Search Results (248)

Background: Mothers’ health significantly affects their well-being and that of their families. The early years of motherhood can be tough and impact mental health. This study examined the associations between mothers’ self-compassion, social support, and self-care behaviors and their physical and mental well-being. Methods: In August 2023, an online cross-sectional survey was conducted among 514 Israeli mothers with children under three. Mothers’ physical and mental health was assessed using SF12. Self-compassion was measured by the Self-Compassion Scale (SCS). Social support was evaluated through the Multidimensional Scale of Perceived Social Support (MSPSS), and self-care was assessed via the Pittsburgh Enjoyable Activities Test (PEAT). Results: Respondents’ average age was 31.5 years. Their self-reported physical health was relatively high, with a mean of 78.36 (SD = 21) on a 0–100 scale (n = 442). Mental health scores were lower, with a mean of 65.88 (SD = 20.28, n = 401). Perceived physical health was higher among Jewish mothers, younger mothers, and those with higher income levels. Additionally, greater social support and self-compassion correlated with better perceived physical health (Adj R² = 0.11, p < 0.001). For mental health, higher scores were observed among Jewish mothers, younger mothers, and full-time employed mothers. Furthermore, higher social support, self-compassion, and self-care practices were associated with improved perceptions of mental health (Adj R² = 0.39, p < 0.001). Conclusions: Promoting the well-being of mothers is crucial for their health, their children’s well-being, and the family unit. Health professionals working with mothers of young children should emphasize and help promote social support, self-compassion, and self-care activities. Full article

Background/Objectives: Food allergy (FA) is a growing concern in pediatric care, requiring effective avoidance strategies and timely emergency responses. The role of caregivers is central to the daily management of FA. This study aimed to assess parental knowledge, preparedness, and behaviors regarding pediatric FA management, focusing on both prevention and emergency readiness. Methods: A cross-sectional survey was conducted from December 2024 to April 2025 through the SurveyMonkey^® platform, promoted by the Italian Society of Pediatric Allergology and Immunology (SIAIP). The anonymous, structured questionnaire was distributed online and in two Italian university hospitals. A total of 129 fully completed responses from caregivers of children with FA were analyzed. The survey explored self-perceived knowledge, symptom recognition, preventive actions, emergency preparedness, and communication practices. Results: Only 9.3% of parents considered themselves “very informed,” while 54.3% reported limited or no knowledge. Just 16.0% recognized all symptoms of an allergic reaction, and only 24.0% could distinguish mild reactions from anaphylaxis. Notably, 67.4% reported not knowing how to respond to anaphylaxis, and 83.7% did not possess an epinephrine auto-injector. Preventive measures at home were inconsistently applied, and 41.1% took no precautions when eating out. Communication with external caregivers was often informal or absent. Only 33% updated physicians regularly. Conclusions: The findings reveal significant gaps in parental preparedness and highlight critical areas for educational intervention. Enhanced caregiver training, standardized communication protocols, and improved clinical follow-up are essential to strengthen pediatric FA management and safety. Full article

Adverse childhood experiences (ACEs) in early childhood may increase the risk of emotional behavioral problems (EBPs); however, few studies have explored the longitudinal effect of ACEs in early childhood on later EBPs and their underlying mechanisms. This study examined the serial mediating role of psychological resilience (PR) and problematic media use (PMU) in the relationship between ACEs in early childhood and EBPs. Participants included 534 three-year-old children (mean age of 33.29 years, SD = 3.97) and their parents from Wuhu, China. The parents completed online questionnaires measuring children’s ACEs, PR, and demographic information in September 2022 (Time 1), children’s PMU in September 2023 (Time 2), and EBPs in September 2024 (Time 3). Macro Process 6 was used to test the serial mediating effects of PR and PMU. A total of 5000 bootstrap samples were used to estimate the 95% confidence intervals. The results revealed that ACEs in early childhood did not directly predict EPBs. PR (b = 0.132 (95% CI [0.051, 0.221])) mediated the relationship between ACEs and children’s EBPs. PR and PMU also played a serial mediating role in the association of ACEs and children’s EBPs (b = 0.026, 95% CI [0.008, 0.054]). Our findings highlight the importance of improving PR and addressing PMU when designing interventions targeting Chinese preschoolers exposed to ACEs. Full article

