The evolution of an early parenting education programme, its follow-up, and its implications

2018 ◽  
pp. 186-199
Author(s):  
Henri Parens
Keyword(s):  
Education Programme ◽  
Parenting Education ◽  
Early Parenting

scholarly journals Novice Non-Native English Teachers’ Reflections on Their Teacher Education Programmes and Their First Years of Teaching

2016 ◽  
Vol 18 (1) ◽  
pp. 55-70 ◽  
Author(s):  
Sumru Akcan
Keyword(s):  
Teacher Education ◽  
Learning Disabilities ◽  
Novice Teachers ◽  
Education Programme ◽  
English Teachers ◽  
Students With Learning Disabilities ◽  
Teacher Education Programme ◽  
Academic Courses ◽  
Lesson Delivery

<p><span>This study investigates novice non-native English teachers’ opinions about the effectiveness of their teacher education programme and the challenges during their initial years of teaching. The results of a survey administered to fifty-five novice teachers and follow-up interviews identify strengths and weaknesses in their teacher education programme and catalogue the difficulties they faced when they star-ted to teach. The study found significant differences between the content of novice teachers’ academic courses in their teacher education programme and the conditions they experienced in classrooms. The major challenges of their first years of teaching were related to lesson delivery, managing behaviour, unmotivated students, and students with learning disabilities. The article includes suggestions to prepare teachers for the actualities of working in schools.</span></p>

scholarly journals A Universal Early Parenting Education Intervention in Community-Based Primary Care Settings: Development and Installation Challenges

2018 ◽  
Vol 8 (4) ◽  
pp. 178 ◽  
Author(s):  
Grainne Hickey ◽  
Sinead McGilloway ◽  
Yvonne Leckey ◽  
Ann Stokes
Keyword(s):  
Primary Care ◽  
Best Practice ◽  
Service Providers ◽  
Practice Change ◽  
Parenting Education ◽  
Local Context ◽  
Programme Implementation ◽  
Community Based ◽  
Early Parenting ◽  
The Impact

Prevention and early intervention programmes, which aim to educate and support parents and young children in the earliest stages of the family lifecycle, have become an increasingly popular policy strategy for tackling intergenerational disadvantage and developmental inequality. Evidence-based, joined-up services are recommended as best practice for achieving optimal outcomes for parents and their children; however, there are persistent challenges to the development, adoption and installation of these kinds of initiatives in community-based primary health care settings. In this paper, we present a description of the design and installation of a multi-stakeholder early parenting education and intervention service model called the Parent and Infant (PIN) programme. This new programme is delivered collaboratively on a universal, area-wide basis through routine primary care services and combines standardised parent-training with other group-based supports designed to educate parents, strengthen parenting skills and wellbeing and enhance developmental outcomes in children aged 0–2 years. The programme design was informed by local needs analysis and piloting to establish an in-depth understanding of the local context. The findings demonstrate that a hospitable environment is central to establishing interagency parenting education and supports. Partnership, relationship-building and strategic leadership are vital to building commitment and buy-in for this kind of innovation and programme implementation. A graduated approach to implementation which provides training/education and coaching as well as organisational and administrative supports for practice change, are also important in creating an environment conducive to collaboration. Further research into the impact, implementation and cost-effectiveness of the PIN programme will help to build an understanding of what works for parents and infants, as well as identifying lessons for the development and implementation of other similar complex prevention and intervention programmes elsewhere. This kind of research coupled with the establishment of effective partnerships involving service providers, parents, researchers and policy makers, is necessary to meeting the challenge of improving family education and enhancing the capacity of family services to help promote positive outcomes for children.

scholarly journals What are the effects of supporting early parenting by newborn behavioral observations (NBO)? A cluster randomised trial

2020 ◽  
Vol 8 (1) ◽  
Author(s):  
Ingeborg Hedegaard Kristensen ◽  
Svend Juul ◽  
Hanne Kronborg
Keyword(s):  
Comparison Group ◽  
Intervention Group ◽  
Link Type ◽  
Early Parenting ◽  
Behavioral Observations ◽  
Cluster Randomised ◽  
Health Visitors ◽  
Significant Difference ◽  
Early Parent

