Family Mealtimes: Promoting Health and Well-being

Fiese, Barbara H.

doi:10.1007/978-3-030-56458-2_4

Cited by 3 publications

(3 citation statements)

References 61 publications

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“…Finally, we chose to focus on exclusive shared spousal time as the aspect of shared time that is most relevant to the “constraints on time use” theory. However, other aspects of time shared between partners, such as family mealtime and seeing one’s partner being a good parent, are also important for family and relationship outcomes (Fiese, 2021; Fiese et al, 2006; Halpern-Meekin, 2019). Although it was beyond the scope of the present article, it will be important to examine systematic differences across socioeconomic status in these types of shared time as well.…”

Section: Discussionmentioning

confidence: 99%

Household income differentiates quantity and quality of shared spousal time.

Williamson¹,

Schouweiler²

2023

Journal of Family Psychology

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Shared time is a centrally important component of relationship maintenance, and over the past few decades, couples have reported spending increasingly more time together. However, over this same time period divorce rates have risen much higher for lower income couples compared to higher income couples. One theorized explanation for the disparity in divorce rates between lower and higher income couples is a difference across the socioeconomic strata in the quantity and quality of time couples spend together. This theory argues that lower income couples may experience a time deficit because they face a greater number of stressors that take up time, diminishing the quantity of time they have available to spend together. They may also need to use the time they do have available to deal with stressors rather than engaging in more enjoyable activities together, diminishing the quality of time they share. Using a sample of N = 14,788 respondents from the American Time Use Survey, the present study examined whether household income was associated with the quantity and quality of time married couples spend together. Consistent with predictions, lower income couples spent less alone time together but this was moderated by weekday versus weekend and presence of children. Lower income couples also reported higher levels of stress during time spent with their spouse than higher income couples, and this association was moderated by hours worked by the couples. Results support the theory, indicating that quantity and quality of time may be important factors in understanding differences in relationship outcomes between lower and higher income couples.

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Section: Discussionmentioning

confidence: 99%

Household income differentiates quantity and quality of shared spousal time.

Williamson¹,

Schouweiler²

2023

Journal of Family Psychology

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“…This study illustrated how teachers’ own beliefs and values were incorporated into classroom mealtime rituals, even if they were different from the children’s mealtime routines and rituals at home. Prior research has highlighted the importance of eating together as a symbol of unity and collective identity (Fiese 2021 ; Ochs & Shohet 2006 ; Tuomainen 2014 ). The study revealed that teachers felt it was important for their mealtime beliefs and values to be integrated into the classroom, such as ‘training’ the child to eat with utensils, despite this not being enforced at home.…”

Section: Discussionmentioning

confidence: 99%

Feeding children with autism in South Africa: The teachers’ perspectives

Adams,

Matsimela

2023

Afr. j. disabil.

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Background: Over 80% of children diagnosed with autism spectrum disorders (autism) exhibit disruptive behaviours during mealtimes, highlighting the need for personalised care. In South Africa, teachers often take on the responsibility of feeding due to resource constraints and the time children spend at school. Moreover, children with autism have unique and individualised feeding requirements, which many teachers may not have the necessary training or skills to address adequately.Objectives: To explore the ways in which teachers of autistic children manage feeding difficulties in the classroom.Method: A qualitative research design was employed using semi-structured interviews. Eight teachers were interviewed on feeding autistic children between the ages of 3 years - 9 years in Johannesburg, South Africa. Data were transcribed and analysed using thematic analysis.Results: The findings revealed that teachers encountered distinct challenges when it came to feeding autistic children in the classroom, particularly concerning the management of associated feeding difficulties. Teachers employed several strategies to encourage eating in the classroom setting including: (1) bolus modification, (2) behaviour modelling, (3) positive reinforcement and (4) offering choices and alternatives.Conclusion: The study concludes the need for specialised support and training for teachers to address the individualised feeding needs of children with autism. Implementing targeted interventions and providing resources for teachers could enhance their abilities to effectively support children with autism during mealtimes and promote a more inclusive classroom environment.Contribution: This study highlighted the importance of including the teacher in the multidisciplinary team when managing the feeding challenges in children with autism.

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“…Caregivers of autistic children with feeding challenges express a significant desire for successful family mealtime and inclusion of their autistic child in a meaningful family mealtime routine (Althoff et al, 2019;Burkett et al, 2022;Curtiss & Ebata, 2019). Research supports the importance of routines, including mealtime, in contributing to family identity and well-being (Curtiss & Ebata, 2019;Fiese, 2021;Koome et al, 2012). Mealtime routines and feeding are considered to be one of the most stressful occupations in families with autistic children who have feeding challenges (S. N. Ausderau & Juarez, 2013;Burkett et al, 2022;Marquenie et al, 2011), making them an important indicator in feeding interventions.…”

mentioning

confidence: 99%

Changes in Caregiver Outcomes After Participation in the Engaged Eaters Program: A Caregiver-Mediated Feeding Intervention for Autistic Children and Their Families

St. John,

Ausderau

2024

The American Journal of Occupational Therapy

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Importance: Caregivers are essential partners in caregiver-mediated interventions that build on family routines and practices. Research identifying how participation as an intervention partner influences caregivers’ outcomes, including stress and self-efficacy, is scarce. Objective: To evaluate caregiver outcomes (stress, self-efficacy, and positive feeding responses and confidence) after participation in the Engaged Eaters Program. Design: Quasi-experimental pretest–posttest design. Setting: In-home via telehealth. Participants: Fourteen primary caregivers of an autistic child (ages 2–7 yr) with feeding challenges. Intervention: The Engaged Eaters Program–Telehealth, a caregiver-mediated 6-mo in-home telehealth feeding intervention for autistic children ages 2 to 7 yr that included 24 intervention visits, eight caregiver training modules, and consultation with a dietician. Outcomes and Measures: Relationships between child feeding challenge severity and caregiver outcomes and individual differences in caregivers’ intervention responses were evaluated. We assessed caregivers’ stress (Parenting Stress Index, Fourth Edition Short Form), self-efficacy (Parent Sense of Competence Scale), Positive Feeding Responses and Confidence (PFRC; composite score of items from other assessments), and individual intervention response using pre- to postintervention change in scores. Results: Exploration of individual differences revealed that only caregivers with intake PFRC scores below the mean made significant improvements by the end of the intervention. No significant group-level changes were identified for stress, self-efficacy, or PFRC. Feeding challenge severity was not significantly related to caregiver outcomes. Conclusions and Relevance: The results emphasize the importance of considering baseline practices, efficacy, and caregiver confidence when engaging caregivers in intervention. Future research should explore the nuanced relationship between caregiver outcomes and child characteristics. Plain-Language Summary: Caregivers are essential partners with feeding interventions that build on family routines and practices. When working with caregivers, occupational therapists should consider caregivers’ readiness for and responses to an intervention because intervention practices may differentially affect caregivers’ parenting practices, confidence, and self-efficacy. Caregivers’ responses may also affect the overall effectiveness of a caregiver-mediated intervention. Positionality Statement: The term caregiver-mediated in used throughout this article in place of parent-mediated to be inclusive of all types of caregivers.

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Family Mealtimes: Promoting Health and Well-being

Cited by 3 publications

References 61 publications

Household income differentiates quantity and quality of shared spousal time.

Household income differentiates quantity and quality of shared spousal time.

Feeding children with autism in South Africa: The teachers’ perspectives

Changes in Caregiver Outcomes After Participation in the Engaged Eaters Program: A Caregiver-Mediated Feeding Intervention for Autistic Children and Their Families

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