Experiences and Support Needs of Mothers of Children with Food Allergy During the Transition to School

Sanagavarapu, Prathyusha

doi:10.1007/s10643-017-0880-8

Cited by 6 publications

(9 citation statements)

References 28 publications

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“…During the transition period, the emphasis should be on eliminating situations arising from the disadvantage of the child and establishing relationships of trust. Consistent with the literature (Kırat & Güven, 2021;Petani & Barišić, 2021;Peters, 2010;Sakellariou & Sivropoulou, 2010), it is claimed that the primary requirement for this is cooperation, and in the absence of cooperation and communication, the family is prevented from participating in the transition of the child (Bell-Booth et al, 2014;Sanagavarapu, 2018). As another important point, teachers should face up to and resolve their own bias in terms of disadvantage of the child by giving an example of language, culture, identity and review the way they approach them.…”

Section: Advices For the Processsupporting

confidence: 53%

“…In this case, it is thought that the roles of men and women in the social structure may have been influential. In Sanagavarapu (2018), it was stated that the invitation was sent to all parents, but only the mothers accepted the interview and this situation could also be seen in different review studies (Vermaes et al, 2005). Finally, taking children's views into account and making their voices heard in the interviews with the photo elicitation technique (Sanagavarapu, 2017; represents a very critical point in terms of human rights, equality and self-advocacy.…”

Section: Interviewmentioning

confidence: 99%

“…Therefore, the role of the school in this period is not only to support the child but also to support the needs of the family (Petrakos & Lehrer, 2011). In the opinions expressed by mothers, it was emphasized that the disadvantage of the child should be taken into account in the transition planning stage, proactive communication and cooperation should be provided, family participation in discussions about the child should be supported holistically, and school policies and processes should be strengthened with knowledge (Sanagavarapu, 2018). In relation to this, parents state that working with school staff who truly care about their children's needs is the main component of communication and cooperation (Fontil & Petrakos, 2015).…”

Section: Collaboration In the Transitionmentioning

confidence: 99%

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Transition to school process of children with disadvantages: A literature review

2022

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Transition to school can be described as an opportunity for children to experience a new social and educational environment. However, it also includes a loss of security area and fear of the journey into the unknown and it can be more difficult for children with disadvantages and their families. It is necessary to address the recent studies conducted on this period, in order to present different perspectives and to determine the tendency of the studies carried out on the transition to primary school in the current literature. In this way, it is possible to look at the transition to school for children with disadvantages from a broad perspective. The aim of this study is to review the research that addresses the transition process of children with disadvantages to primary school. Following the inclusion and exclusion processes carried out in this context, 15 studies related to the subject were examined and the studies were analyzed descriptively. According to the findings, it is seen that the studies mostly focus on revealing the existing situation. The findings of the studies examined in this context are interpreted under the themes of (a) factors affecting the transition of children, (b) problems experienced in the transition, (c) collaboration in the transition, and (d) advices for the process. Findings reveal the importance of each individual in a community at the same risk having their own characteristics, and of considering individual differences while addressing cultural differences. It is thought that new research is needed to improve the transition in terms of inclusivity.

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Section: Advices For the Processsupporting

confidence: 53%

Section: Interviewmentioning

confidence: 99%

Section: Collaboration In the Transitionmentioning

confidence: 99%

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Transition to school process of children with disadvantages: A literature review

2022

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“…52 This is reflected in the allergy literature; numerous studies have noted the negative consequences for poorly supported parents that could be addressed by adequate provision of social, practical and psychological support. 4,[53][54][55] In conclusion, the paucity of high-quality research evaluating interventions to support parents of children with food allergies is apparent. However, the studies summarized in this review suggest that future research should develop interventions that provide educational input to caregivers, which may influence their psychological well-being.…”

Section: Discussionmentioning

confidence: 99%

“…With increasing understanding of the interrelatedness of these sectors, policymakers have reported that failing to address individual needs in a holistic way results in worse outcomes that are socially and economically costly 52 . This is reflected in the allergy literature; numerous studies have noted the negative consequences for poorly supported parents that could be addressed by adequate provision of social, practical and psychological support 4,53‐55 …”

Section: Discussionmentioning

confidence: 99%

Interventions for caregivers of children with food allergy: A systematic review

Sugunasingha

Jones

2020

Pediatric Allergy Immunology

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Background: Studies have identified that food allergy (FA) in children is related to poorer caregiver quality of life (QoL). However, it is unclear which interventions are most effective at improving outcomes for caregivers of children with FA. This review aimed to identify and determine the efficacy, acceptability and quality of interventions for caregivers of children with FA. Methods: A systematic search of four databases was conducted to identify studies evaluating any intervention that targeted well-being and support of caregivers of children with FA. Studies were not excluded based on design and were rated for quality using the Mixed Methods Appraisal Tool (MMAT) and the Cochrane risk of bias tool for randomized controlled trials (RCTs). Results: Fifteen studies met the inclusion criteria: eight studies used a pre-test/posttest design, four studies used a post-test design, two studies used an RCT design, and one study used a case-control design. Seven studies were educational interventions, five were psychological interventions, and three involved peer/professional support. All interventions had high participant acceptability; some evidence for cognitive behavioural interventions in supporting mothers was observed. Educational interventions tended to be associated with improvements in FA knowledge. With the

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Teaching children to identify and avoid food allergens using behavioral skills training

Quiroz

Schnell

Kisamore

et al. 2023

J of App Behav Analysis

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Allergic reactions to allergenic foods can pose a lethal threat to children with food allergies. Previous research has demonstrated the effectiveness of using behavioral skills training (BST) plus in situ training (IST) to teach safety responses to children. However, there has not been an evaluation of using BST to teach food safety to children with food allergies. Three elementary‐school children of neurotypical development with food allergies participated. We evaluated the efficacy of BST with IST in teaching participants to identify and respond to allergenic foods by (a) asking to see the food packaging, (b) scanning the food label for the allergenic food, and (c) reporting the safety threat to an adult while not consuming the food. Trials without allergenic foods were also presented to ensure discriminated responding. All participants demonstrated the three correct safety responses after BST and responded differentially across allergenic and nonallergenic foods, with two participants requiring feedback (IST).

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Experiences and Support Needs of Mothers of Children with Food Allergy During the Transition to School

Cited by 6 publications

References 28 publications

Transition to school process of children with disadvantages: A literature review

Transition to school process of children with disadvantages: A literature review

Interventions for caregivers of children with food allergy: A systematic review

Teaching children to identify and avoid food allergens using behavioral skills training

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