Health Supervision Visits of Very Young Children: Time Addressing 3 Key Topics

Manning, Kristie M.; Ariza, Adolfo J.; Massimino, Tara K.; Binns, Helen J.

doi:10.1177/0009922809337530

Cited by 16 publications

(13 citation statements)

References 17 publications

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“…Interestingly, psychological development was less of a concern. Importantly, the results of the present study agreed with the literature (Galuska et al, 2002;Manning, Ariza, Massimino, & Binns, 2009;Schuster et al, 2000;Young et al, 1998).…”

Section: Discussionsupporting

confidence: 93%

“…More than half of the pediatricians in our sample reported that they never provide any advice on subjects as important as parent-child relationships, psychomotor stimulation and language. These results agreed with previous studies in the literature, which have shown that the pediatric agenda is primarily focused on biomedical issues (Galuska et al, 2002;Manning et al, 2009;Olson et al, 2004;Schuster et al, 2000;Young et al, 1998).…”

Section: Discussionsupporting

confidence: 92%

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Pediatricians' ideas about child development and education

Nunes¹

2011

Psicol. Reflex. Crit.

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In Andalusia (Spain), pediatricians are the main formal counseling source about children's development and education. Unfortunately, there is a limited knowledge about their ideas, practices and skills to guide parents. In this study, through the content analysis of 26 pediatrician interviews, we describe their ideas and goals about anticipatory guidance. We also analyze their perceptions about parental practices and the educative messages given to parents. The results show that pediatrician agenda focus mainly on biomedical issues, such as nutrition, accident prevention and growth monitoring. Child development and education are not priorities and issues like psychomotor development and language are only approached to fill out medical records. Keywords: Pediatricians' Ideas; Parental Practices; Child Development; Child Education. ResumoNa Andaluzia (Espanha), os pediatras são a principal fonte técnica de aconselhamento sobre o desenvolvimento e a educação infantil. No entanto existe um conhecimento limitado sobre as suas ideias, práticas e habilidades para orientar os pais. Neste estudo, através da análise de conteúdo das entrevistas realizadas a vinte e seis pediatras, descrevem-se os objectivos da agenda pediátrica, as percepções sobre as práticas parentais e as mensagens educativas transmitidas aos pais. Os resultados mostram que a agenda pediátrica é centrada sobretudo nos temas biomédicos, como alimentação, prevenção de acidentes e crescimento. O desenvolvimento e a educação da criança não são prioridades e os temas relacionados com o desenvolvimento psicomotor e linguagem são abordados sobretudo para preencher a história clínica. Palavras-chave: Concepções; Pediatras; Práticas Parentais; Educação; Desenvolvimento Infantil.The task of parents is to create a safe, coherent and organized world according to norms, rules and values where their children can develop. In this regard, parents need information and orientation to help them make the best decisions and to feel confident about health, development and education-related actions. Parental educational practices do not occur in a void, and they are not automatic reactions to their children's behavior. Indeed, parents think, question, feel and decide (Monteiro & Castro, 1997;Nunes, 2008).An emphasis on the cognitive dimension of parental views in the 1980s stimulated research on parental ideas about the nature, development and education of children within the field of developmental psychology. Several studies have shown that parental ideas influence the relationships and educational practices towards their children, which can have significant consequences on children's psychological development (Goodnow & Collins, 1994;McGillicuddy-DeLisi, 1992;Palacios, Hidalgo, & Moreno, 2003;Siegel, 1992).According to Harkness, Super, Keefer, Raghavan and Kipp (1996), parental ideas are a product of the integration of parents' individual experiences and the cultural experiences of the family. Thus, the development of experience within the family and the community,...

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Section: Discussionsupporting

confidence: 93%

Section: Discussionsupporting

confidence: 92%

Pediatricians' ideas about child development and education

Nunes¹

2011

Psicol. Reflex. Crit.

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“…For instance, in an analysis of audiotaped pediatric visits, Gielen et al found that less than half of visits discussed accident prevention9 and of those that did, an average of two types of prevention activities were discussed for a total of one minute of the appointment. Other studies of pediatric well-child visits have found that only 8.4-12.4% of pediatricians allocated time to anticipatory guidance discussions6,10,19 with some evidence that pediatricians typically cover three topics over an average of 86 seconds8. Along these lines, a national survey of parents of children under three years found that 37% reported never discussing any anticipatory guidance topics with their pediatrician.…”