Background: Autism spectrum disorder (ASD) is a neurodevelopmental condition with a complex and multifactorial etiology, diagnosed on the basis of clinical criteria. Medical comorbidities are common and often lead to instrumental examinations; however, the clinical utility of routinely performing such tests remains uncertain. This study aimed to assess the practical value of instrumental assessments in ASD by examining both prescribing behaviors and the prevalence of abnormal findings in a sample of autistic children. Methods: A combined-method approach was adopted: (1) an online survey of child neuropsychiatrists across the Piedmont region (Italy) explored current attitudes and practices regarding instrumental testing in children with ASD; (2) a retrospective cross-sectional analysis examined the frequency and clinical relevance of abnormal findings in ASD patients who underwent comprehensive testing at a tertiary hospital in Turin. Results: The survey showed that 85.7% of centers follow specific protocols for instrumental examinations, though practices vary considerably. Genetic testing and blood analyses are routinely performed, while EEG, MRI, audiometry, and metabolic screenings are generally based on clinical indication. In the retrospective study, instrumental tests revealed a low rate of clinically significant findings. Clinically relevant genetic abnormalities were detected in 7.9% of CGH-array tests. EEG abnormalities were seen in 9% of cases, though 57% had nonspecific or unclear results. Among biochemical parameters, notable findings included altered lipid profiles (45%), ferritin deficiency (24%), and anemia (12.5%) and no metabolic disorders were identified. Discussion: These findings highlight substantial variability in clinical practice and suggest that while some instrumental tests may provide valuable insights, routine screening is often of limited benefit. The high prevalence of nonspecific findings reinforces the need for careful clinical correlation, emphasizing the importance of balancing comprehensive assessment against the risks of over-testing and challenges in interpreting results. Future research should focus on developing evidence-based guidelines for instrumental assessments in this population. Full article

Objectives: Mouth breathing in children may lead to craniofacial anomalies such as maxillary constriction. Pediatricians play a crucial role in recognizing early signs and making timely referrals. This study aimed to evaluate the awareness of pediatricians regarding mouth breathing and its orthodontic implications and to assess the impact of their treatment attitudes and clinical experience on referral practices. Methods: A 20-item online questionnaire was completed by 110 volunteer pediatricians from various regions of Türkiye via professional networks. The survey included items on awareness, treatment attitudes, referral behaviors, and demographics. Composite scores for awareness and orthodontic treatment attitude were calculated and included in the analysis. Data were analyzed using chi-square tests, Spearman correlation, and binary logistic regression. Results: Most pediatricians were aware of the link between mouth breathing and craniofacial issues (awareness rate: 73.6%), yet only 14.5% were familiar with specific orthodontic treatment approaches such as maxillary expansion. Although 70.9% expressed a desire for further training, only 25.5% reported frequently referring patients for orthodontic evaluation. Referral behavior was significantly associated with both clinical experience (p = 0.004) and orthodontic treatment attitude scores (p = 0.004) but not with awareness scores (p = 0.12). Conclusions: Although pediatricians in Türkiye demonstrate relatively high awareness regarding the consequences of mouth breathing, referral practices remain limited. Attitudinal orientation toward orthodontic treatment may play a more influential role in referral behavior than awareness alone. Full article

Background/Objectives: Emotional eating has been recognized as the tendency to eat in response to emotions, being recognized as a crucial risk factor for recurrent weight gain. Emotional eating has been interrelated with obesity/overweight, depression, anxiety, stress, and specific dietary habits at any stage of human life, negatively affecting human quality of life. The present study aims to summarize and explore the effects of emotional eating on children and how these effects may, in turn, influence their mental and physical health at the next stages of their lives. Methods: This is a narrative review of the presently existing clinical evidence concerning the impact of emotional eating in children. A comprehensive search of the most reliable online databases, e.g., PubMed, Scopus, Web of Science, and Google Scholar, was performed utilizing relevant keywords. Several inclusion and exclusion criteria were used to collect only cross-sectional, longitudinal, descriptive, and case–control surveys in children’s populations. Results: The current clinical evidence suggests that parental behavior may increase the risk of emotional eating in children. Several pieces of evidence also implied potential associations of emotional eating with overweight/obesity and mental disorders in children. Children’s dietary habits may also affect their risk of developing emotional eating. Conclusions: The prevalence of emotional eating is gradually increasing in the general population, and especially in children. Public strategies should be performed to educate parents to recognize potential emotional eating behaviors in their children and to adopt more healthy dietary habits for their children, even in the first months of their life. Educational programs should be organized in school communities to directly educate children on the benefits of healthy dietary patterns. Full article

