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: 9066156
• 负责人: Blair Paley
• 金额: $ 59.81万
• 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/9066156
• 关键词: Academic achievement; Academic skills; Address; Adolescence; Adult; Affective; Behavioral; Child; Child Rearing; Child Support; Cognition; Communication; Communities; Competence; Control Groups; Criminal Justice; Data; Economics; Education; Emotional; English Language; Enrollment; Exhibits; Family; Foundations; Health; Institutes; Intervention; Language; Learning; Link; Low income; Maintenance; Mind; Mothers; Outcome; Parent-Child Relations; 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; 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）计划在学校准备和学业成绩中解决低收入儿童和更多富裕儿童之间的差异的努力取得了不同的结果。这样的发现使人们更广泛地考虑了哪些能力对于支持儿童过渡到正规教育及其长期学术成就至关重要。人们对学校准备的认识越来越多，不仅涵盖了学前技能，还包括行为，情感和社会能力。这种观点还强调，儿童嵌入了与父母，老师和同龄人的关系网络中，旨在增强学校成果的干预措施必须寻求提高这些关系的质量。因此，对旨在促进更调整的亲子关系的干预措施的兴趣越来越大，父母学会了对孩子的内部经历进行更大的考虑，对这些经历的反思和“反思性地”的反应较低。这种干预措施对于可能损害照顾的众多逆境而面临的脆弱家庭可能特别有价值。这项研究旨在通过在社区机构中获得ECE服务的家庭实施和评估反思性育儿计划（RPP）。 RPP是一种基于中心的，限时的干预措施，旨在增强父母更好地理解和应对孩子的情感经历的能力，为孩子的行为和情感调节增强。该项目需要对RPP进行随机控制试验，其中有240个英语和西班牙语的父母在儿童研究所Incorporated（CII）中参加ECE服务的儿童。父母将被随机分为英语（n = 60）或西班牙语RPP干预组（n = 60）或英语语言（n = 60）或西班牙语语言（n = 60）对照组。分配给对照组的父母将继续参加他们参与研究期间通过CII（即护理标准）接受的任何其他服务。所有家庭将在干预前（T1），干预后（T2）和9个月随访（T3）进行评估。 与对照组相比，我们假设：1）与对照组的父母相比，参加RPP的父母的孩子会在情绪和行为调节方面表现出更大的改善； 2）参与RPP的父母将报告父母反思功能的改善，而育儿压力的减少要比对照组的父母减轻； 3）参加RPP的父母将在亲子互动期间表现出更大的行为和情感反应能力和父母交流的改善； 4）在9个月的随访期内，将维持儿童，父母和父母成果的改善； 5）参加RPP和接受过RPP培训的治疗师的父母将报告高水平的满意度。