OBJECTIVES: We explored the oral health knowledge, attitudes, and activities of Early Head Start (EHS) staff members, parents, and pregnant women, along with their suggestions related to future oral health educational interventions targeting EHS children. METHODS: Nine focus groups were conducted with EHS staff, parents, and pregnant women. Audiotapes of sessions were transcribed and entered into ATLAS.ti 5.0 for coding and analysis. RESULTS: Attitudes about the importance of children's oral health among parents and pregnant women were mixed. Staff members voiced responsibility for children's oral health but frustration in their inability to communicate effectively with parents. Parents in turn perceived staff criticism regarding how they cared for their children's oral health. Gaps were noted in the oral health activities of EHS programs. Participants expressed confusion regarding the application of Head Start oral health performance standards to EHS. The need for culturally sensitive, hands-on oral health education was highlighted. CONCLUSIONS: Tailored, theory-based interventions are needed to improve communication between EHS staff and families. Clear policies on the application of Head Start oral health performance standards to EHS are warranted. Educational activities should address the needs and suggestions of EHS participants.
OBJECTIVES: We explored the oral health knowledge, attitudes, and activities of Early Head Start (EHS) staff members, parents, and pregnant women, along with their suggestions related to future oral health educational interventions targeting EHS children. METHODS: Nine focus groups were conducted with EHS staff, parents, and pregnant women. Audiotapes of sessions were transcribed and entered into ATLAS.ti 5.0 for coding and analysis. RESULTS: Attitudes about the importance of children's oral health among parents and pregnant women were mixed. Staff members voiced responsibility for children's oral health but frustration in their inability to communicate effectively with parents. Parents in turn perceived staff criticism regarding how they cared for their children's oral health. Gaps were noted in the oral health activities of EHS programs. Participants expressed confusion regarding the application of Head Start oral health performance standards to EHS. The need for culturally sensitive, hands-on oral health education was highlighted. CONCLUSIONS: Tailored, theory-based interventions are needed to improve communication between EHS staff and families. Clear policies on the application of Head Start oral health performance standards to EHS are warranted. Educational activities should address the needs and suggestions of EHS participants.
Authors: R Gary Rozier; Betty King Sutton; James W Bawden; Kelly Haupt; Gary D Slade; Rebecca S King Journal: J Dent Educ Date: 2003-08 Impact factor: 2.264
Authors: Jacqueline M Burgette; John S Preisser; Morris Weinberger; Rebecca S King; Jessica Y Lee; R Gary Rozier Journal: Qual Life Res Date: 2017-04-28 Impact factor: 4.147
Authors: Jacqueline M Burgette; John S Preisser; Morris Weinberger; Rebecca S King; Jessica Y Lee; R Gary Rozier Journal: Am J Public Health Date: 2017-02-16 Impact factor: 9.308
Authors: Christophe Bedos; Christine Loignon; Anne Landry; Paul J Allison; Lucie Richard Journal: BMC Health Serv Res Date: 2013-11-05 Impact factor: 2.655