The Role of Early Intervention Therapy in Neurodevelopmental Outcomes of Premature Infants.

Neurodevelopmental impairments are known to be more common in premature infants. Premature and low birth weight babies are now more likely to survive because of modern technologies and advancements in perinatal and postnatal care. However, long stays and exposure to harsh stimuli in neonatal intensive care units are known to have a negative impact on the developing neonatal brain. Therefore, the goal of early intervention (EI) is to assist an infant and their family in achieving the greatest potential outcome. This encompasses a broad spectrum of strategies and structured programs that might differ in many aspects, such as who should implement them, where they should take place, and when they should begin. They aid in minimizing brain damage and optimizing growth via varied sensory and motor stimuli. Current evidence supports the initiation of EI therapy soon after birth, starting from neonatal intensive care units and continuing post-discharge. This research is important, especially in developing countries like ours, owing to the increasing number of premature deliveries due to multiple reasons. The focus of this article is to analyze the various protocols and applications available to us for the implementation of EI therapies and their benefits.

Parental involvement in school and school victimization in Taiwan: The mediating role of quality of student-teacher relationships.

A link between parental involvement in school and student victimization in school is often assumed, but empirical studies have shown inconsistent results. Research suggests that the quality of student-teacher relationships could potentially serve as a crucial mediating factor in the link between parental school involvement and student victimization in school. However, the proposition in question lacks sufficient empirical evidence to substantiate it. This paper examines how parental school involvement indirectly influences student victimization by peers and teachers in school mediated via the quality of student-teacher relationships. Additionally, it further investigates sex differences in the patterns of relationships among parental school involvement, quality of student-teacher relationships, and student victimization by peers and teachers in school. Data were derived from a nationally representative sample of 934 junior high school students and their parents/caregivers in Taiwan. The results revealed that parental school involvement had a nonsignificant direct association with school victimization by peers and teachers, but a significant indirect association with both types of school victimization mediated via the quality of student-teacher relationships. These findings are applicable to both boys and girls. To reduce school victimization, policies and intervention programs could consider promoting parental school involvement and the quality of student-teacher relationships.

Parental involvement and student creativity: a three-level meta-analysis.

Introduction: The Ecological Systems Model of Creativity Development (ESMCD) proposes that parental involvement positively impacts student creativity. However, prior empirical studies present mixed results, including positive, negative, and no correlations between these variables. Methods: To synthesize these inconsistent primary studies, the current study conducted a systematic meta-analysis synthesizing 30 primary studies involving 37 independent samples with 70 effect sizes and a total N = 20,906 participants. Results: The results demonstrated: (1) an overall significant small, positive correlation (r = 0.101) between parental involvement and student creativity; (2) significant small, positive correlations between specific involvement types (autonomy support r = 0.144; behavioral control r = 0.133; content support r = 0.131) and creativity, alongside a significant small, negative correlation between psychological control and creativity (r = -0.117); (3) no statistically significant moderating effects of student grade level, parental gender, region, or publication type. Discussion: This systematic meta-analytic review consolidates empirical evidence indicating that parental involvement positively predicts students' creativity, while highlighting the detrimental impact of psychological control on creative outcomes. Further research elucidating the mechanisms underlying these relations is critical for informing parenting approaches and education policies seeking to foster creativity development among students.

The Influence of Parents' Educational Expectations on Children's Development: The Chain Mediation Role of Educational Anxiety and Parental Involvement.

In the social context of the "Educational Involution", the educational expectations of parents have a potential influence on the development of children. High parental educational expectations create parental anxiety, which in turn results in a rise in parental involvement and eventually promotes the growth and progress of children. The current study administered an electronic questionnaire to 891 parents of young children in four provinces of China. The questionnaire included the Parental Educational Expectations Scale, the Educational Anxiety Scale, the Parental Involvement Scale, and the Child Development Scale. This study used SPSS 27.0 for statistical data analysis and the SPSS macro program PROCESS to explore the mediation role. We found that (1) educational anxiety plays a mediating role between parental educational expectations and child development; (2) parental involvement has a mediating effect between parental educational expectations and child development; and (3) educational anxiety and parental involvement play a chain mediating role between parental educational expectations and child development. In conclusion, parental educational expectations appear to contribute to child development, and this effect may be mediated individually and sequentially by educational anxiety and parental involvement.

