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Feeding is an interactive process between parents and children and is related to children’s healthy nutrition, growth, and feelings about the child or parent. The effectiveness of the interaction between feeding and behaviour is strongly influenced by how well this reciprocal procedure is stimulated and supported. The current study aimed to cross-culturally adapt and validate the About Your Child’s Eating (AYCE) questionnaire in its Greek language version for Greek-Cypriot parents and caregivers of children aged six months to 16 years with or without feeding and swallowing problems. One hundred Greek-Cypriot parents/caregivers of children with feeding and swallowing difficulties and 100 Greek-Cypriot parents/caregivers of children without feeding and swallowing difficulties participated in this study. This study was conducted at mainstream schools and private speech-language therapy clinics in Cyprus. According to WHO, the AYCE questionnaire was translated and culturally tailored for Greek speakers. The analysis revealed a statistically significant difference between the AYCE total mean scores of parents in the Typical Development of Feeding Behaviors group (c-TDFB) (M = 44.03, SD = 11.18) and parents in the Atypical Development of Feeding Behaviors group (c-ADFB) (M = 63.56, SD: 16.22) (P < 0.001), with c-ADFB scoring significantly higher. The overall evaluation of the scale yielded a Cronbach’s α coefficient of 0.916. The validity of the AYCE questionnaire in Cyprus was also assessed. The findings demonstrate that the AYCE can be a beneficial tool for determining critical facets of the feeding parent–child interaction for preschool- and school-aged Greek-Cypriot children in Cyprus.

Background Previous initiatives concerning adolescent sexual and reproductive health (SRH) education in Low-or-Middle Income Countries (LMICs) have been limited by cultural norms and misinformation perpetuated within families. Responding to the paucity of research on the implementation of SRH interventions in LMICs and limited knowledge regarding their mechanisms, this study undertakes a process evaluation of a parent-focused intervention to promote parent-adolescent communication about SRH in Uganda. Methods This paper explores the implementation, contextual factors and mechanisms of impact of the intervention, using the Medical Research Council (MRC) guidelines for process evaluations. Implementation was evaluated through indicators of dose, fidelity and adaptations, acceptability and feasibility. The contextual factors and mechanisms of impact were evaluated to refine the intervention’s causal assumptions. Data was collected during April - October 2021 in South-Western Uganda using a mixed-methods approach, including document analysis, intervention observations, interviews, focus group discussions and most significant change stories. Results The acceptability of the intervention was related to its community engagement, the strong rapport with delivery agents, and individual characteristics of participants. Five contextual factors influencing implementation were highlighted; (i) cultural norms, (ii) perceptions about youth SRH, (iii) poverty, (iv) Covid-19 pandemic, and (v) prior research projects in the community. When considering the intervention’s mechanisms of impact, four causal pathways were identified; (i) Awareness of SRH needs helped parents overcome stigma, (ii) Parenting skills training improved SRH communication, (iii) Group learning stimulated shared parenting, and (iv) Group learning improved co-parenting. Conclusion The paper presented three key learnings and corresponding recommendations for future research. Firstly, implementation success was credited to meaningful community engagement which improved acceptability and uptake. Secondly, the complex influences of contextual factors highlighted the need for contextual analysis in research studies to inform intervention design. Finally, this evaluation recognised the interplay between mechanisms of impact and suggested further research consider such combined impacts when designing intervention content.

Background/Objectives: Sugar-sweetened beverage (SSB) consumption is associated with child obesity, an understudied issue in the southern United States, where obesity rates are the highest in the country. We examined the factors associated with high SSB intakes among children aged 2–12 years in two major cities in Louisiana, New Orleans and Baton Rouge. Methods: We conducted a cross-sectional study using an online survey. The sample consisted of caregivers of children aged 2–12 years who eat restaurant meals (either dine-in, delivery, or take-out) at least once a month and reside in or near New Orleans or Baton Rouge, LA. Multivariable logistic regression was used to examine factors associated with high child SSB intake frequency (≥4 times/week), including restaurant use, caregiver attitudes towards SSB, and their demographics (n = 1006). Results: Most caregivers reported weekly child SSB consumption (74.6% ≥ 1×/week; 38.1% ≥ 4+/week) and restaurant use (58.8% ≥ 1×/week). High SSB frequency (≥4+/week) was associated with a higher frequency of restaurant use, lower caregiver education, agreement with the statement that SSBs are an important part of family meals, and disagreement with the statement that restaurants should not offer SSBs with children’s meals (p < 0.05). Conclusions: Our results revealed a high frequency of SSB consumption among children who dine at restaurants monthly, with significant associations observed between SSB intake, restaurant meals, and pro-SSB attitudes. These findings may support the need for regulations, such as healthy default beverage policies for children’s menus, to potentially reduce SSB intake and shift social norms, particularly in regions with high childhood obesity rates like Louisiana and the southern USA.

