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Public libraries are a free community resource available to families in communities across the United States. The Every Child Ready to Read Program (ECRR) is currently the only known research-based early literacy parent initiative available for public libraries to use. This current study presents the findings of a case study that included both librarian and parent interviews to explore how one suburban library utilized the ECRR program. Building upon current ECRR research, the study explores how librarians and parents utilized library storytimes. The key findings of the study include the discovery that the two librarians differed substantially in their implementation of the ECRR program, with one librarian being more willing to offer instruction to parents while the other librarian not directly wanting this as her role. One possible reason for this difference involves the different educational background and specific job duties of each librarian. In regards to parents, the study found that parents utilized library storytimes largely for social reasons for both themselves and their child. Furthermore, new mothers and Spanish-speaking mothers showed a special appreciation for storytimes, in that both attended storytimes for personal guidance. In light of parent-school trust literature, the library in the current study appeared as a place to establish and maintain trusting partnerships with parents. Implications of ECRR are discussed, as well as recommendations for further research / Literacy & Learners

Early detection and intervention are crucial for optimal outcomes in autism spectrum disorder (ASD), but access to services is often lacking in rural communities. In fact, the average age of ASD diagnosis in rural communities is later than elsewhere, increasing the risk of missed early intervention and subsequently poorer outcomes. Caregivers in Southwest Virginia report that major barriers to ASD services include few providers with expertise in ASD, unaffordability of services, and geographic isolation; limited parent training or education about ASD emerges as a particular paucity in this region. To address these barriers, the current pilot study assessed the feasibility of delivering ASD assessment through a mobile clinic (n = 15). During COVID-19, the study shifted to pilot an ASD teleassessment protocol (n = 15). Participants included 30 children between 1.7 and 14.9 years of age and one or both caregivers. Following a diagnostic feedback session, caregivers of children who received an ASD diagnosis (n = 28) were randomized to either attend psychoeducation sessions or receive comparable materials about ASD, with the goal of improving caregiver ASD knowledge and empowerment to seek and provide care for their child. Although flexibility in scheduling was necessary to accommodate families’ schedules, both delivery formats exhibited high feasibility and strong caregiver satisfaction. The primary reason for rescheduling mobile assessments was weather-related, whereas teleassessments were rescheduled due to family emergencies and work-related conflicts. Caregiver empowerment in the domains of family and the community improved after receiving assessment and psychoeducation services, as did total ASD knowledge (η2 = .114–.235, p < .05). / M.S. / Children with autism spectrum disorder (ASD) tend to achieve better outcomes with early intervention, which requires early assessment and diagnosis. However, families in rural areas typically have greater difficulty accessing such services, due to limited providers, high cost of services, and geographic distance from provider offices. This often results in children from rural regions being diagnosed with ASD at a later age than elsewhere, thereby missing opportunities for effective and timely treatment. To overcome these barriers, the current pilot study evaluated two novel service delivery formats: (1) mobile assessment through the Mobile Autism Clinic prior to the COVID-19 pandemic (n = 15); and (2) tele-assessment via a secure video platform during the pandemic (n = 15). Participants included 30 children between 1.7 and 14.9 years of age and one or both caregivers. After completing an assessment, caregivers attended a feedback session to review diagnoses and recommendations. If their child received an ASD diagnosis (n = 28), caregivers then either completed additional educational sessions about ASD or received similar informational materials, with the goal of improving caregiver knowledge and empowerment. Although flexibility in scheduling was necessary to accommodate families’ schedules, both delivery formats demonstrated high feasibility and strong caregiver satisfaction. The primary reason for rescheduling mobile assessments was weather-related, whereas teleassessments were rescheduled due to family emergencies and work-related conflicts. Caregiver empowerment within their family and community improved after receiving assessment and psychoeducation services, as did total ASD knowledge.