"We are on the outside but it's okay": A grounded theory of cooperation between parents, coaches, and administrators in professional youth soccer academies.

OBJECTIVE: Parents need to cooperate with professional organizations to support their children's development and health. In sports, knowledge on how parents, coaches, and organizations can successfully coordinate their behavior and work together for a common cause is lacking. This study was designed to identify a grounded theory of cooperation as a social process between parents and organizational stakeholders in youth soccer academies. DESIGN AND METHOD: Intensive interviews were conducted with parents (n = 9), coaches (n = 11), and administrators (n = 14) across 14 youth soccer academies in Germany. Data were analyzed using initial coding, focused coding, and theoretical integration following constructivist grounded theory methodology. RESULTS AND CONCLUSION: The grounded theory produced comprises several processes aimed at building, maintaining, and reinforcing effective cooperation between parents, coaches, and administrators. Acknowledging parents as part of the academy, providing a thorough onboarding, and defining parental roles are essential for cooperation to evolve. Cooperation was viewed as a responsive, dynamic, and iterative process impacted by person and context factors. Findings are interpreted through a systems lens highlighting nuanced dependencies between cognitive, emotional, and behavioral patterns. The grounded theory provides implications for future research targeting the intersection of persons and contexts in youth sport. For practitioners, we propose an evidence-based program on developing cooperation.

Effectiveness of a nutrition education intervention using simulation videos and encouragement of parental involvement for elementary school students.

This study aims to develop a nutrition education intervention to promote healthy eating, and to evaluate the effectiveness of this intervention on healthy eating knowledge, attitude and behaviour among elementary students. A quasi-experimental study was conducted in two elementary schools in Taiwan. The intervention course design included simulation videos, lectures, and the after-school learning worksheet designed for parental involvement. A total of 4 courses along with 4 simulation videos were given to the intervention group. The four course themes were Sugar patrol, Balanced Diet during the Mid-Autumn Festival, Rainbow Fruit and Vegetables, and Smart Dine Out. The study recruited 35 3rd grade students for the intervention group and 30 for the control group. Data were collected from the pre- and post-test questionnaires. The nutrition intervention had significant effects on improving participants' knowledge about tips for making healthy choices and the necessity of balanced diet, and on attitude toward healthy eating. There was no significant improvement in participants' healthy eating behaviours. This nutrition education intervention, which utilized simulation videos and encouraged parental involvement, could be recommended for teaching practice in elementary schools to improve healthy eating knowledge and attitude among students.

Assessing the Impact of Different Levels of Parental Involvement in the NICU on Neonatal Outcomes and Parental Mental Health.

Background: Parental involvement in the neonatal intensive care unit (NICU) has been recognized as crucial for neonatal outcomes and parental mental health. Materials and Methods: A retrospective cohort study was conducted, involving 300 neonates admitted to the NICU over 1 year. Parental involvement was categorized into three levels: high, moderate, and low, based on the frequency and intensity of parental participation in neonatal care. Neonatal outcomes including the length of hospital stay, incidence of complications, and parental mental health outcomes measured through standardized scales were compared among the three groups. Results: Neonates with high parental involvement had a significantly shorter length of hospital stay (mean difference = 5 days, P < 0.001) compared to those with moderate or low involvement. Complication rates were also lower in the high involvement group (20%) compared to moderate (35%) and low (45%) involvement groups. Parental mental health scores were the highest in the high involvement group (mean score = 75), followed by moderate (mean score = 60) and low (mean score = 45) involvement groups. Conclusion: Higher levels of parental involvement in the NICU are associated with improved neonatal outcomes and better parental mental health.

Impact of Parental Involvement on Child Compliance During Dental Procedures.

