Parental Teaching Research Articles

Loan Performance among Low-Income Households: Does Prior Parental Teaching of Money Management Matter?

Financial literacy and financial education play a central role in asset accumulation, shaping individuals' attitudes, behaviors, and decisions in ways that, ultimately, affect their financial and social well-being. The acquisition of financial skills begins with parental teaching and role modeling, which provides children with their first exposure to concepts of saving and money management. Because such parental instruction is crucial to children's later financial outcomes, children whose parents lack basic financial literacy may be further disadvantaged by the absence of financial instruction at home. This study uses a sample of low- and moderate-income homeowners to test the hypothesis that parental teaching of money management influences children's asset-building outcomes in adulthood. The empirical analysis examines the likelihood of delinquency and default among low- and moderate-income homeowners with mortgages purchased through the Community Advantage Program. The results are consistent with a long-term impact of parental teaching on children's later asset outcomes: greater parental teaching is found to be associated with reduced loan delinquency and foreclosure. Implications for intervention programs to close the financial literacy gap are discussed.

Changes in Oral Feeding in Preterm Infants 2 Weeks After Hospital Discharge

The purpose of this analysis was to measure changes in preterm infant feeding skill between discharge and two weeks post-discharge. Data were from 2 samples—22 preterm infants who participated in a non-experimental study of feeding readiness and 63 preterm infants who participated in a study of four oral feeding approaches. Both studies were approved by the institutional review board; parents gave informed consent. The Early Feeding Skills Assessment was used to measure feeding skills. Data were analyzed descriptively and by analysis of variance and regression. Analysis revealed that feeding skills changed selectively from discharge to post-discharge and that discharge skills were predictive of post-discharge skill. Changes that occur in feeding skills during the immediate post-discharge period have received little attention from researchers. The findings suggest that enhanced predischarge assessment and parent teaching maybe necessary to reduce reported parental stress associated with feeding the newly discharged infant and to promote a positive feeding experience.

Parent and child attitudinal factors in a model of children's print‐concept knowledge

The present study investigates the role of attitudinal variables, such as children's literacy interest and parents’ reading beliefs, in conjunction with home literacy activities (HLA), in predicting children's print‐concept knowledge. The objective of the study is to test a theoretical model describing the relationship among these variables. This study involved 551 low‐income preschool children. Structural equation modelling was used to test the model. The model was a good fit for the data when parental teaching of reading/writing was used as the measure of HLA. In the model, negative parent reading beliefs and parent teaching predicted print‐concept knowledge. Results suggest that practitioners should consider not only the literacy activities children and parents participate in, but also their attitudes towards those activities.

The frequency of parents’ reading-related activities at home and children's reading skills during kindergarten and Grade 1

This longitudinal study investigated the associations between the frequency of parents’ reading-related activities at home and their children's reading-related skills during the transition from kindergarten to Grade 1. Longitudinal data were obtained for 1436 Finnish children (5- to 6-year-olds at baseline) and their mothers and fathers. 684 girls and 752 boys participating in the study represented four Finnish municipalities. The reading skills of the children were measured four times: at the beginning and at the end of their kindergarten year, and at the beginning and at the end of Grade 1. In kindergarten, decoding tests were administered individually. In Grade 1, group tests in reading fluency were performed. The children's mothers and fathers filled in questionnaires on the frequency of their teaching of reading and the frequency of shared reading with their children in the kindergarten year and in Grade 1. The results showed that the better word reading skills children showed in kindergarten, the more shared reading parents reported. Also, the better word reading skills boys evidenced in kindergarten, the more teaching of reading parents reported. However, in Grade 1, it was children's poor skills in reading that activated more frequent parents’ teaching of reading and more frequent shared reading.

Safeguarding children awareness amongst foundation trainees

Aims Foundation Trainees occupy frontline positions in reviewing children. The aim of this study was to assess whether they were confident to recognise and respond to suspected cases of child maltreatment and their acquisition and progression of these competencies through the foundation training. Methods A controlled study compared Foundation Trainee year 1 (FY1, n=32) and year 2 (FY2, n=33) with the null hypothesis that there were no significant differences in their confidences in recognising child maltreatment. A 5 point Likert questionnaire in a visual analogue scale with 7 domains was implemented. These domains were recognising history, suspicion from interaction of carers and child, recognising radiological features, suspicion of child sexual abuse (CSA), teaching on child maltreatment and guidance on what to do. Results were statistically analysed using non parametric algorithms with Stats Direct version 2.7.8 at 95% CI. Further, an open ended questionnaire looked at perceived dilemmas/challenges trainees might face in recognition of child maltreatment. Results In all domains in the FY1 group the main response was the ambivalent response. In the FY2 group, notable exceptions included confidence in recognising history, suspicion from interaction of carers, recognising radiology and teaching on child maltreatment. In the Mann Whitney test, there were no statistically significant differences (p >0.05) in confidences between the groups in recognising history, suspecting features from parental or child interaction and teaching received. However, statistically significant differences (p Conclusions In conclusion, this study shows that a Foundation Trainee gains confidence in safeguarding matters with time which in turn is reflective of the training. However, there are uncertainties. Importantly, this study highlights gaps in training delivery in crucial aspects emphasising on relevant history taking and observational skills over Foundation years. These areas necessitate the need for tailored sessions throughout Foundation placement. To our knowledge, this is the first statistical study of its kind.

