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This study identified possible antecedents of teenage pregnancy using linked data from administrative sources to create a 14-year follow-up from a cross-sect...
There is a lack of evidence regarding the effect of dose, pattern and timing of prenatal alcohol exposure and behaviour problems in children aged 2 years.
This study investigated the risks for cerebral palsy in survivors of multiple pregnancies with cofetal loss (< 20 weeks' gestation) or cofetal death...
To examine whether maternal gestational hypertension and preeclampsia are associated with behavioral problems in offspring
The aim of this study was to investigate the relationship between a child's weight and a broad range of family and maternal factors.
This study is a partnership between researchers, the Aboriginal community and government to provide evidence for policy and practice addressing high priority health and wellbeing issues for Aboriginal children and families.
This study explores the differential impact of weather on time allocation to physical activity and sleep by children and their parents. We use nationally representative data with time use indicators objectively measured on multiple occasions for more than 1,100 child-parent pairs, coupled with daily meteorological data.
Individuals with Fetal Alcohol Spectrum Disorder (FASD) are at risk of having adverse childhood experiences (ACEs), especially those with child protection or justice system involvement. The complex relationship between FASD and psychosocial vulnerabilities in the affected individual is an important clinical risk factor for comorbidity.
Benefits of physical activity are well recognized for youth with type 1 diabetes mellitus (T1DM), but being active is challenging. In this study, we aimed to investigate the challenges experienced by adolescents, their parents and young adults with T1DM when they are physically active.
This paper reports on Aboriginal parents’ perceptions about their involvement in a Western Australian pilot initiative called KindiLink. The program seeks to support parents as their child’s first teacher and thereby enhance Aboriginal children’s early-years development, while strengthening relationships between families and schools. A constructivist paradigm was used to inform the methodology which placed Aboriginal voices at the centre of the research.