Promoting School Readiness Skills Through a Reflective Parenting Program

通过反思性育儿计划提高入学准备技能

• 批准号: 8762192
• 负责人: Blair Paley
• 金额: $ 62.64万
• 依托单位: UNIVERSITY OF CALIFORNIA LOS ANGELES
• 依托单位国家: 美国
• 财政年份: 2014
• 资助国家: 美国
• 起止时间: 2014-08-10 至 2019-05-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/8762192
• 关键词: Academic achievement; Address; Adolescence; Adult; Affective; Behavioral; Child; Child Support; Cognition; Communication; Communities; Competence; Control Groups; Criminal Justice; Data; Economics; Education; Emotional; English Language; Enrollment; Exhibits; Family; Foundations; Institutes; Intervention; Language; Learning; Link; Low income; Maintenance; Mind; Mothers; Outcome; Parent-Child Relations; Parenting behavior; Parents; Play; Psyche structure; Randomized; Randomized Controlled Trials; Readiness; Regulation; Reporting; Research; Safety; Schools; Security; Self Perception; Services; Short-Term Memory; Staging; Stress; System; Time; Training; Violence; base; caregiving; early childhood; effective intervention; emotion regulation; executive function; experience; follow-up; group intervention; improved; interest; intervention program; parental role; peer; post intervention; programs; public health relevance; satisfaction; skills; social skills; sound; standard of care; success; teacher; therapy design

DESCRIPTION (provided by applicant): Efforts to address the disparities between low-income and more affluent children in school readiness and academic achievement through early childhood education (ECE) programs have yielded mixed results. Such findings have led to a broader consideration of what competencies are essential in supporting children's transition to formal schooling and their long-term academic success. There has been a growing recognition of school readiness as multidimensional, encompassing not just pre-academic skills, but behavioral, emotional, and social competencies as well. This perspective also emphasizes that children are embedded in a network of relationships with their parents, teachers, and peers, and that interventions aimed at enhancing school outcomes must seek to improve the quality of those relationships. Thus, there has been a growing interest in interventions that aim to promote a more attuned parent-child relationship, wherein parents learn to give greater consideration to their child's internal experiences, to respond less reflexively and more "reflectively" to these experiences. Such interventions may be especially valuable for vulnerable families facing a multitude of adversities that may compromise caregiving. This study aims to implement and evaluate the Reflective Parenting Program (RPP) with families receiving ECE services in a community agency. RPP is a center-based, time-limited intervention designed to enhance parents' capacity to better understand and respond to their child's affective experiences, setting the stage enhanced behavioral and emotional regulation in the child. This project entails a randomized control trial of RPP with 240 English and Spanish-speaking parents of children enrolled in ECE services at Children's Institute Incorporated (CII). Parents will be randomized to either an English-language (n=60) or Spanish-language RPP intervention group (n=60) or an English-language (n=60) or Spanish-language (n=60) Control Group. Parents assigned to the Control Group and their children will continue to participate in any other services they are receiving through CII (i.e., standard of care) during their participation in the study. All familie will be assessed at pre-intervention (T1), post-intervention (T2), and at a 9 month follow-up (T3). In comparison to the Control Group, we hypothesize that: 1) children of parents participating in RPP will show significantly greater improvements in emotional and behavioral regulation in comparison to children of parents in the Control Group; 2) parents participating in RPP will report significantly greater improvements in parental reflective functioning, and decreases in parenting stress than parents in the Control Group; 3) parents participating in RPP will demonstrate significantly greater improvements in behavioral and emotional responsiveness and parental communication during parent-child interactions; 4) improvements in child, parent, and parent-child outcomes will be maintained over the 9 month follow-up period; 5) parents participating in RPP and therapists trained in RPP will report high levels of satisfaction.

描述（由申请人提供）：通过幼儿教育 (ECE) 计划来解决低收入儿童和较富裕儿童在入学准备和学业成绩方面的差距，所取得的成果好坏参半。这些发现促使人们更广泛地思考哪些能力对于支持儿童过渡到正规学校及其长期学业成功至关重要。人们越来越认识到入学准备是多维的，不仅包括学前技能，还包括行为、情感和社交能力。这种观点还强调，儿童融入了与父母、老师和同龄人的关系网络中，旨在提高学校成绩的干预措施必须寻求提高这些关系的质量。因此，人们对旨在促进更加和谐的亲子关系的干预措施越来越感兴趣，其中父母学会更多地考虑孩子的内部经历，对这些经历减少条件反射和更多“反思性”反应。对于面临多种可能损害护理的逆境的弱势家庭来说，此类干预措施可能特别有价值。本研究旨在对在社区机构接受 ECE 服务的家庭实施和评估反思性育儿计划 (RPP)。 RPP 是一种以中心为基础的、有时间限制的干预措施，旨在提高父母更好地理解和应对孩子情感体验的能力，为增强孩子的行为和情绪调节奠定基础。该项目需要对 240 名在儿童研究所 (CII) 参加 ECE 服务的儿童父母进行 RPP 随机对照试验。家长将被随机分配到英语 (n=60) 或西班牙语 RPP 干预组 (n=60) 或英语 (n=60) 或西班牙语 (n=60) 对照组。分配到对照组的家长及其孩子将在参与研究期间继续参加他们通过 CII 接受的任何其他服务（即标准护理）。所有家庭都将在干预前 (T1)、干预后 (T2) 和 9 个月随访 (T3) 时接受评估。 与对照组相比，我们假设：1）参与 RPP 的父母的孩子与对照组父母的孩子相比，在情绪和行为调节方面会表现出显着更大的改善； 2) 与对照组的父母相比，参与 RPP 的父母将报告父母反思功能有显着更大的改善，养育压力也有所减轻； 3）参与RPP的家长将在亲子互动过程中的行为和情绪反应以及家长沟通方面表现出显着的改善； 4) 在 9 个月的随访期内，儿童、家长和亲子结果的改善将得到维持； 5) 参与 RPP 的家长和接受过 RPP 培训的治疗师会表示非常满意。