The platform for open and practice-oriented research

product

A home-video method to assess infant gross motor development: parent perspectives on feasibility

Background: Current use of smartphone cameras by parents create opportunities for longitudinal home-video-assessments to monitor infant development. We developed and validated a home-video method for parents, enabling Pediatric Physical Therapists to assess infants’ gross motor development with the Alberta Infant Motor Scale (AIMS). The objective of the present study was to investigate the feasibility of this home-video method from the parents’ perspective. Methods: Parents of 59 typically developing infants (0–19 months) were recruited, 45 parents participated in the study. Information about dropout was collected. A sequential mixed methods design was used to examine feasibility, including questionnaires and semi-structured interviews. While the questionnaires inquired after the practical feasibility of the home-video method, the interviews also allowed parents to comment on their feelings and thoughts using the home-video method. Results: Of 45 participating parents, 34 parents returned both questionnaires and eight parents agreed to an interview. Parent reported effort by the infants was very low: the home-video method is perceived as similar to the normal routine of playing. The parental effort level was acceptable. The main constraint parents reported was time planning. Parents noted it was sometimes difficult to find the right moment to record the infant’s motor behavior, that is, when parents were both at home and their baby was in the appropriate state. Technical problems with the web portal, reported by 28% of the parents were also experienced as a constraint. Positive factors mentioned by parents were: the belief that the home videos are valuable for family use, receiving feedback from a professional, the moments of one-on-one attention and interaction with their babies. Moreover, the process of recording the home videos resulted in an increased parental awareness of, and insight into, the gross motor development of their infant. Conclusion: The AIMS home-video method is feasible for parents of typically developing children. Most constraints are of a practical nature that can be addressed in future applications. Future research is needed to show whether the home-video method is also applicable for parents with an infant at risk of motor development problems.

PDF

A home-video method to assess infant gross motor development: parent perspectives on feasibility

product

“The Attitude Is Essential” The Experience of Two Mothers with Differing Educational Backgrounds Receiving Post-Discharge Intervention after Very Preterm Delivery

While the importance of professional support following very preterm delivery (VP) is established, the parental experience of support still warrants deeper understanding. Evaluation of a Dutch one-year post-discharge responsive parenting intervention following VP suggested that parents with lower educational levels benefitted less from the program. This idiographic phenomenological study investigated the lived experiences of two mothers with differing educational backgrounds receiving professional support during hospitalization and post-discharge. In-depth interviews with the mothers were analyzed using Interpretative Phenomenological Analysis. We formulate three impressions: (1) How the mothers made sense of their experiences resonated with the findings of research on class differences in parenting. (2) The mothers valued professionals who struck a personalized balance between supporting their maternal agency and attending to their vulnerability and needs for help and perspective. (3) The mothers experienced greater trust in professionals who could suspend pre- conceived assumptions and take their personal characteristics into consideration. Practice suggestions are extrapolated for social work professionals. The study has relevance to educational diversity and recommends an overarching sensitivity to positionality in professional work with parents.

LINK

product

Online parenting support

Internet technology offers a lot of new opportunities for the dissemination of information, sharing of support and consultation of professionals. Innovating professionals from multiple disciplines have begun to exploit the new opportunities for parenting support. The studies presented in this book are meant to deepen our insights in the subject of online parenting support and investigate the feasibility to use single session email consultation to empower parents. This publication includes: - A systematic review of 75 studies on online parenting support. - A meta-analytic review of 12 studies on online tools to improve parenting. - A content analysis of 129 parenting questions and responses in single session email consultation. - An analysis and validation study of the newly developed Guiding the Empowerment Process model. - An evaluation study of the effects of single session email consultation on parental empowerment. The results of this research indicate that the Internet is not only a source of information, but it can also be an instrument for support and training, aiming to improve parental competencies.