本研究主要是以高級中學學生家長為對象，探討學生家長對於學校親職教育的態度及實施做法，並探討相關背景變項的差異性，藉以提出實施親職教育之建議，以提供相關單位做參考。 本研究提出的研究目的如下： 一、瞭解高級中學學生家長對實施親職教育的認知及重視程度。 二、瞭解高級中學學生家長實際參與親職教育的情形與成效滿意度。 三、探討高級中學學生家長對學校親職教育內容與方式之實施做法。 四、根據研究結果，提出推動親職教育之建議。 本研究以問卷調查的方式，針對基隆市、台北市、台北縣及桃園縣四縣市高級中學共二十一所高級中學581住高級申學學生家長進行調查，問卷調查資料以次數分配、百分比、卡方考驗、變異數分析，進行統計分析，其獲得的結果如下: 一、多數的家長對於親職教育的認知，大都抱持正面及肯定的態度。 二、多數的家長對於親職教育的重視程度，也為正面及肯定；不同背景變項中，有部分達到顯著性差異，包括有:家長的不同學歷、婚姻狀況，在親職教育重視程度上有達到顯著性差異。 三、高級中學學生家長參與學校親職教育活動之情形，普遍都不理想，而且在頻率次數上，都較幼兒、學童時期家長少了許多；其代表參加者，大都是由母親代表;而無法參加親職教育活動者，大都是因為作息時間無法配合及工作忙碌。 四、高級申學學生家長對於親職教育方式、內容及時段安排之成效滿意度，多數家長是滿意的，不過，在時段安排上，其比例略低於方式及內容部分，其原因與家長作息時間不能相配合有關。 五、高級中學學生家長對於親職教育內容之實施做法，以「了解青少年各階段的心理發展及溝通技巧」之需求度最高。 六、家長較偏好的親職教育個別方式及團體方式，分別是：「級任導師以電話進行家庭訪問」、「舉辦家長座談會」。 七、高級中學學生家長較希望利用假日的白天進行親職教育活動，時間以兩小時最佳，每學期辦理兩次，印發的親職教育刊物以月刊為主，舉辦地點以學校室內場所較好。 八、不同背景變項，對於親職教育之實施做法有部分達到顯著性差異。其達到顯著性差異者有：家長不同年齡，在進行時間上有達顯著性差異；家長不同學歷，在親職教育刊物上有達顯著性差異；家長不同婚姻狀況，在時段安排上有達顯著性差異；子女就讀學校性質不同的家長，在親職教育內容、時段安排、進行時間、發行刊物及活動地點上，有達到顯著性差異；子女就讀不同年級的家長，在親職教育內容及時段安排上有達到顯著性差異。 根據以上的分析，對未來高級中學親職教育提出以下之建議： 一、學校事前的完善規劃。 二、增強教師在親職教育知識及溝通技巧上的專業。 三、鼓勵父親多參加親職教育活動。 四、鼓勵家長參加有深度的團體討論活動。 五、家長應積極參與學校的親職教育活動。 六、未來研究上的建議。 / The major purpose of this study is to explore the different attitudes and needs of high school students' parents on parent education based on their background variables such as sex, marital status, education background, age, and other related variables. The purposes of this study are: 1. To understand the degrees of recognition and participation of high school students' parents on parent education. 2. To examine the participating conditions and satisfactory level of high schools' students' parents on parent education. 3. To explore the parents' opinions regarding curricular contents and implementing methods on parent education. 4. To propose recommendations based on the findings for future study and implementation of parent education. This study is conducted by the survey method. Questionnaires are sent to 21 high schools and vocational high schools' parents of students. Frequency distributions, Chi-square test, and ANOVA are used for data analysis. The major findings of this research are as follows: 1. Most of the parents give positive recognition and response to parent education sponsored by senior high schools. 2. Most of the parents have positive and supportive attitude on parent education. There are significant differences among parents' opinions based on different background variables, including education background, marital status, and attitude on parent education. 3. The involvement extent of the parent education activity is beyond expectation. Especially the participation frequency is less than pre-school education's parents; most of the participators are mothers. 4. The majority of parents feel satisfied about the education patterns, contents, studying time arrangement; but less satisfied in studying time arrangement since they are not able to synchronize themselves with it. 5. Parents are eager to learn the topic of "The physical development and communicative techniques of young adults". 6. Parents show theirs preferences when implementing in individual method and group format. In individual format, "phone-call interview by class advisors" is preferred; In group format, "parent meeting teacher" is preferred. 7. Parents prefer the school to progress the parent education activities twice a semester at the daytime of holiday. Parent education publication is prefer to be published monthly and the place of holding is hoping to be indoors. 8. There are several significant differences about implementing methods among parents under different background. Parents that with different ages have difference opinions on time arrangement. Parents with Children studying in different kind of schools have different opinions on time arrangement, progressing hours, publication, and activity holding locations; parent with children in different grades have different opinion on curricular content and time arrangement. Based on the findings above, suggestions for future high schools' parent education implementation are as follows: 1. The school should make whole planning ahead before parent education implementation. 2. The teachers should be reeducated for purposing professional knowledge and communicative skills of parent education. 3. Parents should be encouraged to involve more frequently in activities of parent education. 4. Parents should be encouraged to participate in deep group discussion activities. 5. Parents should be motivated to join the parent education activities that hold by school.

