Objective: To examine child behavior change scores from randomized controlled trials (RCTs) of parent interventions for pediatric traumatic brain injury (TBI).

Methods: MEDLINE, EMBASE, PsycINFO, and CINAHL were searched to identify studies that examined parent interventions for pediatric TBI. Inclusion criteria included (i) a parent intervention for children with TBI; (ii) an RCT study design; (iii) statistical data for child behavior outcome(s); and (iv) studies that were published in English.

Results: Seven studies met inclusion criteria. All interventions reported improved child behavior after pediatric TBI; however, child and parent factors contributed to behavior change scores in some interventions. Factors found to contribute to the level of benefit included age of child, baseline behavior levels, sociodemographics (eg, parent income, parent education), and parent mental health.

Conclusion: Improved child behavior outcomes resulting from parent interventions for pediatric TBI are well supported by the evidence in the peer-reviewed literature. Clinicians are encouraged to consider child and parent factors as they relate to child behavior outcomes.

Accompagner vers la mort son enfant atteint de cancer et faire le deuil de celui-ci représente une expérience bouleversante et souffrante à laquelle aucun parent ne souhaite être confronté. En Amérique du Nord, plusieurs dizaines de milliers d’enfants vivent avec le cancer (Snaman et al., 2020). Au Canada, 20 % des enfants atteints de cancer ne survivront pas à leur maladie (Société canadienne du cancer, 2021). Les parents de ces enfants sont leurs proches aidants principaux. Toutefois, le processus psychologique et social que traversent les parents ainsi que leurs besoins psychosociaux durant la fin de vie de leur enfant atteint de cancer sont peu documentés. Le présent article présente une synthèse des connaissances sur l’expérience des parents qui accompagnent leur enfant atteint de cancer vers les soins de fin de vie dans une perspective psychosociale. Cette recension permet, dans un premier temps, de caractériser la transition des soins curatifs vers les soins palliatifs d’un enfant atteint de cancer avancé. Dans un deuxième temps, elle décrit les principaux facteurs psychosociaux qui influencent le vécu des parents à travers la trajectoire de soin de l’enfant, de l’annonce de la maladie jusqu’à la période de deuil. Enfin, des recommandations pour améliorer le soutien psychosocial offert aux parents tout au long de la trajectoire de soin de l’enfant malade, incluant la phase palliative et celle du deuil, sont proposées.

The ways in which marital relationships (MR) affect parent-child relationships (PCR) vary from day-to-day and differ from one family to another. The day-to-day fluctuations of MR-PCR associations and the between-family differences, however, have been largely overlooked in the literature. Using daily diary data from 152 mother-father couples (with a 7- to 17-year-old child) across three consecutive years, we identified typologies based on parents' daily relational dynamics and examined the association between family typologies and child adjustment. State space grids of daily relationship quality (i.e., MR and PCR) were constructed for each parent at each wave of assessment. Grid-sequence analysis was subsequently conducted to identify multiple family typologies, including cohesive, fluctuating cohesive, spillover, compensatory, and moderate relationship typologies. Some typologies changed over the years and differed for fathers and mothers (e.g., the compensatory typology). Child adjustment problems were the highest in children from families with poor MR and PCR quality (i.e., the spillover typology). Overall, our results evince the heterogeneous nature of family relationship dynamics and the developmental implications of these typologies. For practitioners and therapists who work with families, our findings highlight the value of improving marital and parent-child relationship quality in promoting positive child outcomes.

Religion can have both helpful and harmful influences on relationships. The purpose of this study is to better understand how religion can have both a unifying and a dividing influence on parent-child relationships. Through the use of interviews with 198 highly religious families (N = 476 individuals), we address some of the complexity inherent in religion and examine the influence of three dimensions of religious experience (religious practices, religious beliefs, and religious community). Findings are supported with primary qualitative data. For the highly religious parents and children in this study, 8 times as many unifying accounts of religion than dividing accounts were identified. However, a substantial number of dividing accounts were still found. Religion appeared to be particularly divisive when religious beliefs or practices conflicted with children's desire to fit in and spend time with their peer groups. Implications and suggestions for future research are offered.

Background:
Many children with mental health problems do not receive professional help. Despite the frequent use of digital health interventions (DHIs) such as websites or web-based service navigation platforms, their effects on parents’ mental health literacy, help seeking, or uptake of professional services are unclear.

Objective:
This study aims to provide a systematic review and narrative synthesis to describe whether DHIs improve the aforementioned parental outcomes.

