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Thomas Akiva Junlei Li Kelly M. Martin Christy Galletta Horner Anne R. McNamara 《Child & youth care forum》2017,46(3):285-305
Background
Adult–child relational interactions constitute an essential component of out-of-school-time programs, and training staff to effectively interact with children is key to improving program quality. Efficient staff training, that meets the limited time availability of out-of-school time staff, is particularly needed.Objective
This pilot study introduces Simple Interactions (SI), an innovative, strengths-based, and interaction-based professional development approach. Rather than attempting to teach generic competencies or targeting weakness areas for improvement, SI is designed to help program staff build from their strengths.Methods
In two cohorts over the course of 10 months, ten afterschool programs (N = 70 staff) participated in a pilot of SI. Program staff watched short video clips of themselves working with children and used the intuitive, 1-page SI Tool to guide discussion of adult–child interactions; specifically, connection (affective intune-ness), reciprocity (balanced roles of engagement), participation (involving all children), and progression (incremental challenge).Results
Results suggest that participants valued the professional development process, the strengths-based approach, and the use of self-video despite initial apprehension, and reported perceived improvements in their professional learning communities. Pre-post videos of Cohort 2 staff (n = 20), coded blind to time point (pre or post), indicate significant and substantive improvements in staff–child connection, reciprocity, and participation.Conclusion
These results support the use of this simple, practical, and potentially effective model of supporting quality improvement for and by local staff.3.
Background
Knowledge of caregiver perspectives of their psychosocial resources and needs during the post inpatient psychiatric hospitalization is limited. Examining caregivers’ perspectives of the transition period may be a critical step in improving the transition success of children with emotional and behavioral disorders. Using quantitative and qualitative methods, we investigated the psychosocial resources and needs of caregivers after a child inpatient hospitalization.Objective
This study sought to examine the psychosocial resources of caregivers of children leaving intensive psychiatric care and participating in a post-inpatient transition program, and to describe their reported needs at home and school.Methods
Forty-four caregivers were recruited from the child and adolescent psychiatric inpatient units of two hospitals (one urban, one suburban). We utilized a partially mixed concurrent equal status design for mixed-methods analysis. Qualitative data were analyzed using consensual qualitative research methodology.Results
Caregivers reported high levels of strain, child symptomatology, and low levels of empowerment and social support. Their satisfaction with school and mental health services were mixed. Caregivers identified a need for increased knowledge of behavior management strategies, improved caregiver/child relationship, more emotional support, and increased access to services for their children. Areas of concern in the school setting included social–emotional functioning, learning, access to school services, and advocacy.Conclusion
These findings expand our knowledge of caregivers’ psychosocial resources and needs during their children’s inpatient psychiatric hospitalization and subsequent transition to home and school. As research in this area develops, we suggest that incorporating caregivers’ needs into transition planning may result in more effective and acceptable interventions for families.4.
Background
Urban youth are often exposed to compounded risk factors which make them more vulnerable to negative outcomes. Research examining promotive factors which may reduce vulnerabilities to poor psychosocial adjustment among this population is limited.Objective
The current study addresses this limitation by examining the impact of self-efficacy and positive expectations about the future, as promotive factors, on levels of depressive and anxious symptomatology, sense of belonging, and friendship among a sample of urban youth.Methods
Data are from 1202 4th and 5th grade students enrolled at 27 elementary schools in a high poverty, high minority school district in the Southeastern United States.Results
Using ordinary least squares regression, analyses reveal that promotive factors are significant predictors of psychosocial adjustment and thus have implications for improving negative outcomes among urban minority youth.Conclusions
The findings suggests that interventions aimed at increasing self-efficacy and positive expectations about the future may reduce child and adolescent vulnerability to negative outcomes associated with poor psychosocial adjustment.5.