Background: This project focuses on the relevance of using a health literacy approach to educating children about obesity prevention. The Habits of Health and Habits of Mind© model was used to write Electronic Texts for Health Literacy© to encourage actions that support obesity prevention. Guided by the Integrative Theory of Behavioral Prediction, the design template for a new genre of digital texts called Electronic Texts for Health Literacy© emerges for exploring children’s frame of mind, health literacy skills, and behavioral intentions toward obesity prevention. Methods: Online materials from selected websites were strategically reviewed for improving obesity prevention and child health literacy. The digital resources were juxtaposed with the Electronic Texts for Health Literacy©, with the latter written by and for children. Discussion: Health educators who use a constructivist pedagogy can help students to write health literacy narratives about obesity prevention, then read and talk about their multimodal compositions to further the practice and development of their health literacy skills. Children with obesogenic body frames can also gain from cowriting visual–textual–gestural health narratives with their peers or health professionals. Co-constructed narratives can help children make deeper connections about their identity, frame of mind, and social agency. Summary: Although this untested resource is available as a new genre of digital text, health educators could nudge children toward developing a stronger frame of mind and behavioral intentions toward obesity prevention when they write health literacy narratives that focus on decision making, goal setting, and communication in the context of eating nutritious foods and participating in physical activities. Full article

Typically developing peers are the key factor for children with disabilities to participate in inclusive settings. Good peer relationships can improve the social communication and language expression of children with disabilities, and typically developing children play a role as “gatekeepers” in the social activities of children with disabilities in the schools. In this study, 36 primary school students from grades 1 to 3 received online picture book teaching for 3 weeks, 6 units, 12 class hours, and 40 min per class hour with six volumes of disability picture books (including physical disability, deaf and hard of hearing, visual impairment, intellectual disability, learning disability and autism spectrum disorder) selected by experts in summer vocation. The attitudes of typically developing children toward peers with disabilities of participants were tested before and after attending the online picture book course. The teaching of disability-themed picture books online has significantly improved the attitudes of typically developing children in lower grades toward peers with disabilities. Specifically, there are significant differences in the sub-dimensions of emotion and positive behavior and negative behavior before and after the intervention. The results showed that online picture book teaching activities with disability themes can effectively improve the attitudes of typically developing children in primary schools toward children with disabilities in terms of cognition, emotion, and behavior, and they can be used in schools to create an inclusive climate for students with disabilities. Full article

Introduction: The food environment is an important determinant of children’s eating behavior. Improving the environment to encourage healthier choices is crucial to prevent obesity, especially in restaurants where the majority of kids’ menus are unhealthy. This study explored the perceptions, attitudes, motivations, influencing factors, and opportunities of restaurant owners, managers, and chefs for implementing healthier kids’ menus in Dutch restaurants. Method: We used a mixed methods design in two consecutive study parts. Part I consisted of an online unstandardized questionnaire that was completed by 44 restaurant owners, 26 chefs, 18 managers, and 6 other restaurant employees (n = 94). This was followed by semi-structured interviews with 3 restaurant owners, 2 chefs, and 1 manager, to gather exploratory information in Part II (n = 6). The quantitative data were categorized into three groups: restaurants without kids’ menus (n = 18), restaurants with unhealthy kids’ menus (n = 24), and restaurants with (partially) healthy kids’ menus (n = 52). Group differences were assessed using the Kruskal–Wallis test. We used thematic analysis for the interviews. Results: Parts I and II showed that the restaurant sector is aware of the need, and willing and motivated to offer healthier kids’ menus. Nevertheless, the concerns about food waste, the unhealthy demand from children and parents, and seeing eating out as a free pass to consume unhealthy meals by children and parents were important factors limiting the implementation of healthier kids’ menus. Discussion: We discussed potential solutions to enhance demand and acceptance of healthier kids’ menus, such as attractive names, storytelling, offering children’s portions based on adult menus, and using participatory approaches in which parents, children, and chefs co-create meal composition. Full article

