Embedding the Family Check-Up and evidence-based parenting programmes in Head Start to increase parent engagement and reduce conduct problems in young children

Summary Disease in the family is a literary motif used by many authors. The article contains a description of various ways of representing the disease in contemporary texts for young children. Pedagogical context of reading literary narratives refers to the way the rider repons to the text ( relevance to the age of the reader, therapeutic and educational function). The analyzed texts concern hospitalization, disability of siblings, parent’s cancer. There always relate to the family environment and show the changeability of roles and functions in family.

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Uncovering Burdens, Examining Needs, and Shedding Assumptions of Evidence-Based Social Support Programs for Mothers: A Descriptive Qualitative Study in a Remote Community

Global Qualitative Nursing Research ◽

10.1177/23333936211035747 ◽

2021 ◽

Vol 8 ◽

pp. 233339362110357

Author(s):

Johanna R. Jahnke ◽

Julee Waldrop ◽

Alasia Ledford ◽

Beatriz Martinez

Keyword(s):

Social Support ◽

Young Children ◽

Healthcare Workers ◽

Qualitative Interviews ◽

Well Being ◽

Evidence Based ◽

Community Stakeholders ◽

Significant Burden ◽

Many Sources ◽

Evidence Based Programs

Many studies have demonstrated a significant burden of maternal stress and depression for women living on the Galápagos Islands. Here, we aim to uncover burdens and needs of women with young children on San Cristóbal Island and then explore options for implementing evidence-based programs of social support to meet these needs. We conducted 17 semi-structured qualitative interviews with mothers of young children, healthcare workers, and community stakeholders. We then used Summary Oral Reflective Analysis (SORA), an interactive methodology, for qualitative analysis. Despite initial reports of a low-stress environment, women described many sources of stress and concerns for their own and their children’s health and well-being. We uncovered three broad areas of need for mothers of young children: (1) the need for information and services, (2) the need for trust, and (3) the need for space. In response to these concerns, mothers, healthcare workers, and community leaders overwhelmingly agreed that a social support program would be beneficial for the health of mothers and young children. Still, they expressed concern over the feasibility of such a program. To address these feasibility concerns, we propose that a web-based education and social support intervention led by nurses would best meet mothers’ needs. Women could learn about child health and development, develop strong, trusting friendships with other mothers, and have their own space to speak freely among experts and peers.

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Steps towards implementing evidence-based screening in family medicine in Ukraine: SWOT-analysis of an approach of multidimensional empowerment

BMC Family Practice ◽

10.1186/s12875-021-01367-2 ◽

2021 ◽

Vol 22 (1) ◽

Author(s):

Pavlo Kolesnyk ◽

Thomas Frese ◽

Shlomo Vinker ◽

Ivanna Shushman ◽

Albina Zharkova ◽

...

Keyword(s):

Swot Analysis ◽

Screening Program ◽

Implementation Process ◽

Evidence Based ◽

National Guidelines ◽

Family Doctors ◽

External Threats ◽

The Family ◽

Gate Keeping ◽

Rapid Tests

Abstract Background The purpose of this study is to forward the implementation of an operational evidence-based state screening program of common diseases in Ukraine, where currently no state-based and evidence-based screening (EBS) exists. EBS should be performed by Family Doctors in a primary care setting and concern prevalent diseases in adults, such as: obesity (BMI), hypertension (BP measurement), diabetes (glycaemia), dyslipidemia (cholesterol/lipids), colon cancer (FOBT/colonoscopy), breast cancer (mammography), STIs (chlamydia, syphilis), HIV, HBV, HCV (i.e. serology or other rapid tests), HPV (swabs), cervical cancer (test Pap). depression (i.e., PHQ-9), and smoking (i.e., Fagerstrom). Methods Four needs-based research actions were led among citizens and healthcare professionals, based on multidimensional empowerment. Internal Strengths and Weaknesses of the ongoing implementation process were identified through these studies, whereas external Opportunities and Threats were determined by the present socio-cultural and political context. This SWOT analysis is likely to guide future state-based initiatives to accomplish EBS implementation in Ukraine. Results Internal Strengths are the bottom-up multidimensional empowerment approach, teaching of EBS and the development of an internet-based platform “Screening adviser” to assist shared decision making for person-centred EBS programs. Internal Weaknesses identified for the Family Doctors are a heterogeneous screening and the risk of decreasing motivation to screen. External Opportunities include the ongoing PHC reform, the existent WONCA and WHO support, and the existence of EBS programs in Europe. External Threats are the lack of national guidelines, not fully introduced gate keeping system, the vulnerable socio-economic situation, the war situation in the East of Ukraine and the Covid-19 pandemic. Conclusions We started EBS implementation through research actions, based on a multidimensional empowerment of citizens, HCP and in EBS pathways involved stakeholder teams, to foster a sustainable operational human resource to get involved in that new EBS pathway to implement. The presented SWOT-analysis of this ongoing implementation process allows to plan and optimize future steps towards a state based and supports EBS program in Ukraine.

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MBCL-37. CHEMOTHERAPY STRATEGIES FOR YOUNG CHILDREN NEWLY DIAGNOSED WITH CLASSIC (CLMB) OR ANAPLASTIC/LARGE CELL (A/LCMB) MEDULLOBLASTOMA UP TO THE ERA OF MOLECULAR PROFILING – A COMPARATIVE OUTCOMES ANALYSIS

Neuro-Oncology ◽

10.1093/neuonc/noaa222.513 ◽

2020 ◽

Vol 22 (Supplement_3) ◽

pp. iii396-iii397

Author(s):

Jonathan Finlay ◽

Martin Mynarek ◽

Girish Dhall ◽

Claire Mazewski ◽

Richard Grundy ◽

...