David Beck Katja Schuller Anika Schulz-Dadaczynski 《Pr?vention und Gesundheitsf?rderung》2017,12(4):302-310
Background
The German Occupational Safety and Health Act obliges employers to ensure that psychosocial risks of work are identified and targeted measures are taken to reduce them.Aim
Within a field research project, companies’ procedures and experiences were explored in order to broaden the knowledge about opportunities and limitations of psychosocial risk management in organizations.Methods
Semistructured interviews were conducted with stakeholders among 41 enterprises, having a leading role in managing psychosocial risks. Various organizational pathways of psychosocial risk management were differentiated by comparing and contrasting cases.Results
Psychosocial risk management activities are organized and conducted in the areas of (1) occupational safety and health, (2) employee-oriented leadership, (3) professional practice, (4) collective care, and/or (5) workplace health promotion. Thus, the study discriminates different contexts of company practice to actively organize and implement strategies for hazard prevention in case of psychosocial risks. However, each of them poses specific limitations: for example, hazard prevention in the context of professional practice is restricted to occupation-specific psychosocial risks.Conclusions
Psychosocial risk management is not realized exclusively within the structures of occupational safety and health, but (at the same time) also in other contexts of company activities. Both research and practice should focus more on opportunities for effective psychosocial risk management which lie beyond structures of occupational safety and health as well as develop and strengthen them more systematically.6.
Background
Parent engagement in child mental health (MH) services has received growing attention due to its significance in intervention outcomes and evidence-based care. In particular, parent participation engagement (PPE) reflects active and responsive contributions in and between sessions. Yet, limited research has examined factors associated with PPE, particularly within community-based MH services where PPE is low and highly diverse families are often served.Objective
This study examined child, parent, and therapist factors associated with PPE in a sample of racially/ethnically diverse parent–child dyads receiving publicly-funded, community-based MH services.Methods
This prospective study included 18 parent–child dyads receiving community-based MH services from 17 therapists in five outpatient clinics for child disruptive behaviors. PPE was measured using in-session observational assessment of therapy recordings. Child factors that were examined included age, first time child MH service use, and intensity of child behavior problems. Parent factors included ethnicity, education, depression symptoms, and parent motivation to participate in therapy. Therapist factors included therapist training in parent-mediation interventions, attitudes towards organizational functioning, and attitudes towards parent participation strategies.Results
Results from linear regression analyses indicated that first time child MH service use, intensity of child behavior problems, parent ethnicity and motivation to participate in therapy, as well as therapists’ training and attitudes about their practice were each significantly associated with PPE.Conclusions
Results highlight specific child, parent, and therapist characteristics that may impact observed PPE in child MH therapy. These findings underscore the importance of considering the influence of family and provider factors on PPE in community-based child MH services.7.
Brigitte Gschmeidler Magdalena Flatscher-Thöni Elke Knitel-Grabher 《Zeitschrift fur Gesundheitswissenschaften》2016,24(3):253-261
Aim
Values and value hierarchies play an important role in different health and counselling settings. Since personal values underlie our actions, guide our decisions and influence interactions, they can be assumed to influence doctor-patient relationships and therefore especially counselling situations. The aim of our study is to provide a sound empirical contribution to the increasing literature on values in health care settings.Subject and methods
This article focusses on the personal values of professional groups involved in the medical and psychosocial care of patients or clients with genetic concerns. Results from 120 survey respondents who completed the Schwartz value survey reveal differences between the professional groups in their value hierarchies.Results
There is a widespread, pan-cultural similarity regarding value hierarchies. Our results are in accordance with this universal hierarchy but show slight differences between the professional groups of the sample: Medical professionals ranked achievement and power values significantly higher. Psychosocial professionals, on the other hand, ranked universalism and hedonism values significantly higher than medical professionals.Conclusion
Values motivate actions and serve as standards to evaluate them. As they can be presumed to influence the doctor-patient relationship and health care decisions, it is worth discussing differences in values and value hierarchies. Particular attention to that topic might be of interest for training and further education.8.
