scholarly journals Fathers and children from infancy to middle childhood

2021 ◽  
Keyword(s):  
Middle Childhood ◽  
Parental Stress ◽  
Parental Leave ◽  
Child Outcomes ◽  
Growing Up ◽  
Same Sex Couples ◽  
Child Relationship ◽  
Research Questions ◽  
The Relationship

The influence of fathers on child experiences and outcomes has been given much less attention in international and Irish research than the influence of mothers (Fitzgerald et al., 2020). The Growing Up in Ireland (GUI) study has collected very detailed information from fathers throughout the different waves of the study which can be used to address this gap. This report uses data on the younger GUI cohort, Cohort ‘08, who were born in 2008 and were nine years of age in 2017. It documents the nature of father-child interaction and the quality of father-child relationships from infancy (nine months) to middle childhood (nine years). Analyses relate to the 4,090 cases where fathers and mothers were both living with the child and where fathers completed the survey at all full waves.1 However, additional analyses are included on the quality of the relationship between children and their non-resident fathers, as reported by the children at nine years. Case numbers did not permit an analysis of households with lone fathers or same-sex couples. The report draws on four waves of Cohort ‘08 data collected from fathers, mothers and (at age nine) children, when the child was nine months, three years, five years and nine years, to address the following research questions: 1. What activities do fathers engage in with their children from nine months to nine years? How does this vary by fathers’ characteristics (such as education, employment status, income, social class and take-up of parental leave) and child characteristics (gender, illness/disability)? 2. What is the quality of relationship between fathers and children, as reported by fathers and (at age nine) children? 3. What factors are associated with parental stress among fathers from infancy to middle childhood? 4. What is the relationship between the nature of the father-child relationship (activities, relationship quality and parental stress) and selected child outcomes: namely, cognitive development, physical activity and wellbeing?

scholarly journals Unpacking the Relationship between Parenting and Poverty: Theory, Evidence and Policy

2015 ◽  
Vol 15 (1) ◽  
pp. 11-28 ◽  
Author(s):  
Vincent La Placa ◽  
Judy Corlyon
Keyword(s):  
Causal Relationship ◽  
Parental Stress ◽  
Parenting Practices ◽  
Child Outcomes ◽  
Child Poverty ◽  
Evidence Base ◽  
Current Evidence ◽  
Current Evidence Base ◽  
The Relationship

Policy discourses around child poverty and its causes and effects on families emerged in the 1990s, culminating in the Coalition government's emphasis on the quality of couple relations in improving child outcomes and in reducing child poverty. This article reviews and updates the current evidence base around the relationship between parenting and poverty. Evidence suggests an intricate relationship between complex and mediating processes of, for instance, income, parental stress, disrupted parenting practices and neighbourhoods and environments, as opposed to a simplistic causal relationship between poverty, parenting and child outcomes. The article then proceeds to suggest responses to enhance the evidence and research. Lastly, it considers the implications for child poverty policy, arguing that current responses are too simplistic and do not sufficiently reflect the evidence base.

THE IMPLEMENTATION OF ISO 9001:2015 TO IMPROVE QUALITY OF SERVICE AT PUSAT KESIHATAN UNIVERSITI (PKU), UNIVERSITI UTARA MALAYSIA(UUM)

2018 ◽  
Vol 13 (Number 2) ◽  
pp. 67-77
Author(s):  
Anis Syamimi Abd Rahim ◽  
Mohd Norhasni Mohd Asaad
Keyword(s):  
Quality Of Service ◽  
Customer Satisfaction ◽  
Descriptive Statistics ◽  
Iso 9001 ◽  
Quality Of Services ◽  
Research Questions ◽  
Spss Software ◽  
The Relationship ◽  
Universiti Utara Malaysia

The purpose of this study is to review the implementation of ISO 9001:2015 in order to improve the quality of services at Pusat Kesihatan Universiti (PKU), Universiti Utara Malaysia. The respondents of this study were customers at the PKU, UUM. The questionnaire was distributed to 50 respondents. The data were analyzed using SPSS software version 24. The data were tested using descriptive statistics, and correlation analysis to answer the research questions and to achieve the objectives. The findings show that customers agree that implementation of ISO 9001:2015 give service at PKU, UUM is good and satisfied. Through the correlation test, the results showed that the relationship between the implementation of ISO 9001:2015 has a positive and significant impact on customer satisfaction and the effect of implementing ISO 9001:2015 has a positive and significant impact in improving quality of service at PKU, UUM.Through mean and standard deviation tests, results show that tangible dimensions are the main dimensions of customer satisfaction while dimensions with low values are dimensions of responsiveness.Therefore, all aspects of service in PKU, UUM will be strengthened and all aspects of the weaknesses could be addressed to improve the service in order to maintain good quality services.