The COVID-19 pandemic, which posed a global threat, led many countries, including Turkey, to implement changes in their educational practices. In response to the “stay at home” directive aimed at preventing the spread of the virus, face-to-face education was suspended, and online education was adopted. As a result, children were unable to attend school for nearly two years. This sudden shift posed significant challenges for children, who were in the process of socialization and learning, as adapting to this new educational norm was not in alignment with their natural developmental needs. This study examines how staying at home affected the behaviors of children who were supposed to attend school, interact with their teachers and peers, socialize, and engage in learning. The research follows a qualitative phenomenological design, with the study group selected through criterion sampling. The collected data were analyzed using content analysis, leading to the identification of themes, categories, and codes. Particular attention was paid to participant and data saturation during the analysis process. The findings indicate that noticeable behavioral patterns were categorized under discipline, cognitive skills, social skills, motor skills, emotional skills, digital addiction, and personality traits across different educational levels. It is suggested that the type and frequency of these prominent behaviors observed in students may be associated with the shift to online education following the suspension of face-to-face learning due to COVID-19. Factors such as reduced peer interaction, diminished social engagement, and a lack of communication and interaction are considered to have played a role in these behavioral changes. Full article

Background/Objectives: The climate crisis has been associated with significant and complex challenges for youth mental health. Anxiety, sadness, and anger have been identified as core emotional responses to the climate crisis and its impacts. However, there are limited data on how these emotions correlate with climate awareness and engagement in pro-environmental behaviors. The present study explores parental accounts on climate crisis-related emotional responses, awareness levels, and engagement in climate actions among Greek youth, as well as the role of their parents’ emotional responses. Methods: This study employed a cross-sectional online survey of parents with children aged 10–18 years in Greece. A total of 186 parents completed questionnaires assessing their children’s and their own climate crisis-related emotional responses (worry, sadness, and anger), levels of climate awareness, and engagement in mitigating actions. Logistic regression analyses were conducted to examine associations between children’s emotions and sociodemographic factors, parental emotions, and climate-related behaviors. Results: The children in our study exhibited lower levels of climate-related worry, sadness, and anger compared to their parents. While 33.3% of parents reported worrying “very much”, only 7.5% of children were reported as experiencing this level of distress. Parental emotional responses were significant predictors of children’s emotions, with high parental worry associated with increased odds of child worry (adjusted OR: 7.80, 95% CI: 1.71–35.62). Climate awareness was higher among parents (64%) than children (44.7%), and children engaged less frequently in climate-mitigating behaviors than parents. Family communication about climate change was also strongly associated with children’s emotional responses. Conclusions: According to their parents’ accounts, children and adolescents in Greece exhibit moderate levels of overall climate distress, while parental emotions and communication within the family influence their responses. The present study’s findings support the need for climate education and policy initiatives that enhance emotional resilience and encourage active engagement among youth. Full article

Background/Objectives: Postpartum depression seriously affects the safety and health of mothers and children. Online cognitive behavioral therapy is considered to be a promising treatment; however, whether it is effective at improving postpartum depression is inconsistent and the specific intervention measures are not the same. The objectives of this study were to comprehensively review the effects of online cognitive behavioral therapy on postpartum depression and further explore the specific intervention measures. Methods: A literature search was conducted using thirteen electronic databases and two clinical trial registries from the establishment of the databases to 31 December 2023. The study selection and data extraction were independently performed by two researchers. The latest Cochrane Risk of Bias tool was selected to evaluate the quality of the included studies. Data were analyzed using Review Manager 5.4, and the certainty of the evidence was evaluated using the online GRADEpro tool. Eighteen studies involving 3689 women were included. Results: The results showed that online cognitive behavioral therapy was effective at improving postpartum depression. A subgroup analysis showed that the duration of online cognitive behavioral therapy with total intervention was 9 weeks and above, the total intervention number was 12 times or fewer, and using a website or Zoom online conference room as the intervention platform could more significantly improve postpartum depression. In particular, providing professional guidance could be more effective. Conclusions: In summary, online cognitive behavioral therapy was effective for postpartum depression. Furthermore, this study found out how specific intervention measures of online cognitive behavioral therapy could be more effective. Finally, nurses can participate in the therapy to improve access to evidence-based treatment. Full article