Section: Discussionmentioning

confidence: 98%

“…Although parents who report discussing anticipatory guidance with their child’s pediatrician typically report feeling more confident in applying such information5, many topics are not addressed during routine visits. In fact, research has found that pediatricians devote less than 10% of the time of a well child visit on parent education 6, 7, with only 10-60 seconds provided per topic covered8,9. Moreover, when anticipatory guidance is given during a well child visit, there is evidence that parents do not retain the information10, especially as the number of topics increases 11.…”

mentioning

confidence: 99%

The Effectiveness of Baby Books for Providing Pediatric Anticipatory Guidance to New Mothers

et al. 2010

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Objective To assess whether embedding pediatric anticipatory guidance into books read to babies is an effective way to educate low-income, first-time mothers about injury prevention and health promotion practices. Patients and Methods Primiparous women (n = 168) were randomly assigned to one of three groups; an educational book group, a non-educational book group, or a no book group. Knowledge of anticipatory guidance topics from birth to 12 months of age (e.g., injury prevention, parenting, nutrition) was assessed during the third trimester of pregnancy and again when infants were approximately 2, 4, 6, 9, 12, and 18 months of age. Results The educational book group scored consistently higher on knowledge than the other two groups. The educational book group was found to have significantly higher knowledge scores than both the non-educational book group (ES = .3, p-value < 0.001) and the no book group (ES = .3, p-value < 0.001) in the longitudinal model. Discussion Books read by mothers to babies appear to be an effective way to provide anticipatory guidance to new mothers. However, future work is needed to determine if increased knowledge translates into safer and more developmentally appropriate parenting practices.

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“…Recent studies that have explored the use of well-child visits as a mechanism for reducing pediatric injuries, maltreatment, and violence have been promising but involved training pediatricians on a few target behaviors to address with families 29,30. In looking at physician practices during well-child visits, research has found that many anticipatory topics are not addressed and that pediatricians generally devote less than 10% of a well-child visit on parent education,8,31–33 with some studies finding that accident prevention is not discussed at all 34,35. Further, recent work has found that parents recall less educational information as more topics are covered 36…”

Section: Parent Educationmentioning

confidence: 99%

Using Baby Books to Increase New Mothers’ Safety Practices

Reich

Penner

Duncan

2011

Academic Pediatrics

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Objective-To determine if educational baby books are an effective method for increasing lowincome, first-time mothers' safety practices during their child's first 18 months.Patients and Methods-Primiparous women (n = 167) were randomly assigned to one of three groups: an educational book group, a non-educational book group, or a no-book group. Home visits and interviews measured safety practices when women were in their third trimester of pregnancy (baseline) and when their child was 2, 4, 6, 9, 12, and 18 months of age.Results-Women in the educational book group had fewer risks in their homes and exercised more safety practices than the no-book group (effect size = −0.30; 20% risk reduction). When the safety practices involved little time or expense (e.g., putting away sharp objects), the educational book group was significantly more likely to engage in these behaviors than the no-book (40% higher practices; effect size = 0.19) or non-educational book groups (27% higher practices; effect size = 0.13). However, no differences were found between groups for behaviors that required high effort in time, money or hassle (e.g., installing latches on cabinets).Discussion-Educational baby books appear to be an easy and low cost way to increase the safety practices of new mothers, especially if the practices involve little to no time, money, and hassle. KeywordsSafety Practices; Anticipatory Guidance; Patient Education; Injury Prevention; Health PromotionIn the United States, after the neonatal period, unintentional injuries are the leading cause of death for infants and toddlers. 1 In an effort to prevent these injuries, the American Academy of Pediatrics (AAP) recommends that pediatricians use doctor visits to educate parents about risks and safety practices. [2][3][4] While studies of the effectiveness of using pediatric visits for parent education are promising (e.g., increasing knowledge, changing attitudes), 5-7 few explore the impact of parent education efforts on actual parenting safety practices. [8][9][10] In order to test whether increasing knowledge about injury prevention and health promotion results in safer environments for infants and toddlers, the NICHD-funded Baby Books project embedded anticipatory guidance material from the Bright Futures Guidelines for Health Supervision 4 into baby books that were given to low-income, primiparous women to read to their infants. Previous work has found these books to be effective for increasing new Correspondence: Stephanie M. Reich, PhD Dept. of Education, University of California, Irvine 3200 Education Irvine, CA 92697-5500, phone: 949-824-5970, fax: 949-824-2965, smreich@uci.edu. None of the authors has any financial or other type of conflict of interest in this project Publisher's Disclaimer: This is a PDF file of an unedited manuscript that has been accepted for publication. As a service to our customers we are providing this early version of the manuscript. The manuscript will undergo copyediting, typesetting, and review of the resulting proof before it...

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Health Supervision Visits of Very Young Children: Time Addressing 3 Key Topics

Abstract: Growth, diet, and safety are frequently, but briefly, discussed at HS visits of young children.

Cited by 16 publications

References 17 publications

Pediatricians' ideas about child development and education

Pediatricians' ideas about child development and education

The Effectiveness of Baby Books for Providing Pediatric Anticipatory Guidance to New Mothers

Using Baby Books to Increase New Mothers’ Safety Practices

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