MULTIFILE

product

Making the difference with active parenting

Abstract Although parental involvement is often a priority on the quality agenda of schools for primary and secondary education, it is still not usual to involve parents as an educational partner in the actual learning process of their child. Rather than adopting an open approach, teachers tend to tell parents what they should do or keep them at a safe distance. At the same time, parents are increasingly becoming better informed, more critical and thus are more strongly positioned towards school. They address teachers more directly in case of problems or disappointing results of their child. Clearly, this might lead to a negative impact on the mutual relationship especially when parents’ emotional involvement conflicts with a professional and detached attitude of teachers. Based on the results of several studies that provide ample evidence that parental involvement in the learning process can improve learning outcomes, it is argued that there is much to be gained in forming educational partnerships between parents and schools. Different dimensions of active parenting are discussed, as well as prerequisites for successful implementation

PDF

Making the difference with active parenting

product

Brief report: Follow-up outcomes of multisystemic therapy for adolescents with an intellectual disability and the relation with parental intellectual disability

Research on follow-up outcomes of systemic interventions for family members with an intellectual disability is scarce. In this study, short-term and long-term follow-up outcomes of multisystemic therapy for adolescents with antisocial or delinquent behaviour and an intellectual disability (MST-ID) are reported. In addition, the role of parental intellectual disability was examined. Outcomes of 55 families who had received MST-ID were assessed at the end of treatment and at 6-month, 12-month and 18-month follow-up. Parental intellectual disability was used as a predictor of treatment outcomes. Missing data were handled using multiple imputation. Rule-breaking behaviour of adolescents declined during treatment and stabilized until 18 months post-treatment. The presence or absence of parental intellectual disability did not predict treatment outcomes. This study was the first to report long-term outcomes of MST-ID. The intervention achieved similar results in families with and without parents with an intellectual disability.

PDF

Brief report: Follow-up outcomes of multisystemic therapy for adolescents with an intellectual disability and the relation with parental intellectual disability

product

‘It is up to me because I gave him this life’

Objective: The majority of parents with a disabled child experience chronic sorrow, characterized by recurrent feelings of grief and loss related to their child’s disability. There is a significant lack of research on parents’ lived experiences of chronic sorrow, which limits our ability to understand parents’ needs and provide proper support. Design: Interpretative Phenomenological Analysis (IPA) was conducted based on in-depth interviews with six parents of severely disabled children. Results: In the literature on chronic sorrow, an important aspect has been consistently overlooked: the particular position of being a parent, experiencing an awareness of being ultimately responsible for their children. The analysis revealed how this awareness, experienced as a deeply felt ethical commitment, unconditional, largely in isolation, and without a limit in time, shaped the experience of chronic sorrow. Because of this awareness, the parents experienced themselves facing a Herculean task of navigating their intricate motions while struggling to maintain their ability to function. Conclusions: By revealing the importance of considering the unique parental position, the study enriches the concept of chronic sorrow, simultaneously offering insights into what it means to be a parent of a disabled child. These insights can improve care professionals’ responsiveness to parental needs.

PDF

product

Whole‑family programmes for families living with parental mental illness

Several interventions have been developed to support families living with parental mental illness (PMI). Recent evidence suggests that programmes with whole-family components may have greater positive effects for families, thereby also reducing costs to health and social care systems. This review aimed to identify whole-family interventions, their common characteristics, effectiveness and acceptability. A systematic review was conducted according to PRISMA 2020 guidelines. A literature search was conducted in ASSIA, CINAHL, Embase, Medline, and PsycINFO in January 2021 and updated in August 2022. We double screened 3914 abstracts and 212 papers according to pre-set inclusion and exclusion criteria. The Mixed Methods Appraisal Tool was used for quality assessment. Quantitative and qualitative data were extracted and synthesised. Randomised-control trial data on child and parent mental health outcomes were analysed separately in random-effects meta-analyses. The protocol, extracted data, and meta-data are accessible via the Open Science Framework (https://osf.io/9uxgp/). Data from 66 reports—based on 41 independent studies and referring to 30 different interventions—were included. Findings indicated small intervention effects for all outcomes including children’s and parents’ mental health (dc = −0.017, −027; dp = −0.14, −0.16) and family outcomes. Qualitative evidence suggested that most families experienced whole-family interventions as positive, highlighting specific components as helpful, including whole-family components, speaking about mental illness, and the benefits of group settings. Our findings highlight the lack of high-quality studies. The present review fills an important gap in the literature by summarising the evidence for whole-family interventions. There is a lack of robust evidence coupled with a great need in families affected by PMI which could be addressed by whole-family interventions. We recommend the involvement of families in the further development of these interventions and their evaluation.