Convulsión febril en población pediátrica: definición, diagnóstico y tratamiento

BackgroundThe presence of febrile seizures in children is a common problem worldwide due to the multiple pathologies that can occur with a fever and that could trigger a seizure. Common flu or an underlying disease (respiratory, abdominal, or urinary tract infections, among others), which reaches temperatures of 38 to 38.5°C or more can be enough to cause a seizure. ConclusionsIt is important to know this entity in order to deliver care and information, especially because the mainstay of treatment is based on teaching parents what to do during a severe episode, decreasing their anxiety about fever.

“Parenting About Peace”: Exploring Taiwanese Parents' and Children's Perceptions in a Shared Political and Sociocultural Context

This study explored what Taiwanese parents would educate their children about peace and what children retained from parental teaching, as well as children's reported communication with parents about peace. In‐depth interviews were conducted with 60 parents and one of their children. Based on the perceptions of children, the most influential learning children received from their parents in peace education is the aspect of negative descriptions of peace (what peace is not). Unique findings suggest that Taiwanese parenting about peace focuses more on teaching children personal cultivation and interpersonal harmony than introducing the ideas of international collaboration or universal rights. The findings suggest that the specific macrosystem of Taiwan may influence how parents educate their children about peace. One important implication for family practitioners is the necessity to take into account the traditional cultural values particular to the group they work with and to connect those to peace education when designing programs.

Learning literacy skills at home: Parent teaching, expectations, and child interest.

Learning literacy skills at home: Parent teaching, expectations, and child interest.

Development and Pilot Testing of a Parent Education Intervention for Type 1 Diabetes

To purpose of the pilot study was to evaluate the use of a pediatric human patient simulator (HPS) to teach parents diabetes management for their children newly diagnosed with type 1 diabetes, referred to as Parent Education Through Simulation-Diabetes. A focus group study and 2 pilot studies (1-group study and a randomized 2-group study) were used to develop and test a teaching intervention. Parents were recruited from the Pediatric Diabetes Clinic at UMass Memorial Medical Center. A brainstorming group (n = 6) discussed the simulator concept and what modifications would be necessary to enhance parent teaching; the authors also developed the initial hypoglycemia and hyperglycemia teaching vignettes. Two focus groups (n = 13) discussed the acceptance of using a simulator and the timing and content of the teaching sessions. Based on their recommendations, a 1-group pretest-posttest pilot was conducted with parents (n = 10) receiving hypoglycemia education enhanced with the HPS, followed by a randomized 2-group pilot study (n = 16). Findings The focus group participants enthusiastically supported the use of the pediatric HPS after diagnosis and made recommendations for the timing and content of the teaching sessions. Major findings from the pilot work included (1) successful recruitment of 16 participants from only 1 site within 6 weeks, (2) instrument reliability demonstrated for all scales, and (3) mean change from baseline in the predicted direction for all measures. The HPS has the potential of providing parents an innovative means of learning diabetes management through visualization during the early months after diagnosis and so warrants a powered study to determine its efficacy.

How Do American Parents Teach Table Manners to Their Children during the Child-rearing Stage?

<b>How Do American Parents Teach Table Manners to Their Children during the Child-rearing Stage? </b>

