Internet-based interventions for parents with children 0–5 years: A scoping review

This is an open access article under the terms of the Creative Commons Attribution-NonCommercial License, which permits use, distribution and reproduction in any medium, provided the original work is properly cited and is not used for commercial purposes.Aim: This study aims to review the existing literature on Internet-based health interventions directed to support parents of children aged 0–5 years. Methods: We systematically searched electronic databases between January 2000 and 2018. The search consisted of terms describing eHealth, intervention and families and/or children. Results: Internet-based parent support interventions were most often directed at rehabilitation and selective prevention, and we identified more studies on mental health (57%) than somatic health (41%). Developmental disorders were the most frequently studied mental health condition (n = 33), while interventions for obesity (15%) were the most studied somatic health condition. Forty-four percent of mental health studies were RCTs and 65% of interventions were theory driven. Interventions most often used a behavioural approach, included guidance and delivered content via text-based information. Conclusion: Several significant gaps were identified such as the need for more research outside of English-speaking countries, more systematic reviews and effect studies. This review also elucidates the need for researchers to improve reporting on the theoretical approaches employed in interventions, and to focus on determining the importance of guidance. Finally, program developers should consider using more audio-visual technology to avoid reinforcing social inequalities in access to healthcare.publishedVersio

Meaningful Change for Family Justice: Beyond Wise Words: Final Report of the Family Justice Working Group

Canadians do not have adequate access to family justice. For many years now reports have been telling us that cost, delay, complexity and other barriers are making it impossible for many Canadians to exercise their legal rights. More recently, a growing body of research has begun to quantify the extent of unmet legal need in our communities and to describe the disquieting individual and social consequences of failing to respond adequately to family legal problems

Cyberbullying and traditional bullying in relation with adolescents’ perception of parenting

This study investigates the relation between parenting and involvement in cyberbullying. We predicted that cyberbullies and cyberbully-victims report less responsiveness and de manding reactions from their parents than victims and youthswho are not involved in cyberbullying. Furthermore, we predicted that youths with neglectful parents cyberbully the most often and youth with authoritative parents cyberbully the least. The same differences were predicted for traditional bullying. behavio and for youth involved in both forms of bullying behavior. Participants were made up to 1200 youths from 10-14 years old. They responded to a survey measuring cyberbullying and traditional bullying with questions based on the sub-scales from the Bully?Victim Questionnaire, and parenting with an adjusated version of the Parenting Style Questionnaire. Most results confirm out predictions. Results on authoritative, autoritarian, permissive and neglectful parenting styles suggest that for bullies, demanding actions are an important dimension of thier behavior and for victims, responsiveness is an important dimension of their behavior

The Lived Experiences of Secondary School Parents in Raising Responsible Digital Citizens in a One-to-One Learning Environment

As technology use increases among adolescents both in and out of school, parents face the new challenge of teaching their children to successfully navigate learning in a digital world. A review of the existing literature provided a history of both the benefits and risks of one-to-one learning. Research revealed a lack of parent voice. The purpose of this transcendental, phenomenological study was to look at the experiences of 10 parents whose students had access to one-to-one technology required or provided for educational purposes at a private, faith-based secondary school in California. Baumrind’s (1967, 1968) parenting style theory and Potter’s (2004) media literacy theory provided a theoretical framework. This study collected data using Moustakas’ (1994) methods for transcendental, phenomenological research. The central research question asked, “How do parents describe their experience of training their children to be responsible digital citizens in the context of a hyper-connected society?” The study utilized convenience sampling for selecting participants (Petty, Thomson, & Stew, 2012). Data included interviews, journals, and a focus group. Data analysis methods following Moustakas’ (1994) approach to phenomenological research included: creating coded categories, identifying key themes, writing individual structural and textural descriptions, writing composite structural and textural descriptions, and creating the essence statement (Moustakas, 1994). The analysis produced the following 10 themes: (a) challenges in maintaining a healthy lifestyle; (b) the educational benefits of learning with technological devices; (c) questions related to digital versus print learning; (d) mixed feelings about technology; (e) the weight of parenting; (f) the importance of ongoing communication; (g) preparing children for adulthood; (h) holding children accountable; (i) the importance of trust; and (j) providing instruction at an early age

A paisagem em mudança de escolha da escola no Canadá: O pluralismo a preferência parental?