Objectives: The aim of this study was to evaluate the level of knowledge and awareness among parents regarding oral hygiene habits in two different national groups and to raise awareness among parents about oral hygiene education. Methods: A sample of 640 parents from Rome (Italy) and Valencia (Spain) was collected. The survey involved children between 0 and 18 years of age. An online questionnaire was administered to gather information regarding demographic data, the level of knowledge about dental caries and its transmission, proper oral hygiene habits of parents with regard to their children, mothers’ attitudes towards their own oral health before or during pregnancy, awareness of risk behaviors, such as the use of pacifiers or baby bottles, sharing cutlery, the use of the same toothbrush in the entire family, the role of schools, and oral health prevention techniques. Results: The comparison between the two groups shows that Spanish parents are more attentive to oral hygiene measures compared to Italian parents, especially about the knowledge of dental caries and its transmission, oral health check-ups during pregnancy, and proper oral hygiene habits. In both groups, there is still little knowledge about oral prevention methods. Conclusions: From the results of our survey, we can conclude that the knowledge regarding oral hygiene among parents from both countries is not yet optimal when compared to international health objectives. It is necessary to promote oral health prevention programs both in schools and within families in order to improve children’s oral health. Full article

Kindergarten teachers’ performance at work has important implications for the quality of early childhood education and the development of children. Therefore, promoting teachers’ work performance is of interest to kindergarten managers and policymakers. Evidence suggests that professional development opportunities may play an important role in understanding employees’ work performance. However, the possible mechanism underlying the relationship between professional development opportunities and work performance remains underexplored, especially among kindergarten teachers. This cross-sectional study examined whether professional commitment and work engagement mediated the association of professional development opportunities with work performance among Chinese kindergarten teachers. Online questionnaire data were collected from 336 kindergarten teachers working in Hong Kong, China (mean age = 31.6 years; 86% of them were women). Kindergarten teachers rated the availability of professional development opportunities and their work performance. They also rated their professional commitment (indicated by affective, continuance, and normative commitment) and work engagement (indicated by vigor, dedication, and absorption). Structural equational modeling revealed that both professional commitment and work engagement uniquely mediated the association between professional development opportunities and work performance. The findings illustrated how professional development opportunities may enhance work performance by motivating teachers at the affective/cognitive and the behavioral levels. The findings also pointed to the potential utility of supporting the work performance of kindergarten teachers by providing them with ample professional development opportunities and promoting their professional commitment and work engagement. Full article

The purpose of this study was to explore the effectiveness of the Turkish Version of the Responsive Teaching program applied as an online group intervention on autistic children and their fathers. In this study, conducted with pre-test–post-test control group experimental design, 20 father–child pairs were randomly assigned to the experimental and control groups. This study’s independent variable was the implementation of the Turkish Version of the Responsive Teaching (TV-RT) program (TV-RT) applied as an online group intervention. The dependent variables of this study were (a) fathers’ interactional behaviors, (b) fathers’ ability to use TV-RT strategies, (c) children’s interactional behaviors, (d) children’s ability to use TV-RT pivotal behaviors, (e) children’s social interaction behaviors (typical social interaction and autistic interaction), and (f) the opinions of the fathers and mothers of the children in the experimental group about the program and results. Data were collected with the Turkish Version of the Maternal/Parent Behavior Rating Scale (M/PBRS-TV) to measure fathers’ interactional behaviors; the Responsive Teaching–Parent Strategy Profile (RT-PSP) to measure fathers’ level of use of the TV-RT strategies; the Turkish Version of the Child Behavior Rating Scale (CBRS-TV) to measure children’s interactional behaviors; the Responsive Teaching–Pivotal Behavior Profile (RT-PBP) to measure children’s level of displaying TV-RT pivotal behaviors; and the Turkish Version of the Social Interaction Assessment Instrument (SIAI-TV) to measure children’s social interaction behaviors (typical social interaction and autistic interaction). In addition, social validity data were collected from the fathers and mothers in the experimental group through satisfaction questionnaires. Results revealed that the fathers of autistic children who received the intervention differed significantly on the use of TV-RT strategies and the quality of interactional behaviors from the fathers who did not receive the intervention. On the other side, autistic children in the experimental group showed significant progress on interactional behaviors, TV-RT pivotal behaviors, and social interaction behaviors and improved changes on autistic interaction behaviors. Fathers who participated in the online group TV-RT program, and their wives (mothers) as outside observers, reported high satisfaction with the program. Results were discussed extensively, and future suggestions are provided. Full article