An Update

To the Editor In an earlier publication we described the experience with patient-controlled analgesia (PCA) by proxy at our institution (1999–2003).1 The objective of this study was to determine the impact of these earlier findings on the institutional use of PCA by proxy between 2004 and 2010. The IRB was informed of this retrospective research evaluating preexisting data captured during the quality improvement process. Similar to our initial publication, the patient population comprised pediatric oncology inpatients; data were collected on 791 days (average 2.2 days per week). Every patient receiving PCA in the previous 24 hours had their medical record notes examined for any indications of respiratory or neurological complications. The definitions used for complications were the same as those in the original publication. PCA by proxy allowed the use by a clinician or a family member; the standard PCA was operated only by the patient. The drugs, doses, equipment, and procedures used for standard PCA and PCA by proxy are identical. Of the 1537 records reviewed from patients receiving PCA during the 7389 PCA days, 7296 (98.7%) were complication free. This rate is comparable to that in our initial study reporting 4902 complication-free PCA days (98.6%). The use of PCA by proxy as a proportion of all PCA usage increased from 11.6% (1999–2003) to 49.7% (2004–2010). The complication rates in the proxy group were consistently low and similar to those in our earlier study (Table 1).Table 1: Complications of Standard PCA vs. PCA by ProxyIn conclusion, we report a 4-fold increase in the use of PCA by proxy as a proportion of all PCA usage with maintenance of the same low rate of complications. Institutional policies include the requirement to provide parent teaching before instituting a PCA by proxy and mandatory annual competencies for all prescribers and nurses including content for patient selection for proxy PCA. Doralina L. Anghelescu, MD Roland N. Kaddoum, MD Linda L. Oakes, MSN, RN-C, CCNS Kelley B. Windsor, MSN, RN-C, PCNS-BC Lane G. Faughnan, RN Division of Anesthesia St. Jude Children's Research Hospital Memphis, Tennessee [email protected] Laura L. Burgoyne, BM, BS Department of Children's Anesthesia Women's and Children's Hospital Adelaide, SA Australia

The Scope of Pediatric Nursing: The Interplay of Developmental and Psychosocial Needs With the Demands of Illness

Pediatric nursing research reflects the scope of pediatric nursing in an effort to better understand the dynamic interplay between the health, developmental, and psychosocial needs of children, adolescents, and their families in relation to the demands of illness. THE SCOPE OF pediatric nursing is broad, spanning developmental age groups from neonates, infants, and children to adolescents across the health and illness continuum, as well as within a variety of settings, including hospital, primary care and specialty clinics, home, school, and community. Children's developmental needs are interrelated with their psychosocial needs, and both are influenced by the demands of illness. Moreover, pediatric nursing has a dual focus on children and on their parents and families because children are dependent upon them to provide nurturance and care. This complex interplay of developmental and psychosocial needs with the demands of illness creates the context for pediatric nursing care. Pediatric nursing practice is characterized by providing care to infants, children, and adolescents; creating partnerships with parents; teaching parents about their children's health and how to manage illness (Hockenberry & Wilson, 2009); and providing anticipatory guidance (Hagan, Shaw, & Duncan, 2008). Educating parents about their child's health and psychosocial and developmental needs is an essential element of pediatric nursing practice (Hockenberry & Wilson, 2009) and improves parenting ability and quality of life (Christian, 2010a). Best practices for pediatric nursing integrate the health, developmental, and psychosocial needs of children with the demands of illness to provide the best quality of care for children, adolescents, and their families (Christian, 2010b). To that end, nursing research with children and adolescents reflects this breadth and depth of the scope of pediatric nursing practice in an effort to better understand the dynamic interplay between the health, developmental, and

Using Parent–Child Interaction Therapy to develop a pre-parent education module

The current study examined outcomes related to a pre-parent education module based on two sessions from the Parent–Child Interaction Therapy (PCIT) treatment protocol. The study included 300 undergraduate non-parents aged 19 to 25 who were enrolled in psychology courses at a large state university. Student knowledge of positive parenting skills and demonstration of effective behavioral parenting skills were examined through a self-report measure and an analog behavior observation. Exposure to the pre-parent education module resulted in significant increases in scores on a PCIT content quiz and frequency of praise during the role-play behavior observation from pre- to post-test. The results of this study suggest that undergraduate non-parents are open, and able, to learn about parenting strategies during a classroom-based parent education module. These findings highlight the feasibility of teaching parenting skills as a preventive strategy during pre-parenthood.

Preventing Obesity during Infancy: A Pilot Study

More than 20% of US children between ages 2 and 5 years are overweight suggesting efforts to prevent obesity must begin earlier. This study tested the independent and combined effects of two behavioral interventions delivered to parents, designed to promote healthy infant growth in the first year. Mother-newborn dyads intending to breastfeed were recruited from a maternity ward. With a 2 × 2 design, 160 dyads were randomized into one of four treatment cells to receive both, one, or no interventions delivered at two nurse home visits. The first intervention ("Soothe/Sleep") instructed parents on discriminating between hunger and other sources of infant distress. Soothing strategies were taught to minimize feeding for non-hunger-related fussiness and to prolong sleep duration, particularly at night. The second intervention ("Introduction of Solids") taught parents about hunger and satiety cues, the timing for the introduction of solid foods, and how to overcome infants' initial rejection of healthy foods through repeated exposure. A total of 110 mother-infant dyads completed the year-long study. At 1 year, infants who received both interventions had lower weight-for-length percentiles (P = 0.009). Participants receiving both interventions had a mean weight-for-length in the 33rd percentile; in contrast, those in other study groups were higher first intervention only--50th percentile; second intervention only--56th percentile; control group--50th percentile).This suggests that multicomponent behavioral interventions may have potential for long-term obesity prevention (ClinicalTrials.gov number, NCT00359242).