Abstract Background Professional support to enhance the early parent-infant relationship in the first months after birth is recommended, but little is known about the effect of universal interventions. The objective was to investigate the effect of health visitors’ use of the Newborn Behavioral Observations system in new families. Methods A cluster-randomised study was conducted in four Danish municipalities. Health visitors’ geographical districts constituted the units for randomisation (n = 17). In the intervention group, 1332 families received NBO from 3 weeks after birth; in the comparison group, 1234 received usual care. Self-administered questionnaires were collected at baseline one to two weeks after birth, and at follow-up three and nine months postpartum. The outcomes were change over time measured by The Karitane Parenting Confidence Scale (KPCS), The Major Depression Inventory (MDI), The Ages and Stages Questionnaire: social-emotional (ASQ:SE) and The Mother and Baby Interaction Scale (MABIC). Data were analysed with mixed-effects linear regression using the intention-to-treat approach. Results At baseline, no significant differences between the two groups were seen regarding maternal and infant factors. At follow-up three and nine months after birth, the change in maternal confidence and mood, infant’s socio-emotional behaviour, and early parent-infant relationship moved in a slightly more positive direction in the intervention group than in the comparison group, though not statistically significant. The only significant effect was that the intervention mothers reported higher level of knowledge about infant’s communication skills, response to cues, and how to sooth and establish a relation with the infant, compared to the comparison group. Conclusions We found no effect of the NBO system delivered in a universal context to all families in a community setting. The only significant difference between groups was a higher maternal degree of knowledge regarding early parenting in the intervention group. Trial registration ClinicalTrials.gov ID: NCT03070652. Registrated February 22, 2017.

Metered-Dose Inhaler Technique and Quality of Life with Airways Disease: Assessing the Value of the Vitalograph in Educational Intervention

1996 ◽  
Vol 24 (4) ◽  
pp. 369-375 ◽  
Author(s):  
T L Skaer ◽  
C B Wilson ◽  
D A Sclar ◽  
T A Arnold ◽  
C F Garcia ◽  
...  
Keyword(s):  
Educational Intervention ◽  
Education Programme ◽  
Educational Programme ◽  
Dose Inhaler ◽  
Health Educators ◽  
Metered Dose Inhaler ◽  
Intervention Process ◽  
Sf 36 ◽  
Metered Dose

The efficacy of delivering medicines by metered-dose inhaler (MDI) is well established, and the patient's technique with MDIs is related directly to achieving the desired clinical outcome. The present study was designed to assess and improve MDI technique by using a Vitalograph Aerosol Inhalation Monitor® (VAIM) in an airways disease education programme. Baseline measurements were made immediately prior to educational intervention incorporating feedback from a VAIM unit. At 6 weeks' follow-up, MDI technique was found to have regressed to the sub-optimal measures recorded at baseline prior to educational intervention. However, patients reported a significant improvement in physical function between baseline and follow-up as measured by the Rand 36-Item Health Survey (SF-36), Version 1.0. The results reinforce the need for a longitudinal educational programme for patients prescribed medications delivered by MDI. The VAIM unit provided health educators and patients with both a visual and a quantitative assessment of patients' MDI technique, and was thus of positive value as part of the intervention process.

scholarly journals Pelvic motion in trans-femoral amputees in the frontal and transverse plane before and after special gait re-education

2003 ◽  
Vol 27 (3) ◽  
pp. 227-237 ◽  
Author(s):  
C. Sjödahl ◽  
G-B. Jarnlo ◽  
B. Söderberg ◽  
B. M. Persson
Keyword(s):  
Reference Group ◽  
Frontal Plane ◽  
Education Programme ◽  
Step Length ◽  
Body Awareness ◽  
Upper Body ◽  
Intact Side ◽  
Before And After ◽  
Pelvic Motion

Using a special gait re-education programme, combining methods in physiotherapy with a psychological therapeutic approach to integrate the prosthesis with normal movements and to increase body awareness, the authors studied unilateral trans-femoral amputees aged 16–60 years with trauma or tumour as causes. In their service area they found 16 such current prosthetic users with at least 2 years of prosthetic experience and 9 who could complete the programme. Gait was measured before and after treatment and at 6 months follow-up with a three-dimensional motion analysis system and was compared to a reference group of 18 healthy volunteers of similar age. Results showed normalised gait speed and increased symmetry in step length after treatment, but reduced symmetry in pelvic motion. The reference group had a pelvic rotation of ± 4 degrees both in the frontal and transverse planes. In the frontal plane, pelvic obliquity increased after treatment to a similar amplitude to the reference group, but with a different timing. Pelvic internal rotation on the amputated side increased to about 8 degrees in the beginning of stance. The amputated and the intact side before treatment were more symmetrical than afterwards and also when compared with the reference group. In spite of this, gait appeared to be more symmetrical, probably due to more efficient pelvic motion and more symmetrical upper-body movements. This was probably an effect of increased work with the intact side to compensate for the lack of power on the amputated side. These results remained at follow-up.

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