MULTIFILE

Whole‑family programmes for families living with parental mental illness

product

Family Surveillance: Understanding Parental Monitoring, Reciprocal Practices, and Digital Resilience

Parents who grew up without digital monitoring have a plethora of parental monitoring opportunities at their disposal. While they can engage in surveillance practices to safeguard their children, they also have to balance freedom against control. This research is based on in-depth interviews with eleven early adolescents and eleven parents to investigate everyday negotiations of parental monitoring. Parental monitoring is presented as a form of lateral surveillance because it entails parents engaging in surveillance practices to monitor their children. The results indicate that some parents are motivated to use digital monitoring tools to safeguard and guide their children, while others refrain from surveillance practices to prioritise freedom and trust. The most common forms of surveillance are location tracking and the monitoring of digital behaviour and screen time. Moreover, we provide unique insights into the use of student tracking systems as an impactful form of control. Early adolescents negotiate these parental monitoring practices, with responses ranging from acceptance to active forms of resistance. Some children also monitor their parents, showcasing a reciprocal form of lateral surveillance. In all families, monitoring practices are negotiated in open conversations that also foster digital resilience. This study shows that the concepts of parental monitoring and lateral surveillance fall short in grasping the reciprocal character of monitoring and the power dynamics in parent-child relations. We therefore propose that monitoring practices in families can best be understood as family surveillance, providing a novel concept to understand how surveillance is embedded in contemporary media practices among interconnected family members.

MULTIFILE

Family Surveillance: Understanding Parental Monitoring, Reciprocal Practices, and Digital Resilience

product

Parental involvement in children’s education: A review study about the effect of parental involvement on children’s school education with a focus on the position of illiterate parents

In this article we provide the results of a review study on parental involvement in children’s education with a focus on the specific position of illiterate parents. Research results indicate that parental involvement in children’s education matters. It matters for their achievement, motivation and wellbeing at school. Over the last decade, parents and teachers are supposed to collaborate more andmore as partners in education. To establish these partnerships, the primacy is placed on teachers and schools as they are the professional partners. The results of our review study reveal different good practices to enhance parental involvement: from parent and teacher training programs to reorganization of the school structure and family interventions. When illiterate parents want to be involved in their children’s education, they are faced with many difficulties. Remarkably, the research findings on the involvement of illiterate parents appeared to be limited, in contrast with the resultsof our literature search on the topic of parental involvement in children’s education in general, which was very extensive. However, we have found some good practices to foster the involvement of illiterateparents in their children’s education.

PDF

Search results

Products 1.126

A home-video method to assess infant gross motor development: parent perspectives on feasibility

“The Attitude Is Essential” The Experience of Two Mothers with Differing Educational Backgrounds Receiving Post-Discharge Intervention after Very Preterm Delivery

Online parenting support

Making the difference with active parenting

Brief report: Follow-up outcomes of multisystemic therapy for adolescents with an intellectual disability and the relation with parental intellectual disability

‘It is up to me because I gave him this life’

Whole‑family programmes for families living with parental mental illness

Family Surveillance: Understanding Parental Monitoring, Reciprocal Practices, and Digital Resilience

Parental involvement in children’s education: A review study about the effect of parental involvement on children’s school education with a focus on the position of illiterate parents

Projects 1

ParEntal Beliefs concerning their Baby, Lifestyle and Experience Study: PEBBLES

Navigate to

Categories

Filters

Products 1.126

A home-video method to assess infant gross motor development: parent perspectives on feasibility

“The Attitude Is Essential” The Experience of Two Mothers with Differing Educational Backgrounds Receiving Post-Discharge Intervention after Very Preterm Delivery

Online parenting support

Making the difference with active parenting

Brief report: Follow-up outcomes of multisystemic therapy for adolescents with an intellectual disability and the relation with parental intellectual disability

‘It is up to me because I gave him this life’

Whole‑family programmes for families living with parental mental illness

Family Surveillance: Understanding Parental Monitoring, Reciprocal Practices, and Digital Resilience

Parental involvement in children’s education: A review study about the effect of parental involvement on children’s school education with a focus on the position of illiterate parents

Projects 1

ParEntal Beliefs concerning their Baby, Lifestyle and Experience Study: PEBBLES