The crying infant and the family

Crying is one of the first forms of communication between the baby and his#shher family. The reaction of the family to baby's crying was studied during the first six months. Twenty-eight babies entered in the study. A questionnaire and personal visits were used. Ninety-six correlations were analysed by computer.

1. A certain amount of crying can be considered physiological which seems to be independent from external stimuli.
2. The crying of an infant seems to be greatly affected by the anxiety and the tense atmosphere of the family.
3. The so-called “good baby” is cuddled significantly less.
4. If the mother considered the crying to be a normal signal of a healthy baby, she usually used only one method to calm the infant.
5. The feeding behaviour of the infant did not seem to influence the mother's response to crying.
6. The dummy was the most commonly used method to quieten a baby.
7. When either one or more methods were used to soothe a baby, they were successful in 85 per cent of cases.
     

Effect of Intervention on the Language Facility of Poor, Black Adolescent Mothers and their Preschool Children

This study investigates the effects of varying degrees of mother-child language stimulation activities on the test performance of poor Black children and their adolescent mothers.

The sample consisted of 60 mothers paired with their three or four year old children who attended full day preschool. The families were randomly assigned to one of three groups for a twelve week period.

The tests used in the study were the Peabody Picture Vocabulary Test; the Cultural Language Test — Mean Length of Utterance; the Cultural Language Test — Standard English; and the Conversation — Mean Length of Utterance Measure.

Three major findings result from the study:

1. The children of mothers provided with intensive training and practice (Group 1) scored significantly higher on all four tests than did the children whose mothers received minimal help (Group 2) or children whose mothers received no help at all (Group 3).
2. Group 2 children did not score any higher than did Group 3.
3. Group 1 mothers scored significantly higher on all measures.

     

Prosocial Behaviors of Handicapped and Typical Peers In An Integrated Preschool

This Study explores initiations of prosocial actions by mainstreamed handicapped and normal preschoolers to discover:

1. which preschool activity setting was more conducive to prosocial interactions.
2. which specific prosocial bids were more likely to occur in which setting.
3. whether frequency of prosocial behaviors was related to directionality, since typical children are reported to choose interactions with typical rather than atypical peers preferentially.
4. what proportion of prosocial behaviors were child initiated rather than teacher directed.

Six types of prosocial bids were recorded for 10 typical and 5 special (4 autistic, 1 multiply handicapped) children (mean age 4-4 years) in 4 activity settings (80 total minutes per child). Setting had a significant effect. Most of the 210 prosocial bids occurred during free play, many during structured play and gym, and the fewest during teacher-directed structured circle time. Sharing, cooperating and helping were the most frequent prosocial behaviors. Sympathy and praise were rare; no nurturing was observed.

No directionality preferences were found. Typical children initiated twice as many prosocial bids (X=20) as atypical peers (X=10-2). Taking into account the expected probabilities for interactions given the significantly different prosocial activity levels for each group and the different numbers of children per group, no preferences or “prejudices” were found.

Contact alone with typical children does not build interpersonal skills of atypical children. Teachers and therapists must specifically model and facilitate prosocial skills.     

NIGERIAN CHILDREN'S PERSPECTIVE OF URBAN LIFE QUALITY

The Convention on the Rights of the child put in place some set of standards to ensure that in all consenting countries every child is wanted, healthy, educated, safe and loved. Nigeria is one of the countries that has taken some steps to put into practice the accepted rights.

Two hundred children (100 boys and 100 girls) in primary schools in four urban centres were served with questionnaires requesting their views on issues bordering on their well being and quality of life, in such areas as:

1. quality of education
2. space for movement and play
3. food and clean water for drinking and washing
4. play equipment and materials and
5. loving care giver.

The children's responses showed that provision was not made for recreational space for play, the quality of education is poor, there was no provision for play equipment and material and in most cases the adult-child ration was low. Children also complained of polluted environment.

Suggestions were made for the provision of adequate play parks for recreational purposes for the children. Suggestion is also made for government to pay more attention to the well being and health of the children.     

