PREVENTIVE MENTAL HEALTH FOR PRE-SCHOOL CHILDREN

学龄前儿童的预防性心理健康

• 批准号: 3379608
• 负责人: JOSEPH M STRAYHORN
• 金额: $ 34.65万
• 依托单位: UNIVERSITY OF PITTSBURGH AT PITTSBURGH
• 依托单位国家: 美国
• 财政年份: 1986
• 资助国家: 美国
• 起止时间: 1986-04-15 至 1989-03-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/3379608
• 关键词: academic achievement; aggression; anxiety; behavior disorders; child behavior; child mental health service; child psychology; family; human subject; interpersonal relations; longitudinal human study; low socioeconomic status; mental disorder prevention; preschool child (1-5); psychological tests; questionnaires; social behavior; training; videotape /videodisc

This proposal seeks funds to test a method of preventive mental health in low-income children. The project seeks to prevent the two major mental health problems of children: aggression/defiance and anxiety/withdrawal. It also seeks to prevent the academic failure that is strongly related to behavior disorders in children. The strategy of the proposed intervention is to promote competence in 1) cooperation, compliance, and kindness; 2) confident social interaction, and 3) proficient use of language. Subjects are socioeconomically disadvantaged preschoolers attending Head Start Centers. The proposed experimental intervention involves training parents to be "preceptors" for their own children. The "preceptor" has four or five sessions per week with the child, lasting about thirty minutes; the formal intervention lasts a school year, but parents are encouraged to continue the activities indefinitely. These sessions emphasize two activities: dramatic play, and the reading and telling of stories. Stories and plays have been constructed so as to provide models of the skills listed above. The preceptor uses attention and approval to encourage the child to enact rehearsals of prosocial patterns in fantasy as well as in real life. Standard written and videotaped training materials specify not only the intervention for the child, but the method by which preceptors are trained to carry out this intervention. The proposed research tests the efficacy of these methods, in such a way as to control for "spillover" effects from experimental to control children. Seventeen head start centers will first be randomly assigned to be experimental or control centers; children in the experimental centers will be randomly assigned to experimental or control condition. Two hundred fifty-five families in all will be invited to participate. The control intervention involves a brief exposure of parents to classic social-learning methods used in parenting. Measures of psychological/behavioral functioning and language ability will be employed at pretest, posttest, and at follow-up eight months to one year after the intervention ends. All raters and testers will be blind to the experimental or control status of the children.

该提案寻求资金，以测试预防心理健康的方法， 低收入儿童。 该项目旨在防止两大精神疾病 儿童的健康问题：攻击/蔑视和焦虑/退缩。 它还旨在防止与以下因素密切相关的学业失败： 儿童行为障碍 拟议干预的战略 是促进1）合作，顺从和善良的能力; 2） 自信的社交互动; 3）熟练使用语言。 科目 在社会经济上处于不利地位的学龄前儿童 中心. 拟议的实验性干预包括培训父母 成为自己孩子的“老师”。 “导师”有四个或 每周与孩子进行五次会议，持续约30分钟; 正式干预持续一个学年，但鼓励家长 无限期地继续活动。 这些会议强调两个 活动：戏剧表演、阅读和讲故事。 故事和戏剧的构建是为了提供 上面列出的技能。 导师使用注意力和认可， 鼓励孩子在幻想中排练亲社会模式， 在真实的生活中也是如此。 标准的书面和录像培训材料不仅规定了 对孩子的干预，但教师培训的方法 进行这次干预。 拟议的研究测试这些方法的有效性，以这种方式， 以控制从实验组到对照组儿童的“溢出”效应。 首先将随机分配17个领先中心， 实验中心或控制中心;实验中心的儿童将 被随机分配到实验或控制条件。 两个一百 共有五十五个家庭获邀参加。 控制 干预措施包括让父母短暂接触经典的 社会学习方法在育儿中的应用。 措施 心理/行为功能和语言能力将被雇用 在测试前、测试后和测试后8个月至1年的随访中， 干预结束。 所有评分员和测试员都将对 儿童的实验或控制状态。