scholarly journals Parental incarceration affects children’s emotional and behavioral outcomes: A longitudinal cohort study of children aged 9 to 13 years

2021 ◽  
pp. 016502542199591
Author(s):  
Daragh Bradshaw ◽  
Ann-Marie Creaven ◽  
Orla T. Muldoon
Keyword(s):  
Cohort Study ◽  
Relationship Quality ◽  
Child Outcomes ◽  
Behavioral Outcomes ◽  
Secondary Analysis ◽  
Parental Incarceration ◽  
Child Relationship ◽  
Children And Parents ◽  
The Impact

Parental incarceration (PI) is negatively associated with emotional, educational, and psychological child outcomes. However, few studies explore potential mechanisms through which these outcomes are transmitted or the means by which prosocial outcomes might develop. This study used data from two waves of a population cohort study of children aged 9 years and followed up aged 13 years living in Ireland. Children and parents ( N = 8,568) completed measures of PI, primary caregiver (PCG) depression, PCG-child relationship quality, and child behavioral adjustment. We then conducted a secondary analysis on this national longitudinal study of children in Ireland. Using sequential mediation models, we observed a mediated indirect effect of PI on prosocial outcomes via PCG depression and PCG-child relationship quality. PI at age 9 was associated with increased difficulties and reduced prosocial behavior at age 13. Additionally, PI at age 9 affected PCG depression and the PCG-child relationship quality. Additionally, child prosocial outcomes, and emotional and behavioral difficulties were less apparent where PI had a weaker effect on PCG depression and the quality of PCG-child relationship. Supports that can mitigate the impact of PI for vulnerable caregivers and children are discussed.

scholarly journals A study on family-school cooperation based on an analysis of school documentation

2007 ◽  
Vol 39 (1) ◽  
pp. 115-133 ◽  
Author(s):  
Nada Polovina ◽  
Jelena Stanisic
Keyword(s):  
Attitude Change ◽  
Growing Up ◽  
Parent Child Relationship ◽  
Child Relationship ◽  
Complex Process ◽  
Informal Theory ◽  
Research Findings ◽  
Transitional Processes ◽  
The Relationship ◽  
Academic Year

Family-school cooperation is a very complex process that can be studied at different levels in a number of different ways. This study has covered only some aspects of cooperation between parents and teachers, based on school documentation of a Belgrade elementary school. The study covered analyses of 60 Attendance Registers pertaining to 60 classes with 1289 students from Grade 1 through Grade 8 during an academic year. The unit of analysis included: parents attendance at PTA meetings and individual meetings between parents and teachers. In addition to the frequency of parents? visits to school, the relationship between such registered parents' visits and overall academic performance, grades in conduct, excused and unexcused absence from classes were also considered. The research findings indicated interference between development factors (attitude change in parent-child relationship and growing-up) and parents? informal "theory of critical grades" i.e. transitional processes in schooling. The findings confirmed that parents? individual visits to school were mainly meant to offer an excuse for the student?s absence from school, while attendance at PTA meetings was linked to poor grades in conduct and missed classes (both excused and unexcused). The findings also showed that parents pursued visiting strategies which were pragmatic, less time-consuming and less emotionally draining ones. The closing part refers to discussions on practical use of the study and possible further research. .

scholarly journals Measuring the Quality of Teacher-Child Interaction in Autistic Disorder

2012 ◽  
Vol 2 (3) ◽  
pp. 103-114
Author(s):  
Claudio Longobardi ◽  
Laura Elvira Prino ◽  
Tiziana Pasta ◽  
Francesca Giovanna Maria Gastaldi ◽  
Rocco Quaglia
Keyword(s):  
Well Being ◽  
Adaptive Skills ◽  
Control Group ◽  
Group 4 ◽  
Child Relationship ◽  
The Social ◽  
Spectrum Disorders ◽  
Support Teacher ◽  
The Relationship

The teacher-child relationship fulfils critical functions for the well being of the child, affecting emotive development, academic achievements, behavioral conducts and relationships with peers. The goal of the presented study is to compare the perceptions of the class teacher and of the support teacher concerning their relationship with subjects with autistic spectrum disorders (ASD; N=14; Mean age =90.07 months; SD=19.36) and with children of the control group (4 classmates per every subject of the experimental group, for a total of 56 pupils, Mean age = 80.36 months; SD=18.33). The perception by the teacher of the class, concerning the relationship with children with ASD, is characterized by higher levels of Conflict, and lower levels of Closeness, if compared with perceptions about the relationship with children of the control group (Conflict: t=-3.317; df= 14.931; p<0.01; Closeness: t= 5.638; df = 65; p < 0.001). The perception of the two teachers only correlates with regards to the Conflict dimension (r=0.769; p < 0.01). In reference to the child's adaptive skills only the social skills scale correlates with the Closeness. This is true in the perception of the support teacher (r=0.598; p<0.05). Finally, we take into account how the perception of the relationship relates with the socio-personal and professional data of the teachers and with the social features of the children.