The problem of this study concerns the effects of a Parent Education Program upon parents' self-esteem, parental acceptance, and perceived self-concept of children. The purposes of this study were to investigate the effects of the Parent Education Program upon parents' self-esteem, parental acceptance, and children's perceived self-concept; and to investigate the relationships between parental acceptance, parents' self-esteem, children's perceived self-concept, and parents', teachers' and counselors' perception of children's self-concept.

Det är påfrestande att bli förälder och det medför därför en risk att parrelationen blir sämre. Enligt tidigare forskning har föräldrarnas parrelation en betydelsefull inverkan på barnets hälsa. Sjuksköterskans förebyggande arbete inom barnhälsovården är att främja den fysiska, psykiska och sociala hälsan för hela familjen. Eftersom sjuksköterskan på barnavårdscentralen nästan träffar alla föräldrar till barn mellan 0-6 år ger det en unik möjlighet att stödja och stärka föräldrarna i sin parrelation och därmed förebygga ohälsa. Det finns inga nationella riktlinjer att sjuksköterskan skall ge stöd i parrelationen, men det finns förslag att ge stöd och råd vid vissa besök. Det gör att stödet idag ser olika ut beroende på var familjen bor. Syftet är att beskriva föräldrars erfarenheter av stöd i parrelationen inom barnhälsovården. Sex intervjuer genomfördes med föräldrar som levde i en parrelation och hade barn mellan 4-5 år. Intervjuerna analyserades med hjälp av en kvalitativ innehållsanalys. Föräldrarnas erfarenhet är att barnhälsovåden fokuserar på mamma och barn och att ämnet parrelation sällan tas upp. När ämnet parrelation tas upp är det vid hembesök och i föräldragrupper. Föräldrarna önskar att få stöd vid rätt tidpunkt i livet och att sjuksköterskan tar initiativ till samtal om parrelationens betydelse för familjen. Studien avslutas med slutsatser utifrån framkommet resultat till nytta för barnhälsovårdens utveckling. / Program: Specialistsjuksköterskeutbildning med inriktning mot distriktssköterska

Transitioning to the father role can be complex and stressful and fathers may not be fully prepared to assume the father role. Since fathers have little formal preparation for becoming a father, they may need more social support resources to support their adaptations to the father role. In addition, fathers are instrumental in supporting mothers’ breastfeeding and other infant feeding decisions, but may experience difficulties with infant care tasks, such as feeding and providing care to their infant. Studies show that many fathers want to be productive and nurturing in the father role but little is known about fathers’ parenting knowledge and needs. Therefore, the purpose of this study is to describe the social support resources of fathers with infant feeding and related parent educational learning needs during the first year after birth. Cross-sectional data was obtained for this descriptive, exploratory study by using a questionnaire and semi-structured interviews. Descriptive statistics were used to analyze questionnaire findings and directed content analysis was used to analyze the qualitative data. Since there is little evidenced-based literature on social support and parenting knowledge and needs of fathers in general, the study design was descriptive, exploratory and included new and experienced fathers. The study was guided by Bandura’s Self-Efficacy Theory. The findings reported in this study originated in a larger study on social support needs of urban fathers with infants during the first year after birth. Thirty experienced and new fathers were recruited from community organizations that offer services to low-income families in a southern part of the United States. The mean age range of the fathers was 30 (SD = 5) and 60% were experienced fathers and 40% were new fathers. The majority of the fathers were single (67%), Black (90%), had some or completed high-school education (81%) and 85% reported low annual incomes of less than $20,000. Most infants were bottle-fed (73%) and all infants were between 2-12 months. Inclusion criteria included being 18 years old with an infant that was born full-term. The study was reviewed and approved by the university internal review board. Findings revealed most fathers were confident with feeding their baby, however, some fathers were not confident because they were afraid to handle their baby due to the baby’s size or felt awkward when holding the baby. When fathers had difficulties with feeding their babies, they primarily asked family and friends for advice. Other resources included the internet and healthcare professionals. Fathers reported positive and negative attitudes towards breastfeeding and reasons why breastfeeding was stopped. After the baby’s birth, fathers reported the majority of parent educational learning needs related to how to take of infant, normal infant behavior, basic, daily care, and recognizing signs and symptoms of illness. At time of interview, the majority of parent educational learning needs related to how to cope with a difficulty baby, accessing positive parenting tips and resources, being responsive to the infant, coping with being a new father, and recognizing signs of depression. Recommendations for practice and research will be provided.