Background: Effective management of child behavior during dental procedures is crucial for successful treatment outcomes and promoting oral health. Parental involvement has been recognized as a key factor influencing child compliance in various healthcare settings, but its specific impact on child compliance during dental appointments remains understudied. Methods: A cross-sectional clinical research involving 100 children scheduled for routine dental treatments. Parental involvement was categorized as high, moderate, or low based on the level of parental presence and interaction during the dental appointment. Child compliance was assessed using a validated behavior rating scale, evaluating factors such as cooperation, anxiety, and disruptive behavior during the dental procedure. Statistical analysis, including correlation analysis and ANOVA, was performed to determine the association between parental involvement and child compliance. Results: The results revealed a significant correlation between parental involvement and child compliance (P < 0.05). Children with high levels of parental involvement demonstrated greater compliance during dental procedures compared to those with moderate or low levels of parental involvement. Specifically, children with high parental involvement exhibited lower levels of anxiety, reduced disruptive behavior, and greater cooperation with the dental team. Conclusion: This research provides evidence of the positive impact of parental involvement on child compliance during dental procedures in pediatric patients. Higher levels of parental presence and interaction were associated with improved child behavior and cooperation, highlighting the importance of parental involvement in promoting positive oral health behaviors and facilitating successful dental treatments. These findings underscore the need for tailored interventions targeted at enhancing parental involvement and optimizing child compliance in the dental setting.

Parenting pain away: Quasi-experimental study of an eHealth learning platform to evaluate acceptability, feasibility, and utilisation of parent-led pain management.

AIM: To evaluate the impact of an eHealth educational resource about infant procedural pain management, given during the prenatal period, on feasibility, acceptability, knowledge, self-efficacy, and involvement. BACKGROUND: Routine health care requires newborns to have painful procedures (e.g., intramuscular injection). The impacts of untreated pain in neonates are widely recognised but adoption of effective procedural pain management strategies in clinical practice varies. There is clear evidence supporting the effectiveness of parent-led pain management during procedures (e.g., skin-to-skin care) and reputable resources to raise awareness among parents are warranted. Our team co-created Parenting Pain Away, a website to equip parents with evidence to assist with managing the pain of procedures and empower them to be involved. METHODS: A quasi-experimental evaluation using a pre/post intervention design with low-risk expectant parents. RESULTS: Of the 41 participants, before intervention exposure participants were familiar or had used skin-to-skin care (n = 33), breastfeeding (n = 30) and sucrose (n = 13) as pain management. Most participants (n = 38) desired more information on how to be involved. Providing access to Parenting Pain Away during pregnancy was supported and participants ranked the website above average using the System Usability Scale. Parenting Pain Away did not have a statistically significant influence on outcomes. Participants reported variation in clinical support with parent-led pain management. CONCLUSION: A multifaceted approach is recommended to maintain infant procedural pain management. IMPLICATIONS FOR THE PROFESSION AND PATIENT CARE: Equipping parents with knowledge related to infant pain management using an eHealth approach satisfied their information desires. The study findings are important considerations for perinatal care providers, policy makers, and families to finally achieve adequate procedural pain management. REPORTING METHOD: This study used the STROBE checklist, adhering to EQUATOR guidelines. PATIENT AND PUBLIC CONTRIBUTION: A stakeholder group (expectant parents, parents, perinatal researchers, clinicians, and administrators) was created to inform the study design and intervention.

Who stays? Who goes? Motivation and tendency to drop out in music schools.

Based on self-determination theory, this study examined the extent to which the satisfaction of the basic psychological needs for autonomy, competence, and social relatedness in instrumental lessons explain the quality and quantity of motivation, which are responsible for persistence and dropout in music schools. This study also investigated whether parental involvement contributes to dropout. A total of 140 music students from Austria (37.16% male, 62.1% female, 0.8% diverse) were surveyed using a quantitative questionnaire. The central variables are the tendency to dropout (dependent variable) and, as predictors, the motivational regulation styles, the satisfaction of basic psychological needs in the classroom and parental involvement. The results of a structural equation model indicated that satisfaction of basic needs in class and parental involvement, mediated by motivation, predicted dropout tendencies. Autonomous motivation in lessons is negatively associated and controlled motivation is positively associated with the tendency to drop out of music schools. Satisfaction of basic psychological needs during lessons and parental involvement predicts autonomous motivation. However, basic psychological needs cannot predict controlled motivation but parental involvement can predict controlled motivation to a limited extent. Finally, this study emphasizes the practical importance of need satisfaction and parental involvement in motivation and continuing to play a musical instrument.