RaeHyuck Lee JongSerl Chun Ick-Joong Chung Hyunah Kang Choong Rai Nho Seokjin Woo 《Child & youth care forum》2017,46(3):335-356
Background
There are many appealing reasons to support kinship foster care as an alternative to other types of out-of-home care. In South Korea, however, less is known about whether or not kinship foster care is beneficial for children’s development, and nothing is known about how kinship foster care compares with other types of out-of-home care in terms of its associations with children’s developmental outcomes.Objective
This study aimed to examine the associations between kinship foster care and children’s school adjustment, which were separately compared with institutional and group home care.Methods
This study used data from a nationally representative sample of 414 children in out-of-home care in South Korea and employed propensity score weighting to address selection bias.Results
The main analyses revealed that the children in kinship foster care showed more bonding to school and less misbehavior at school than the children in institutional care. Children in grandparent foster care also showed more bonding to school than those in group home care. Interaction analyses suggested that the associations between specific types of kinship foster care and children’s school adjustment varied by the child’s gender and the presence of a biological father.Conclusions
Implications for research, policy, and practice to improve the healthy development of children in out-of-home care were discussed based upon the results.9.
Sheila Degotardi Naomi Sweller Marianne Fenech Alissa Beath 《Child & youth care forum》2018,47(5):683-700
Background
This paper investigates Australian parents’ child care decision-making, including the motivational and influential factors that they attribute to their choice. Research demonstrates that child care decision making is multifaceted, involving a combination of child-related, personal, familial and contextual considerations. Existing research has tended to compare centre-based child care users with those using family-based options, and has not examined differences in the decision-making of parents who using different centre-based options.Objective
This study compared the characteristics and child care choices of parents using long day care (LDC) with those using preschool services to determine (1) whether they differ demographically and (2) if their reported child care decision-making motivations and influences diverge.Method
Participants were 1418 parents who completed a nationally-distributed survey in which they provided demographic information, specified their reasons for choosing to use child care, and rated the importance of factors that influenced their child care choice.Results
LDC parents had, on average, younger children, worked longer hours and resided in areas with lower socioeconomic resources than preschool parents. When compared with preschool parents, those using LDC were more likely to nominate pragmatic factors as influencing their child care decision making. External pressures, mainly related to educational outcomes, were more salient for preschool than LDC parents. However, both groups of parents similarly rated child-centred factors as the most important overall influence.Conclusion
Our findings add complexity to current understandings of parents’ child care decision making by showing that parents should not be treated as a homogenous group by policy makers, providers, and researchers.10.
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Background
Providing enriched learning environments is important to stimulating children’s development in early childhood. Early child-care policymakers in many states in the US have adopted Quality Rating and Improvement Systems (QRIS) as a way to verify quality of child care and to support children’s school readiness.Objective
The purpose of this study was to examine associations between QRIS, a statewide government-funded early childhood care and education policy which integrates structural quality of child-care, and children’s cognitive skills.Methods
A sample of randomly selected 313 children (mean age = 54.9 months, SD = 6.7) from 36 QRIS-participating early child-care programs was included in this study.Results
Multilevel analysis with a latent variable (i.e., observed cognitive skills consisting of vocabulary, phonological awareness, and mathematical skills) revealed that children in the highest level of QRIS programs demonstrated better cognitive skills after controlling for child demographics, and home and neighborhood environments. In addition, QRIS moderated a negative association between family socioeconomic risk and children’s cognitive skills.Conclusions
The results suggest that policymakers may expect positive returns on QRIS investments in terms of children’s early cognitive achievements that support their school readiness in later life.12.