<p>Syftet med studien var att beskriva hur mammor och pappor upplever BVC kontakten. Totalt deltog tio mammor och tio pappor och data samlades in via intervjuer. Resultatet visade att både mammor och pappor överlag var nöjda med BVC personalens bemötande. De flesta respondenterna ansåg att BVCs verksamhet riktades mer till mammorna. Papporna beskrev att de ville få större möjlighet till delaktighet i BVC. Flera föräldrar var missnöjda med BVC verksamhetens organisation och struktur, och då främst tillgängligheten. Både mammor och pappor hade åsikter om BVCs upplägg, främst när det gällde öppettiderna och telefontiderna. De uttryckte stark önskan om att öppettiderna vid BVC borde förändras. När det gällde innehåll i BVC-verksamheten hade föräldrarna olika uppfattningar om informationen från BVC personalen gällande råd och stöd. Mammorna upplevde att de fått för lite information samt att den information som gavs inte var relevant för tillfället. Papporna upplevde att de fick för mycket information vid ett och samma tillfälle. Detta kunde medföra att informationen blev svår att tillgodogöra sig. Mammorna och papporna beskrev att de var nöjda med de täta hälsokontrollerna och med föräldragrupperna och den sociala gemenskap som de gav. Papporna ansåg det som mycket viktigt att vara delaktiga men BVCs öppettider upplevdes som ett hinder för detta. De uttryckte även en stark önskan om riktat stöd i deras nya roll som pappor och särskilda pappagrupper med en manlig samtalsledare efterfrågades. Mycket av BVCs verksamhet vänder sig till mammorna och för att undvika att papporna upplever ett utanförskap borde papporna stödjas genom speciellt riktad verksamhet.</p> / <p>The aim of the study was to describe how mothers and fathers experience their contact with the child health center. Ten mothers and ten fathers participated and the data were gathered via interviews. The results showed that both mothers and fathers were satisfied with the response at the child health center. Most of the respondents considered that the child health center activity was aimed more to the mothers. The fathers described that they wanted an extended possibility to participate in the activitys at the child health center. Several parents were dissatisfied with the organisation and the structure of the child health center mainly concerning opening hours and telephone hours. They expressed a strong will that opening hours at the child health center should be changed. When it concerned information contents regarding support the parents had different views. The mothers experienced that they recived too little information and that the information given not was relevant for the occasion. The fathers described that they recived too much information at one and the same time and that the information became difficult to incorporate. Both mothers and fathers described that they were pleased with the frequent health controls. The participants in the study were also pleased with the parent groups and the social community they provided. The fathers in the study considered it as very important to participate but experienced opening hours as an obstacle for this. They also expressed a strong will about support in their new role as fathers and also requested special groups for fathers with a male leader. A lot of the child health centers activity turns itself to the mothers and in order to avoid fathers feel out of it the fathers should be supported through father- focused programs.</p>

<p>Syftet med studien var att undersöka hur förstagångsföräldrar samt flergångsföräldrar upplever föräldragrupperna i Dellenbygden (FID). Resultatet från de 19 intervjuerna visade att samtliga föräldrar var nöjda över att träffarna, anordnades. Alla respondenter beskrev att de hade fått information om FID men många upplevde den som otydlig. Förstagångsföräldrarna beskrev att de inte riktigt förstått innebörden av informationen som rörde FID, medan flergångsföräldrarna beskrev den som mer klar och tydlig. Förstagångsföräldrarna hade inga förväntningar av föräldragrupperna medan övervägande flergångsföräldrar hade vissa förväntningar. De flesta förstagångsföräldrar upplevde innehållet som lite tunt medan flergångsföräldrarna upplevde det som bra och givande. Samtliga föräldrar hade kommentarer när det gällde upplägget, där tiden var det som mest kritiserades. Samtliga föräldrar angav att den sociala gemenskapen som träffarna gav var det primära men några tillade att det även var bra saker som togs upp på träffarna. Samtliga föräldrar hade också kritik när det gällde övergången till förskolan som inte fungerat. Ett antal önskningar om förbättringar framkom hos både förstagångsföräldrar och flergångsföräldrar där tiden för träffarna och övergången till förskolan var det primära.</p><p>Slutsats: Det är viktigt med tydlig information om innehållet och betydelsen av FID till nyblivna föräldrar. Det är även viktigt för föräldrarna att ges möjlighet att påverka tider för gruppernas sammankomster samt innehållet i dessa grupper. Övergången till förskolan bör enligt föräldrarna ses över då de ansåg det viktigt med fortsatta framtida träffar i grupperna.