某院儿科护理工作满意度调查分析

目的 了解患儿家属对儿科护理工作的满意度情况,为提高护理工作质量提供科学依据.方法 通过自行设计《2012年兰州大学第二附属医院儿科护理工作满意度调查表》,收集患儿家属对儿科护理工作的满意度情况,用统计描述、X2检验等方法对儿科护理工作满意度的多个方面进行分析.结果 调查对象性别差异不具有统计学意义.不同年龄调查对象对护理服务的便利性和服务态度方面差异具有统计学意义（P ＜0.05或P＜0.01）,其它方面无统计学差异（P＞0.05）.不同收入水平调查对象对护士站环境、关爱沟通和健康教育方面差异具有统计学意义（P＜0.05或P＜0.01）,其它方面差异不具有统计意义（P＞0.05）.结论 树立“以人为本”的护理服务理念,提高护理服务的便利性,做好协调沟通,注重关爱沟通,加强健康教育,以提高护理服务满意.     

上海市闵行区家长对学生用眼卫生健康服务态度评估

  目的  评估上海市《闵行区儿童青少年近视防控三年行动计划(2019—2021年)》实施1年后家长对学生用眼卫生健康服务的态度,为优化干预措施提供科学依据和决策参考。  方法  采用多阶段分层整群抽样的方法进行样本选择,最终完成20 176份有效学生家长问卷,进行对学生眼卫生健康服务态度评估。  结果  家长对学生用眼卫生健康服务满意率前3位分别是定点医疗机构提供的服务6 849名(84.65%)、提供视力筛查结果反馈方式16 915名(83.84%)、定点医疗机构检查流程6 704名(82.91%)。认为需要改善的环节前3位分别是用眼行为和用眼环境干预8 476名(42.01%)、家长告知7 850名(38.91%)、定期随访管理7 222名(33.67%)。不同学段、既往眼部疾病诊断史对学生用眼卫生服务的满意率和改善环节需求有影响,差异均有统计学意义(P值均＜0.05)。  结论  干预实施1年后,家长对学生用眼卫生健康服务整体较满意,不同特征学生家长对卫生健康服务需求有所侧重,建议进一步提供精细化、个性化的用眼卫生健康服务。     

The toy library service at Honeylands Family Support Unit: an assessment

Toy libraries have become a favoured way of providing a service to families in which there is a mentally handicapped child. The purpose of this study was to gain information about how parents valued the service provided by the toy library at Honeylands Family Support Unit. Parents expressed a great deal of satisfaction with the service. Suggestions are made as to how it could be further improved and about the desirability of it being extended to school-aged children.     

1～2岁幼儿依恋对发育商的影响及幼儿依恋相关因素的研究

目的 了解1～2岁幼儿依恋特征及幼儿依恋对其发育商的影响作用,并分析安全型依恋的相关因素,以指导母亲与幼儿建立良好的亲子关系。方法 2018年1-8月采用陌生情境试验对200名幼儿依恋状况进行测评,并通过Gesell发育诊断量表对幼儿发育商进行评估。母亲填写家庭成员一般资料,养育方式资料,以及Olson婚姻质量问卷。由幼儿主要抚养人填写幼儿气质问卷。通过t检验分析不同类型依恋关系的幼儿发育商是否存在统计学差异。通过χ²检验和Logistic回归分析研究安全型依恋的相关因素。结果 200名幼儿中,安全型依恋137人(68.5％);不安全型依恋63人(31.5%),其中回避型15人(7.5％),抗拒型44人(22.0％),混乱型4人(2.0%)。安全型依恋幼儿的发育商与不安全型依恋幼儿比较,差异有统计学意义(t=6.327,P＜0.01)。安全型依恋与夜间同父母亲同睡、父母高质量陪伴时间长短,以及母亲婚姻满意度存在明显相关性,(χ²＝5.644、7.484、10.711,P<0.05)。结论 幼儿依恋安全型比例较高;安全型依恋幼儿发育商明显高于不安全依恋幼儿。母亲日常生活中高质量陪伴幼儿,夜间幼儿与母亲同睡,以及母亲婚姻满意度高分对建立安全型依恋相当关键。     

