父母视力健康知识对子女寻求视力健康服务的影响

目的：通过研究父母视力知识的认知水平对其为子女寻求视力健康服务的影响,为有效防控学生视 力不良提供科学依据。方法：横断面调查研究。基于陕西省、甘肃省共252所农村小学5 236名学生 的调研数据,采用多元Logistic回归模型分析父母认知水平对子女寻求视力健康服务的影响,并采 用倾向匹配对结果进行稳健性检验。结果：从5 236个全样本学生看来,样本地区学生近视率高达 46.31%,其中74.54%的学生没有进行视力检查。在2 425个近视样本中,只有15.09%的学生配戴眼镜。 父母对视力问题的认知存在较大的误区,全样本和近视样本中父母对视力健康知识的正确回答率都 较低。多元Logistic分析结果显示父母视力健康知识的掌握情况对是否带子女进行视力检查和是否 给视力不良孩子配戴眼镜均存在显著影响：近视及其成因（OR=1.15,95%CI：1.00～1.33,P=0.043; OR=1.20,95%CI：1.03～1.41,P=0.023）、戴眼镜会使得视力越来越差（OR=1.23,95%CI：1.06～1.46, P=0.007）、学生应该经常检查视力（OR=1.40,95%CI：1.15～1.69,P=0.001）以及小学生不应该戴眼 镜（OR=1.05,95%CI：0.91～1.22,P<0.001）均对父母是否带孩子去检查眼睛具有显著的影响;父 母知道近视是看不清远处东西（OR=1.35,95%CI：1.04～1.76,P=0.024）、近视不戴眼镜会影响学习 （OR=1.54,95%CI：1.16～2.05,P=0.003）以及小学生不应该戴眼镜（OR=1.61,95%CI：1.23～2.10, P=0.001）均对孩子戴镜行为有显著的影响。结论：在我国农村地区,学生的视力不良已成为一个严 重的问题,且父母对视力问题的认识存在较大的误区。作为孩子行为的决策者,父母对视力健康知 识的认知会影响他们对孩子的视力检查及配镜等视力健康寻求行为的决策。     

Experiences of community and parental violence among HIV-positive young racial/ethnic minority men who have sex with men

Adolescents and young adults (ages 13–24) in the USA are frequently exposed to violence in their community and home. While studies have examined the prevalence and impact of violence exposure among adolescents, there is a lack of data focusing specifically on adolescent men of color who have sex with men. Eight demonstration sites funded through a Special Projects of National Significance (SPNS) Initiative recruited 363 HIV-positive racial/ethnic minority young men who have sex with men (YMSM) for a longitudinal study between 2006 and 2009. Over two-thirds of participants (83.8%) had witnessed community violence, 55.1% in the prior three months. Witnessing violence committed with a deadly weapon was significantly associated with being African-American, having ever used drugs, and drinking alcohol in the prior two weeks. Fear of violence in the community was significantly associated with depressive symptomatology, having less than a high school degree, not possessing health insurance, and site of enrollment. Having been emotionally or physically abused by a parent or caretaker was significantly associated with depressive symptomatology, attempting suicide, site of enrollment, and increased age. Witnessing violence with a deadly weapon was significantly associated with alcohol and drug use but not with high-risk sexual behaviors. As this was one of the first studies on the prevalence and correlates of violence exposure among racial/ethnic minority YMSM living with HIV, the findings can be used to inform the development of culturally appropriate resilience-focused interventions to address the aftereffects of violence exposures and help develop social support systems outside of the family.     

School‐Related Parental Involvement and Adolescent Academic Achievement: The Role of Community Poverty

Although most current studies have established the importance of school‐related parental involvement to adolescents' academic achievement, they are limited in that they do not address macrolevel community influences on such an association. This may be due in part to the lack of community‐level data or the use of inappropriate statistical strategies that cannot account for the influence of factors at the community level. To address this limitation, in this study, the authors examined the influence of community poverty on the association between school‐related parental involvement and adolescents' academic achievement. Using a large, nationally representative sample, results from a multilevel model suggested that, compared to adolescents living in more affluent communities, the positive effect of school‐related parental involvement on adolescents' academic achievement was significantly weaker for adolescents living in poor communities. Such findings suggested the importance of community poverty in influencing the effectiveness of school‐related parental involvement on adolescents' academic achievement.     

