The purposes of this study were to identify differences in parenting stress between 2 samples and examine the factors associated with parenting stress. An asthma sample was selected to contrast with the epilepsy sample because both medical conditions are chronic episodic conditions that require daily medication. Data from 49 parents of epileptic children and 54 parents of asthmatic children were examined in this study. Samples were conducted in a hospital pediatric clinic. Parental stress was measured using Abidin's Parenting Stress Index-long form. There were 2 major domains in the Parenting Stress Index: parent domain and child domain. The parent domain included 7 subscales, and the child domain included 6 subscales. Overall, results showed that parental stress was higher in the epilepsy group. Significant differences were found in 7 subscales: adaptability, demanding, hyperactivity/distractibility, role restrictions, depression, relationship to spouse, and parental health. Possible explanations for a higher level of parenting stress in the epilepsy group were discrimination, poor child adaptation, the threat of unpredictability of the seizures, and neurological dysfunction. The causes of higher levels of parenting stress in the asthma group were limitation of activities and parental health condition. These differences should be considered when psychosocial care is offered. Results also showed that demographic variables (gender, age, and family social economic status), age at onset, and condition severity were not effective predictors for parenting stress.

Summary:Purpose: The purpose of this study was to investigate preschool teachers' perceptions to children with epilepsy and asthma in middle areas of Taiwan.Methods: Two-hundred sixteen preschool teachers were investigated with a questionnaire regarding their knowledge, attitude, and practice. There were 22 questions in the questionnaire (half of the questions were for epilepsy, and others for asthma). Differences between teachers' perceptions of children with epilepsy and asthma were analyzed.Results: More teachers thought epilepsy was a hereditary disease and asthma was an acquired disease. Over 30% of participants thought epileptic seizures were associated with insanity but asthma attacks were not. Acceptance of children with epilepsy was significantly lower than that of children with asthma. Children with epilepsy were less encouraged by teachers to play with others. Teachers have more consideration for aggression of children with epilepsy than of those with asthma. More teachers were worried about the objection from the other parents if there were a child with epilepsy in the class.Conclusions: Perceptions of epilepsy and asthma among preschool teachers were different significantly. The finding may explain why the children with epilepsy showed lower school performance among the children with chronic illness in past studies.

The purpose of the present study was to conduct a comparative study on families of children with epilepsy and asthma with regard to the variables of children's self-concepts and parenting stress. While past research has indicated higher rates of behavioral problems in children with epilepsy, behavioral problems were associated primarily with children's self-concept. How an individual assesses his or herself impacts significantly upon self conceptualization and the attainment of a stable concept about oneself as an individual is a critical development factor during an individual's cognitive development stage. Nevertheless, specific factors related to such have not previously been well delineated. Forty-eight children, 8 to 13 years of age with epilepsy, and 54 children in the same age range with asthma were investigated for this study. Parents of subjects were also involved in this study. The self-concepts of subject children were assessed using the Harter's Self-Perception Profile for Children (SPPC). Parenting stress was measured using Abidin's Parenting Stress Index (PSI)/long form. Children's demographic variables and illness severity were also measured as potential risk factors. Results showed significant differences between the two groups in terms of self-concept and parenting stress, with epileptic children returning significantly lower self-concept scores in 3 SPPC subscales. Demographic variables and illness conditions were not found to be effective predictors of parenting stress. Level of parenting stress was revealed to be significantly associated with children's selfconcept in the epilepsy group. Results suggest that parents of children with epilepsy will benefit from coping strategies that may help lower parenting stress levels and influence positively upon children's self-concept. In addition to providing regular drug therapy, providing further support is needed.

To determine the optimal time for testing the association between personality traits and cortisol levels, and the number of sampling days needed for reliable results to be obtained for preschool-aged children, ambulatory salivary sampling for cortisol was performed on 39 preschoolers at four different times for 10 consecutive school days. A repeated-measure ANOVA revealed a significant day effect, time effect, and day by time interaction. Further tests of day effect revealed that within-subject cortisol levels differed significantly in the early morning, early afternoon, and late afternoon cortisol data, but not in the late morning; group average levels of cortisol assessed in the early mornings are significantly different among the days, so are the ones measured in early and late afternoon. Mid-afternoon cortisol levels showed the most significant day effect and the highest correlation with internalizing disposition. In addition, the probability of finding significant correlations between cortisol levels and internalizing disposition increased with a greater number of aggregated cortisol measures. The tentative conclusion is that to avoid under-representation of the correlations between cortisol levels and personality variables, both sampling time selection and data aggregation are important.

PurposeThe purpose of this study was to investigate 3D virtual reality (VR) situated activity, preschool reality and how the lecture teaching method affects technology university students' learning outcome.Design/methodology/approachThe quasi-experimental design is used. Participants are 144 students in three classes who all take Child Development Assessment course. Research instruments include 3D VR animation, preschool live video and child development as the case. One class attended 3D VR situated activities, another observed preschool live video and the other takes a traditional lecture class. Learning outcomes were measured by two paper-and-pencil tests in different times and with one performance assessment. In the writing test, mechanical and meaningful questions were included.FindingsMajor findings of this study are, first, that the auxiliary learning of 3D VR is better than the real-life situation. Second, situational learning activities can enhance participant performance in context-based questions. In summary, this study found that well-organized 3D VR animation is more effective than live situation learning, especially for context-based course content.Research limitations/implicationsThe lack of random assignment into test groups leads to non-equivalent test groups which can limit the generalizability of the results to other student population.Practical implicationsThe findings of this study suggest that teachers can gradually arrange learning activities, from 3D VR to a real applied workplace; situated learning activities are more likely to support the transfer knowledge to real-life problem solving.Originality/valueThe findings suggest that teachers in arranging the classroom context activities can be the first to use 3D VR before actual reality to avoid novices getting lost in the complicated real situations. If learning activities can be arranged gradually, from 3D VR to real applied workplace, situated learning activities can help students to deploy their newly acquired knowledge and skills in real-life problem solving.