socialization, and first aid. After participation, mothers showed significantly reduced stress (p = .043) and stronger attachment (p = .009). They also reported improvements in sensitivity, protection, discipline, play, teaching, self-sacrifice, and developmental knowledge. A significant reduction in maternal stress levels was observed following the APSDSP intervention. Parenting support should be delivered consistently after disasters. Programs like APSDSP must be regularly updated, integrated with professional child development and stress-management support, and embedded within strengthened social support networks for families.

How competent parents feel about their parenting and how children feel that they are heard and seen are key elements of a good cooperation between parents, children, and professionals. Based on a questionnaire study (N = 479), the views of parents, children, youth care professionals and special education teachers in diverse contexts were described. The findings suggest that professionals find it difficult to support parents’ self-efficacy concerning parenting competences. Also, children feel less heard and seen then professionals estimate this. Professionals should focus more on supporting parenting skills, especially for at risk families, and give enduring attention to children’s voice.

Culturally adapted parent training prevention interventions are critical for supporting the mental health and resilience of Latine immigrant families. Following the onset of the COVID-19 pandemic, parent training programs transitioned to online delivery, increasing flexibility and expanding access. This qualitative study explored the experiences of first-generation Latine immigrant caregivers (N = 22) in central Texas-86.4% of whom were of Mexican origin-who participated in a culturally adapted, synchronous online parent training program during the pandemic. Most participants were mothers (21 of 22). Through thematic analysis of focus group data, four key themes were generated: (a) immigration-related experiences and parenting challenges, (b) intervention components that addressed these challenges, (c) barriers and facilitators to participation, and (d) ongoing parenting needs. Caregivers reported increased parenting confidence and skill acquisition, alongside a sense of validation and support through the online community. While the virtual format enhanced accessibility, some participants encountered technological barriers. Key facilitators included the cultural competence of interventionists and the creation of a safe space for sharing immigration experiences. Participants highlighted the needs for further adaptation, including more father engagement, adolescent-focused content, and support in addressing intergenerational parenting patterns. Findings underscore the importance of creating therapeutic spaces that acknowledge immigration-related trauma and stress while building parental resilience and family well-being. These findings provide valuable insights for improving online synchronous delivery formats to enhance accessibility while maintaining program effectiveness and cultural responsiveness, promoting mental health equity for immigrant communities. Clinical and empirical implications are discussed. (PsycInfo Database Record (c) 2026 APA, all rights reserved).

Development and psychometric evaluation of the parent-administered metered-dose inhaler skills scale for children with asthma (PAMDIS).

Association between digital parenting behaviors and technology addiction in 24- to 36-month-old children: A cross-sectional study.

Abstract Caregivers' ability to access, engage with, and critically evaluate digital information on parenting practices (henceforth, “e‐parenting literacy”) is emerging as an increasingly important determinant of early childhood development (ECD) outcomes. Therefore, the current study provides empirical evidence of the role of e‐parenting literacy for ECD outcomes of 6‐ to 24‐month‐olds ( N = 564) in rural households in a coastal province in East‐China. The study focuses on the role of e‐parenting literacy of the two most common types of primary caregivers (i.e., persons in charge of the daily care) of young children in the study region: mother and grandmother caregivers. Empirical results show that 76% of the primary caregivers ( N = 429) are mothers, the remaining 135 primary caregivers are grandmothers. Overall, e‐parenting literacy is found to be positively and significantly associated with children's early cognitive development outcomes. Furthermore, a heterogeneity analysis shows that e‐parenting literacy is positively and significantly associated with children's early cognitive and language outcomes when the primary caregiver is a grandmother, but not when the primary caregiver is a mother. This may reflect greater heterogeneity in grandmothers' digital device use and e‐parenting literacy, while most mothers already possess adequate e‐parenting skills. Additionally, older children (i.e., 16‐ to 24‐month‐olds), who may require more advanced parenting skills than their slightly younger peers, are also found to benefit more from gains in e‐parenting literacy. This research highlights how digital inclusion can help to bridge gaps in caregiving practices and developmental opportunities of young children growing up in developing settings.

ABSTRACT Resource parents provide crucial services in systems of child welfare and must be prepared to manage a range of behaviors. The Nurtured Heart Approach® (NHA®) is a promising method to build positive parenting skills, but its effectiveness among resource parents remains unexplored. This mixed methods exploratory study evaluated NHA® training among resource parents in a system of child welfare services. Quantitative analyses revealed significant improvements in alignment with NHA® principles. Qualitative findings indicated an overall positive reception to NHA® and the desire for additional support addressing higher levels of need for some children in out-of-home care.

This study presents a novel generative AI-based chatbot, MentiParent, designed to enhance Parental Reflective Functioning (PRF) through interactive, simulated parent-child interactions. Addressing existing limitations of traditional PRF interventions this proof-of-concept investigation assessed the feasibility and acceptability of implementing AI-driven technology within reflective parenting support. Two pilot studies were conducted. In Study 1, sixty mental health practitioners and graduate students engaged with MentiParent, simulating realistic interactions with a virtual adolescent ("Danny"). In Study 2, thirty-six parents from the general population interacted with an updated version of MentiParent featuring a new virtual child ("Evelyn"). All participants evaluated the MentiParent usability and relevance for real-world parenting contexts on a scale of 1-7, as well as provided qualitative feedback. Both practitioners and parents rated the chatbot highly for feasibility (Mpractitioners = 5.61, SD = 1.45; Mparents = 6.03, SD = 1.18) and acceptability (Mpractitioners = 5.56, SD = 1.20; Mparents = 5.53, SD = 1.37), with no significant differences between groups. Qualitative feedback highlighted engaging and realistic interactions, valued feedback, and identified limitations in authenticity and technical fluidity. Ethical themes of transparency, trust, and cultural sensitivity emerged as central. Findings indicate strong feasibility and acceptability of MentiParent among both professionals and parents, supporting its potential as a scalable, ethically grounded tool for enhancing reflective parenting skills.