Parental Involvement and Children's Subjective Well-Being: Mediating Roles of the Sense of Security and Autonomous Motivation in Chinese Primary School Students.

Parental involvement may influence the subjective well-being of primary school students, but the specific mechanisms remain unclear. This study explores the mechanisms between parental involvement and primary school students' subjective well-being. The current study investigated 340 fifth and sixth grade students and their parents from a primary school using the Parental Education Involvement Behavior Scale, the Well-Being Scale, the Sense of Security Scale, and the Learning Self-Regulation Scale. We found that (1) sense of security plays a complete mediating role between parental involvement and primary school students' subjective well-being; (2) autonomous motivation has a marginal mediating effect between parental involvement and subjective well-being of primary school students; and (3) sense of security and autonomous motivation play a chain mediating role between parents' educational involvement and primary school students' well-being. In conclusion, parental involvement appears to contribute to primary school children's subjective well-being, and this effect may be mediated individually and sequentially by the children's sense of security and autonomous motivation.

The impact of family socioeconomic status on parental involvement and student engagement during COVID-19 in promoting academic achievement: A longitudinal study in Chinese children.

With a three-wave longitudinal design, the current study examined the impact of family socioeconomic status (SES) on parental involvement and student engagement in promoting children's academic achievement during the coronavirus disease 2019 (COVID-19) pandemic. We recruited data from 246 mother-primary school student dyads, and the mean age of children at Wave 1 was 10.57 ± 0.97 years (range = 9-13 years). The academic achievement of these children was measured both before and after school closures. Family SES, parental involvement, and student engagement were assessed during the school closures. The results indicated that family SES could predict children's later academic achievement after accounting for their prior academic achievement and other demographics (i.e., the significant total effect in the model). Moreover, parental involvement and student engagement played chain-mediating roles in the effect of family SES on children's later academic achievement. Neither parent involvement nor student involvement alone mediated the relationships between family SES and subsequent academic achievement. Suggestions are provided to minimize the negative impact of low family SES on children's academic achievement during pandemics.

Being a right parent: a narrative review of the theory and practice of parental involvement in sport parenting.

The family is the first classroom for children and adolescents to learn and grow, and parents' behavior plays an important role in influencing their children's development, which is also evident in the process of sport participation. The main purpose of this study is to summarise the specific theoretical and practical experiences of parents in sport parenting based on a comprehensive review of the types and functions that constitute parental involvement in sport parenting and the process of their practice. To this end, this study used narrative research as the main research method and searched the literature related to parents' involvement in parenting through sport using the Web of Science database. Using the theoretical underpinnings of parents' implementation of sport parenting and their role practice, studies were screened and 39 pieces of literature were finally obtained. The study found that in terms of theoretical underpinnings, the existing types of parental involvement in sport parenting can be broadly categorized into four types: authoritative, authoritarian, permissive and rejecting-neglecting. The functions of parental involvement in sport education have two dimensions: promoting sport development and promoting socialization. Based on a review of their theories, we further summarise and conclude the consequences of action and appropriate practices of parental practices in three scenarios: on the sports field, on the way home and in the private space. It is assumed that parents, when participating in sports parenting, need to: (I) regulate their own behavior in order to avoid psychological pressure on their children due to inappropriate behavior; (II) play different roles at different stages of their children's sports development; (III) should not put too much pressure on their children's performance. Based on these reviews of the theory and practice of parental involvement in sport parenting, this study further examines the theoretical limitations of the established research. It is argued that future research should pay attention to the differences between the identities and expectations of parents or children of different genders about their sport parenting, in addition to the differences in parental involvement in sport parenting and different practices in different cultural contexts.

Perceptions of parental involvement in youth handball players, the effects of sport participation stage and sports injury.

