Enhancing early care and education through reflective supervision to promote adaptive emotion regulation in young children

通过反思性监督加强早期保育和教育，促进幼儿的适应性情绪调节

• 批准号: 10597014
• 负责人: Lindsay Huffhines
• 金额: $ 16.95万
• 依托单位: EMMA PENDLETON BRADLEY HOSPITAL
• 依托单位国家: 美国
• 财政年份: 2022
• 资助国家: 美国
• 起止时间: 2022-04-01 至 2027-02-28
• 项目状态: 未结题
• 来源: https://reporter.nih.gov/project-details/10597014
• 关键词: Achievement; Adult; Age; Buffers; Businesses; Caring; Child; Child Health; Clinical; Clinical Trials; Collaborations; Communities; Data; Development; Disease; Ecosystem; Education; Educational Curriculum; Educational process of instructing; Effectiveness; Emotional; Emotions; Ensure; Environment; Evaluation; Evidence based practice; Exposure to; Funding; Future; Goals; Head Start Program; Home visitation; Hospitals; Infant; Intervention; Interview; Label; Leadership; Learning; Left; Link; Longevity; Measures; Mediator; Mental Health; Mentored Patient-Oriented Research Career Development Award; Mentors; Mentorship; Methods; Modeling; National Institute of Child Health and Human Development; Nursery Schools; Outcome; Parents; Phase; Positioning Attribute; Poverty; Prevention; Prevention approach; Primary Prevention; Psychological reinforcement; Psychopathology; Public Health; Randomized; Randomized, Controlled Trials; Records; Research; Resources; Rhode Island; Risk; Scientist; Source; Stress; Structure; Supervision; Surveys; System; Systems Theory; Teacher Professional Development; Testing; Time; Training; Validation; Waiting Lists; acceptability and feasibility; adolescent health; burnout; career; catalyst; community setting; design; early life adversity; effectiveness/implementation trial; efficacy trial; emotion dysregulation; emotion regulation; empowerment; evidence base; follow-up; high risk; implementation barriers; implementation facilitation; implementation facilitators; improved; innovation; interest; knowledge base; medical schools; multilevel analysis; novel; peer; physical conditioning; post intervention; prevent; preventive intervention; programs; skills; stressor; teacher

PROJECT SUMMARY Growing up in poverty is associated with emotion regulation (ER) problems, which increase risk for psychopathology and disease as children age. High quality early care and education (ECE) programs were designed to prevent the negative effects of poverty and its associated stressors by strengthening young children’s ER capacity, through responsive and nurturing relationships with teachers and evidence-based teaching practices and curriculum. However, real-world ECE programs lack the internal support to sustain best practices that are linked to positive child outcomes. Teachers are trained to use evidence-based skills by external consultants or interventionists, but then drift from these practices once those supports are no longer available. Thus, the public health need to increase quality of support for teachers within an ECE program cannot be overstated, especially given findings that lack of support from program directors is associated with reduced use of evidence-based practices over time, and teacher stress, burnout, and turnover, which leads to poor socioemotional environments for children. Therefore, the proposed study aims to train ECE directors to use Reflective Practice and Supervision (RP/S), a relationship-based, culturally responsive model of supervision, with their teachers to improve teaching quality and increase use of evidence-based skills to promote adaptive ER in children. This innovative research will be conducted in two phases: an open trial and a fully powered cluster randomized controlled trial (CRT). The goal of the Aim 1 open trial is to assess feasibility, acceptability, and implementation barriers and facilitators. Quantitative and qualitative data will be used to refine RP/S prior to the CRT. The second phase will test RP/S against a waitlist control condition (i.e., standard administrative supervision). Aim 2 will determine whether RP/S is associated with increases in teaching quality and teacher use of evidence-based skills from pre- to post, and at 3-month follow-up. Aim 3 will determine whether RP/S is associated with increases in adaptive ER among children, measured with a multi-method assessment battery. This will be the first rigorous evaluation of RP/S as an enhancement to ECE programming, and results will be of high interest to local and national stakeholders. A highly structured training plan will ensure achievement of the proposed research aims. Specifically, the PI will receive specialized training in (1) infant mental health, (2) implementation within ECE systems, (3) pragmatic CRT development, delivery, and evaluation, (4) clinical trial and multilevel modeling methods, and (5) mentoring and leadership skills. Training will be guided by an outstanding mentorship team with highly relevant expertise and outstanding track records of mentorship and collaboration. The proposed research and training plan is further supported by the rich training environment in the Brown Medical School and Bradley Hospital. Through this K23, the PI will launch her career as an independent clinical scientist focused on developing and evaluating systems-based preventive interventions in community settings to improve emotion regulation in young children exposed to adversity.

项目概要 在贫困中长大与情绪调节（ER）问题有关，这会增加患上抑郁症的风险。 随着儿童年龄的增长，精神病理学和疾病。高质量的早期保育和教育 (ECE) 计划 旨在通过加强年轻人的能力来防止贫困及其相关压力源的负面影响 通过与教师的反应和培养关系以及基于证据的教育，提高儿童的 ER 能力 教学实践和课程。然而，现实世界的儿童早教项目缺乏维持最佳状态的内部支持。 与积极的儿童成果相关的做法。教师接受外部培训以使用基于证据的技能 顾问或干预主义者，但一旦不再获得这些支持，就会偏离这些做法。 因此，提高幼儿教育项目中对教师的支持质量的公共卫生需求不能被忽视。 夸大了，特别是考虑到缺乏项目主管的支持与减少使用 随着时间的推移，基于证据的实践以及教师的压力、倦怠和流动，导致教学效果不佳 儿童的社会情感环境。因此，拟议的研究旨在培训儿童早教主任使用 反思性实践和监督（RP/S），一种基于关系、文化响应的监督模型， 教师提高教学质量并更多地使用循证技能，以促进适应性 ER 孩子们。这项创新研究将分两个阶段进行：公开试验和全功率集群 随机对照试验（CRT）。 Aim 1 公开试验的目标是评估可行性、可接受性和 实施障碍和促进因素。定量和定性数据将用于在实施之前完善 RP/S 显像管。第二阶段将根据候补名单控制条件（即标准管理条件）测试 RP/S 监督）。目标 2 将确定 RP/S 是否与教学质量和教师使用的提高相关 从术前到术后以及 3 个月随访时的循证技能。目标 3 将确定 RP/S 是否 与儿童适应性 ER 的增加相关，通过多方法评估组进行测量。 这将是对 RP/S 作为 ECE 规划增强的首次严格评估，结果将是 地方和国家利益相关者高度感兴趣。高度结构化的培训计划将确保实现 提出的研究目标。具体来说，PI 将接受以下方面的专门培训：(1) 婴儿心理健康，(2) 在 ECE 系统内实施，(3) 实用的 CRT 开发、交付和评估，(4) 临床试验 和多层次建模方法，以及（5）指导和领导技能。培训将由一名 优秀的导师团队，具有高度相关的专业知识和出色的导师记录 合作。拟议的研究和培训计划得到了丰富的培训环境的进一步支持。 布朗医学院和布拉德利医院。通过这次 K23，PI 将开启她的独立职业生涯 临床科学家专注于开发和评估社区中基于系统的预防干预措施 改善处于逆境的幼儿的情绪调节的环境。