The Child Psychotherapist in a Day Centre for Young Children and Parents

2018 ◽  
pp. 102-121
Keyword(s):  
Young Children ◽  
Children And Parents

scholarly journals Model of development of the regional system of medical, psychological and pedagogical assistance to infants with hearing impairment

2021 ◽  
Vol 20 (1) ◽  
pp. 41-50
Author(s):  
I. V. Koroleva ◽  
◽  
G. Sh. Tufatulin ◽  
M. S. Korkunova ◽  
◽  
...  
Keyword(s):  
Hearing Loss ◽  
Young Children ◽  
Hearing Impairment ◽  
Hearing Aids ◽  
Comprehensive Care ◽  
Children And Parents ◽  
Parental Counseling ◽  
The Russian Federation ◽  
Family Centered ◽  
Modern Standard

The study provides an analysis of medical and psychological and pedagogical assistance to children with hearing impairment at an early age in St. Petersburg in accordance with the modern standard «1-3-6». It was found that only 19% of children with hearing impairment registered at the Audiology Center were diagnosed with hearing loss before the age of 3 months, at the age of 6 months. 5,4% of children had hearing aids. A model for the development of a system of comprehensive care for young children with hearing impairment in St. Petersburg has been developed. The model includes 5 stages, for each of which a system of organizational measures is presented, aimed at improving the effectiveness of comprehensive care using a family-centered approach. The implementation of the model made it possible to increase the proportion of children diagnosed before the age of 3 months and to reduce the average age of hearing aid in young children. Expansion of the range of services in the Audiology Center (a course of classes on adapting a child to hearing aids during primary hearing aids, group deaf pedagogical and musical classes with children and parents, a school for parents, parental counseling by a psychologist), as well as the introduction of remote forms of support contributed to an increase in the competence of parents in matters of hearing aids, development of infant with hearing loss and parental activity in the classroom with the child. Remote forms of work made it possible to continue the rehabilitation of children during the COVID-19 pandemic. The developed model for the development of comprehensive care for young children with hearing impairment and their families may be useful for other regions of the Russian Federation.

Formative Research to Develop the IDEFICS Physical Activity Intervention Component: Findings from Focus Groups with Children and Parents

2010 ◽  
Vol 7 (2) ◽  
pp. 246-256 ◽  
Author(s):  
Leen Haerens ◽  
Ilse De Bourdeaudhuij ◽  
Gabriele Eiben ◽  
Fabio Lauria ◽  
Silvia Bel ◽  
...  
Keyword(s):  
Physical Activity ◽  
Young Children ◽  
Focus Groups ◽  
Physical Activity Intervention ◽  
Perceived Barriers ◽  
Activity Levels ◽  
Personal Factors ◽  
Intervention Component ◽  
Community Based ◽  
Children And Parents

Background:The current study aimed at describing influencing factors for physical activity among young children to determine the best approaches for developing the IDEFICS community based intervention.Methods:In 8 European sites a trained moderator conducted a minimum of 4 focus groups using standardized questioning guides. A total of 56 focus groups were conducted including 36 focus groups with parents and 20 focus groups with children, of which 74 were boys and 81 girls. Key findings were identified through independent reviews of focus group summary reports using content analysis methods.Findings:Findings were generally consistent across countries. The greatest emphasis was on environmental physical (eg, seasonal influences, availability of facilities and safety), institutional (eg, length of breaks at school), and social factors (eg, role modeling of parents). Most cited personal factors by parents were age, social economical status, and perceived barriers. Both children and parents mentioned the importance of children’s preferences.Conclusions:To increase physical activity levels of young children the intervention should aim at creating an environment (physical, institutional, social) supportive of physical activity. On the other hand strategies should take into account personal factors like age and social economical status and should consider personal barriers too.

Children’s rights in Taiwan: A qualitative study on social workers’ perspectives

2020 ◽  
pp. 002087282095185
Author(s):  
Hsin-Yi Chen ◽  
I-Chen Tang
Keyword(s):  
Qualitative Study ◽  
Young Children ◽  
United Nations ◽  
Social Workers ◽  
Children's Rights ◽  
Children’S Rights ◽  
Rights Of The Child ◽  
Children And Parents ◽  
United Nations Convention ◽  
The United Nations

The aim of this study was to investigate the perspectives of social workers in Taiwan on children’s rights. Among the 94 social workers who were interviewed, most were familiar with children’s rights terminology. From the results of this study, parental needs and the inability of young children to communicate effectively hindered the balance between protection of and participation by children. To better implement children’s rights, social workers should gain a deeper understanding of the United Nations Convention on the Rights of the Child (UNCRC) and develop skills for communicating well with children and parents.