Introduction: Globally, from the age of 14, the dropout rate of young athletes is high in all sports games in Hungary. The reasons for dropping out are complex, however parental support is critical to succeed or continue, especially after failure or injury. The present study explored the main effects of sports injury and sport participation stage on parental involvement in sports. Methods: 1,174 parents and 690 athletes completed our questionnaire, which contains questions on young players' sport participation, injury background and Parental Involvement in Sport Questionnaire. Results: Parents' self-perceived level of involvement differed from the parental involvement perceived by their children. The significant predictors were the person who completed, the parent/athlete, the athlete's previous sports injury and the child's current stage of sport participation. In Directive Behavior, the main effect of stages is only seen in parents whose child has been injured. In the sample of injured athletes, the rate of perceived parental Praise and Understanding tends to be lower in the specializing stage. Discussion: Our findings suggest that these two behaviors could be part of the same parenting style, which requires further investigation. The results expand the existing knowledge of the complexity of parents' involvement in children's sports careers. These findings have implications beyond parental psychoeducation impacting the work of coaches, sports physicians and rehabilitation experts.

Relationships between parental involvement in homework and learning outcomes among elementary school students: The moderating role of societal collectivism-individualism.

BACKGROUND: Parents are often involved in their child's homework with the goal of improving their child's academic achievement. However, mixed findings were observed for the role of parental involvement in homework in shaping students' learning outcomes. AIMS: The present study examined whether and how the effect of parental involvement in homework on students' performance in science and math varies across sociocultural contexts by considering the degrees of societal collectivism-individualism. METHODS: The present study used a large-scale dataset, consisting of participants from 43 countries/regions, to test whether societal collectivism-individualism would moderate the relationship between three types of parental involvement (asking, helping and checking) in homework and elementary school students' academic performance in math and science. RESULTS: The multi-level analyses revealed diverse effects of different parental involvement behaviours for homework. Helping and checking behaviours were generally negatively associated with elementary school students' academic achievement, but asking behaviours were positively associated with their academic achievement. Importantly, the positive effect of asking behaviours was stronger, while the negative effect of helping behaviours was weaker in collectivistic societies than in individualistic societies. CONCLUSIONS: The present study highlights the importance of considering the multifaceted nature of parental homework involvement and the sociocultural contexts that vary in collectivism-individualism when evaluating the role of parents in elementary school students' learning in math and science.

Enhancing sleep health in urban American Indian/Alaska Native adolescents: Implications for culturally tailored interventions.

BACKGROUND: Urban American Indian/Alaska Native (AI/AN) adolescents are vulnerable to sleep and other health-related disparities due to numerous social drivers, including historical trauma and relocation to urban areas. This study aims to identify strategies to increase protective factors and culturally tailor sleep health interventions for this population. METHODS: Using community-based participatory research, the NAYSHAW study conducted in-depth interviews with urban AI/AN adolescents aged 12-19 years to understand critical components needed for developing a culturally sensitive sleep health intervention. Data from two qualitative subsamples (N = 46) and parent surveys (N = 110) were analyzed, focusing on factors that affect sleep health behaviors, including parental involvement, technology, and traditional practices. RESULTS: Key findings include the detrimental impact of electronics use at night and protective effects of traditional practices on sleep. Parental involvement in sleep routines varied by adolescent's age. Adolescents desired sleep health education in interactive formats, whereas parents preferred workshops and digital applications for sleep health strategies. Findings suggest that interventions need to address electronics use and should also be culturally tailored to address the unique experiences of urban AI/AN adolescents. CONCLUSIONS: Results underscore the importance of utilizing community-based strategies to develop culturally tailored sleep interventions for underserved populations, specifically urban AI/AN adolescents. Integrating traditional practices with evidence-based sleep health strategies can provide a holistic approach to improving sleep and overall well-being. Parental education and involvement will be critical to the success of such interventions.

The perceived influence of a physical activity intervention on the intentions of parents of autistic children towards physical activities.

