A Brief Parental Education for Shaping Sleep Habits in 4-Month-Old Infants

Adachi, Yoshiko; Sato, Chifumi; Nishino, Noriko; Ohryoji, Fumitake; Hayama, Junko; Yamagami, Toshiko

doi:10.3121/cmr.2009.814

Cited by 36 publications

(30 citation statements)

References 25 publications

(10 reference statements)

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“…When measured, control conditions were not employed, thus changes could not be attributed to the programme. For example, in one study by Adachi et al (2009), due to a lack of control group, improvements in infant sleep patterns after parent education on this topic may have been attributable at least in part to infant maturation and not to the programme efficacy.…”

Section: Efficacy Of the Programmementioning

confidence: 85%

“…Parents were expected to attend the entire series of classes (typically 5-8). Other designs included booklet or printed material (Adachi et al, 2009;Jackson and Dickinson, 2009;McKellar et al, 2008), DVD or film-based (Brown, 2006) and Internet-based sessions (Brown, 2006;Feil et al, 2008;Kuo et al, 2009;Salonen et al, 2008). There was littleevidence to suggest that alternate forms of parent education were any more or less effective than traditional face-to-face methods (Salonen et al, 2008).…”

Section: Designmentioning

confidence: 97%

“…For example, classes on infant sleep were very popular with parents who were experiencing sleepless nights (Adachi et al, 2009). Not surprisingly, prenatal classes on how to cope with labour and delivery were popular with first-time parents who were approaching the birth of their child (Fabian et al, 2005;McMillan et al, 2009).…”

Section: Participant/parent Engagement Attrition and Reachmentioning

confidence: 97%

See 2 more Smart Citations

Parent education interventions designed to support the transition to parenthood: A realist review

Gilmer

Buchan

Letourneau

et al. 2016

International Journal of Nursing Studies

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It is unlikely that a single standardized format or programme will meet all the specific learning needs of parents. Multiple approaches that will allow people to access information or education at a time and in a format that suits them may be of value. The importance of the transition to parenthood and its impact on parent and child wellbeing warrant careful consideration of current programming and careful evaluation of future initiatives.

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Section: Efficacy Of the Programmementioning

confidence: 85%

Section: Designmentioning

confidence: 97%

Section: Participant/parent Engagement Attrition and Reachmentioning

confidence: 97%

See 1 more Smart Citation

Parent education interventions designed to support the transition to parenthood: A realist review

Gilmer

Buchan

Letourneau

et al. 2016

International Journal of Nursing Studies

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“…These offer a multiplicity of learning opportunities including more contact time with professionals during which live demonstrations, role-playing, practice/ repetition of messages, and social support (eg, peer role models) can be offered. 43,[64][65][66][67] Typically organized by same-age groups (although sometimes by specific illnesses or challenges such as temper tantrums or sleep problems), group well visits last for ∼60 minutes rather than the usual 10 to 15 minutes. 68 Group well visits improve the likelihood that parents will attend future visits, use appropriate athome safety practices, acquire needed skills, and engage in personalized [6][7][8][9] So, a critical goal in preventing problems is to teach resilience, meaning positive parentchild interactions that promote development (eg, encouraging parents to talk about children' s interests, share books, and engage infants in vocal play).…”

Section: Group Well-child Visits and Group Educationmentioning

confidence: 99%

Brief Approaches to Developmental-Behavioral Promotion in Primary Care: Updates on Methods and Technology

Glascoe

Trimm

2014

Pediatrics

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Well-child visits are a critical opportunity to promote learning and development, encourage positive parenting practices, help children acquire behavioral self-control, enhance the development and wellbeing of children and their families, identify problems not amenable to brief in-office counseling, and refer for services when needed. This article outlines the communication skills, instructional methods, and resource options that enable clinicians to best assist families. Also covered is how to monitor progress and outcomes. A total of 239 articles and 52 Web sites on parent/patient education were reviewed for this study. Providers require a veritable armamentarium of instructional methods. Skills in nonverbal and verbal communication are needed to elicit the parent/patient agenda, winnow topics to a manageable subset, and create the "teachable moment." Verbal suggestions, with or without standardized spoken instructions, are useful for conveying simple messages. However, for complex issues, such as discipline, it is necessary to use a combination of verbal advice, written information, and "teach-back," aided by role-playing/modeling or multimedia approaches. Selecting the approaches most likely to be effective depends on the topic and family characteristics (eg, parental literacy and language skills, family psychosocial risk and resilience factors, children' s developmental-behavioral status). When providers collaborate well (with parents, patients, and other service providers) and select appropriate educational methods, families are better able to act on advice, leading to improvements in children' s well-being, health, and developmental-behavioral outcomes. Provided are descriptions of methods, links to parenting resources such as cell phone applications, Web sites (in multiple languages), interactive technology, and parent training courses. Pediatrics 2014;133:884-897

