Karakteristik dan Perilaku Ibu dalam Memberikan Stimulasi Perkembangan pada Anak Usia 18-24 Bulan

Providing education is the effort for promotif and prevntif for mother to give growth stimulation children 18-24 month. This research is a descriptive study that aims to explore the characteristics and behavior of mother for give growth stimulation children 18-24 month. This is done to be able to plan the provision of further interventions to mother have children 18-24 month. The sampling technique used probability methods with a clustersampling technique totaling 41 respondents. The research instrument used KAP (Knowledge, Attitudes, and Practices) with a total of 32 questions, Cronbach alpha knowledge (0.542-0,871), attitude (0.521-0.658), and action (0.452-0.713). Data analysis using univariate analysis. Characteristics of respondents at the age of 26-35 years (85.4%), most education is high school (48.1%), mother not work (82.9%), the most ethnic is minang (92,7%), the number of children is first (87.8) and acumulation of children is second (87.8%). The mean value of knowledge is 58.54, attitude is with a mean value of 25.24, and practice is with a mean value of 60.24. Based on the conclusion, the results of research on the behavior of mother to give growth stimulation of children 18-24 month is inadequate make delayed and disturbance of growth

Interventions that address institutional child maltreatment: an evidence and gap map.

Purpose: This evidence and gap map collates evidence reporting on the effectiveness of interventions aimed to prevent, disclose, respond to, or treat child maltreatment occurring in institutional settings. Methods: A comprehensive and systematic literature search identified primary studies and systematic reviews meeting the review’s eligibility criteria. Literature screening, data extraction and critical appraisals were undertaken independently by multiple reviewers. Data extracted and reported from the included studies included information about the institutional setting, target population, type of maltreatment, intervention type and outcomes. Results: Seventy-three studies were identified, including 11 systematic reviews and 62 primary studies. Overall, the methodological quality of the studies was low to moderate. Most evaluated curriculum-based interventions delivered in educational settings, primarily aimed at preventing sexual abuse. Fewer studies examined other institutional settings or intervention types. Conclusions: This review highlights a need for high-quality studies evaluating a more diverse range of interventions across more varied institutional contexts