PurposeTo evaluate the benefits of participating in an online support group for caregivers of children with a colorectal condition or adult patients with a similar condition.MethodsAn electronic survey was administered to members of an international online support group (18 items for caregivers; 15 for patients). Items included demographics, medical diagnosis, potential benefits, and overall experiences in the group. Quantitative results were summarized as descriptive trends, while qualitative responses were summarized thematically.ResultsRespondents (102 caregivers, 6 patients) were primarily female, 35–44 years old, Caucasian, and resided in the United States. Most respondents learned about the support group from medical providers or online search. Cited benefits included learning information, gaining support, forming connections through shared experience, and utilizing a unique resource. Being a member of the group was helpful to respondents, improved their mental health and access to health information, and they would recommend the group to others.ConclusionParticipation in online support groups offers educational and emotional benefits to patients/caregivers which complements the medical support from their colorectal teams. Thus, colorectal providers need to be aware of the availability and potential benefits of these groups, and encourage their patients/caregivers to be actively involved.

Lead poisoning accounts for about 0.6% of the global burden of the disease; however, lead poisoning is under researched in low- and middle-income countries. We conducted this study to assess the risk factors associated with lead exposures, and we also assessed lead knowledge levels among caregivers of children under the age of 6 years. We administered a survey to 145 caregivers to collect demographic, socio-economic, housing and lead exposure information, and administered the validated Chicago Lead Knowledge Test (CLKT). Chi-square tests were used to describe the association between housing characteristics. 70 %, 55 % and 49 % of caregivers, respectively, reported seeing their children place these objects into their mouths, keys, jewelry and soil. Sixty-three percent of the respondents reported living near a busy road, and 46 % of the respondents reported visibly damaged paint in their homes. An association was observed between age of home and presence of damaged paint (P-value = 0.04). The median score on the CLKT was 50%. Over 50% of the participants incorrectly believed that most cases of childhood lead poisoning are caused by drinking water that contains lead, and 39% of the participants believed lead could be removed from water by boiling. These incorrect responses suggest the need to design interventions to increase awareness of sources of lead. Based on the high prevalence of risk factors for lead poisoning and the low lead knowledge score of caregivers, it may be beneficial to design education interventions to address knowledge gaps and empower individuals to prevent childhood lead exposure.

Informal learning environments, such as libraries and museums, are key areas for supporting computational thinking (CT) with young children and their families. Educators in these environments are working to offer CT‐related experiences and activities for families of young children, often incorporating aspects of sociocultural learning such as scaffolding and dialogic practices. Because the parent/caregiver is typically present with their young child in these environments, there is an opportunity to provide them with CT information and support so that they can then actively engage in and encourage their child's CT learning, thereby extending their child's capabilities in a zone of proximal development. Previous research by Ohland et al. offers an initial framework of parental roles in CT experiences that serves as a foundation for this study's analysis of interviews with 18 libraries and museums from across the United States. The goal was to understand informal educators' goals for caregiver participation in CT activities with young children and their strategies for enabling caregivers to embody these different roles. Findings reveal that educators want caregivers to play a variety of roles with their child(ren) in these CT experiences. Furthermore, educators are implementing a variety of methods that explicitly encourage interaction, collaboration, and more. The connections between these goals and methods begin to build a model of caregiver encouragement, empowerment, and education in CT experiences in informal learning environments.