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“…Thus, studies are being conducted to evaluate the effect of behavioral strategies on SWC in order to reduce rhythm disorders and improve sleep quality (Adachi et al, 2009;Cortesi, Giannoti, Sebastiani, Bruni, & Ottaviano, 2004). Among the behavioral strategies are exposure to light (Revell et al, 2006), physical exercise (Montgomery & Dennis, 2004) and sleep education programs (SEP).…”

mentioning

confidence: 99%

Effect of a sleep education program on sleep knowledge and habits in elementary and high school teachers

Souza¹,

Galina

Sousa

et al. 2016

Estudos De Psicologia

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The influence of a sleep education program (SEP) on the knowledge, habits, quality of sleep, and daytime sleepiness was evaluated in 40 Brazilian elementary and high school teachers [Groups: Experimental (EG=26)/Control (CG=14)]. The Health and Sleep questionnaire, Pittsburgh Sleep Quality Index and sleep logs were applied to both groups, at baseline and in reassessment three weeks after a SEP with the EG. The methodology of the SEP was based on the Meaningful Learning theory proposed by Ausubel, consisting of four fortnightly meetings, lasting 4h each. After the program, the EG showed an increase in sleep knowledge and a reduction in coffee consumption near bedtime. Besides, 17% of teachers improved sleep quality in this group. However, no changes occurred in sleep schedules and sleepiness. Nevertheless, the positive results reinforce the need for sleep education programs with teachers to spread sleep knowledge in schools and improve the sleep quality in these professionals.Keywords: sleep education; sleep quality; daytime sleepiness; teachers; health promotion. Após o programa, o GE aumentou os conhecimentos sobre sono e reduziu o relato de consumo de café próximo a dormir, com melhora na qualidade de sono em 17% dos professores. Embora não tenha havido diferenças nos horários de sono e sonolência, os resultados positivos reforçam a necessidade do desenvolvimento de programas educacionais sobre sono com professores para difusão do assunto nas escolas e melhora da qualidade do sono nestes profissionais. Resumo Efeito de um programa de educação sobre o sono no conhecimento e hábitos de sono em professores do ensino fundamental ePalavras-chaves: educação sobre o sono; qualidade de sono; sonolência diurna; professores; promoção da saúde. ResumenEfecto de un programa de educación sobre el sueño en el conocimiento y hábitos del sueño de los maestros. La influencia de un programa de educación sobre el sueño (PES) en los conocimientos, hábitos, calidad de sueño y somnolencia diurna fue evaluado en 40 maestros brasileños de educación básica [Grupos: Experimental (GE=26)/Control (GC=14)]. Los cuestionarios Salud y Sueño, Índice de calidad de sueño de Pittsburgh y diario del sueño se aplicaron en los grupos, antes y tres semanas después de un PES en el GE. El programa basado en la teoría del aprendizaje significativo consistió en cuatro sesiones de 4 horas/cada uno.Después del programa, el GE aumentó su conocimiento sobre el sueño y hubo una reducción en el consumo de café cerca de la hora de acostarse, con una mejora en la calidad del sueño en 17% de los maestros. Aunque no hubo diferencias en los horarios de sueño y la somnolencia, los resultados positivos refuerzan la necesidad de desarrollar programas educativos sobre el sueño con los maestros para difundir el tema en las escuelas y mejorar la calidad del sueño en estos profesionales.Palabras clave: educación sobre sueño; calidad de sueño; somnolencia diurna; maestros; promoción de la salud.

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A Brief Parental Education for Shaping Sleep Habits in 4-Month-Old Infants

Cited by 36 publications

References 25 publications

Parent education interventions designed to support the transition to parenthood: A realist review

Parent education interventions designed to support the transition to parenthood: A realist review

Brief Approaches to Developmental-Behavioral Promotion in Primary Care: Updates on Methods and Technology

Effect of a sleep education program on sleep knowledge and habits in elementary and high school teachers

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