This paper provides a descriptive account of the growing landscape of school choice in Canada through a comparative analysis of funding and student enrolment in the public, independent and home-based education sectors in each province. Given that the provinces have responsibility for K-12 education, the mixture of public, independent and home school education varies rather widely by province, as does the level of funding and regulation.  Delivery and funding of public education in Canada has long prioritized limited linguistic and religious pluralism, providing various options for English or French, and Catholic or Protestant alternatives to qualified parents. More recently growing numbers of parents have been seeking more options for their children’s education. This has fueled slow but steady growth in independent schools and home schooling.  Este artículo proporciona una descripción del escenario de la elección de las escuelas en Canadá, a través de una evaluación comparativa de la financiación y de la matrícula de los estudiantes K-12, una mezcla de educación pública, independiente y doméstica, es muy importante para la población, como el nivel de financiación y la regulación. A distribuir y financiar la educación pública en Canadá con prioridad en el pluralismo limitado lingüístico y religioso, ofrecer diversas opciones para el inglés o el francés y las alternativas católicas o protestantes a los paisificados. Más recientemente, un número cada vez mayor de los países buscado más opciones para una educación de sus hijos. Esto ha impulsado el crecimiento lento pero constante en las escuelas independientes y la educación en casa.Este artigo fornece uma descrição descritiva do cenário crescente da escolha de escolas no Canadá através de uma análise comparativa do financiamento e da matrícula de estudantes nos setores de educação pública, independente e domiciliar em cada província. Dado que as províncias têm a responsabilidade pela educação K-12, a mistura de educação pública, independente e home escolar varia muito amplamente por província, assim como o nível de financiamento e regulação. A distribuição e o financiamento da educação pública no Canadá tem priorizado muito o limitado pluralismo linguístico e religioso, oferecendo várias opções para o inglês ou o francês e alternativas católicas ou protestantes aos pais qualificados. Mais recentemente, um número cada vez maior de pais tem buscado mais opções para a educação de seus filhos. Isto tem alimentado o crescimento lento mas constante nas escolas independentes e no home schooling

Healing the Multi-generational Effects of Residential School Placement: Urban Access Program

Thirteen case studies conducted through the AHF as part of their impact evaluation proces

Exploring Barriers Refugees and Refugee Claimants Experienced Accessing Reproductive Health Care Services in Toronto

A qualitative feminist study was conducted to explore the access barriers to three reproductive health care services: prenatal care, postnatal care, and screening for cervical cancer, experienced by women refugee claimants in Toronto, Ontario, Canada. The study was informed by social constructionist epistemology and antiracist and intersectional perspectives, and focused on the social, political, economic, and historical contexts of the participants lives and their experiences with migration and the Canadian health care system. Sixteen women refugee claimants and 6 service providers were interviewed individually. The study explored how the systems, structures, and policies of Canadian society shaped refugee claimants womens use of these services, or lack thereof, and shaped their everyday life experiences. The research findings indicated that the study participants immigration status, lack of health coverage, living arrangements, absence of service provider support, degree of health care knowledge, discrimination, and having suffered pain, discomfort, or trauma in the past impacted their use or lack of use of prenatal care, postnatal care, and cancer screening services. An intersectional analysis revealed that the gendered and racialized immigration and integration policies, and neoliberal ideologies and practices intersected to locate the participants in racialized and disadvantaged situations as the other wherein access to these services became challenging. Women refugee claimants access to these and other reproductive healthcare services needs to be understood beyond the attempts to know their cultural health beliefs and practices, and beyond the neoliberal ideas of self-care, individual responsibility, and culturally sensitive care. Equitable access to healthcare cannot be ensured without resisting these womens racialized position as the other while addressing the social, political, historical, and structural inequities in Canadian society. To ensure barrier-free, full health care coverage to women refugee claimants, as well as other refugee claimants and immigrants, social inequities need to be addressed coupled with instituting broader structural changes federally and provincially in policies, funding, procedures, and practices

