ABSTRACT
Research Findings: Early childhood workers (ECW's) play a pivotal role in shaping children's emotional competence. This study examined the efficacy of Tuning in to Kids for Kindergarten Teachers (TIK-KT) used with CLASS observations to improve ECW's emotion socialization, kindergarten emotional climate and children's functioning. Five hundred and forty-eight ECW's and leaders from 49 Norwegian kindergartens (children 1-5?years) were cluster randomized into intervention or control. Senior employees from intervention kindergartens received a two-day TIK-KT training, ECW's participated in a one-day training to learn emotion socialization skills and then ECW's received supervision to use emotion coaching with the children. Baseline and 10-month follow-up measures included questionnaires with ECW's and parents, and observations of kindergartens. Compared to controls, intervention ECW's reported a significant decrease in emotion dismissing and distraction, and a significant increase in emotion coaching. Intervention but not control kindergartens were observed to have significantly increased positive climate, teacher sensitivity, regard for student/child perspective, and behavior guidance. There was no change in parent reported child behavior;however, floor effects at baseline and a short follow-up during the COVID pandemic may have made change difficult to detect. Practice or Policy: These findings provide preliminary support for use of TIK-KT as a universal intervention.
ABSTRACT
• A parenting program established in a developed country could be transferred to a developing country with minimal adaptation, despite minimum resources and engagement barriers. • With some modifications, it is still feasible to deliver a group-based parenting program during a pandemic period. • A modified version of School Age BASIC Incredible Years parenting program was effective in improving both children and parental outcomes among children with clinical levels of behavioral problems. Although parenting programs have been supported as an effective family-based intervention for children's behavioral problems, they are underutilized in developing countries. This randomized controlled study aims to determine the effectiveness of the Incredible Years parenting program (IYPP) in improving behavioral problems in children, parenting stress, and parental mental health. Seventy mother–child dyads from three tertiary hospitals in Malaysia were divided into the IYPP and waitlist control groups. Weekly parent training sessions were adjusted during the pandemic period. Child's total difficulty scores of the Strength and Difficulty Questionnaire (SDQ-TDS), Parental Stress Scale (PSS) scores, and parental DASS-21 scores were measured at pre- and post-intervention, and follow-up, and analyzed using generalized estimating equation (GEE). Compared to the control group at baseline, the intervention group showed a 4.2- and a 3.5-point significantly lower SDQ-TDS at 2 weeks post-intervention and 3 months follow-up, respectively (B = -4.20, 95 % CI: −6.68, −1.72, p = 0.001;B = -3.51, 95 % CI:-6.37, −0.66, p = 0.016), a 5.0-point significantly lower PSS at 3 months follow-up (B = -5.03, 95 % CI: −9.16, −0.90, p = 0.017), and a 4.1-point significantly lower general stress scores at 2 weeks post-intervention (B = -4.06, 95 % CI: −7.20, −0.92, p = 0.011). Effect sizes were small (d s = 0.28–0.40). There was no significant intervention effect on maternal anxiety and depression scores. The modified parenting program was effective in improving children's behavior, parenting stress, and general stress among mothers of children aged 6–12 years presented with borderline and abnormal levels of behavioral problems, with sustained effects demonstrated for child behavior. However, the interpretation of these findings requires careful consideration of potential pandemic-instigated challenges and implications. [ FROM AUTHOR] Copyright of Children & Youth Services Review is the property of Pergamon Press - An Imprint of Elsevier Science and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full . (Copyright applies to all s.)
ABSTRACT
PURPOSE: Perinatal mood and anxiety disorders can have far reaching negative impact on both maternal mental health and child growth and development. Multimodal group parenting programs have been shown to improve maternal mental health symptoms however, they are often costly to provide and not accessible to many mothers, especially those mothers suffering from mental health symptoms. Therefore, the authors sought to answer the following question by undertaking a systematic review of the literature: are parenting interventions aimed at improving maternal-child interaction also a way to address mental health symptoms (i.e. depression, anxiety, stress) in mothers? METHODS: The Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines were followed. An online platform that supports the systematic review process and quality assessment according to Cochrane guidelines, Covidence, was used in conjunction with an adapted extraction tool to identify relevant studies and extract data for analysis. RESULTS: 11 articles were included in the qualitative synthesis. There was great heterogeneity between study interventions and measurement of outcomes for maternal mental health symptoms which precluded meta-analysis. CONCLUSION: Studies reviewed did not demonstrate consistent evidence to recommend that parenting interventions leads to improvement in maternal mental health symptoms for depression, anxiety or stress. However, there was evidence that participating in parenting programs does not worsen these symptoms and some encouraging evidence that alternative delivery methods, beyond face to face, could, with more research, lead to more financially feasible and sustainable models of delivery of these types of interventions in the future.
Subject(s)
Mental Health , Mothers , Parenting , Anxiety , Female , Humans , Mother-Child Relations , Mothers/psychologyABSTRACT
In response to COVID-19 hygiene and physical distancing restrictions, our service rapidly shifted to delivering Circle of Security-Parenting™ (COS-P) groups via telehealth. In this article we report the perspectives and experiences of the group facilitator and the parents who received the intervention during the COVID-19 pandemic. We use semi-structured, qualitative interviews to explore the advantages, challenges, and positive impacts of the online parenting group from the perspectives of the group leader and the five group participants. Participants' narrative reflections show that they were satisfied with the convenient and engaging online delivery of the program and would recommend it to other parents. Parents reported significant improvements in their parenting and greater awareness of their strengths and struggles. The online delivery of COS-P resulted in more efficient service delivery, greater attendance rates, and adherence to the model. The stressors on the experienced facilitator, due to the abrupt transition and multiple technical and communication challenges, may have been mitigated by supervisor and collegial support, as well as careful preparation for herself and the participants. Future research should investigate the effectiveness of online versus face-to-face delivery of the intervention, including what works for whom.