Parental satisfaction with early intensive behavioral intervention

2017 ◽  
Vol 23 (3) ◽  
pp. 373-384
Author(s):  
Ian Grey ◽  
Barry Coughlan ◽  
Helena Lydon ◽  
Olive Healy ◽  
Justin Thomas
Keyword(s):  
Behavioral Intervention ◽  
Child Outcomes ◽  
Parental Satisfaction ◽  
Early Intensive Behavioral Intervention ◽  
Child Functioning ◽  
Satisfaction Scale ◽  
Family Outcomes ◽  
Intensive Behavioral Intervention ◽  
The Relationship

Research related to parental satisfaction with early intensive behavioral intervention (EIBI) remains limited. A 35-item questionnaire called the parental satisfaction scale–EIBI (PSS-EIBI) was developed with four subdomains (child outcomes, family outcomes, quality of the model, and relationship with the team). Study 1 assessed levels of satisfaction for 48 parents with their child’s EIBI program after approximately 1 year of intervention. Study 2 examined the relationship between parental satisfaction, length of child participation in EIBI, and the relationship between parental satisfaction and actual outcomes for their child as assessed by the Verbal Behavior Milestones Assessment and Placement Program after approximately 2 years. Results indicate that parental satisfaction with EIBI was consistently high in all four domains of the PSS-EIBI in both studies. Parental satisfaction was found to be associated with gains in child functioning after 1 year of intervention.

Driverless Ambulances: A Possibility, but Will Patients Ride?

2018 ◽  
Vol 62 (1) ◽  
pp. 1176-1176
Author(s):  
Scott R. Winter ◽  
Joseph R. Keebler ◽  
Stephen Rice ◽  
Rian Mehta ◽  
Bradley S. Baugh
Keyword(s):  
Facial Expressions ◽  
Significant Interaction ◽  
Healthcare Industry ◽  
Study Approach ◽  
Emergency Scenario ◽  
Hypothetical Scenario ◽  
Research Questions ◽  
Near Term ◽  
The Relationship

Emergency Medical Services (EMS) provide a needed and necessary service in the healthcare industry worldwide. However, many EMS agencies find themselves understaffed to fill the needs of the communities they serve. As a result, this can lead to decreases in the quality of service provided in times of emergencies. Simultaneously, technology is advancing in driverless vehicles which pose the question of the possibility of building driverless ambulances and if so, patients’ willingness to ride in them. Therefore, the purpose of this study was to determine patients’ willingness to ride in an ambulance operated autonomously as opposed to one driven by a human. Affect measures were collected to determine if affect mediated the relationship between willingness to ride and the type of ambulance configuration. The research used a three-study approach to answer the research questions. First, a general scenario was used to examine patient's willingness to ride in an ambulance based on a human or driverless condition. In Study 2, the affect was implemented to serve as a mediator between the type of operator, human or driverless. In Study 3, the researchers used the six universal facial expressions to determine if specific emotions could be identified as mediators between the condition and willingness to ride score. Through the three studies, the findings indicated that patients were less willing to ride in the scenario where the ambulance was operated autonomously than in the traditional configuration. A significant interaction was found between gender and type of ambulance configuration, where females were less willing to ride in the autonomous ambulance than males. Affect was found to act as a mediator between willingness to ride and the type of ambulance. Additionally, through the use of the six universal facial expressions, it was determined that the mediating emotions for males were fear and happiness, and the mediating emotion for females was anger. In general, participants were not willing to ride in driverless ambulances; however, this finding is also limited by the hypothetical scenario posed in this study which was the need to be transported to the hospital due to phoning 911 in an emergency. Additional research should investigate how patients would feel about riding in a driverless ambulance based on the type of condition as it is possible the willingness to ride may be different in a non-emergency scenario. There may also be other factors that could predict a patient’s willingness to ride in a driverless ambulance. In summary, while driverless technology is becoming a near-term possibility, further research is needed into whether patients would be willing to accept this technology for usage.

scholarly journals How to build the partnership between researchers and field actors?