The “Anti-monster Letter” as a Simple Therapeutic Tool for Reducing Night-time Fears in Young Children

2003 ◽  
Vol 20 (4) ◽  
pp. 200-207 ◽  
Author(s):  
Peter Muris ◽  
Cindy Verweij ◽  
Cor Meesters
Keyword(s):  
Young Children ◽  
Therapeutic Tool ◽  
Night Time ◽  
Child Report ◽  
Positive Effects ◽  
Simple Tool ◽  
Children And Parents ◽  
Report Data ◽  
Intervention Condition

AbstractThe current study examined the effects of the “anti-monster letter” as a simple tool for reducing night-time fears in young children. One hundred and forty-two children aged 4 to 6 years were randomly assigned to either an experimental condition in which children and parents were provided with an “anti-monster letter” or a control condition in which no intervention was carried out. Results indicated that the “anti-monster letter” yielded positive effects. That is, child report data showed that night-time fears substantially decreased in the intervention condition as compared with the control condition. In parents, such positive effects could not be substantiated by standardised assessments, although some parents indicated that they considered the intervention as helpful.

An Investigation into Short-Term Music Therapy with Mothers and Young Children

2003 ◽  
Vol 17 (1) ◽  
pp. 26-45 ◽  
Author(s):  
Amelia Oldfield ◽  
Malcolm Adams ◽  
Lucy Bunce
Keyword(s):  
Young Children ◽  
Music Therapy ◽  
Nursery School ◽  
Therapy Session ◽  
Control Group ◽  
Clinical Group ◽  
Short Term ◽  
Music Therapist ◽  
Children And Parents ◽  
Group Music Therapy

This paper describes an outcome investigation into two clinical groups of mothers and young children receiving short-term music therapy. The first group was a closed group of mothers and toddlers receiving six-weekly music therapy sessions. The second group was an ongoing group of parents and babies receiving one music therapy session followed by a discussion of videotaped excerpts of this music therapy session a week later. As a point of comparison, a group of children and parents attending a local nursery school receiving six-weekly music sessions run by a music therapist was also investigated. Video analyses, audio analyses and parent's questionnaires were used to measure results. Comparing information collated from the questionnaires to results of the video analyses revealed that parents attending the clinical group viewed their children's behaviours in a less positive light than control group parents. The article is written from the music therapist's viewpoint. This group music therapy work is described and reflected upon in a more qualitative way in a previous article entitled ‘“Mummy can play too…” Short-term music therapy with mothers and young children’ published two years ago in the BJMT.

scholarly journals The interactional achievement of reading aloud by young children and parents during digital technology use

2020 ◽  
pp. 146879841989604
Author(s):  
Christina Davidson ◽  
Susan Danby ◽  
Stuart Ekberg ◽  
Karen Thorpe
Keyword(s):  
Young Children ◽  
Digital Technology ◽  
Technology Use ◽  
Information Source ◽  
Reading Aloud ◽  
Video Recordings ◽  
Parent Child Interactions ◽  
Children And Parents ◽  
Systematic Identification ◽  
Parent Child

Many studies that examine parent–child interactions while reading digital texts focus on the reading of e-books. Rather less is known about parent–child interactions and reading aloud of other screen texts that occur during young children’s everyday use of digital technologies at home. This article presents the findings from a conversation analytic study of a collection of 36 sequences of interaction between young children and their parents where the words ‘says’ or ‘say’ were used to refer to print on the screen. The collection involved interactions between seven parent–child dyads. Sequences were identified through repeated viewing of 29 hours of video-recordings made by parents. Analysis enabled systematic identification and description of two distinctive practices in talk that led to reading aloud from the screen. Reading aloud of the text was provided by either a speaker using a preface, such as ‘it says’, or solicited using a question. Discussion establishes how young children and their parents orient to and produce reading aloud practices, how reading aloud meets the instrumental purposes of children and the ways that young children competently enable reading aloud. It is concluded that reading aloud from the screen is an important information source for young children, enabled through parent–child interactions.

Growing Up Under Fire: Building Resilience in Young Children and Parents Exposed to Ongoing Missile Attacks

2012 ◽  
Vol 5 (4) ◽  
pp. 303-314 ◽  
Author(s):  
Ruth Pat-Horenczyk ◽  
Michal Achituv ◽  
Arielle Kagan Rubenstein ◽  
Atoosa Khodabakhsh ◽  
Danny Brom ◽  
...  
Keyword(s):  
Young Children ◽  
Growing Up ◽  
Building Resilience ◽  
Children And Parents
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