Practice Wellness: Equipping home visitors with skills in reflective coaching, parent mediated child development, and occupational wellness to strengthen child outcomes among low-resourced families

实践健康：为家庭访客提供反思性辅导、家长介导的儿童发展和职业健康方面的技能，以增强资源匮乏家庭的儿童成果

• 批准号: 10820982
• 负责人: Deborah Johnson-Shelton
• 金额: $ 29.58万
• 依托单位: SAAVSUS, INC.
• 依托单位国家: 美国
• 财政年份: 2023
• 资助国家: 美国
• 起止时间: 2023-09-19 至 2024-08-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/10820982
• 关键词: Address; Adverse event; Attentional deficit; Attitude; Behavior; Benchmarking; Career Choice; Career Mobility; Child; Child Development; Child Rearing; Collaborations; Competence; Complex; Consultations; Consumer Satisfaction; Development; E-learning; Educational process of instructing; Emotional; Environment; Exposure to; Family; Feedback; Frequencies; Future; Goals; Growth; Head Start Program; Health; Home; Home visitation; Human; Impaired cognition; Infant; Intervention; Intervention Studies; Knowledge; Language; Language Development; Lead; Learning; Life; Marketing; Measures; Mediating; Nursery Schools; Occupational; Occupational Health; Outcome; Parent-Child Relations; Parents; Participant; Pathway interactions; Personal Satisfaction; Phase; Positioning Attribute; Poverty; Process; Professional Competence; Professional Practice; Provider; Randomized, Controlled Trials; Readiness; Reporting; Resources; Risk; School Teachers; Schools; Self Efficacy; Self Perception; Services; Small Business Technology Transfer Research; Social Behavior; Social Development; Support System; Surveys; System; Time; Toddler; Training; Training Activity; Training Programs; Trauma; Work; burnout; commercial application; design; early childhood; efficacy evaluation; empowerment; evidence base; health disparity; implementation fidelity; improved; iterative design; member; occupational stress; peer; phase 1 study; prevent; programs; prototype; psychologic; recruit; satisfaction; skills; skills training; social; support network; teacher; tool; traumatic stress; usability

The first 3 years of a child’s life are critical in setting the stage for future learning, behavior, and health. Children living in poverty during these formative years are exposed to environments characterized by insufficient human service resources and greater exposure to multiple forms and frequency of adverse events, which can undermine their developmental potential. Home visiting has become a critical resource nation-wide for enhancing parents’ competencies in strengthening their children’s social-emotional and school readiness development. Early Head Start (EHS) home visitor programs are intentionally positioned to enhance children’s natural support systems (including parent-child relationships) and establish a long-lasting network of supports benefiting children’s development and school readiness. In 2020, EHS provided 4,632,050 home visits to over 160,000 infants/toddlers and their families nationally. A significant gap persists in the EHS home visitor field. There is an unmet need for training in coaching and professional reflective practice targeted to the intersection of occupational health and HV competencies. Targeted training in coaching and facilitation of reflective practices would strengthen HVs provision of evidence-based, parent-mediated interventions promoting healthy infant/toddler social, emotional, and language growth. This training would also provide a needed pathway to career advancement, and prepare them as coaches for the EHS home visiting system. These resources do not now exist. This STTR Phase I application is designed to help close this gap. We will develop a training program in coaching and reflective practice, called Practice WellnessTM, to meet EHS’s need for an engaging, effective, skill-based professional practice tool for HVs. Practice Wellness will draw on our expertise in home visitor and intervention research, and employ a unique parallel training process to: (a) empower HVs to identify and resolve their own occupational wellness needs and expand their competencies with coaching skills, and (b) strengthen HV parent coaching interactions with the goal of enhancing child development outcomes. The two goals of this study are to (1) develop a prototype for Practice Wellness HV eLearning coaching and reflective practices skill training, using iterative development in consultation with a 6-member Advisory Board; and (2) evaluate the usability and feasibility of Practice Wellness with a user group of 12 home visitors and 6 supervisors. If Phase I benchmarks are met , we plan to submit a Phase II application in which we will modify Practice Wellness according to feedback obtained from the Phase I Advisory Board and user group participants and evaluate the efficacy of Practice Wellness via a randomized control trial with HVs on their coaching and reflective practice knowledge, self-efficacy, practices, and parent engagement and child outcomes in under-resourced families.

儿童生命的前 3 年对于为未来的学习、行为和健康奠定基础至关重要。 在这些成长时期的贫困中，面临着人力资源不足的环境 以及更多地接触多种形式和频率的不良事件，这可能会损害他们的发育 家访已成为全国范围内增强家长能力的重要资源。 他们的孩子的社交情感和入学准备发展是早期启蒙（EHS）家庭访客计划。 有意加强儿童的自然支持系统（包括亲子关系）并建立 2020 年，EHS 提供了一个有利于儿童发展和入学准备的长期支持网络。 对全国超过 160,000 名婴幼儿及其家人进行了 4,632,050 次家访，EHS 方面仍然存在显着差距。 针对家庭访客领域的辅导和专业反思实践的培训需求尚未得到满足。 职业健康和 HV 能力的交叉点。指导和促进反思的有针对性的培训。 实践将加强 HV 提供基于证据、家长介导的干预措施，促进健康 这种培训也将为婴儿/幼儿的社交、情感和语言发展提供必要的途径。 并让他们成为 EHS 家访系统的教练，这些资源现在还不存在。 STTR 第一阶段应用程序旨在帮助缩小这一差距，我们将制定一个辅导和培训计划。 反思性实践，称为 Practice WellnessTM，以满足 EHS 对敬业、高效、基于技能的专业人员的需求 HV 的实践工具将利用我们在家庭访客和干预研究方面的专业知识，并采用 独特的并行培训流程，以：(a) 使 HV 能够识别并解决自己的职业健康需求， 通过辅导技能扩展他们的能力，以及 (b) 加强 HV 家长的辅导互动，目标是 提高儿童发展成果本研究的两个目标是（1）开发实践健康的原型。 HV 电子学习辅导和反思实践技能培训，与 6 名成员协商使用迭代开发 顾问委员会；(2) 与 12 名家庭访客组成的用户组一起评估 Practice Wellness 的可用性和可行性 如果达到第一阶段的基准，则有 6 名主管。 ，我们计划提交第二阶段申请，其中我们将修改实践 根据从第一阶段顾问委员会和用户组参与者获得的反馈来评估健康状况 通过对 HV 进行的随机对照试验对其辅导和反思性实践知识进行实践健康的功效， 资源贫乏家庭的自我效能、实践、家长参与和儿童成果。