scholarly journals Neuroparenting: the Myths and the Benefits. An Ethical Systematic Review

Neuroethics ◽  
2021 ◽  
Author(s):  
Anke Snoek ◽  
Dorothee Horstkötter
Keyword(s):  
Systematic Review ◽  
Early Childhood ◽  
Child Development ◽  
Self Management ◽  
Critical Examination ◽  
Policy Documents ◽  
Early Childhood Policy ◽  
Growing Body ◽  
Implicit Normativity ◽  
Critical Literature

AbstractParenting books and early childhood policy documents increasingly refer to neuroscience to support their parenting advice. This trend, called ‘neuroparenting’ has been subject to a growing body of sociological and ethical critical examination. The aim of this paper is to review this critical literature on neuroparenting. We identify three main arguments: that there is a gap between neuroscientific findings and neuroparenting advice, that there is an implicit normativity in the translation from neuroscience to practice, and that neuroparenting is a form of neoliberal self-management. We will critically discuss these arguments and make suggestions for ethically responsible forms of neuroparenting that can foster child development but avoid pitfalls.

824-P: Ecological Momentary Assessment of Diabetes Self-Management: A Systematic Review of Methods and Procedures

Diabetes ◽  
2019 ◽  
Vol 68 (Supplement 1) ◽  
pp. 824-P
Author(s):  
SOOHYUN NAM ◽  
ROBIN WHITTEMORE ◽  
DAVID VLAHOV ◽  
GENEVIEVE DUNTON
Keyword(s):  
Systematic Review ◽  
Ecological Momentary Assessment ◽  
Self Management ◽  
Ecological Momentary ◽  
Momentary Assessment

EFFECTS OF PEDAGOGICAL APPROACHES and PRACTICES FOR SUSTAINABLE DEVELOPMENT IN EARLY CHILDHOOD EDUCATION: A RESEARCH REVIEW

2018 ◽  
Vol 6 (26) ◽  
Author(s):  
Pushpita Rajawat
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Child Development ◽  
Relative Effectiveness ◽  
National Level ◽  
The Other ◽  
Pedagogical Practices ◽  
Research Review ◽  
Childhood Education ◽  
Pedagogical Approaches

The relative effectiveness of different pedagogical approaches and pedagogies in early childhood has raised substantial debate. While the other are associated with the acquisition of basic skills and knowledge and some of them are associated with socio-emotional development and problem-solving abilities. In general, research revealed both positive and negative effects of pedagogical approaches, without favouring specific pedagogical approaches over mainstream ones. However, it is important to note that research evidence and studies considering the same approaches in the same context are very limited. On the other hand, specific pedagogical practices are found to enhance child development, including high-quality interactions involving sustained-shared thinking methods, play-based learning, scaffolding, as well as a combination of staff- and child initiated activities. Research impacts pedagogy and pedagogical practices in the sense that research findings can inform policy makers and practitioners on best practices and what works best in enhancing staff performance, process quality and child development. Research on pedagogy and practices is usually not conducted at the national level, but focuses on particular programmes. So, research review has been used as a guide or manual to provide pedagogical guidance for Early Childhood Education (ECE) staff not only in India but also worldwide. The main focus of the study is that how of the best pedagogical practices and approaches across the country can be useful and implemented in early childhood education

The development of consumer mHealth interventions for chronic condition self-management: A systematic review.

2017 ◽  
Author(s):  
Leanna Sarah Woods ◽  
Jed Duff ◽  
Elizabeth Cummings ◽  
Kim Walker
Keyword(s):  
Systematic Review ◽  
Chronic Condition ◽  
Self Management

scholarly journals Mobile apps for self-management in pregnancy: a systematic review

2021 ◽  
Vol 11 (2) ◽  
pp. 283-294
Author(s):  
Gloria Ejehiohen Iyawa ◽  
Aliyu Rabiu Dansharif ◽  
Asiya Khan
Keyword(s):  
Systematic Review ◽  
Mobile Apps ◽  
Self Management ◽  
In Pregnancy

scholarly journals Personalizing Child Protection: The Value of Responsivity Factors

2021 ◽  
Vol 10 (6) ◽  
pp. 205
Author(s):  
Anne M. E. Bijlsma ◽  
Claudia E. van der Put ◽  
Geertjan Overbeek ◽  
Geert Jan J. M. Stams ◽  
Mark Assink
Keyword(s):  
Social Support ◽  
Systematic Review ◽  
Child Protection ◽  
Cognitive Abilities ◽  
Specific Treatment ◽  
Individual Characteristics ◽  
Growing Body ◽  
Risk Need Responsivity ◽  
Forensic Care ◽  
Responsivity Principle

Personalization is an important strategy for enhancing the effectiveness of treatment that is aimed at reducing the risk of child maltreatment. In recent years, a growing body of research has appeared on how child protection can benefit from the principles of the Risk-Need-Responsivity model, but no attention has yet been paid to the implementation of the responsivity principle in child protection. Put simply, this principle states that treatment must be tailored to individual characteristics of clients to optimize its effectiveness. This study was the first to address how the responsivity principle can be of value in child protection. First, a systematic review of responsivity factors in forensic care was performed. Second, the relevance of applying each factor in child protection was examined through interviews with clinical professionals working in the field, who also provided suggestions on how treatment can be tailored to each of these factors. This resulted in an overview of seven responsivity factors all related to caregiver characteristics: problem denial, motivation to cooperate with treatment, psychological problems, cognitive abilities, cultural background, practical barriers such as financial problems and social support, and barriers to specific treatment types such as group therapy. Implications and recommendations for strengthening clinical practice are discussed.

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