NCRF 6 to 10

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NCRF 1 NCRF Substance Abuse Areas Courtney B. Morrow American Military University

NCRF 2 NCRF Substance Abuse Areas VI: Family Resource Management Research Article 1: Title: Changes in Young Children’s Family Structures and Child Care Arrangements. The research article titled "Changes in Young Children’s Family Structures and Child Care Arrangements" published in Demography explores the shifts in family structures and child care arrangements among young children. The study aims to examine the prevalence and changes in family composition and child care arrangements over time, and the potential implications for child well-being. The research utilizes data from the National Survey of Family Growth (NSFG) to analyze trends in family structures and child care arrangements among children aged 0-5 years. The authors employ descriptive statistics and multivariate analysis techniques to examine the relationships between various factors such as family structure, maternal characteristics, and child care arrangements. The results of the study indicate significant changes in family structures and child care arrangements over time. The prevalence of single-parent households has increased, while the proportion of children living in two-parent households has declined. Additionally, the use of non-relative child care arrangements has become more common compared to relative care or parental care. The study also identifies disparities in family structures and child care arrangements based on socioeconomic status and maternal characteristics. The findings have important implications for policymakers, practitioners, and researchers. The increase in single-parent households and the reliance on non-relative child care arrangements suggest the need for supportive policies and programs that address the unique challenges faced by these families. Understanding the associations between family structure, child care arrangements, and child well-being can guide the development of effective

NCRF 3 interventions and support systems for children in different family contexts. The research article contributes to the literature on family structures and child care by providing comprehensive insights into the changing dynamics in young children's family structures and child care arrangements. However, it is important to note that the study relies on self-reported data, which may be subject to response bias or inaccuracies. Future research could explore longitudinal trends and further investigate the mechanisms through which family structures and child care arrangements influence child outcomes. Reference: Crosnoe, R., Prickett, K. C., Smith, C., & Cavanagh, S. (2013). Changes in Young Children’s Family Structures and Child Care Arrangements. Demography , 51 (2), 459-483. doi:10.1007/s13524-013-0258-5

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NCRF 4 Research Article 2: Title: Work, family, work–family conflict and psychological distress: A revisited look at the gendered vulnerability pathways The research article titled "Work, family, work–family conflict and psychological distress: A revisited look at the gendered vulnerability pathways" investigates the relationships between work, family, work-family conflict, and psychological distress, with a focus on gendered vulnerability pathways. The study aims to explore how work and family factors contribute to psychological distress and whether these relationships differ between men and women. The research utilizes a quantitative approach, drawing on data from a large-scale survey. The authors employ regression analyses to examine the associations between work characteristics, family characteristics, work-family conflict, and psychological distress. They also assess potential gender differences in these relationships. The results of the study highlight several important findings. Firstly, both work characteristics (job demands, job control, and work hours) and family characteristics (marital status, number of children) are significantly related to psychological distress. Secondly, work-family conflict mediates the relationships between work and family factors and psychological distress. Finally, the study identifies gender differences in these relationships, indicating that women tend to experience higher levels of work-family conflict and psychological distress compared to men. The findings of this study have implications for understanding the complex interplay between work, family, and psychological well-being. The gendered vulnerability pathways highlight the unique challenges faced by women in balancing work and family responsibilities, which may contribute to increased levels of work-family conflict and psychological distress. These findings emphasize the importance of considering gender differences in the design of policies and

NCRF 5 interventions aimed at promoting work-family balance and supporting individuals' mental health. However, it is important to note that the study relies on self-reported data, which may be subject to response bias or recall inaccuracies. Additionally, the study's cross-sectional design limits its ability to establish causal relationships between variables. Future research could benefit from longitudinal designs and qualitative approaches to further explore the complexities of work- family dynamics and the gendered experiences of work-family conflict. In conclusion, this research article sheds light on the connections between work, family, work- family conflict, and psychological distress, considering gender differences. The study underscores the importance of considering the unique challenges faced by women in the workforce and the implications for their psychological well-being. By understanding and addressing these gendered vulnerability pathways, policymakers and practitioners can develop strategies to support individuals in achieving a better work-life balance and promoting their mental health. Reference: Bilodeau, J., Marchand, A., & Demers, A. (2020). Work, family, work–family conflict and psychological distress: A revisited look at the gendered vulnerability pathways. Stress and Health , 36 (1), 75-87.