The purpose of this integrative review was to explore psycho-social impacts and therapeutic interventions for parent caregivers of young people living with Duchenne’s Muscular Dystrophy (DMD). Electronic databases were searched for research publications between 2010 and 2020. This included Medline, CINAHL, PsycINFO, ERIC, ERC, and AMED. Four central themes emerged: Living with DMD; Knowing and telling; Transitioning; and Building resilience. The impact on parents caring for a child with DMD affected all aspects of their lives, changed over time, and had identifiable peak stress points. Unmet parental information and support needs left parents struggling in their role. Transition required changes to parenting behaviors and required adaptation and resilience. It is proposed that future investment should focus on anticipating family need, targeting intervention cognizant of predictable stress points and building resilience through social community. Parents may then be better positioned to support their child in looking forward.

Trauma-focused cognitive behavioural therapy (TF-CBT) is an efficacious treatment model for children and adolescents with trauma-related disorders. However, few studies have been conducted in community settings, and there have been no randomized controlled trials in Asian countries. To evaluate the effectiveness of TF-CBT in regular community settings in Japan through comparison with a waitlist with minimal services control condition. Thirty Japanese children and adolescents with posttraumatic stress disorder symptoms (22 females, eight males, mean age = 13.90, range = 6-18) were randomly assigned to 12 sessions of TF-CBT or the waitlist control condition. The primary outcome measure was the Kiddie Schedule for Affective Disorders and Schizophrenia score assessed by blinded evaluators one month later. The mean number of sessions was 12 (range: 11-13) in the TF-CBT group and 4.87 (range: 3-7) in the control group. Intention to treat analysis showed that the TF-CBT group achieved significantly greater symptom reduction than did the control group. The effect size (Cohen's d) between the TF-CBT and control groups was 0.96 (p =.014) for posttraumatic symptoms and 1.15 (p =.004) for depressive symptoms. However, the TF-CBT group did not show better results than the control group with regard to improvements in anxiety symptoms, psychosocial functioning, and behavioural problems. The findings provided preliminary evidence of the effectiveness of TF-CBT for treating youth with trauma in community mental health facilities. TF-CBT in the Japanese context proved identical to the original, demonstrating that it is also suitable for use with children and adolescents in non-Western settings.

In recent years, surveillance cameras have become common in the education system, in early childhood child-care centres as well as in preschools and schools. Public opinion regarding the usage of security cameras in early childhood institutions is constantly increasing due to a growing number of incidents exhibiting child abuse by caregivers. However, meagre attention is given to the use of security cameras in early childhood child-care centres and preschools in the literature. We examined the opinions of child care teachers and caregivers about the implications of implementing cameras in child-care centres routines and how they reshape the relationships with parents and caregivers in Israeli child-care centres. Seven semi-structured interviews were conducted with seven child care teachers and caregivers. Results show that practitioners perceive cameras as generating a disruptive effect on child care centres’ routines. CCTV cameras may create stressful situations between parents and staff, as well as among staff, raising issues of mistrust and privacy violation. However, cameras also serve as a means of establishing mutual trust and maintaining good relationships with parents. This dual impact should be addressed by policy makers and stakeholders involved, who should be aware of the overall consequences of CCTV cameras in child care centres prior to installing such systems.

Informed by social constructionism, the paper foregrounds vulnerable children’s parents/caregivers’ constructions of gender in three (3) rural primary schools in Eswatini. The aim is to understand the role that parents/caregivers play in the gender socialising of vulnerable children, and the implications of these on gender equality in the schools. It draws on a qualitative narrative study, and utilises semi-structured individual interviews with nine (9) purposively selected parents/caregivers aged between 39 and 76 years. The findings revealed that, parents/caregivers drew on dominant societal discourses which legitimised hegemonic masculine dominance over femininities and other forms of masculinities. However, the parents/caregivers’ social affirmation of the vulnerable boys as prospective dominant members of the Swati nation placed high responsibilities on the vulnerable boys, which was found to overwhelm them, given their lack of access to basic resources. The study recommends deconstruction of parents/caregiver’s stereotypical constructions of gender, as one way towards the creation and promotion of gender inclusive and equitable family and school environments.