2019 ◽  
Vol 29 (Supplement_4) ◽  
Author(s):  
C Ferron ◽  
R Joanny ◽  
E Le Grand ◽  
M Porcherie ◽  
S Rohou
Keyword(s):  
Health Promotion ◽  
Knowledge Transfer ◽  
Two Dimensions ◽  
Health Educators ◽  
Policy Makers ◽  
Knowledge Transfer And Exchange ◽  
Research Questions ◽  
The Relationship ◽  
Social Usefulness

Abstract In health promotion, the partnership between researchers and practitioners (field actors) is necessary for multiple reasons: to build intervention research together, to share our knowledge and experience, to produce new knowledge and experience, and to improve the quality of interventions, decisions... and research. In order to build this partnership and to achieve these goals, two dimensions were explored during several mixed workshops (researchers and field actors) organized in Brittany (France): their reciprocal perceptions, and what they can mutually bring to each other. During the first workshop, a facilitation technique called “the figure,” (which health educators use when they need to underscore the perceptions of a group of professionals about a specific population) shed light on mutual misconceptions and helped rectify them. During the following workshops, both groups identified their common assets, resources, difficulties and stakes. They also highlighted what they could bring to each other. Indeed, the relationship between researchers and field actors is usually considered in terms of the contributions of research to actions. However, field actors are more than simple “users” of a knowledge produced by others, they are also “producers’ of knowledge. They can contribute to define research questions, issues, hypotheses (with a social twist...); challenge the relevance and feasibility of research; promote the link and the understanding between the two separate worlds of practice and research; encourage the making of certain research protocols; facilitate experimentation; check the validity of the research projects in terms of social usefulness; make research more visible to field professionals and policy makers; and support knowledge transfer and exchange. The ways in which the partnership between researchers and health promotion actors actually enrich both categories of professionals, are detailed in this presentation. Key messages Reciprocal representations of researchers and practitioners in the field of health promotion must be highlighted to lay the foundations of their partnership. In health promotion, knowledge transfer must be understood as an exchange between researchers and field actors, the latter being experts in their domain of intervention and producers of knowledge.

scholarly journals Practical aspects of the application of pedagogical skill and communicative competence of teachers of higher education institutions

2021 ◽  
Author(s):  
Halyna Yuzkiv ◽  
Valentyna Slipchuk ◽  
Nina Batechko ◽  
Mykola Mykhaylichenko ◽  
Olena Vdovychenko
Keyword(s):  
Professional Competence ◽  
Communicative Competence ◽  
Hierarchical Organization ◽  
University Teachers ◽  
Pedagogical Competence ◽  
Research Questions ◽  
Key Dimensions ◽  
The Relationship ◽  
Humanistic Orientation

The relevance of this research involves a comprehensive consideration of the links between the concepts of "pedagogical excellence" and "pedagogical competence" of university teachers during classes. The study aims to establish the relationship between pedagogical excellence and communicative competence in the structure of pedagogical activities of HEIs teachers. Methodological basis: a sociological survey (drawing up a system of research questions), method of information analysis (processing of respondents' answers), ranking method (suggested for respondents during the provision of answers to the questions). Results of the research: updating the basic components of the pedagogical skill of the teacher: humanistic orientation of activity, professional competence, professionalism, pedagogical abilities, pedagogical technique, communicativeness. The main characteristics of pedagogical excellence and communicative competence of university teachers (inconsistency; interdependence; hierarchical organization) were revealed. Key dimensions of pedagogical excellence as an element of communicative competence (competence of nonverbal communication, competence of verbal clarity, competence of verbal richness of speech) were determined. The relationship between pedagogical excellence and communicative competence is proved. The basic components of pedagogical excellence are defined (humanistic orientation of activity, professional competence, professionalism, pedagogical abilities, pedagogical technique, communicativeness). The links of communicative-speech competence are presented. The characteristics of communicative-speech competence, which determine the quality of professional interactions of university teachers, are highlighted. The regularities and peculiarities of communicative-speech competence of teachers are presented. The practical value of the study was to present a summary of the causal links of the concepts of "pedagogical excellence" and "communicative competence" of university teachers during the classes.

Social Interaction in Early and Middle Childhood

2021 ◽  
pp. 47-69
Author(s):  
Serena Lecce ◽  
Rory T. Devine
Keyword(s):  
Social Interaction ◽  
Social Context ◽  
Middle Childhood ◽  
Social Outcomes ◽  
Future Research ◽  
Mediating Role ◽  
The Family ◽  
The Relationship

This chapter examines the cognitive basis of social interaction by assessing the claim that children’s ability to understand the minds of others (or ‘Theory of Mind’ [ToM]) matters for their successful social interactions. To this end, it critically examines available research on the relation between ToM and social interaction during early and middle childhood, both within and outside the family. The chapter introduces ToM in a social context framework that considers the processes through which ToM has an impact on children’s social outcomes, and the circumstances under which an association between ToM and social interaction should be apparent. It sets an agenda for future research by emphasizing (1) the mediating role of intentional social interaction behaviours in explaining the relations between ToM and social outcomes in early and middle childhood; and (2) the moderating role of partner-related variables (including familiarity, the nature and quality of the relationship, and the level of partner ToM ability) and of social context in strengthening or attenuating the relations between ToM and social interaction.

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