靖江市儿童家长预防接种服务满意度调查分析

目的 了解儿童家长对预防接种门诊的方便可及、整体环境及各接种流程的满意度,为提高预防接种服务质量提供参考。方法 采用自行设计的问卷,对靖江市各预防接种门诊0～6岁儿童家长进行随机调查。结果 回收有效调查问卷1 095份,对预防门诊总体评分8分以上为 92.24%,对预防接种过程中服务的各项指标满意度平均达91.93%,对从家到接种门诊打预防针的距离满意度最低,占78.26%,其次为等候排队时间,比较满意以上者占78.63%。结论 靖江市儿童家长对预防接种服务全过程的满意度较高,对从家到接种门诊的距离和等候排队时间还不够满意。     

静安区儿童家长预防接种服务满意度调查

目的为进一步提高预防接种服务质量,评价儿童家长对静安区预防接种服务满意度情况。方法在5家社区卫生服务中心接种门诊各抽取50名儿童家长,使用统一制定的结构式问卷对儿童家长展开调查,分别了解儿童家长对6项不同预防接种服务的满意度情况。结果儿童家长对预防接种服务满意度较高,其中对门诊环境的满意度最低(85.1%),对医生接种技术满意度最高(99.2%)。76.9%的家长对6项服务均表示满意。家庭经济条件是家长满意度的影响因素。结论儿童家长对静安区预防接种服务满意度较高。随着经济条件的改善,家长对预防接种服务质量的要求也逐渐增加。在以后的工作中,应进一步改善接种环境和硬件设施,以提高预防接种工作质量。     

Mother-child interaction: Impact on children's intellectual competence

This study of 24 families seeks to investigate verbal interaction between mothers and children in poor homes, in order to analyse the effect that the number, type and content of linguistic interactions may have on language development in preschool children.

The areas of interest in this study are:

1. The number and type of conversations, when they begin, how long they last and the number of different subjects discussed; and
2. The mother's role when communicating with her child. Here we are interested in finding out things like: the mother's attitude towards dialogue, the way she contributes to, or the kinds of demands she makes on her child's knowledge during conversations, the way she responds to her child's questions, as well as others.
     

儿童计划免疫服务满意度现况的调查分析

目的　了解计划免疫服务人群满意度 ,探索满意度调查在计划免疫服务质量管理中应用的适用性。方法　通过整群抽样 ,使用调查表对芜湖市区 1344名儿童家长 /监护人进行调查。结果　满意度分值及被调查人主观评分超过 80分者 ,分别为 80 .8%、97.9%。结论　芜湖市区计划免疫服务质量令人满意。顾客满意度调查是评价工作质量的很好参考。     

The development of satisfaction with service-related choices for disabled young people with degenerative conditions: evidence from parents' accounts

Satisfaction with service-related choices has not received much research attention, especially beyond medical/health-related decisions. This paper reports findings from an analysis of parents' accounts of making service-related choices with, or on behalf of, a disabled son or daughter with a degenerative condition. It focuses particularly on factors and processes, which contribute to parents' satisfaction. This is particularly interesting given that sub-optimal outcomes or negative consequences are often experienced following a service-related choice being implemented. The data reported here were collected as part of a larger, longitudinal study (the Choice and Change project) of service users' experiences of choice-making, including the outcomes and consequences of those choices. Parents of disabled young people with degenerative conditions formed part of this sample. The accounts of 14 of these parents, collected over three interviews during a two and a half-year period, all of whom expressed satisfaction with the medium- to long-term outcomes of a service-related choice, were selected for specific analyses to understand what underlies satisfaction with service-related choices. Clarity of the desired outcome for the young person supported effective decision-making and led parents to feel confident that the best possible choice was being made. Evidence of desired outcomes being attained were used by parents to 'trade off' the negative consequences of a choice. These included the considerable demands placed on parents' personal, financial and practical resources to operationalise a choice, and the emotional impact incurred by significant changes such as the loss of the carer role. The passage of time was important in allowing evidence of positive outcomes to emerge, psychological or emotional adjustments to be made, and for parents to develop trust in new service providers. The findings suggest that practitioners can have an important role in both practical and emotional support for parents' choice-making for, or with, their disabled son/daughter.     

