Fathers' Multiple-Partner Fertility and Children's Educational Outcomes

Fathers' multiple-partner fertility (MPF) is associated with substantially worse educational outcomes for children. We focus on children in fathers' second families that are nuclear: households consisting of a man, a woman, their joint children, and no other children. We analyze outcomes for almost 75,000 Norwegian children, all of whom lived in nuclear families until at least age 18. Children with MPF fathers are more likely than other children from nuclear families to drop out of secondary school (24% vs. 17%) and less likely to obtain a bachelor's degree (44% vs. 51%). These gaps remain substantial—at 4 and 5 percentage points, respectively—after we control for child and parental characteristics, such as income, wealth, education, and age. Resource competition with the children in the father's first family does not explain the differences in educational outcomes. We find that the association between a father's previous childless marriage and his children's educational outcomes is similar to that between a father's MPF and his children's educational outcomes. Birth order does not explain these results. This similarity suggests that selection is the primary explanation for the association between fathers' MPF and children's educational outcomes.

Comprehensive Nutrition Interventions in First Nation-Operated Schools in Canada

Comprehensive school-based nutrition interventions offer a promising strategy to support healthy eating for First Nations children. A targeted strategic review was performed to identify nutrition interventions in 514 First Nation-operated schools across Canada through their websites. Directed content analysis was used to describe if interventions used 1 or more of the 4 components of the Comprehensive School Health (CSH) framework. Sixty schools had interventions. Nearly all (n = 56, 93%) schools offered breakfast, snack, and (or) lunch programs (social and physical environment). About one-third provided opportunities for students to learn about traditional healthy Indigenous foods and food procurement methods (n = 18, 30%) (teaching and learning) or facilitated connections between the school and students’ families or the community (n = 16, 27%) (partnerships and services). Few schools (n = 10, 17%) had a nutrition policy outlining permitted foods (school policy). Less than 1% (n = 3) of interventions included all 4 CSH components. Results suggest that most First Nation-operated schools provide children with food, but few have nutrition interventions that include multiple CSH components. First Nation-operated schools may require additional financial and (or) logistical support to implement comprehensive school-based nutrition interventions, which have greater potential to support long-term health outcomes for children than single approaches.

A scoping review to inform care coordination strategies for youth with traumatic brain injuries: Care coordination personnel

Introduction & Importance: Effective, patient-centered care coordination has been shown to improve outcomes for children with special healthcare needs (CSHCN), who often have complex, long-term involvement with multiple service providers. Traumatic brain injury (TBI) can result in long-term physical, intellectual, social, and emotional disabilities that persist long after acute treatment. Yet, even though it is a chronic condition, TBI remains an area with scarce standardization and research surrounding the complex, long-term care coordination need in this population. The purpose of this scoping review is to summarize current research on outcomes in CSHCN after implementation of care coordinators, whether individual or teams, to inform future research for youth with TBI. Methods: OVID/Medline, CINAHL, PsycINFO, EMBASE, and ERIC databases were searched for articles relevant to care coordination and CSHCN. Results: 31 articles met inclusion criteria. Outcomes for children and families were grouped into 5 major categories: healthcare utilization, cost of care, disease status, parent and child quality of life, and healthcare satisfaction and perception of care. Discussion: Implementation of care coordinators, whether in the form of individuals, dyads, or teams, resulted in overall positive outcomes for CSHCN and their families across all 5 major outcome domains. Future research should be focused on the efficacy of care coordinators differing in profession, qualifications, and educational attainment specifically for the unique needs of children with TBI. Additionally, the application of care coordination within medical homes should be further investigated to increase proactive, preventative care of children with TBI and further reduce reactive, need-based treatment only.