NCRF 6 VII: Parent Education and Guidance Research Article 1: Title: Building school support systems for parents of handicapped children: The Parent Education and Guidance Program The research article titled "Building school support systems for parents of handicapped children: The Parent Education and Guidance Program" focuses on the development and implementation of a program aimed at providing support and education to parents of children with disabilities. The study examines the effectiveness of the Parent Education and Guidance Program in improving parents' knowledge, skills, and confidence in navigating their child's education and advocating for their needs within the school system. The research states a mixed-methods approach, combining qualitative interviews with parents and quantitative measures to assess the program's outcomes. The authors describe the design and implementation of the Parent Education and Guidance Program, which includes workshops, support groups, and individualized consultations for parents. They evaluate the program's impact by collecting data on parents' knowledge, self-efficacy, and satisfaction with the support received. The results of the study indicate positive outcomes associated with the Parent Education and Guidance Program. Parents reported increased knowledge about their child's disability, improved communication skills with teachers and school staff, and greater confidence in advocating for their child's educational needs. The qualitative findings reveal that parents appreciated the emotional support and practical guidance offered by the program, which helped them navigate the complex school system and cooperate effectively with professionals. The effects of this research are significant for both researchers and practitioners in the field of parent education and guidance. The study highlights the importance of providing comprehensive

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NCRF 7 support systems for parents of children with disabilities, acknowledging the unique challenges they face. The Parent Education and Guidance Program shows a promising intervention that empowers parents, enhances their knowledge and skills, and fosters positive relationships between parents and schools. But it is important to note that the study is limited in its generalizability due to the specific context and sample size. Future research could involve larger and more diverse samples to further validate the effectiveness of similar programs across various settings and populations. Also, longitudinal studies could provide insights into the long-term impacts of parent education and guidance programs on child outcomes and family well-being. In conclusion, the research article highlights the significance of the Parent Education and Guidance Program in building school support systems for parents of handicapped children. By equipping parents with knowledge, skills, and confidence, this program can empower them to actively participate in their child's education and advocate for their needs. The findings contribute to the growing body of literature on parent education and guidance, emphasizing the importance of comprehensive support for families of children with disabilities. Reference: Volenski, L. T. (1995). Building school support systems for parents of handicapped children: The parent education and guidance program. Psychology in the Schools, 32(2), 124-129.

NCRF 8 Research Article 2: Furthering the Understanding of Parent-Child Relationships: A Nursing Scholarship Review Series. Part 5: Parent-Adolescent and Teen Parent-Child Relationships. The research article titled "Furthering the Understanding of Parent-Child Relationships: A Nursing Scholarship Review Series. Part 5: Parent-Adolescent and Teen Parent-Child Relationships" is part of a nursing scholarship review series that focuses on expanding our understanding of parent-child relationships. In this specific installment, the article delves into the dynamics of parent-adolescent relationships and teen parent-child relationships. The article utilizes a review and synthesis approach to examine the existing literature on parent- adolescent relationships and teen parent-child relationships. It provides an overview of key findings, theories, and research methodologies employed in this field. The authors aim to enhance the knowledge base of nursing professionals and practitioners working with parents and adolescents by summarizing and critically analyzing relevant studies. The review highlights various aspects of parent-adolescent relationships, including communication patterns, parent-adolescent conflict, parental monitoring, and support. It also explores the unique challenges and opportunities faced by teen parents in their parent-child relationships. The article discusses the implications of these relationships for the health and well- being of both parents and adolescents. The findings of this review contribute to the understanding of parent-adolescent and teen parent-child relationships and have practical implications for nursing practice. The article emphasizes the importance of effective communication, positive parenting strategies, and supportive interventions to promote healthy relationships between parents and adolescents. It underscores the need for tailored interventions and support systems for teen parents to address their specific needs and challenges. However, it