Predictors of Baby Video/DVD Ownership: Findings from a National Sample of American Parents with Young Children

This study examines demographic and attitudinal predictors of parents reported ownership of baby DVDs among a national sample of US parents with children under age three. Results indicate few associations with demographic variables. Fathers report greater ownership of baby videos/DVDs, and parents with more videos/DVDs report more satisfaction with these products. Parent attitudes toward early childhood education are related to owning more videos/DVDS, while promotion-focused orientation (i.e., propensity to pursue possible rewards when outcomes are uncertain) predicts satisfaction with baby videos/DVDs. Furthermore, results indicate that parents' belief in the educational value of media for young children is a strong predictor of both ownership and satisfaction with these products. In light of the controversy surrounding baby videos/DVDs and growing number and variety of screen media for infants and toddlers, implications of these findings for policy and further research are discussed.     

The “syndrome of the post-premature child”: a study of its significance -- Part I

Prematurity has the greatest influence upon frequency and degree of mechanical disturbances uncovered by the Test of Imitation of Gestures. The authors look for the significance of this syndrome at various levels:

1. Possible organic damage to the central nervous system structures, through the tonic and motor disturbances checked out by the neurological examination.
2. In the disturbances of the early development of posturomotor abilities.
3. Deviant and delayed development of the cognitive factors (spatial and temporal structuring).
4. Emotional and relationship development.

The investigations were carried out on a sample group of prematurely born children and a control group group of children born at term.

After observing certain behavior disorders which occur among normal children -- mild disorders which become less obvious with age -- the authors show that frequent and gross disturbances which appear in the first months of life and persist beyond the age of 6 years distinguish the premature child. In this same group, however, delays in mental development noted early in life often disappear entirely by the age of 4 years, even among children who were born very prematurely.

The authors then isolated the most typical disturbances found among the premature children, with stress on factors of pathology, maturation, adjustment, and environment.

The authors study the relationship between the disturbances described above and the various aspects of the neurological examinations which enable them to objectify the dynamic factors of the body adjustment to the external world and to other people. The hypothesis that a fundamental relationship exists between disturbances of adjustment and the genesis of the “post-premature child syndrome”, develops from the comparison between the psychological and neurological data in their longitudinal evolution.

Commenting on the relevance of these findings for the care of premature children, the authors stress the value of motor training and remedial education for overcoming the disturbances of spatial structuration and body schema.     

Factors affecting family-centred service delivery for children with disabilities

BACKGROUND: The provision of family-centred services (FCS) emphasizes a partnership between parents and service providers so that families are involved in every aspect of services for their child. There is evidence that providing FCS is associated with improvements in parents' satisfaction with services, decreased parental stress, and positive child outcomes. METHODS: The purpose of this study was to examine factors that are most important in determining parent perceptions of the family centredness of care and parent satisfaction with service. A cross-sectional survey was completed by 494 parents, 324 service providers, and 15 CEOs from 16 organizations delivering children's rehabilitation services. Analyses were completed using a structural equation modelling approach. RESULTS: Survey return rates ranged from 77 to 94%. Findings indicate that the principal determinants of parent satisfaction with services are the family-centred culture at the organization and parent perceptions of FCS. Parent satisfaction with services was also influenced by the number of places where services were received and the number of health and development problems experienced by their child. CONCLUSION: Parent satisfaction with services is strongly influenced by the perception that services are more family centred, fewer places where services were received and fewer health and development problems for their child. Ways in which organizations can improve satisfaction through carrying out family-centred behaviours are discussed.     