Methods:
Databases, including CINAHL, Embase, MEDLINE OVID, PsycINFO, and PubMed (2000-2020), were accessed. Studies were included if they evaluated quantitative changes in mental health literacy, help seeking, or the uptake of services by parents of children with mental health problems. Theoretical frameworks, sample sizes, participant demographics, recruitment, interventions, DHI use, results, and health economic measures were used for data extraction.

Results:
Of the 11,379 search results, 5 (0.04%) studies met the inclusion criteria. One randomized controlled trial found the reduced uptake of services after using a DHI coupled with a telephone coach for a child’s behavioral problem. Of 3 studies, 2 (66.7%) found statistically significant improvement in mental health literacy for attention-deficit/hyperactivity disorder but had no control group. One study found nonsignificant improvement in mental health literacy and help-seeking attitudes toward anxiety and depression compared with those in active controls. All studies were rated as having a high or serious risk of bias. Search results were affected because of a single reviewer screening articles, overall low-quality studies, and a lack of consistent nomenclature.

Conclusions:
There is no high-quality evidence that DHIs can improve parents’ mental health literacy, help seeking, or uptake of services. More research is needed to evaluate DHIs by using rigorous study designs and consistent measures.

Trial Registration:
PROSPERO International Prospective Register of Systematic Reviews CRD42020130074; https://www.crd.york.ac.uk/prospero/display_record.php?ID=CRD42020130074

Background: Research about skin-to-skin care (SSC) experiences in early period after birth has focused on mothers and infants.

Purpose: The purpose of this study was to determine the outcomes of paternal skin-to-skin care (P-SSC) in both fathers and infants.

Methods: The Cochrane Central Register of Controlled Trials (CENTRAL), PubMed/MEDLINE, Embase, CINAHL, PsycInfo, Airiti Library, and Google Scholar were searched for randomized controlled trials (RCTs) that reported outcomes of P-SSC in both fathers and infants. We calculated pooled mean differences (MDs) and 95% confidence intervals (CIs) using RevMan 5.3 for the meta-analysis [PROSPERO: CRD42018106790].

Results: Seven RCTs including a total of 552 participants were eligible for inclusion. Compared to the maternal skin-to-skin care (M-SSC), fathers in the P-SSC exhibited no significant differences in salivary oxytocin levels (MD: -0.35 pg/mL; 95% CI: -0.75, 0.05), salivary cortisol levels (MD: 0.25 [mu]g/dL; 95% CI: -0.82, 1.33), or anxiety scores (MD: -0.17; 95% CI: -0.57, 0.22) during the period of SSC. Similarly, there were no significant differences in the salivary cortisol levels (MD: -0.11 [mu]g/dL; 95% CI: -0.05, 0.28) among preterm infants between the 2 groups. However, the crying time was less among full-term infants in the P-SSC group compared with infants in the incubator care or cot care groups.

Implications for Practice and Research: P-SSC had similar effects as M-SSC on stress-related outcomes during and after SSC among fathers and infants in the early stages after birth. We recommend that P-SSC be implemented in the early stages after birth. Further RCTs with a longitudinal design and large samples are needed to better understand the long-term effects of P-SSC on fathers and infants.

Accordages est un dispositif de soin des Hôpitaux universitaires de Genève qui propose une intervention précoce de soutien à la relation parents-bébé dans un contexte de vulnérabilité familiale. Les données sociodémographiques, médicales et pédopsychiatriques de 24 bébés, 22 mères et 10 pères sont analysées au début du suivi. Les données sur l’état mental des parents, l’évolution de la relation parents-bébé et le développement psychologique du bébé sont recueillies au début et pendant le suivi. Les résultats suggèrent une amélioration de la qualité de la relation parents-bébé, l’augmentation de la sensibilité parentale, et un développement du bébé qui se maintient dans les normes.

Purpose: In the first of a two-part survey series, this cross-sectional survey study explored parent perceptions of tele-intervention (TI) services for their young children who are deaf or hard of hearing. Using Likert rating scales, the survey queried parent confidence in understanding their child’s language development, perceptions of the coaching and support they received, the parent-professional partnership, and overall views and recommendations. Data were collected March-May 2020, not realizing the survey release would coincide with the Covid-19 pandemic and the influx of unexpected virtual services. For this reason, data were stratified between those who had received TI services for more than versus less than three months. Responses for in-person services were also evaluated for additional context.

Methods: Responses from 48 participants who received TI and 18 participants who received in-person services (n=66) were analyzed using descriptive statistics. Cronbach’s alpha showed high internal consistency for all Likert scales; items of each subscale were sum-scored to examine relationships across queried areas of service delivery.