Tracking Queer Kinships: Assisted Reproduction, Family Law and the Infertility Trap

The global advent of assisted human reproduction has brought with it an upheaval in social, cultural and legal norms of the family. The centrality of biological reproduction to the traditional heterosexual family has been challenged by reproductive intervention, further destabilizing nuclear family norms already unmoored by same-sex marriage, single mothers, unwed fathers, and increased access to divorce, contraceptives and abortion. As these challenges have shifted EuroAmerican social norms of family, the law has increasingly been called upon to preside over the re-organization of intimate life, operating as a central vehicle to reframe the relationship of the family to the state. This relationship remains critical, as the family remains the preeminent social institution and the conduit through which both biological and social reproduction are performed. The traditional family has thus become the site of considerable anxiety, and perhaps nowhere more so than in regard to assisted human reproduction (AHR). This dissertation argues that the complex outcomes of blood, genetics, sociality and affiliation created through reproductive technology, and the legal struggles they engender, cannot be understood as mere deviations from the heterosexually reproductive family. Instead, it invites exploration of the sociality and legal bonds created by the inherently non-reproductive family as a locus to understand the decoupling of sex from reproduction that is being produced through AHR. It draws from more than 1200 pages of interview transcripts with lesbian, gay, bisexual, trans, two-spirit and queer [LGBTQ] Canadians who have used or considered using reproductive assistance, and reflects upon this data to examine the assumptions of law, nature, technology and kinship that drive the conceptual vocabularies of AHR. Its central contention is for the utility of a queer perspective on reproductive law and technology, as a way to pry open cognate issues around kinship, biology, sociality and the order of family. By placing LGBTQ participant voices at the fore, this dissertation offers a fresh analysis on complex questions of parentage, child-rearing and the legal regulation of intimacy

Adult Language Education and Migration

Adult Language Education and Migration: Challenging Agendas in Policy and Practice provides a lively and critical examination of policy and practice in language education for adult migrants around the world, showing how opportunities for learning the language of a new country both shape and are shaped by policy moves. Language policies for migrants are often controversial and hotly contested, but at the same time innovative teaching practices are emerging in response to the language learning needs of today’s mobile populations. This book: analyses and challenges language education policies relating to adult migrants in nine countries; provides a comparative study with separate chapters on policy and practice in each country; focuses on Australia, Canada, Spain (Catalonia), Finland, France, Ireland, the Netherlands, the UK and the US. Adult Language Education and Migration is essential reading for practitioners, students and researchers working in the area of language education in migration contexts

Use of web resources as support to the education of Colombian parents' children

RESUMEN: Este trabajo examina el uso y la eficiencia con la que padres y madres colombianos utilizan recursos web como apoyo en la educación de sus hijos. Participaron un total de 225 progenitores mediante un cuestionario on-line. Los resultados muestran que el nivel de estudios y, en menor medida, el sexo de los padres y la edad de los hijos modulan el uso y los contenidos educativos a los que acceden en la web, así como la capacidad para llevar a cabo búsquedas más eficientes, hallar páginas web más apropiadas y evaluar con mejores criterios los resultados encontrados. La existencia de estas brechas digitales pone en riesgo la efectividad de los recursos web como apoyo universal a la educación de los hijos e hijas en sectores de familias con mayores vulnerabilidades culturales y de desigualdad de género.ABSTARCT: This research examines Internet use and efficiency by Colombian parents in finding web resources as support for children's education. A total of 225 parents participated and reported Internet use for educational aims by means of an on-line questionnaire. Results showed that the parental educational level, and to a lesser extent, the parental gender and children's age, modulate the use and the content accessed as well as the capacity to conduct efficient searches, to find appropriate webs and to evaluate the quality of the contents found. The existence of these digital divide put at risk the effectivity of the web resources as universal tools to support parents in their educational task in those family groups with major cultural vulnerabilities and gender inequalities