Supporting Head Start parents: impact of a text message intervention on parent–child activity engagement

Head Start emphasises parent engagement as a critical strategy in promoting children's long-term learning. Parents can support children's positive development by engaging them in stimulating activities. The following study assessed whether a service that delivered parenting tips via text message could prompt parents of children enrolled in Head Start programmes to engage in more learning activities with their children. Two hundred and fifty-six parents participated in the study with approximately half receiving text messages for six weeks. All participants completed a questionnaire about the types of learning activities in which they engaged their children. Parents who received the service engaged in more learning activities; this was particularly true of fathers and parents of boys. Parents reported high rates of satisfaction with service. These results suggest that text-based interventions as a supplement to other forms of family engagement may successfully communicate parenting information and support parental engagement with young children.     

A family support service for homeless children and parents: users' perspectives and characteristics

The objective of the present study was to establish the psychosocial characteristics and perspectives of 49 consecutive homeless families who received input from a new designated family support worker (FSW) post at a large statutory hostel for homeless parents and children. The FSW provided: assessment of social, educational and health needs; support and parent training; and liaison with and referral to specialist services. Measures included quantitative questionnaires (i.e. the Hospital Anxiety and Depression Scale, the Parenting Daily Hassles Scale, the Eyberg Child Behaviour Inventory, and the Health of the Nation Outcome Scales for Children and Adolescents), and a qualitative (semistructured) interview on service experiences and satisfaction. The psychosocial measures indicated high rates of parenting difficulties, mental health and related needs among children and their parents. Parenting difficulties were associated with child behaviour problems. Parents expressed satisfaction with the service whilst they were residents at the hostel, but they were often not clear about the objectives of agencies and interventions. Family support interventions have a key role in service provision for homeless and other vulnerable families by providing direct parenting interventions and ensuring that specialist agencies are appropriately involved. Family support worker involvement needs to continue when families are re-housed in the community.     

Major Elements of Parents' Satisfaction and Dissatisfaction With Pediatric Rehabilitation Services

Little is known about the elements of service delivery that underlie parents' satisfaction with the pediatric rehabilitation services their children receive. Determining the most important elements of satisfaction and dissatisfaction will inform health care managers about what should be done in delivering services. In this study, 130 highly satisfied and 101 relatively dissatisfied parents were identified based on their scores on a standardized satisfaction measure (from a pool of 645 parents). Parents' comments (the 3 things they liked most and least about the services received from a children's rehabilitation center or program) were coded using a comprehensive coding scheme based on the medical and rehabilitation literatures. Coding agreement was ensured through a consensus procedure. Highly satisfied parents most often mentioned elements of the service delivery process, particularly respectful and supportive care (i.e., feeling listened to and having a sense of rapport with service providers). Relatively dissatisfied parents most often mentioned structural elements (particularly lack of access to existing services) and process elements (respectful and supportive care, as well as lack of continuity and coordination of care). To ensure parents' satisfaction and prevent dissatisfaction, managers and service providers should reduce waiting lists, provide respectful and supportive care, and ensure services are coordinated across locations and over time. Measures of satisfaction should contain items tapping elements of both process and structure, because structural elements are particularly important in terms of parents' dissatisfaction.     

Satisfaction with formal support and education for children with autism spectrum disorder: the voices of the parents

INTRODUCTION: The aim of the present study was to identify and describe factors associated with variations in the level of parental satisfaction with formal support and education for children with autism spectrum disorder (ASD) in Flanders. METHODS: Participants were recruited by a mailing from a diagnostic centre for pre-schoolers and by advertisements dispersed in the Flemish parent organization for ASD and in services and special schools. The sample consisted of 244 parents of children with ASD (age range: 2.69-17.81 years, male/female sex ratio 4:1). The data were collected using a questionnaire on experiences with education and support, which was compiled for the purpose of this study. The data resulting from the questionnaire were supplemented with information obtained from semi-structured in-depth interviews with a stratified sample of 15 parents. RESULTS AND CONCLUSIONS: The study revealed that parents experienced difficulties with the diagnostic process, with support and education provided by mainstream settings and with the accessibility of autism-specific service provisions. Conversely, parents reported to be satisfied with the quality of autism-specific support and education. Predictors of overall satisfaction were parental involvement in formal support, knowledge of available service provisions and time between first consultation and final diagnosis. Practical implications of the results are discussed.