NCRF 9 is important to note that the article is a review and synthesis of existing literature rather than a primary research study. Therefore, the findings are based on the collective evidence presented in the reviewed studies. Future research could further investigate specific aspects of parent- adolescent and teen parent-child relationships, employing rigorous methodologies to provide more robust evidence and insights. In conclusion, the research article expands our understanding of parent-child relationships, specifically focusing on parent-adolescent relationships and teen parent-child relationships. By synthesizing the existing literature, the article provides valuable insights and implications for nursing professionals working with parents and adolescents. It highlights the importance of fostering positive relationships and implementing tailored interventions to support healthy parent-child dynamics during adolescence and among teen parents. References: Riesch, S. K., Anderson, L. S., Pridham, K. A., Lutz, K. F., & Becker, P. T. (2010). Furthering the Understanding of Parent-Child Relationships: A Nursing Scholarship Review Series. Part 5: Parent-Adolescent and Teen Parent-Child Relationships. Journal for Specialists in Pediatric Nursing, 15(3), 182-201. doi:10.1111/j.1744-6155.2009.00228.x

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NCRF 10 VIII: Family Law and Public Policy Research Article 1: Title: Family Law and Its Discontents The research article titled "Family Law and Its Discontents" delves into the field of family law and explores the challenges and criticisms associated with it. The article seeks to shed light on the issues and concerns that have arisen within the domain of family law and public policy, emphasizing the complexities and ongoing debates surrounding family-related legal matters. The article takes a critical perspective, examining the flaws and limitations of current family law practices and policies. It addresses various aspects of family law, including divorce, child custody, spousal support, domestic violence, and adoption. The authors delve into the discontents expressed by different stakeholders, such as individuals directly affected by family law decisions, legal professionals, and advocacy groups. By highlighting the discontents within family law, the article aims to prompt discussions and reflections on potential improvements and reforms in the field. It raises important questions regarding the fairness, equity, and effectiveness of existing family law frameworks, as well as the need for policies that better address the diverse needs and circumstances of families. The implications of this research are crucial for policymakers, legal professionals, and individuals involved in family law matters. The article emphasizes the importance of critically examining and addressing the discontents expressed by those affected by family law decisions. It calls for a more comprehensive and inclusive approach to family law, considering the unique complexities and dynamics of contemporary family structures and relationships. It is important to note that the research article takes a critical perspective and does not present empirical data or

NCRF 11 specific research findings. Instead, it provides an overview of the discontents expressed within the field of family law, drawing on existing literature and debates. Further research could explore specific issues within family law, investigate the experiences and perspectives of individuals affected by family law decisions, and propose alternative frameworks or reforms. In conclusion, the research article "Family Law and Its Discontents" sheds light on the challenges and criticisms within the field of family law. By examining the discontents expressed by various stakeholders, the article calls for critical reflections and potential reforms in family law practices and policies. The findings contribute to the ongoing discussions surrounding family law and its implications for individuals and families involved in legal processes. Reference: J Dewar, Family law and its discontents, International Journal of Law, Policy and the Family, Volume 14, Issue 1, April 2000, Pages 59–85, https://doi.org/10.1093/lawfam/14.1.59

NCRF 12 VIIII: Professional Ethics and Practice Research Article 1: Title: Ethical Family Interventions for Childhood Obesity The research article titled "Ethical Family Interventions for Childhood Obesity" explores the ethical considerations involved in family-based interventions for addressing childhood obesity. The study aims to examine the ethical principles that should guide professionals working with families to promote healthy behaviors and prevent childhood obesity. The author approaches the topic from an ethical perspective and provides a comprehensive analysis of the ethical challenges and considerations in family interventions. The article discusses the importance of respecting autonomy, beneficence, non-maleficence, and justice when designing and implementing interventions. It also addresses potential ethical issues such as stigmatization, privacy, and cultural sensitivity. The article draws upon existing literature and ethical frameworks to provide insights into best practices for ethical family interventions. It emphasizes the need for family-centered approaches that involve collaboration, shared decision- making, and cultural competence. The author highlights the significance of addressing power dynamics within families and ensuring that interventions are respectful, inclusive, and sensitive to the unique needs and circumstances of each family. The research is crucial for professionals working in the field of childhood obesity prevention. The article provides guidance on how to navigate the ethical complexities inherent in family interventions, ensuring that interventions are not only effective but also ethically sound. By upholding ethical principles, professionals can promote trust, respect, and the overall well-being of the families they serve.

