The role of supervision in child injury risk: definition, conceptual and measurement issues

Abstract

The purpose of this paper was to examine caregiver supervision and its role as an active strategy in childhood injury prevention. Through a review of the literature, the authors addressed conceptual and methodological issues related to supervision, such as the question of how to define 'adequate supervision.' Three critical dimensions (attention, proximity and continuity) of caregiver supervisory behaviors are identified as important areas for measurement. Presented is a framework for understanding the role of passive and active supervisory behaviors within the social context. The framework includes family and community characteristics and policies/regulations that may be important in caregiver decisions to use active or passive injury prevention strategies. Future research directions are discussed.

Unintentional injuries in the home environment: home safety

“…Os aspectos específicos dessa supervisão devem abranger características familiares e comunitárias, bem como as políticas e formas de regulação que serão estabelecidas para as estratégias de prevenção ativa e passiva de injúrias 68 .…”

As injúrias não intencionais no ambiente domiciliar: a casa segura

“…The specific aspects of this supervision must include family and community characteristics, as well as political ones and regulation aspects to be established for active and passive prevention of injuries. 68 Pediatricians should instruct parents on how to prevent environmental risks, since their advice may be extremely beneficial to childrens health. 44 Therefore, the perception of risk and subsequent injury prevention measures (either active or passive) will be influenced by the characteristics of the social context in which children are inserted.…”

Adult opinions about the age at which children can be left home alone, bathe alone, or bike alone: Second Injury Control and Risk Survey (ICARIS-2)

“…Moving into the teen years, laws take over as milestone markers (e.g., a driver's license at age 16). Parents may look for outside guidance as to the appropriate age to let a pre-teen participate in activities without supervision, although appropriate and practical supervision needs to consider the child's developmental age, activity, and the risk of the setting (Petrass et al, 2009;Saluja et al, 2004). Assessing social norms, or adult opinions about the appropriate age for independent action, helps set a context for providing guidance on parental supervision.…”

“…injury prevention, yet it is poorly understood (Mack, Sogolow, Strouse, & Lipman, 2008;Petrass, Blitvich, & Finch, 2009;Saluja et al, 2004). Moreover, there is limited research that explores the nature of the transition period when children move from being supervised to participating in activities without adult supervision.…”