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At least 19 recordsLinked to original sources
PubMed2004

What is good parental education? Interviews with parents who have attended parental education sessions.

The aim of the study was to highlight the experiences and expectations of Swedish parents with respect to general parental education within child healthcare. Interviews were carried out with 25 parents who had attended education sessions. With a few exceptions the fathers did not take part, and those mothers who did comprised a relatively highly educated group; their views therefore predominate in this study. Socially vulnerable parents such as the unemployed and immigrants took part more sporadically in the meetings, which is why less material is available from these groups. The arrangement and analysis of the material was done using qualitative content analysis. We identified two main categories of importance: 'parental education content' and 'parental education structure'. The parents were on the whole satisfied with the content with respect to the child's physical and psychosocial development. On the other hand, first-time parents expressed a degree of uncertainty with respect to the new parent roles and parent relation and they thought that the education should place more emphasis on the interplay between the parents and between child and parents. The degree of confidence in the nurse as group leader was mainly high. The parents thought that the groups functioned well socially and were satisfied with the organization of the meetings. They did, however, demand clearer structure and framework with respect to the content. Since the aim of legally established parental education is to improve the conditions of childhood growth and to provide support to parents, it must be considered especially important to provide resources so that the socially vulnerable groups in the community may also be reached.

Attitude to Health↗
PubMedDate not supplied

Competencies of a parent educator: what does a parent educator need to know and do?

This article examines efforts by organizations and states to describe the competencies of a parent educator, to explain what parent educators teach parents through parent education, and to show how that informs parent educator competencies. It summarizes examples of certification, licensure, and other accountability programs, and identifies the issues involved, along with ways practitioners can use these identified competencies to assess their level of competency. Finally, the article concludes with a call to continue developing certification and other accountability programs to insure quality in parent education.

Certification↗
PubMedDate not supplied

Parenting education for parents with intellectual disabilities: a review of outcome studies.

Parents with intellectual disabilities (i.e., IQ < 80; mental retardation) are overrepresented in child maltreatment cases and have a variety of parenting skill deficits. Their children are at risk for neglect, developmental delay, and behavioral disorders. This review of parenting education interventions for such parents identified 20 published studies with adequate outcome data. A total of 190 such parents (188 mothers, 2 fathers), with IQs ranging from 50 to 79 were involved. Parenting skills trained included basic child-care, safety, nutrition, problem solving, positive parent-child interactions, and child behavior management. The most common instructional approach was behavioral (e.g., task analysis, modeling, feedback, reinforcement). Overall, initial training, follow-up, and social validity results are encouraging. Generalization and child outcome data are weak. Further research is needed to (a) identify variables associated with responsiveness to intervention, and (b) develop and compare innovative programs that teach parents with cognitive disabilities the necessary generalized skills to demonstrate long-term beneficial effects on their children.

Adult↗
PubMed1998

Evaluating a brief parental-education program for parents of young children.

The effectiveness of a brief parental-education program for 40 families with very young children was studied. Families were assigned to either a parental-education or waiting-list control group. The parental-education program included information and strategies drawn from developmental and cognitive psychology and social learning theory. Analysis showed that participating parents significantly reduced their use of corporal and verbal punishment, changed their parenting attitudes, and improved their perceptions of their children's behavior in comparison to the control group. Effects were maintained at six weeks follow-up. Results supported tailoring parental-education programs to the unique needs of participants.

Adult↗
PubMed1990

Relationships of teenage smoking to educational aspirations and parents' education.

This study analyzes data for white high school seniors from the 1985 Monitoring the Future national survey. Students who had less educated parents or lower educational aspirations were more likely to have tried a cigarette, more likely to have adopted cigarette smoking, and less likely to have quit smoking. These students also had more favorable attitudes toward smoking, and reported greater acceptance of smoking by their friends. In addition, the students with less educated parents or lower educational aspirations appeared to be more rejecting of adult authority and more predisposed to adopt adult behaviors, and these characteristics, in turn, were associated with smoking more. The results of multivariate analyses support the hypothesis that these students have experienced less success in school and are more likely to adopt behaviors characteristic of adults as an alternative source of status and gratification, and this contributes to their higher rates of smoking.

Achievement↗
PubMedDate not supplied

A survey of pediatric oncology nurses' perceptions of parent educational needs.