Results: Ninety-six percent of all respondents were highly or mostly satisfied with their TI services and 90% would definitely or probably recommend TI to other families. Overall positive findings were found across Likert scale queries, with no differences between parent perceptions of TI and in-person services, nor between TI for more than versus less than three months. However, findings also highlighted areas in which TI and in-person providers could improve intervention effectiveness, including coaching and supports to optimize parent confidence in understanding and facilitating their child’s language and communication goals.

Conclusions: Parent perceptions of the TI delivery model were favorable. Implications and recommendations for both TI and in-person providers are discussed.

Depuis sa première édition, Parent gros bon sens a aidé plusieurs parents, éducateurs et intervenants à mieux comprendre les causes possibles des comportements indésirables des enfants et à trouver comment intervenir de la manière la plus appropriée selon le contexte et les besoins particuliers de chacun. A la lumière des nombreux témoignages reçus et du rayonnement que continue de connaître cet ouvrage, force est de constater que son propos est toujours pertinent et d'actualité. Cette nouvelle édition revue et mise à jour présente donc la même « méthode gros bon sens » qui a fait ses preuves : une méthode simple et imagée, assortie de plusieurs techniques et stratégies concrètes conçues pour mieux comprendre ce qui se cache derrière les comportements problématiques et pour bâtir un plan d'action solide et efficace, bien ancré dans le quotidien. Voilà donc un coup de pouce inestimable pour ceux qui souhaitent trouver le juste équilibre entre fermeté et bienveillance, tout en préservant un climat harmonieux et en favorisant l'épanouissement des enfants qu'ils côtoient.

Épuisée, Michaeleen ne sait plus comment gérer Rosy, sa fille de 3 ans.
Crises de rage, demandes incessantes, pleurnicheries… La jeune femme fait face à des difficultés que tous les parents connaissent. Tous? Peut-être pas. Habituée aux reportages dans des coins reculés, elle décide d'aller vivre avec Rosy en immersion dans trois des plus vénérables communautés du monde: les Mayas, les Inuits et les Hadza.

Elle y découvre des enfants responsables, autonomes, participant volontairement aux tâches ménagères, et une parentalité aux antipodes de celle qu'elle pratique, sans aucune lutte de pouvoir. Et si les Occidentaux avaient tout faux en matière d'éducation? Et si tous les enfants pouvaient apprendre:

• à être responsables, flexibles et coopératifs, comme les Mayas;
• à maîtriser leur colère, comme les Inuits;
• à être autonomes et sûrs d'eux, comme les Hadza?

Chasseur, cueilleur, parent nous invite à repenser radicalement notre relation avec nos enfants et à élever des humains heureux

Open Access

Parenting is a lifelong task and parents are always remaining as a parent. Parenting in the present situation faces many challenges which need to be reviewed and understood with profuse equanimity and alacrity. This book tries to consider the process of parenting in different conditions such as during COVID-19 lockdown, in the refugee camps, and in different cultural structures and economic conditions. Situations that families face due to changing conditions such as global changes which cause lifestyles, immigration patterns, social conflicts, and raising children with developmental disabilities have been discussed. Topics such as professional concern with child care and education, gender roles and caregiving, and father’s involvement in parenting, have been covered in different chapters of the book.

Tous les parents souhaitent que leur enfant devienne une personne autonome et épanouie. Ils veulent tous que leur enfant sache prendre et assumer ses décisions et qu'il soit en mesure de faire des choix éclairés, dans le respect de lui-même et des autres. Et surtout, ils vous le diront tous; ils désirent ardemment qu'il devienne un adulte solide, confiant et libre d'être qui il est, avec ses forces, ses défis et ses aspirations.

Quel est le rôle du parent dans la grande marche de son enfant vers l'autodétermination? Comment peut-il l'accompagner avec doigté et sensibilité? Comment peut-il le guider en tenant compte des enjeux liés à son développement socioaffectif?

Tout en leur rappelant qu,il faut 18 ans pour élever un enfant, Nancy Doyon propose ici aux parents et aux intervenants de découvrir les 10 étapes de l'approche responsabilisante, une démarche appuyée à la fois sur des théories reconnues en psychologie et en neurosciences et sur la vaste expérience de terrain qui a fait sa marque.

Purpose: To identify factors associated with low psychosocial wellbeing among parents of children who are deaf or hard-of-hearing.

Method: A cross sectional survey that included instruments to measure psychological distress, functional impairment, and psychological inflexibility. Two hundred and ninety-six parents completed the survey.