</p> / <p>The aim of the study was to examine how first-time parents and experienced parents experience the parent groups in Dellenbygden (FID). The results from the 19 interviews showed that all parents were pleased that the meetings had been organized. All respondents stated that they had been informed about the FID, however the majority found that this information had been too vague. The first-time parents described that they had not really understood the meaning or importance of the information concerning the FID, while experienced parents described it as being more clear and evident. The first-time parents had no expectations of parent support, while the majority of experienced parents did have certain expectations. Most first-time parents considered the content a little thin, while experienced parents found it to be good and beneficial. All parents had comments concerning the set-up, with the time of the meetings being the most criticized point. All parents stated that the social community that the group meetings provided was the main benefit, but some added that good things were also brought up at the meetings. All parents also had criticism concerning the transition to preschool as not functioning. A number of desired improvements were generated from both first-time parents and experienced parents, with the time of the group meetings and the transition to preschool being the main points.</p><p>Conclusion: It is important to have clear information about the meaning and the importance of FID to new parents. It is also important for the parents to be given the chance to influence the group meeting times and the content of these meetings. The transition to preschool should, according to the parents, be seen as the most important point to be considered at continued future group meetings.</p>

Syftet med studien var att beskriva hur mammor och pappor upplever BVC kontakten. Totalt deltog tio mammor och tio pappor och data samlades in via intervjuer. Resultatet visade att både mammor och pappor överlag var nöjda med BVC personalens bemötande. De flesta respondenterna ansåg att BVCs verksamhet riktades mer till mammorna. Papporna beskrev att de ville få större möjlighet till delaktighet i BVC. Flera föräldrar var missnöjda med BVC verksamhetens organisation och struktur, och då främst tillgängligheten. Både mammor och pappor hade åsikter om BVCs upplägg, främst när det gällde öppettiderna och telefontiderna. De uttryckte stark önskan om att öppettiderna vid BVC borde förändras. När det gällde innehåll i BVC-verksamheten hade föräldrarna olika uppfattningar om informationen från BVC personalen gällande råd och stöd. Mammorna upplevde att de fått för lite information samt att den information som gavs inte var relevant för tillfället. Papporna upplevde att de fick för mycket information vid ett och samma tillfälle. Detta kunde medföra att informationen blev svår att tillgodogöra sig. Mammorna och papporna beskrev att de var nöjda med de täta hälsokontrollerna och med föräldragrupperna och den sociala gemenskap som de gav. Papporna ansåg det som mycket viktigt att vara delaktiga men BVCs öppettider upplevdes som ett hinder för detta. De uttryckte även en stark önskan om riktat stöd i deras nya roll som pappor och särskilda pappagrupper med en manlig samtalsledare efterfrågades. Mycket av BVCs verksamhet vänder sig till mammorna och för att undvika att papporna upplever ett utanförskap borde papporna stödjas genom speciellt riktad verksamhet. / The aim of the study was to describe how mothers and fathers experience their contact with the child health center. Ten mothers and ten fathers participated and the data were gathered via interviews. The results showed that both mothers and fathers were satisfied with the response at the child health center. Most of the respondents considered that the child health center activity was aimed more to the mothers. The fathers described that they wanted an extended possibility to participate in the activitys at the child health center. Several parents were dissatisfied with the organisation and the structure of the child health center mainly concerning opening hours and telephone hours. They expressed a strong will that opening hours at the child health center should be changed. When it concerned information contents regarding support the parents had different views. The mothers experienced that they recived too little information and that the information given not was relevant for the occasion. The fathers described that they recived too much information at one and the same time and that the information became difficult to incorporate. Both mothers and fathers described that they were pleased with the frequent health controls. The participants in the study were also pleased with the parent groups and the social community they provided. The fathers in the study considered it as very important to participate but experienced opening hours as an obstacle for this. They also expressed a strong will about support in their new role as fathers and also requested special groups for fathers with a male leader. A lot of the child health centers activity turns itself to the mothers and in order to avoid fathers feel out of it the fathers should be supported through father- focused programs.