The Development,Evaluation and Dissemination of a Training Programme for General Practitioners in Evidence-Based Parent Consultation Skills

General practitioners (GPs) and family doctors are usually the first point of professional contact for parents concerned about their children's behaviour and they are often asked for advice on the management of behavioural and emotional problems. The training of GPs to provide effective early intervention is an important issue in the prevention of child and adolescent mental health problems. This paper describes the development, evaluation and subsequent wide-scale implementation of a tailored training programme to prepare GPs to provide consultative advice and support to parents of children from birth to mid-adolescence. Primary care training in the Triple P-Positive Parenting Program was provided to 331 GPs in Queensland, Australia. Participation in a brief focused training course was associated with significant improvement in practitioners' consultation skills, greater satisfaction with their consultations and high levels of participant satisfaction with the training provided. The implications of this experience for population - level approaches to prevention of child and adolescent behaviour problems are discussed.     

Substance abuse risk reduction: Verbal mediational training for children by parental and nonparental models

Little is known regarding the etiology and maintenance of substance abuse, especially factors which place children at higher risk for later drug use. The present study evaluated the impact of a 12‐week verbal mediational program (Think Aloud), which teaches children and parents cognitive and social problem‐solving skills and addresses early childhood risk factors related to the onset of drug use in adolescence. Fifty children and parents were included in the present study and were randomly divided into four groups: two groups received either a verbal mediation condition comprising the Think Aloud training or time to complete homework assignments. Each of the topic groups was subdivided into two groups, one in which the parents served as models and one in which the experimenter served as the model. Measures of family cohesion, expressiveness, and conflict, family organization and control, social skills, level of disruptiveness of the child's peer choice, academic competence, and the child's problem behaviors were administered to the parents and the teachers pre‐ and postinterventivefy. Children in the verbal mediation condition with parental models were expected to show the greatest reduction in risk factor scores, and children in the verbal mediation condition with the experimenter model were predicted to show the second greatest reduction in risk factor scores at posttest. Results of the study demonstrated partial support for experimental hypotheses in that the children involved in the Think Aloud program showed improvement on four of the six factors on posttest measures. The superiority of the parental model was not found.     

The Effects of Anxiety on Affective Learning and Serial Position Recall

Sixty-five college-aged adults participated in a study that examined the effects of trait and state anxiety on learning positive and negative emotional words from the Affective Auditory Verbal Learning Test (AAVL). Self-reported state and trait anxiety were measured via Speilberger's State-Trait Anxiety Inventory (STAI). Each participant completed the five learning trials and delayed recall trial of the positive and negative word lists; order of administration for the word lists was counterbalanced across participants. Using ANOVA, initial analyses revealed significant effects for order of administration of the positive and negative word lists. ANCOVAs (using state and trait anxiety as covariates) yielded a significant interaction involving serial position, trial, and state anxiety as well as an interaction involving serial position, trial, and trait anxiety. Post hoc analyses did not support a priori hypotheses. However, state anxiety was associated with decreased word recall on the first learning trial. The results of this study indicate that state anxiety is initially associated with decreased performance when learning emotional words. However, these initial effects dissipate with subsequent learning trials. Implications for task performance are discussed.     

The Factors Contributing to Death Anxiety in Cancer Patients

Suffering comes in many ways for patients confronting cancer. One of these is an unspecifiable fear about death, which is an existential issue. The aim of this study was to investigate the relationship between death anxiety and its correlates in cancer patients. Seventy cancer patients were assessed using SCID-I, Templer's Death Anxiety Scale, the Hospital Anxiety (A) and Depression (D) Scale, the Distress Thermometer, the Visual Analogue Scale for pain (VAS), the Global Assessment of Functioning, and Glock and Stark's Dimensions of Religious Commitment scales, and these assessments were compared between cancer patients with and without death anxiety. Multiple regression analysis was conducted after correlation analysis between death anxiety and sociodemographic and clinical variables. Axis I psychiatric diagnosis, pain scores, and negative believes about what will happen after death were found to be higher in patients having death anxiety than patients not having death anxiety. Also life expectancy was perceived as shortened in patients with death anxiety. Death anxiety was associated with anxiety, depressive symptoms, and beliefs about what will happen after death. In conclusion, death anxiety could not be regarded as a natural consequence of having cancer; it is associated with the unresolved psychological and physical distress.     

Impact of Parent Practices of Infant Positioning on Head Orientation Profile and Development of Positional Plagiocephaly in Healthy Term Infants

Aims: The influence of infant positioning on the development of head orientation and plagiocephaly is not clear. This study explored the relationship between infant body and head positioning, with the development of asymmetrical head orientation and/or positional plagiocephaly. Methods: Clinician measurement of head orientation profile and parent-reported infant positioning data were collected for 94 healthy term infants at 3, 6, and 9 weeks of age. Plagiocephaly was measured at 9 weeks with the modified Cranial Vault Asymmetry Index. Results: More severe plagiocephaly was associated with longer supine-sleep-maximum (p = 0.001) and longer supine-lying-total (p = 0.014) at 6 weeks. Prone positioning was not associated with plagiocephaly. Parent-reported head asymmetry during awake and sleep time at 3 weeks identified infants with clinician-measured head asymmetry at 9 weeks. Better symmetry in head turning was associated with more side-lying-total time by 9 weeks (p = 0.013). Conclusions: Our results showed that infant positioning is associated with early head orientation and plagiocephaly development. Early parent-reported asymmetry during awake and sleep time is an important indicator for the need for professional assessment and advice. A Plagiocephaly Prevention Strategy and Plagiocephaly Screening Pathway are provided for clinicians and parents.     

Nutritional Knowledge,Parenting Styles and Feeding Practices of a South African Sample of Parents

ABSTRACT

Parenting can be considered as being an all-encompassing network of development for children. Children learn about eating not only through their own experiences but also by watching others. Mothers and children show similar patterns of food acceptance and food preferences. Children’s intake of fruit and vegetables was positively related to parents’ intake of fruit and vegetables. The current study used self-reported data from parents/primary caregivers' children aged 3–18 covering sociodemographic characteristics, feeding style dimensions (‘control overeating’, ‘emotional feeding’, ‘encouragement to eat’ and ‘instrumental feeding’) and parenting style dimensions (‘involvement’ and ‘strictness’). The results suggest, that in general, parents were inclined to encourage balance and variety in the food intake of their children, modeling healthy eating behavior, as well as monitoring the food intake of children while restricting unhealthy foods. Further research is needed into whether parents’ diets affect children’s food choices feeding.     

Low-income parents’ adult interactions at childcare centres

Little is known about the extent and nature of low-income parents’ interactions with other parents and staff at childcare centres, despite the potential for these interactions to provide emotional, informational, and instrumental support. This study interviewed 51 parents at three childcare centres in low-income neighbourhoods in New York City. Twenty-six per cent of parents reported talking with other parents at drop-off and pick-up, and another 35% reported meeting with parents outside the centre in addition to talking with them at the centre. Parents’ extent of interaction was related to how long they spent at drop-off and pick-up, their participation in centre activities, and their sociability in general. All parents reported interacting with teachers and administrators, and described them more often than other parents as good sources of information and advice. We discuss the implications for parents and centre-based childcare providers.