Keyword(s):

Head Start ◽

Young Children ◽

Induction Chemotherapy ◽

Treatment Strategies ◽

Large Cell ◽

High Dose ◽

Event Free Survival ◽

Standard Chemotherapy ◽

Outcomes Analysis ◽

Free Survival

Abstract BACKGROUND/OBJECTIVE The introduction of German regimens, supplementing “standard” chemotherapy with both intravenous high-dose (HD-MTX) and intraventricular (IVENT-MTX) methotrexate, and North American regimens incorporating marrow-ablative chemotherapy with autologous hematopoietic cell rescue (HDCx+AuHCR), report encouraging outcomes for young children with medulloblastoma. We performed a comparative outcomes analysis of treatment strategies for young children with ClMB or A/LCMB. DESIGN/ METHODS Data from 12 prospective multi-center trials published between 2005 and 2019 for children <six-years-old with ClMB or A/LCMB were reviewed; survivals were compared. RESULTS COG-9921, UKCCSG-CNS9204, COG-P9934 and SJYCO7 employing standard chemotherapy with either no or risk-based irradiation, reported 3-5-year event-free survival (EFS) of 17+/-5%, 33+/-28% (ClMB), 14+/-7% and 13.8+/-9% (ClMB) respectively, with reported EFS of 0% for A/LCMB in UKCCSG-CNS9204 and SJYCO7. HIT-SKK’87, HIT-SKK’92 and HIT-SKK’00 incorporating HD-MTX and IVENT-MTX reported 2-10-year EFS of 30–34+/-10–11% for ClMB and 33+/-27% (HIT-SSK’00) for A/LCMB. Head Start HS-I-II combined, CCG-99703 and HS-III employing induction chemotherapy, with or without HD-MTX, followed by single or tandem HDCx+AuHCR reported 3-5-year EFS of 42+/-14%, 50+/-11% and 27+/-6% for ClMB, with EFS for A/LCMB of 38+/-13% (HS-III). Finally, 5-year overall survivals for ACNS0334, without or with induction HD-MTX, are 39% and 69% respectively for ClMB and A/LCMB combined. CONCLUSIONS A trend towards better outcomes for young children with ClMB and A/LCMB is observed in trials including either HD-MTX and IVENT-MTX or including HD-MTX-containing induction chemotherapy and HDCx+AuHCR. Trials excluding HD-MTX, IVENT-MTX and HDCx+AuHCR have poorer outcomes.

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Reconceptualizing civic education for young children: Recognizing embodied civic action

Education Citizenship and Social Justice ◽

10.1177/1746197919858359 ◽

2019 ◽

Vol 15 (1) ◽

pp. 35-46

Author(s):

Katherina A. Payne ◽

Jennifer Keys Adair ◽

Kiyomi Sanchez Suzuki Colegrove ◽

Sunmin Lee ◽

Anna Falkner ◽

...

Keyword(s):

United States ◽

Decision Making ◽

Head Start ◽

Young Children ◽

Lived Experience ◽

Civic Education ◽

The United States ◽

Civic Action ◽

Civic Skills ◽

Early Childhood Settings

Traditional conceptions of civic education for young children in the United States tend to focus on student acquisition of patriotic knowledge, that is, identifying flags and leaders, and practicing basic civic skills like voting as decision-making. The Civic Action and Young Children study sought to look beyond this narrow vision of civic education by observing, documenting, and contextualizing how young children acted on behalf of and with other people in their everyday early childhood settings. In the following paper, we offer examples from three Head Start classrooms to demonstrate multiple ways that young children act civically in everyday ways. When classrooms and teachers afford young children more agency, children’s civic capabilities expand, and they are able to act on behalf of and with their community. Rather than teaching children about democracy and citizenship, we argue for an embodied, lived experience for young children.

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Reconceptualizing Assistance for Young Children of Color With Disabilities in an Inclusion Classroom

Topics in Early Childhood Special Education ◽

10.1177/0271121421992429 ◽

2021 ◽

Vol 41 (1) ◽

pp. 57-68

Author(s):

Soyoung Park ◽

Sunmin Lee ◽

Monica Alonzo ◽

Jennifer Keys Adair

Keyword(s):

Early Childhood ◽

Head Start ◽

Young Children ◽

Medical Model ◽

Surveillance Culture ◽

Children Of Color ◽

School Year ◽

Child Centered ◽

Medical Model Of Disability ◽

Inclusion Classroom

In this article, we draw on DisCrit to critically analyze how a group of early childhood educators approached assistance with young children of color with disabilities in a Head Start inclusion classroom. Using examples from data collected over one school year, we demonstrate how child-centered assistance advances justice for young children of color with disabilities who are often subjected to a surveillance culture in schools. We critique assistance that aligns with the medical model of disability and aims to change young children of color with disabilities to conform to ableist, racist expectations of schooling. We offer examples of assistance practices that contrastingly aim to support young children of color with disabilities to pursue their own interests and purposes. Through these counterstories, we reconceptualize assistance as a practice that can support young children of color with disabilities to be more fully themselves.

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