This study was an attempt to begin to understand the phenomenon of coming out from the parental perspective. Specifically, it focused on the factors contained within a child’s disclosure of his or her sexual orientation and their impact on a parent’s satisfaction with the disclosure. Participants were eleven parents of gay and lesbian children. Participants were interviewed individually regarding their memories of the moment that their children revealed their sexual orientations to them. Participants were asked questions about the parent/child relationship prior to the disclosure, questions about the disclosure as it actually occurred, and were also asked to describe the most ideal coming out scenario that they could imagine. Interview data were analyzed according to the naturalistic inquiry process as outlined by Lincoln and Guba (1985). The results indicate that there are two types of components that influence parental satisfaction with the disclosure of a child’s sexual orientation: relational components and process components. Relational components are those aspects of the parent/child dynamic that influence a parent’s feelings of satisfaction regarding the disclosure experience. Process components are the specific elements of the disclosure moment that influence a parent’s ability to assimilate the information shared by the child and subsequently allow for the integration of that information into their schema of the child and the parent/child relationship. These two categories are discussed along with a proposed framework for understanding them as well as methods of integrating them into an individual’s coming out script. The findings of the current study may be useful in helping gay and lesbian children develop more successful and accessible coming out disclosures which are targeted towards their parents. In addition, these results may guide the interventions of mental health professionals as they work with individuals who are preparing to come out to their parents. Future studies that address the specific components mentioned within this study would be useful, as would studies which address the coming out phenomenon from the perspective of other family members.

Purpose: To identify and compare pre-treatment and post-treatment parental expectations and satisfaction concerning their child’s dental care under general anaesthesia. Participant characteristics were also investigated. Methods: Questionnaires were administered to all parents who attended the pre-operative anaesthesia consultation (pre-treatment group) and to all parents who returned for post-operative reassessment (post-treatment group). Participants were asked to rate the importance and frequency of 27 events on a four point Likert Scale. Parents were also asked to complete a participant characteristics information form. A score was calculated for each item in the questionnaires by multiplying the item’s mean “importance rating” and the item’s mean “expectation rating” and the items were ranked by scores. Results: Complete responses were obtained from 100 parents of the pre-treatment group and from 100 parents of the post-treatment group. In each group, the highest ranked elements were those representing information and communication while the physical conditions of care tended to be least valued by the parents. The rank-order of the importance scores showed a moderate to strong positive correlation with the rank-order of the frequency scores. Conclusion: Parents placed value on good communication and provision of information with regard to dental treatment of their children under general anaesthesia.

Purpose: To identify and compare pre-treatment and post-treatment parental expectations and satisfaction concerning their child’s dental care under general anaesthesia. Participant characteristics were also investigated. Methods: Questionnaires were administered to all parents who attended the pre-operative anaesthesia consultation (pre-treatment group) and to all parents who returned for post-operative reassessment (post-treatment group). Participants were asked to rate the importance and frequency of 27 events on a four point Likert Scale. Parents were also asked to complete a participant characteristics information form. A score was calculated for each item in the questionnaires by multiplying the item’s mean “importance rating” and the item’s mean “expectation rating” and the items were ranked by scores. Results: Complete responses were obtained from 100 parents of the pre-treatment group and from 100 parents of the post-treatment group. In each group, the highest ranked elements were those representing information and communication while the physical conditions of care tended to be least valued by the parents. The rank-order of the importance scores showed a moderate to strong positive correlation with the rank-order of the frequency scores. Conclusion: Parents placed value on good communication and provision of information with regard to dental treatment of their children under general anaesthesia.

The Therapeutic Assessment model of child assessment (TA-C) aims to provide psychological benefits and facilitate positive changes in the children and their family. However, research on TA-C has focused almost exclusively on the experience of clients from mainstream American culture. This study investigated the cultural applicability of the TA-C model with Chinese adults residing in the United States. A convenience sample of 74 Chinese adults, ages 25-40, was recruited. Two sets of vignettes were written to simulate the experiences of each step of the TA-C and information gathering (IG) model of assessment. Each participant was randomly assigned to either the TA-C or the IG group, and completed the Perceived Experiences of Assessment Scale and My Feelings after reading each phase of the assessment (introductory, testing, child feedback, parent feedback, and overall experience) in their vignette. In addition, each participant completed the European American Values Scale of Asian Americans--Revised and the Asian American Values Scale--Multidimensional, designed to measure of acculturation and enculturation respectively. Findings indicated that after taking acculturation and enculturation into account, Chinese participants had a more positive experience with the TA-C model than the IG model. Additional analyses found that the level of acculturation and enculturation had no significant impact on how participants in the TA-C group experienced the case through their vignette, supporting the robust nature of TA-C. However, participants in the IG group did experience an impact of both acculturation and enculturation on how they experienced the case through their vignette, supporting less applicability of the IG model when high enculturation is present. In addition, the experience of being emotionally stirred up in the TA-C condition was examined and discussed, suggesting further that the TA-C model both evokes and supports emotional disequilibrium that then facilitates a positive experience by the end of the TA-C. In conclusion, this study offered promising preliminary support for TA-C as a culturally appropriate child assessment model for Chinese families in the United States and provided a more nuanced understanding about the use of the IG model with those who are highly enculturated. / text