BACKGROUND: Autistic children can derive numerous benefits from engaging in physical activity (PA), necessitating parental support for active participation. However, parents often lack the foundational knowledge to effectively facilitate PA for their children. Despite the significance of this issue, limited research has explored the outcomes of parent-mediated PA interventions for autistic children. OBJECTIVE: The purpose of this study was to examine the attitudes and intentions of parents to include their autistic children in PA after participating in a 12-week PA intervention. METHODS: Employing the Theory of Planned Behavior as a framework, we conducted a descriptive-qualitative investigation. Fifteen parents participated in semi-structured interviews, with the data transcribed and analyzed using thematic line-by-line analysis. RESULTS: Three themes emerged, elucidating how parents fostered PA opportunities for their autistic children were constructed: (a) Awareness and reinforcement of PA benefits, (b) Keep the momentum going, and (c) From intentions to behaviors. CONCLUSIONS: The study findings indicate a positive impact on parental attitudes and intentions toward engaging in PA with their autistic children after participating in the intervention. his study highlights the significance of parent-mediated interventions in fostering PA for autistic children and suggests avenues for future research and interventions.

Nationwide study of fathers' involvement in the rehabilitation of children with disabilities in the United Arab Emirates.

Purpose: Parental involvement is fundamental to the successful inclusion of children with disabilities in social, academic and communities' services. However, very little is known about UAE fathers' involvement in the support, care, and treatment. and facilitation of engagement in the social, academic, and recreational activities of children with disabilities. Importantly, the role of fathers in facilitating children's participations in social services within the community is unknown. The aim of the current study was to learn father's involvement in the life of children with disabilities in the United Arab Emirates (UAE). Materials and methods: A total of 1027 parents (fathers = 469, and mothers = 558) completed the revised Fathers' Involvement in Development and Rehabilitation Scale, with three sub-scales (support, attitudes, and participation in training). The Statistical Package for Social Science (SPSS) version 29 was used to calculate means, t-tests, and moderation analyses. Results: The mean scores showed high involvement of fathers; fathers rated themselves highly on attitudes and support towards their children with disabilities compared to mothers. Also, parental type (fathers vs mothers) significantly moderated the relationship between the support needs of children and paternal support to children with disabilities. Conclusion: The study concludes with suggestions for targeted training programmes to enable fathers to better support the development of their children with disabilities.

Family quality of life of parents of children with intellectual disability: Do psychological stress and parental involvement matter?

Background: The psychological stress of parents and improving family quality of life (FQoL) are continuing concerns for families of children with intellectual disability. We need to identify further ways to reduce their stress and improve their FQoL in China. Method: Examine the interrelations between psychological stress, parental involvement, and FQoL for parents with intellectual disability in mainland China. 467 parents of children with intellectual disability completed instruments measuring variables. Structural equation modelling (SEM) was employed to examine the interrelations. Results: Psychological stress, directly and indirectly, influenced parental involvement in FQoL. Physical and mental response (PMR) and risk awareness (RA) had a positive direct effect on FQoL, and optimistic hope (OH) had a negative effect on FQoL. Conclusions: Psychological stress affects FQoL of parents with children with intellectual disability in complex ways. Policies should be developed to help parents with children with disability decrease stress and develop scientific parental involvement.

Lessons Learned from Telemedicine in Adolescent Obesity: Results of a Pilot Study.

The rising prevalence of obesity in children calls for new strategies for the provision of effective care by a multidisciplinary team. Telemedicine has overall proven to be an effective tool for promoting a healthy lifestyle. The main objective of the current paper is to present the protocol of our ongoing CardioMetabolic Prevention (CAMP) study and compare its design with published studies on telemedicine in paediatric obesity. Additionally, we analysed the preliminary anthropometric and laboratory data to test the efficacy of our 12-week intensive program that combines in-person and telemedicine support. The program demonstrated a positive impact on body mass index (BMI) and its z-scores in 21 adolescents, and BMI in 18 participating parents. However, we found no effect on body composition, waist circumference, cardiometabolic parameters, or fitness evaluated via a 6-min walk test in adolescents. In conclusion, the combination of in-person and telemedicine intensive support over 35 h delivered by a multidisciplinary team can be beneficial not only for adolescents with obesity but also for their parents. The ongoing CAMP study serves as a platform for precision medicine in future decisions regarding anti-obesity medication in adolescents with obesity.