child evaluation
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Abstract Older Chinese-Americans are more likely to experience depressive symptoms compared to the general U.S. aging population. This paper aims to examine the level of congruence between parents’ self-reported mental health and children’s evaluation of their parents’ mental health. Dyad-level understanding is particularly relevant considering the family-based medical decision-making preference in the Chinese-community. Older parents’ depressive symptoms were measured by PHQ-9 with a cutoff of 5 indicating the presence of depressive symptoms. Adult children were asked whether their parents informed them of their depressive symptoms or if they suspected that their parents were depressed. Logistic regressions were conducted. Parents’ self-reported depressive symptoms were associated with both adult children’s awareness (OR:3.28 (2.00-5.39)) and suspicion (OR:3.10 (2.02-4.77)) of their parents’ depressive symptoms. Results remained consistent among mother-child and father-child dyads. Study findings underscore the importance of incorporating adult children’s’ perspective in mental health research in the Chinese community.

Adolescents with neurodevelopmental difficulties struggle to perform daily activities, reflecting the significant impact of executive functions on their participation. This research examines an integrated conceptual model wherein supportive environmental factors in the community, school and home settings explain the children’s participation (involvement and frequency) with their daily activities performance as a mediator. Parents of 81 10- to 14-year-old adolescents with and without executive function deficit profiles completed the Participation and Environment Measure for Children and Youth and the Child Evaluation Checklist. A secondary analysis was conducted to examine the structural equation model using AMOS software. The results demonstrated support for the hypothesised model. Supportive environmental demands in school predicted 32% of home participation, and the adolescents’ daily performance reflected that executive functions mediated the relationship between them. Together, these findings highlight the school environment as the primary contributor that affects the children’s functioning according to their parents’ reports and as a predictor of high participation at home in terms of frequency and involvement. This study has implications for multidisciplinary practitioners working with adolescents in general, and in the school setting specifically, to understand meaningful effects of executive functions on adolescents’ daily functioning and to provide accurate assistance and intervention.

Background. Early identification of invisible comorbid neurodevelopmental disorders, such as specific learning disorders, attention deficit hyperactive disorders, and developmental coordination disorders, is crucial to improving children’s daily functional deficits related to executive functions. However, a practical questionnaire to address parents’ concerns is lacking. Aims. To develop a reliable and valid assessment tool that can identify young children at risk for invisible underrecognized neurodevelopmental disorders. This article describes the development and standardization of the Child Evaluation Checklist (CHECK). Methods and Procedures. Participants were 186 children aged 3 to 6 years: 91 with suspected invisible neurodevelopmental disorders, and 95 controls with typical development. Parents completed a demographic questionnaire, the CHECK, and the Behavior Rating Inventory of Executive Function-Preschool Version (BRIEF-P). Outcomes and Results. The CHECK’s construct validity indicated high internal consistency for each part (Part A: α=.94; Part B: α=.90) and moderate-to-high consistency for each of Part A’s four factors. Significant correlations, as well as significant group differences, were found between the CHECK factors and BRIEF-P scores. Conclusions and Implications. Use of the CHECK allows for timely identification of suspicious (“red flags”) invisible neurodevelopmental disorders. It may support parents’ sufficient awareness and knowledge to refer their children for comprehensive evaluation and intervention.

This chapter outlines briefly the dynamics of the interplay between Child Sexual Abuse and Family. Child abuse is a state of emotional, physical, economic and sexual maltreatment meted out to a person below the age of eighteen and is a globally prevalent phenomenon. Child abuse is a violation of the basic human rights of a child and is an outcome of a set of inter-related familial factors among other ones. The primary focus is on the issues of intrafamilial and extrafamilial child sexual abuse, familial risk factors for abuse and broadly some theories that contribute to the understanding of intrafamilial child sexual abuse. The chapter also explores reactions of the family to the sexually abused child, evaluation of the interventions suitable for the same and the status of psychotherapy with respect to the sexually abused child and their family.

This chapter outlines briefly the dynamics of the interplay between Child Sexual Abuse and Family. Child abuse is a state of emotional, physical, economic and sexual maltreatment meted out to a person below the age of eighteen and is a globally prevalent phenomenon. Child abuse is a violation of the basic human rights of a child and is an outcome of a set of inter-related familial factors among other ones. The primary focus is on the issues of intrafamilial and extrafamilial child sexual abuse, familial risk factors for abuse and broadly some theories that contribute to the understanding of intrafamilial child sexual abuse. The chapter also explores reactions of the family to the sexually abused child, evaluation of the interventions suitable for the same and the status of psychotherapy with respect to the sexually abused child and their family.

ABSTRACT The study aimed to characterize nurses' needs for scientific knowledge that supports nursing care in clinical practice of child health primary care. An exploratory and qualitative study was undertaken, grounded in health care and longitudinality of nursing care for children, based on interviews with 35 nurses from family health services with thematic analysis of the data. The results indicate the need to use child evaluation, family guidance, clinical protocols, care management and partnership among health professionals, which imply a range of knowledge, in order to trigger effective and problem-solving care actions. Practice based on professional knowledge and the subjects' needs can enhance care, with benefits for children, families and the institutional organization. It is vital for nurses to take responsibility for their own practice, continuously examining ways to deliver care for and remain up to date.