Needle Anxiety in Children With Type 1 Diabetes and Their Mothers

To report the prevalence of fear, distress, pain, and level of cooperation with insulin injections and blood glucose fingersticks in children with newly diagnosed diabetes and their mothers, and the association with diabetes control. Forty-six subjects (23 children and mother pairs) completed the Perceptions of Insulin Shots and Fingersticks Survey at diagnosis and 6 to 9 months later. Standard descriptive statistics, Fisher's exact tests, and Spearman correlation coefficients were used to analyze the data. Scores were analyzed for associations with age and hemoglobin A1c as a marker of diabetes control. More young children as compared to older subjects reported fear and pain with injections and fingersticks. A high percentage of mothers reported high fear and distress with needles at diagnosis. Although most improve, 13.6% of mothers continued to report high fear and distress 6 to 9 months later. Mothers' continued report of high distress correlated with the poor cooperation of children, which correlated with poorer diabetes control. Nurses should incorporate assessment and intervention for needle anxiety in children and parents at diagnosis of diabetes through informal interview or formal survey. Nurses can effectively incorporate coping strategies into their teaching of parents and children to administer injections and fingersticks.

Use of the Behavioral Observation of the Newborn Educational Trainer for Teaching Newborn Behavior

Nurses who work with families in the postnatal period teach parents about their newborns and facilitate emotional bonds between parents and infants. This article describes a newborn behavior training that incorporates the Behavioral Observation of the Newborn Educational Trainer (BONET), a learning aid that educates clinicians about newborn behavioral organization, self-regulation skills, and interactive capabilities. Nurses may apply this training to help parents understand and respond to newborn cues.

Parenting Behaviors and Adolescent Psychosocial Adjustment in China: An Indigenous Perspective

This study considered the measurement properties of two indigenous constructs assessing Chinese parenting and parent–child relationships. The study also examined whether the relationships between guanjiao, xiao, and adolescent psychosocial adjustment, as theorized in previous scholarly work, hold for contemporary families in mainland China. Data were collected from a sample of 144 early adolescents in a southern Chinese city. Results suggested that guanjiao was best represented by two indicators: guan, which assessed parental monitoring, and jiao, which assessed parental teaching and expectations. Moreover, only jiao was associated with adolescent depressive symptoms and misconduct. Xiao appeared to be an important mediator between parenting behaviors and adolescent outcomes and may play a key role in predicting Chinese early adolescents' adjustment.

Parent teaching focus and toddlers' learning from an infant DVD

AbstractThis study examined parents' and toddlers' talk and viewing behaviour while co‐viewing an educational infant DVD focused on teaching language. Sixty‐four 12‐ to 25‐month‐old infants viewed a DVD in a laboratory with their parents. A cluster analysis on parent talk revealed three groups: High, Moderate, and Low Teaching Focus parents. The High Teaching Focus parents presented the greatest variety of words highlighted in the DVD, were most likely to label or describe what was on screen, and had the least amount of non‐DVD related talk. Children of High Teaching Focus parents had the highest degree of engagement with the DVD. These children also said the greatest number and variety of target words and were most likely to say new words during the co‐viewing session. Furthermore, parent talk significantly mediated the relationship between children's engagement with the DVD and their use of new words while co‐viewing. The findings are discussed in terms of implications for how parents use educational infant DVDs to teach their children. Copyright © 2010 John Wiley &amp; Sons, Ltd.

Parental transfer of financial knowledge and later credit outcomes among low- and moderate-income homeowners

It is well established that acquiring financial skills during childhood is linked with better savings in adulthood. Little is known, however, about the relationship between parental teaching of money management early in life and children's financial outcomes in adulthood. This is particularly true for low- and moderate-income (LMI) households. Using data from Community Advantage Program survey data for 2,389 LMI homeowners, we find that adults who report receiving high levels of money-management teaching in childhood from their parents are associated with higher credit scores and lower credit card debt in adulthood. We also find that the level of parental financial teaching influences the relationship between children's later educational attainment and credit scores. These findings suggest implications for initiatives promoting financial capability for parents and children.

Understanding Neurodevelopmental Outcomes of Prematurity

NICU nurses have an important role to play in many aspects of parent education. This article stresses the need for an increased focus on teaching parents about the central role that self-regulation will play in their infant's neurobehavioral development not only during the early infancy period but throughout all of childhood and adolescence. Suggestions are made about how to conceptualize the relation between cognition and emotions in humans and how to help parents understand that continued vigilance concerning potential problems in attention and self-regulation will be necessary.