Results: Analyses revealed that lower income, presence of additional disabilities, younger child age, and psychological inflexibility were factors associated with low parent psychosocial wellbeing.

Conclusions: Parents of younger children who are deaf or hard-of-hearing with low income, have children with additional disabilities, and higher psychological inflexibility may experience lower psychosocial wellbeing. Clinicians serving families may need to provide additional and/or different support for parents in adapting to and managing their child’s hearing loss.

Setting out advice, research and personal reflections to inform professionals' daily practice and overall understanding of the lives and experiences of autistic transgender and non-binary people, this edited volume is an invaluable resource for anyone who seeks to engage more with autistic transgender, non-binary or gender-variant people.

Aiming to contextualise the overlap of autism and gender variance, this book features chapters by leading authorities such as Wenn Lawson, Damian Milton, Isabelle Hénault, Reubs Walsh, Lydia X. Z. Brown, and Shain Neumeier as well as other contributors from around the world. The collection is structured in three sections; the first provides interdisciplinary and intersectional approaches on autism and gender as well as the experiences of transgender and non-binary autistic people; the second features professionals discussing their work, the challenges they face and the solutions they find helpful; and the final section presents thoughts and perspectives from trans and non-binary autistic people on various aspects of their experiences, focusing on information that professionals will need to consider and discuss with the people they support.

Combining rich and nuanced accounts of the lives of autistic trans people, practical guidance and information as well as the latest academic research about autistic transgender and non-binary individuals, this unique collection is essential reading for any professional wanting to develop their daily practice.

Tous les lieux qui reçoivent des enfants, établissements scolaires, services de pédopsychiatrie et de protection de l’enfance, institutions spécialisées, font l’alarmant constat d’enfants toujours plus jeunes exerçant une violence physique ou sexuelle qui va en s’aggravant. Confrontés à l’absence de sentiments de culpabilité chez ces sujets, les professionnels sont rapidement épuisés et désemparés, avec des questionnements sans réponses :

- Pourquoi ces enfants présentent-ils un comportement aussi destructeur ?
- Comment faire en sorte qu’ils commencent à penser au lieu de frapper ?
- Quels sont les dispositifs contenants institutionnels, physiques, psychiques, pédagogiques nécessaires ?
- Pourquoi ne parvient-on pas à prévenir l’apparition de tels troubles alors que ce serait possible ?

Cet ouvrage de référence, fruit de la recherche menée par un service de pédopsychiatrie dirigé par l’auteur, propose une analyse clinique qui rend possible une prise en charge de ces enfants. S’appuyant sur la description détaillée de onze situations, il constitue une sorte de manuel précis du travail individuel, groupal et institutionnel qui permet à ces sujets d’être moins débordés par la violence qui les envahit.

A mesure qu'il grandit, l'enfant doit maîtriser son comportement et apprendre à faire ses propres choix. L'acquisition de l'autonomie et du sens des responsabilités est un long chemin à parcourir, et les parents doivent pouvoir lui servir de guides. Enfants et ados responsables propose des notions et des stratégies de base pour y parvenir efficacement. › Comment développer le sens des responsabilités chez l'enfant ou l'ado, tant intellectuellement que moralement. › Comment miser sur l'influence du parent et son rôle de modèle, malgré les défis. › Pourquoi il est important d'instaurer une saine discipline, entre le laisser-faire et la rigidité. › De quelle façon confier des tâches et des responsabilités aux jeunes selon les âges et le contexte familial. Ces outils et ces pistes de réflexion permettent aux parents, à l'enfant ou à l'ado de revenir à l'essentiel la solidité du lien d'attachement et de l'estime de soi et de persévérer pour atteindre le but fixé : se prendre en main pour assumer l'avenir.

A growing body of evidence supports the benefits of high-quality parent interventions for building social and communication skills in 0- to 5-year-olds with autism spectrum disorder (ASD). How can clinicians coach parents to effectively incorporate learning opportunities into daily routines at home? From preeminent experts, this practical book explores the role of the coach and reviews the "whats," "whys," and "how-tos" of successful collaboration with parents. Topics include structuring coaching sessions, identifying children''s needs, facilitating playful engagement, and deepening parents'' understanding of how they can boost skills development during everyday activities. Seventeen reproducible handouts and forms include the multipage P-ESDM Infant-Toddler Curriculum Checklist, ideal for use in telehealth assessments. Purchasers get access to a Web page where they can download and print the reproducible materials in a convenient 8 1/2" x 11" size