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NCRF 13 However, it is important to note that the article primarily focuses on the ethical aspects of family interventions and does not delve into the specific intervention strategies or their effectiveness in addressing childhood obesity. Future research could explore the practical implementation of ethical family interventions and evaluate their impact on child health outcomes and family dynamics. In conclusion, the research article emphasizes the ethical considerations involved in family interventions for childhood obesity. By understanding and addressing these ethical challenges, professionals can ensure that interventions are respectful, culturally sensitive, and effective in promoting healthy behaviors. The article contributes to the growing literature on ethical practices in family interventions and serves as a valuable resource for professionals working in the field of childhood obesity prevention. Reference: Perryman, M. L. (2011). Ethical Family Interventions for Childhood Obesity. Preventing Chronic Disease, 8(5). Retrieved from https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3181199/

NCRF 14 Research Article 2: Title: Professional Ethics in Teaching: Towards the Development of a Code of Practice The research article titled "Professional Ethics in Teaching: Towards the Development of a Code of Practice" explores the topic of professional ethics in the field of teaching. The article aims to contribute to the development of a comprehensive code of practice that guides ethical conduct and decision-making among teachers. The article employs a qualitative research approach, utilizing interviews and focus group discussions with teachers and educational professionals. The researchers seek to identify and understand the ethical challenges faced by teachers in their daily practice and to explore the values and principles that should inform professional ethics in teaching. The findings of the study reveal several key themes related to professional ethics in teaching. These include the importance of maintaining confidentiality, respecting student autonomy, promoting fairness and equity, fostering trust and positive relationships, and upholding professional integrity. The article discusses the ethical dilemmas encountered by teachers, such as conflicts between personal beliefs and professional responsibilities, issues of student privacy, and balancing the interests of different stakeholders. Based on the research findings, the article proposes a framework for a code of practice in teaching. The suggested code of practice incorporates the identified ethical principles and provides guidelines for teachers to navigate ethical challenges and make informed decisions in their professional roles. The authors argue that a comprehensive and well-defined code of practice can enhance professional accountability, promote ethical behavior, and ultimately contribute to the overall quality of education. The implications of this research are significant for

NCRF 15 teachers, educational institutions, and policymakers. The article emphasizes the importance of fostering a culture of professional ethics in teaching and providing teachers with the necessary support and guidance to navigate ethical dilemmas effectively. The proposed code of practice serves as a valuable tool for promoting ethical conduct and maintaining high standards in the teaching profession. However, it is important to acknowledge that the development and implementation of a code of practice in teaching may face practical challenges and require careful consideration of contextual factors. Future research could focus on evaluating the effectiveness and impact of implementing such a code of practice in different educational settings and exploring the perspectives and experiences of teachers and students regarding professional ethics in teaching. In conclusion, the research article contributes to the understanding of professional ethics in teaching and proposes a framework for a code of practice. By exploring the ethical challenges faced by teachers and identifying key ethical principles, the article provides valuable insights for promoting ethical conduct and decision-making in the teaching profession. The findings have implications for teachers, educational institutions, and policymakers striving to uphold professional ethics and enhance the quality of education. Reference: Campbell, E. (2000). Professional ethics in teaching: Towards the development of a code of practice. Cambridge journal of education, 30(2), 203-221.

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NCRF 16 X: Family Life Education Methodology Research Article 1: How Mothers of Preschool Children with Cerebral Palsy Perceive Occupational and Physical Therapists and Their Influence on Family Life The research article titled "How Mothers of Preschool Children with Cerebral Palsy Perceive Occupational and Physical Therapists and Their Influence on Family Life" explores the perspectives of mothers with preschool-aged children diagnosed with cerebral palsy regarding their experiences with occupational and physical therapists. The study aims to understand how these therapists are perceived by mothers and how their involvement impacts family life. The research utilizes a qualitative approach, employing in-depth interviews with mothers of preschool children with cerebral palsy. The interviews provide rich insights into the mothers' perceptions of occupational and physical therapists and the ways in which their interventions affect family dynamics and daily routines. The study aims to uncover both positive and negative aspects of the therapists' involvement. The findings of the study highlight various themes in mothers' perceptions of occupational and physical therapists. Positive aspects include therapists' expertise, professionalism, and supportive relationships, which are seen as valuable sources of guidance and encouragement. The therapists are perceived as playing a crucial role in enhancing the child's development and functioning, thereby positively influencing family life. However, the study also reveals challenges and areas for improvement. Some mothers express concerns about communication issues, lack of collaboration with other professionals, and limited understanding of the family's unique needs and circumstances. These challenges can impact the effectiveness of therapy interventions and create additional stress for the mothers.