To examine the interplay among shared parenting, coparent support, parental satisfaction, and child behavior problems, the current study examines the responses of mothers and fathers who have children between the ages of 3- and 6-years. As part of this study, 107 parents (i.e., 80 mothers and 27 fathers) completed a questionnaire packet including measures of coparenting, parental satisfaction, and child behavior problems. Results are examined using correlational and hierarchical regression analyses. Correlational analyses suggest that coparent support and parental satisfaction are related positively and that coparent support and parental satisfaction are related negatively with children's behavior problems. Unique relationships are found in this study when examining overt supportive behaviors versus perceptions of coparent support, suggesting the importance of examining these constructs separately in relation to parental satisfaction and children's behavior. Hierarchical regression analyses reveal that, when coparent support measures are examined as different constructs, coparent support and parental satisfaction contribute uniquely to the prediction of children's emotional and behavioral functioning. These findings highlight the connection between coparent support and parental satisfaction as well as the importance of each in predicting outcomes for children, regardless of how evenly two parents divide childcare responsibilities. These findings also contribute to the literature by suggesting the importance of examining perceptions of support and overt supportive behavior separately. It is hoped that the findings of this study will provide valuable information for potential targets of parenting interventions provided to mothers and fathers in mental health facilities.

In 2014, the Center for Disease Control and Prevention reported that the incidence of autism had reached a prevalence rate of 1 out of every 68 children. This increase means that more families have experienced the difficult Autism Spectrum Disorder (ASD) diagnostic process. Although research on parental perspectives of the ASD diagnostic process is almost 2 decades old, to date, there have been no studies conducted in Canada comparing parental experiences between the private and government-funded assessment routes. Research in general has shown that parents are generally dissatisfied with the ASD diagnosis process. The theoretical foundation for this study is Hochbaum's health belief model that states that variations in a family's health-related decisions are based upon their perceptions of acceptance of the diagnosis, impact of the disorder, benefits and barriers of treatment, and their self-efficacy. The purpose of this correlational study was to examine critically the relationship between parental satisfaction prior to, during, and after the assessment with the type of diagnostic process (government funded or private) that parents chose, as measured by the Parent Perceptions Survey. The study sample consisted of 63 British Columbia parents with children under the age of 6 who were diagnosed with autism. The results of this study indicated that the 3 hypotheses were not supported. The only factor that mattered regarding parental satisfaction of an ASD assessment was the wait time. The implications for social change include practitioner and policy-level recommendations to provide parents a more positive experience when receiving a diagnosis of ASD and to decrease the lengthy ASD assessment waitlists to improve equal access for all families.

This is a mixed-methods study investigating parental satisfaction and wait times as parents inquire about an autism spectrum disorder diagnosis for their child in a Northern Ontario community. Satisfaction and wait times of those diagnosed with an autism spectrum disorder (ASD) by a single practitioner were compared to satisfaction and wait times of those diagnosed by the multidisciplinary assessment team in the Sudbury/Manitoulin region (the Autism Diagnostic Team; ADT). No significant differences were noted between groups on satisfaction or wait times. However, ADT group received much more consistent service, with less variation in wait times between clients, and more consistent provision of comprehensive services prior to the diagnostic meeting. Points of interest are noted for practitioners including increased wait times for parents of children with milder forms of ASD and for girls. No differences in wait time or satisfaction were noted between language groups. Content analysis of the qualitative interviews representing mainly single practitioners saw the emergence of themes including difficulty activating the assessment process, concerns regarding the wait, and appointment demands. The importance of professional expertise, empathy, and respectful communication also emerged. Parents felt the experience was deeply distressing and they often experienced abandonment following the diagnostic process. Additionally, parents whose children did not receive a diagnosis often felt confusion about what to do next. Reducing wait times, increasing professional expertise, completing comprehensive assessments, and using truly interdisciplinary teams should continue to be the focus of service improvements that may translate into improved satisfaction.

The purpose of this study was to examine the satisfaction and understanding of parents of young children with disabilities in North Texas in regard to the special education services they receive through their local education authority. A mixed non-experimental research design utilizing the survey method was used to obtain the data collected from a sample of 230 parents with children with disabilities from preschool to elementary ages. Factorial analysis techniques were first used to assess the validity of the 14 quantitative items by splitting the sample into 2 equivalent groups: the development group and the validation group. Exploratory factor analysis extracted 2 factors after eliminating 4 items: satisfaction and understanding. This 2-factor structure was confirmed in the validation group. The final 10-item survey demonstrated satisfactory reliability and validity. Overall, parents were very satisfied with the special education services and reported a good understanding of those services. Two x two (number of children x years of services) ANOVAs were used to examine the differences on parental satisfaction and understanding. No statistically significant differences were found except that parents with 2 or 3 children were more satisfied than the counterparts with only 1 child in the special education program. This difference was practically meaningful. Data provided by 4 open-ended questions revealed that parent training and communication were the most popular strategies mentioned as methods to increase parental understanding of the special education process. The best sources of receiving special education information were ARD committees and teachers/diagnosticians. Excessive and wordy paperwork was the least helpful source of information regarding receiving special education. Postal-mail and the ARD meetings with diagnosticians were the best methods of acquiring special education information. Findings from this study, especially on the open-ended questions, suggested the special education program and services can be improved to better serve the parents and their children.

Conclusion: These results suggest that PE teachers, school managers should account for parent satisfaction when making decision for better inclusive PE classes for children with special education needs. Social demographics could also play a role in how parents perceive inclusive PE. However, additional research is recommend ed to explore parental expectations and satisfaction with PE Keywords: Parental Satisfaction, Inclusive ph ysical education, Special needs

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