The Role of Educator Preparation Programs in Fostering Partnerships With Schools in Supporting English Language Learners, Immigrant Families, and Special Education

Teacher educator preparation programs play a central role in preparing teachers and practitioners who work with children with exceptionalities, immigrants, and English language learners (ELL), among others. Research indicates that immigrants, ELL, and children with exceptionalities benefit from effective family-professional partnerships in several ways. Family-professional relationships are also key in producing positive educational outcomes for vulnerable and children who are at-risk. The following layers of partnerships and relationships are discussed: university-based educator preparation programs (EPPs) and K-12 schools; immigrant families and K-12 schools; and teachers/caregivers in K-12 schools and immigrant children/ELL, including children with exceptionalities. The benefits of positive partnerships and relationships are discussed. These include positive educational outcomes for children and their families, positive outcomes for children's school readiness, enhanced quality of life for families and their children, family engagement in children's programs, strengthening of home-school program connection, and trust-building for all stakeholders.

Sensitivity and reliability of screening measures for paternal postpartum depression: an integrative review

The American Academy of Pediatrics (AAP) recommends screening mothers for Postpartum Depression (PPD) during the postpartum period. Research shows depression in parents is associated with impaired growth and development in their children. The National Perinatal Association (NPA) encourages screening fathers for depression at least twice during the first postpartum year, however a preferred screening tool has yet to be determined. To promote optimal outcomes for children, providers must assess the mental health of all new parents, regardless of gender. Therefore, the purpose of this integrative review is to examine previous scientific evidence regarding the sensitivity of screening measures for postpartum depression in fathers. Future research should be directed towards describing the psychometric properties of a tool to assess postpartum mood disorders in American fathers while analyzing appropriate screening intervals during the postpartum period.

Complex Trauma

Defining trauma is an individualized process that includes looking at events, experiences, and effects. Best practices explicitly state the importance of an individual's experiences when defining trauma. Therefore, solely utilizing a professional lens for discussion is often inappropriate. The purpose of this chapter is to examine trauma and trauma-informed care through both a professional and personal lens. Research on outcomes for children internationally adopted or living in foster care will be intertwined with personal narrative. Erikson's theory of psychosocial development will be the lens to examine how trauma affects life and learning as children grow and mature. Finally, specific anecdotal strategies will be shared that either provided or negated support on how potentially to navigate public and higher education systems in the United States.

The Effectiveness of Comparison of the Use of the Kuesioner Pra Skrining Perkembangan (KPSP) with Denver II on Development Children aged 0 – 72 months in the Dadok Primary Health Center Work Padang

Background: The issues of toddler boom and improvement that want for use as a reference withinside the detection encompass 10% of youngsters reaching early age abilities, 50% of youngsters will attain their abilities, 75% of youngsters will gain extra abilities, 90% of youngsters could have on the way to attain the age restriction on the present-day still. However, some time ago, they encountered several growth and development problems which were quite worrying for preschool children. Objectives: This study was to determine the accuracy of developmental outcomes for children aged 0 – 72 months between the Guide to the Kuesioner Pra Skrining Perkembangan (KPSP) and the Denver Developmental Screening Test II (Denver II). Questioner Pra Skrining Perkembangan (KPSP) and the Denver Developmental Screening Test II (Denver II) have a good result, valid and reliable to view developmental outcomes for children aged 0 – 72 months in Dadok Primary Health Center. Methods: The research method used is analytic with the design used being cross-sectional, then the Cohen's Kappa coefficient statistical test is carried out. The research sampling technique used purposive sampling as many as 56 children aged 0-72 months with exclusion criteria, namely children who were sick, had physical disabilities, and experienced other developmental disorders that could not be measured with the KPSP and Denver II instruments. The research into finished from December 2020 to December 2021. Results: The effects of this examination discovered that the improvement of youngsters elderly 0-72 months turned into nevertheless in the precise or everyday category. This may be visible from the effects of developmental tests on the usage of the KPSP and Denver II instruments, each of that has equal effectiveness for use in assessing improvement in youngsters. This is evidenced by the results of the Cohen's Kappa coefficient statistical test with a Kappa value of 0.638 which means it is good (0.61-0.80). Conclusion: It is expected for parents to implement an early detection program for child development by the child's ability at home. Parents are expected to attend seminars or training on growth and development according to the child's age level. invite the child to be more diligent in moving, provide stimulation to the leg muscles, or take the child to therapy so that it can be handled properly.