Practices to support co-design processes: A case-study of co-designing a program for children with parents with a mental health problem in the Austrian region of Tyrol

Forms of collaborative knowledge production, such as community-academic partnerships (CAP), have been increasingly used in health care. However, instructions on how to deliver such processes are lacking. We aim to identify practice ingredients for one element within a CAP, a 6-month co-design process, during which 26 community- and 13 research-partners collaboratively designed an intervention programme for children whose parent have a mental illness. Using 22 published facilitating and hindering factors for CAP as the analytical framework, eight community-partners reflected on the activities which took place during the co-design process. From a qualitative content analysis of the data, we distilled essential practices for each CAP factor. Ten community- and eight research-partners revised the results and co-authored this article. We identified 36 practices across the 22 CAP facilitating or hindering factors. Most practices address more than one factor. Many practices relate to workshop design, facilitation methods, and relationship building. Most practices were identified for facilitating ‘trust among partners’, ‘shared visions, goals and/or missions’, ‘effective/frequent communication’, and ‘well-structured meetings’. Fewer practices were observed for ‘effective conflict resolution’, ‘positive community impact’ and for avoiding ‘excessive funding pressure/control struggles’ and ‘high burden of activities’. Co-designing a programme for mental healthcare is a challenging process that requires skills in process management and communication. We provide practice steps for delivering co-design activities. However, practitioners may have to adapt them to different cultural contexts. Further research is needed to analyse whether co-writing with community-partners results in a better research output and benefits for participants.     

Professionals' experiences of supporting two-mother families in antenatal and child health care in Sweden

Background

In Sweden, antenatal and child health care are offered free of charge to all expectant and new parents. Professionals in antenatal and child health care play an important role in supporting parents. Previous research shows that same-sex mothers face heteronormative assumptions and insufficient support during their transition to parenthood.

Objective

To explore professionals' experiences of supporting two-mother families in antenatal and child health care.

Method

A qualitative method with focus group discussions was used. An interview guide was followed, and the discussions were held online. The data was analysed according to inductive content analysis.

Settings and participants

The participants were midwives (n = 8) and nurses (n = 5) in antenatal and child health care from different parts of Sweden. Participants were recruited through the coordinating midwives and child health care nurses in the different regions.

Findings

One main category was identified: Striving to be open-minded in supporting same-sex mothers. Health care professionals described meeting well-prepared mothers, with an equal commitment between each other, and mothers on guard against heteronormative views. Professionals provided support through empowerment by creating a safe environment and aiming at providing equal support to all parents or tailored support to same-sex mothers. Mothers described handling challenges, as a balancing act to acknowledge both mothers. Struggling with documents and communication and a lack of information were other challenges to be handled. Professionals reflected on their own professional competence and expressed that knowledge acquired through education, experience and personal interest all contributed to their competence.

Conclusions

Forms and documentation need to be updated to be gender neutral to be including to a variety of family constelleations. Health care professionals need time to reflect on norms and challenges to better support both mothers in a two-mother family.     

Vasopressin,but not oxytocin,modulates responses to infant stimuli in marmosets providing care to dependent infants

In family-living species, the quality and patterning of caregiving is the product of an individual's role within the family (mother, father, sibling) and parental experience, both of which interact with underlying neurobiological substrates. Among these substrates are the nonapeptides vasopressin and oxytocin, which modulate maternal, paternal, and alloparental care. We used a nonhuman primate model of the “nuclear family,” the marmoset (Callithrix jacchus), to investigate relationships between caregiving experience, role within the family, and activation of either the oxytocin or vasopressin systems in shaping responsiveness to offspring. During two phases of offspring development (early infancy, juvenile), mothers, fathers, and older siblings were treated with vasopressin, oxytocin, or saline via intranasal application, and tested for responses to infant distress stimuli in a within-subjects design. Interest in infant stimuli was highest among marmosets that were caring for infants compared to those caring for juveniles, and parentally experienced marmosets were quicker to respond to infant stimuli than first-time caregivers. Moreover, marmosets treated with vasopressin showed enhanced responsiveness to infant stimuli compared to control stimuli only when caring for infants. Thus, in all classes of marmoset caregivers, vasopressin enhances responsiveness to infant-associated stimuli in caregivers during periods in which infant care is most crucial.     

Profiles of ethnic-racial socialization from family,school, neighborhood,and the Internet: Relations to adolescent outcomes

Given that ecological models of development highlight the interacting influences of multiple environments, further research is needed that explores ethnic-racial socialization from multiple contexts. The current study explores how families, schools, neighborhoods, and the Internet jointly impact academic outcomes, critical consciousness, and psychological well-being in adolescents, both through socialization messages and experiences with racial discrimination. The research questions were: (a) What profiles of multiple contexts of socialization exist? and (b) How are the different profiles associated with academic outcomes, critical consciousness, and psychological well-being? The sample consisted of 1,084 U.S. adolescents aged 13–17 (M = 14.99, SD = 1.37; 49% girls) from four ethnic-racial groups: 25.6% Asian American, 26.3% Black/African American, 25.3% Latinx, and 22.9% White. The participants completed online surveys of socialization and discrimination from four contexts and three types of outcomes: academic outcomes, critical consciousness, and well-being. A latent profile analysis revealed three profiles: Average, High Discrimination, and Positive School. The Positive School class had the most positive academic outcomes and well-being. The High Discrimination class reported the highest critical consciousness. Their academic outcomes and well-being were similar to the Average group. The findings support complexity in perceptions of socialization from different contexts and the associations of socialization with youth outcomes.