NCRF 17 The implications of this research emphasize the importance of fostering strong partnerships between mothers and occupational and physical therapists. Understanding the perspectives of mothers is crucial for therapists to provide family-centered care and tailor interventions to meet the specific needs of each family. The study suggests that enhancing communication, collaboration, and cultural sensitivity can contribute to more positive experiences for families and improved outcomes for children with cerebral palsy. However, it is important to acknowledge that the research article focuses specifically on the perceptions of mothers of preschool children with cerebral palsy. The findings may not be generalized to other populations or age groups. Future research could explore the perspectives of other family members, such as fathers and siblings, to gain a more comprehensive understanding of the influence of occupational and physical therapists on family life. In conclusion, the research article sheds light on the perceptions of mothers with preschool children diagnosed with cerebral palsy regarding occupational and physical therapists. The findings highlight the positive impact of therapists' involvement on family life while also identifying areas for improvement. The research underscores the importance of family- centered care and effective communication to meet the unique needs of families and enhance therapy outcomes. Reference: Hinojosa, J. (1990). How mothers of preschool children with cerebral palsy perceive occupational and physical therapists and their influence on family life. The Occupational Therapy Journal of Research, 10(3), 144-162.

NCRF 18 Research Article 2: Title: A Framework for Life-Span Family Life Education The research article titled "A Framework for Life-Span Family Life Education" presents a comprehensive framework for conducting family life education across the lifespan. The article aims to provide a structure and guidance for practitioners and educators in the field of family life education. The article takes a theoretical and conceptual approach, drawing on existing literature and research in the field of family life education. It emphasizes the importance of addressing the diverse needs and challenges that individuals and families face at different stages of the lifespan, from childhood to late adulthood. The framework proposed in the article comprises five key components: content areas, learner characteristics, delivery methods, settings, and evaluation. Each component is discussed in detail, providing recommendations and considerations for implementing effective family life education programs. The content areas have a wide range of topics relevant to family life, including communication skills, relationships, parenting, sexuality education, decision-making, and financial management. The framework recognizes the importance of tailoring the content to the developmental stages and specific needs of the target audience. The significance of considering learner characteristics, such as age, cultural background, and life experiences. Understanding the unique characteristics of learners helps educators design programs that are relevant, engaging, and effective in meeting the specific needs of diverse populations. The different delivery methods, including workshops, group discussions, online platforms, and individual counseling. The importance of identifying appropriate settings for family life education, such as schools, community centers, healthcare facilities, and online platforms.

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NCRF 19 Selecting the right setting ensures accessibility and maximizes the reach of family life education programs. Lastly, the framework emphasizes the significance of evaluation to assess the effectiveness and impact of family life education interventions. The article provides guidance on designing evaluation measures and collecting data to inform program improvements and demonstrate outcomes. The implications of this research are significant for practitioners, educators, and policymakers involved in family life education. The framework offers a systematic and holistic approach to planning, implementing, and evaluating family life education programs across the lifespan. By addressing the unique needs and characteristics of learners, utilizing appropriate delivery methods, and considering diverse settings, practitioners can enhance the relevance and effectiveness of family life education interventions. It is important to note that the framework presented in the article is conceptual and theoretical in nature. Further research and practical implementation are needed to validate and refine the framework's effectiveness in real-world settings. Future studies could explore the application of the framework in different contexts, evaluate its impact on individuals and families, and consider potential adaptations for specific cultural or demographic groups. In conclusion, the research article "A Framework for Life-Span Family Life Education" offers a comprehensive framework for conducting family life education across the lifespan. The framework addresses content areas, learner characteristics, delivery methods, settings, and evaluation, providing practitioners and educators with guidance and structure for effective family life education interventions. The research contributes to the ongoing development and improvement of family life education methodology, ultimately promoting the well-being and resilience of individuals and families across the lifespan.

NCRF 20 Reference: Arcus, M. E. (1995). Advances in family life education: Past, present, and future. Family Relations, 336-344.

NCRF 21 References Last Name, F. M. (Year). Article Title. Journal Title , Pages From - To. Last Name, F. M. (Year). Book Title. City Name: Publisher Name.

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NCRF 6 to 10

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