Educating parents of children with cancer is a primary nursing responsibility in pediatric oncology. A survey using Delphi techniques was conducted with nurses attending a Children's Oncology Group Nursing Workshop to identify priority educational topics from pediatric oncology nurses' perspective. In round 1 of the survey, nurses were asked to identify 5 priority educational topics and 5 topics they spend the most time teaching parents. Twenty-four educational categories were identified by 199 nurses, and responses were sorted by category and frequencies tabulated. Information about treatment was the most frequently cited priority. Bone marrow suppression (BMS) was the second most important priority and was the topic nurses spent most time in teaching. Round 2 of the survey was sent via e-mail to 132 consenting participants from round 1. Nurses were asked to rate the importance of the categories from round 1 (presented in random order) during 4 time periods (diagnosis, initial treatment, maintenance, and off therapy). Nurses reported different teaching priorities across the continuum of treatment. Of note, teaching about end-of-life issues and alternative therapy were ranked as low in importance across all time points. These findings can be used to inform educational programs and materials development for parents of children with cancer.

Adaptation, Psychological↗
PubMed1998

Combination of low parental educational attainment and high parental income related to high caries experience in pre-school children in Abu Dhabi.

Children aged 2, 4 and 5 years were examined for dental caries using WHO criteria, in the Emirate of Abu Dhabi, UAE, in 1996. The children were from the three administrative regions of Abu Dhabi, Al Ain and Western Region. Sampling of health centres and kindergartens was stratified by urban or rural location. Parents completed a questionnaire, and children were classified into high, middle or low groups on the basis of their parents' education and income. All 20 kindergartens and 22 health centres sampled agreed to participate. The participation rate of sampled children was high and complete data were available for 640 children--217 aged 2 years, 204 aged 4 years, and 219 aged 5 years. Similar numbers of boys and girls were included. The prevalence of dental caries was very high--36% to 47% at age 2 years, 71% to 86% at age 4 years and 82% to 94% at age 5 years. The mean dmft at age 5 years was 8.4 in Abu Dhabi, 8.6 in Al Ain and 5.7 in Western Region. Few teeth had been filled. Apart from age, the parents' education and income were found to be statistically significantly related to caries experience (P<0.05), while gender, ethnicity (UAE or non-UAE), region, and urban or rural living, were not related to dental caries experience (P>0.3). While high parental educational attainment was related to lower caries experience, conversely, high parental income was related to higher caries experience. Caries experience was higher than that recorded approximately 6 years previously and is a cause of concern.

Age Factors↗
PubMed2001

Educating parents about youth suicide: knowledge, response to suicidal statements, attitudes, and intention to help.

This study evaluated the video Youth Suicide: Recognising the Signs as a parent educational medium. Before and after viewing the video, parents (N = 112) of young people answered questionnaires measuring their (1) knowledge of suicidal signs, (2) responses to a young person showing suicidal signs, (3) attitude to suicide, and (4) intentionalitv toward suicidal people. After the video, parents' knowledge of suicidal signs, responses toward a suicidal person, and intention to help improved. Their attitude was more rejecting of suicide. Knowledge and intentionality predicted response to suicidal statements, but no relationships existed between attitude and the other variables. Implications for youth suicide education programs are discussed.

Adult↗
PubMed1987

A videotape parent education program for abusive parents.

The San Fernando Valley Child Guidance Clinic (SFVC) offers a parent education program for abusive and high-risk-for-abuse parents. Structure and content of the program were derived from theoretical and empirical descriptions of abusive parents. The program is based on a videotape, "Hugs 'n' Kids," which consists of 13 episodes showing common problem situations between parents and their preschool children along with three or four alternative ways the situation could be resolved. Parents meet in a group and discuss one episode per week. Over 200 parents have participated to some extent, and 40 participated in pre- and posttests to assess program effectiveness. The program appears to have met its goals. Parents who completed the program demonstrated increased knowledge of alternatives to physical punishment and understanding of normal child development as well as changed attitudes toward children's misbehavior.

Adult↗
PubMedDate not supplied

Current parent education on infant feeding in the neonatal intensive care unit: the role of the occupational therapist.

OBJECTIVES: The purpose of this study was to describe current trends in parent education on infant feeding in the neonatal intensive care unit (NICU) and to clarify the role of the occupational therapist in educating parents. METHOD: Questionnaires were mailed to 190 neonatologists across the United States who were asked to forward it to a NICU occupational therapist. The questionnaire gathered descriptive information about the structure of parent education in the NICU, the role of the occupational therapist in providing parent education, and demographics about respondents and their NICUs. The response rate was 53% (n = 100). RESULTS: All 100 hospitals responding provided parent education in some form, and most included a variety of topics and teaching methods. Occupational therapists were on the NICU team at 74 of the hospitals and were identified third most frequently as a provider of parent education. The occupational therapists were most frequently identified as responsible for teaching about positioning, infant development, and infant states and cues and were highly involved in educating parents about feeding. CONCLUSION: Current parent education programs in NICUs are comprehensive in scope. Occupational therapists' role in educating parents about infant care and feeding consists of a focus on certain topics where occupational therapists have specialized skills and education. Occupational therapists are recognized by their NICU colleagues as providers of parent education, but this study suggests that the occupational therapists' role may not be clearly understood by other NICU professionals.