Beate Blättner Katharina Ponomarew Katharina Kraemer Sabrina Griesel Stefanie Roß-Stabernack Kerstin Krüger 《Pr?vention und Gesundheitsf?rderung》2018,13(2):146-150
Background
Nursing care insurance should stimulate healthy organizational development processes in order to strengthen the health resources of people who are in need of in-patient care. The perceptions of decision-makers in the nursing homes were of interest.Methods
Between July and September 2016, 17 business directors and 4 nursing managers of different sponsorships and size were interviewed.Results
Decision-makers hoped for an improvement of the financial situation in the homes. They view the possibility of universal prevention and the participation of inhabitants as unrealistic. They also see the presentation of such a process administrated through nursing care insurance rather skeptically.Discussion
More optimistic perceptions of committed decision-makers of other nursing homes can be possible and changes are likely. However, arguments of why managers of nursing facilities should support such a process are still lacking. This could become easier with the thorough inclusion of workplace health promotion.13.
Background
Collaborative pediatric mental health and primary care is increasingly recognized as optimal for meeting the needs of children with mental health problems. This paper describes the challenges faced by freestanding specialty mental health clinics and pediatric health practices to provide such coordinated mind-and-body treatment. It describes critical elements of a proactive approach to achieving collaborative pediatric care under real-world circumstances using the patient-centered medical home neighborhood (PCMH-N) model.Objective
The current study evaluates the field test of the practitioner-informed model to facilitate interdisciplinary collaboration (PIM-FIC), a systematic approach to improving inter-professional collaboration by building relationships and enhancing communication between pediatric mental health and primary care practices.Methods
Thirty-nine providers at two mental health and two pediatric primary care practices participated in a pilot project and completed surveys prior to and following their participation. Key informant interviews were also conducted prior to the project.Results
Participating practitioners’ survey and interview responses indicate that the quantity and quality of communication between pediatric mental and medical health care providers increased post-project, as did satisfaction with overall collaboration.Conclusions
Improving relationships and communication are first steps in building the infrastructure to support effective coordinated care. Project results highlight practical and easily implemented strategies that pediatric mental health and primary care practices can take to strengthen their collaboration. Findings also suggest a need for collaborative care policies and competencies for child mental health providers working in freestanding practices within the PCMH-N.14.
Émilie Cappe Nathalie Poirier Carol Sankey Andréa Belzil Carmen Dionne 《Quality of life research》2018,27(4):955-967
Purpose
This study aimed to investigate the quality of life of parents of a child with autism spectrum disorder in Quebec.Methods
Seventy-seven participants completed a questionnaire with socio-biographic information and five self-assessed scales, to measure perceived stress, social support and control, coping strategies, and quality of life.Results
Perception of their child’s autonomy level, of the severity of the disorder, of the family’s income, as well as changes in their professional or familial organization influenced parents’ quality of life. Perceiving their situation as a threat predicted poor quality of life, whereas satisfaction of social support predicted good quality of life. In addition, parents who used problem solving and support-seeking coping strategies had a better relationship with their child, whereas those who used more emotion-centered coping strategies struggled. Lastly, parents who felt they had the power to contribute to their child’s development were more satisfied and less disturbed.Conclusions
Beyond the parents’ actual situation, our results underscore the importance of paying attention to their own perception of the situation in order to provide them with appropriate support.15.
Sarah N. Lang Chryso Mouzourou Lieny Jeon Cynthia K. Buettner Eunhye Hur 《Child & youth care forum》2017,46(1):69-90
Background
Young children’s social and emotional competence is a key predictor of their current and future academic and social success. Although preschool teachers are critical socializing agent of children’s social and emotional development, we know little about factors associated with preschool teachers’ social and emotional responsiveness.Objective
This study examined how preschool teachers’ educational training and regularity of receiving observational feedback were associated with teachers’ social and emotional responsiveness, as mediated by more personal characteristics such as teachers’ child-centered beliefs and motivation for professional development.Method
We investigated direct and indirect associations using a national survey of 1129 preschool teachers in the United States.Results
We found that teachers with an associate degree, compared to those without, were more likely to respond negatively to children’s emotional displays. Taking child development or early education coursework was associated with less negative social guidance. Receiving regular observational feedback was associated with greater encouragement of expressing emotion and with less negative social guidance. We also found significant indirect associations. For example, teachers who received regular observational feedback had greater motivation for professional development, which in turn, predicted more positive social guidance and emotional responsiveness.Conclusions
More stringent educational criteria for preschool educators and ongoing observational feedback may support teachers’ optimal social and emotional responsiveness. In addition, educational training should incorporate child-centered theory and practices and observational feedback should include information specific to professional development resources.16.