Adult↗
PubMedDate not supplied

Parent education for drowning prevention.

Drowning is the leading cause of accidental death in infants and children in 10 states, and near drowning accounts for more than 10 times as many accidents. Children aged 1 to 4 years are at the highest risk of drowning in residential swimming pools. Education of parents is a key variable in drowning prevention. Knowledge about water safety is centered around three important concepts: (a) supervision, (b) barriers, and (c) emergency procedures. The pediatric nurse plays an invaluable role in educating parents about these concepts and in increasing parents' awareness of safety risks.

Adolescent↗
PubMed2005

Designing and evaluating parent educational materials.

Families of infants in the neonatal intensive care unit (NICU) are continually seeking information about their infant. Communicating with and providing education to parents is a crucial focus for nurses, who are often challenged to provide families with culturally sensitive health information they can read, understand, and act on when necessary. Understanding the literacy level of specific parent populations allows healthcare providers to develop and test written educational materials for readability and suitability and to assure that the materials used are targeted at parents' specific learning needs. This article presents pragmatic suggestions for evaluating current written materials and developing new NICU parent-education materials with lower readability levels. Additionally, the article identifies strategies to honor the cultural needs of families and actively involve families in the development of parent-education materials.

Caregivers↗
PubMed1999

The impact of ethnicity, family income, and parental education on children's health and use of health services.

OBJECTIVES: This study characterized ethnic disparities for children in demographics, health status, and use of services; explored whether ethnic subgroups (Puerto Rican, Cuban, and Mexican) have additional distinctive differences; and determined whether disparities are explained by differences in family income and parental education. METHODS: Bivariate and multivariate analyses of data on 99,268 children from the 1989-91 National Health Interview Surveys were conducted. RESULTS: Native American, Black, and Hispanic children are poorest (35%, 41% below poverty level vs 10% of Whites), least healthy (66%-74% in excellent or very good health vs 85% of Whites), and have the least well educated parents. Compared with Whites, non-White children average fewer doctor visits and are more likely to have excessive intervals between visits. Hispanic subgroup differences in demographics, health, and use of services equal or surpass differences among major ethnic groups. In multivariate analyses, almost all ethnic group disparities persisted after adjustment for family income, parental education, and other relevant covariates. CONCLUSIONS: Major ethnic groups and subgroups of children differ strikingly in demographics, health, and use of services; subgroup differences are easily overlooked; and most disparities persist even after adjustment for family income and parental education.

Adolescent↗
PubMed1993

Can effective parent education occur during emergency room visits?

BACKGROUND: Parents might not feel the need to make as many visits to an emergency room (ER) for a sick child if they had more information about common illnesses and their management. This study measured the effect on future ER use of parent education on common childhood illnesses. METHODS: Children who were over 6 months old and had visited the ER at least twice in the preceding year were enrolled in an experimental group (n = 118) or in a control group (n = 128) over consecutive two-month periods. The intervention consisted of a pamphlet and a videotaped presentation that discussed the features and management of common childhood illnesses. RESULTS: Over the following year, an average of 0.43 (SD = 0.9) ER visits were made by experimental subjects compared to 0.52 (SD = 1.31) by control subjects (P = .30). Twenty percent (SD = .4) and 22% (SD = .4) of subsequent illnesses of experimental and control children respectively resulted in an ER visit. CONCLUSION: Our study demonstrated no effect of an educational intervention designed to decrease ER visits. Limitations of our study, however, suggest that further attempts to educate parents in this setting may still be warranted.

Child↗
PubMed2006

Characteristics of primiparous women who are not reached by parental education classes after childbirth in Sweden.

BACKGROUND: Parental education classes are part of the national child health promotion programme of the Swedish Child Health Clinics (CHC). AIM: To investigate attendance at parental education classes during the infant's first year, and to identify factors associated with non-attendance in primiparous women. METHODS: Swedish-speaking women were recruited from 97% of all antenatal clinics in Sweden during 3 wk, evenly spread over 1 y from 1999 to 2000. Questionnaires were mailed in early pregnancy, and at 2 mo and 1 y after the birth. Two thousand, four hundred and forty women answered the main outcome question about class attendance asked in the third questionnaire, and 1076 of these were first-time mothers. RESULTS: Seventy-eight per cent of the primiparas attended classes and 31% of the multiparas. Factors associated with non-attendance in primiparas were: native language other than Swedish, a low level of education, smoking during pregnancy, inconvenient timing of pregnancy, feelings of loneliness and isolation, maternal hospital admission, and infant health problems. Three per cent of the primiparas did not attend classes either during pregnancy or after the birth, and this group seemed to constitute an even less privileged group. CONCLUSION: Parental education classes organized by the CHCs did not reach women who were more disadvantaged in terms of socio-demographic background, and maternal and infant health.

Adult↗