Background
Studies clearly indicate that parenting practices relate to child externalizing behaviors, although the mechanisms underlying this relation are less well understood. There has been limited evaluation of child routines and self-regulation in relation to these variables, and no known studies have evaluated all of these variables simultaneously.Objective
This study examined child routines and self-regulation as serial mediators of the relations between positive and negative parenting practices (separately) and child externalizing problems among preschool children.Methods
Participants included 146 maternal caregivers of preschool children who completed measures of their parenting practices and of their child’s daily routines, self-regulation, and externalizing behaviors.Results
Results demonstrated that both child routines and self-regulation are significant mechanisms through which negative and positive parenting practices relate to externalizing problems in preschoolers, although the temporal sequencing was only upheld with respect to negative parenting. Our findings offer preliminary evidence that child routines may play a critical role in self-regulation development among preschool children, which, in turn, is inversely associated with externalizing behaviors.Conclusion
Although further study is needed, these findings suggest that child routines and self-regulation development may be key components to incorporate clinically and evaluate empirically among intervention programs designed to prevent early development of behavior problems in preschool children.17.
Shamra Boel-Studt Lisa Schelbe Megan Deichen Hansen Lauren Tobia 《Child & youth care forum》2018,47(6):863-880
Background
Lack of engagement in child welfare services is a salient issue impeding client outcomes. Research findings indicate that providing incentives may be a promising strategy for enhancing client engagement.Objective
In response to low youth engagement and repeated re-entry into care, a Southeastern child welfare agency developed an incentive program aimed at increasing youths’ participation and success in meeting treatment goals. This mixed methods study examined elements of effective implementation and the effectiveness of the incentive program piloted in a group home serving adolescent boys (n?=?16).Method
A semi-structured focus group with service providers (n?=?7) was used to inform the development of the pilot incentive program. We used a time-series design to measure youth perceptions of the therapeutic alliance with their therapists and weekly goal attainment. Baseline data was collected for 6 weeks (phase one) followed by 6 weeks of the incentive program (phase two).Results
Results of qualitative analyses revealed four themes related to therapeutic engagement, and two themes related to intervention implementation. Providers emphasized the importance of youth-driven care and building a strong therapeutic alliance. Findings also suggest that staff buy-in is critical to the success of intervention implementation. These results, along with suggested strategies for effective implementation, informed the development of the piloted incentive program. Results of simulation modeling analyses of time series data showed significant increases in therapeutic alliances and goal attainment following the incentive program.Conclusions
This study provides preliminary support for the use of incentive programs to facilitate youth engagement in residential programs.18.
Background
Psychosocial crises are part of everyday life of physicians. How physicians can deal with these problems and how well they can handle their own psychosocial burden has both an impact on personal health and on the quality of health care. The experiences made during medical education are an important cornerstone in dealing with psychosocial crises.Methods
An elective course was designed at the Medical University of Graz, which deals with the burden and health chances of future medical doctors. In addition, the participating students are trained in dealing with psychosocial crises in professional as well as in private life. Students receive input about stress theories, theoretical concept of crisis, and the handling of crises from a psychotherapeutic and psychiatric perspective. Furthermore, they learn about relaxation techniques and practice how to deal with crises through role playing, watching movie sequences, and case studies.Discussion
The elective course is positively perceived by the students. The perceived mean challenge in the handling of crises and situations with high emotional burden arises due to the lack of accurate checklists—compared to algorithms in biomedicine. Practical exercises are perceived as very important.19.
Erika Berggren Y. Orrevall A. Ödlund Olin P. Strang R. Szulkin L. Törnkvist 《The journal of nutrition, health & aging》2016,20(4):428-438