EFFICACY OF COMMUNITY-BASED PARENT/TEACHER TRAINING

基于社区的家长/教师培训的有效性

• 批准号: 2891239
• 负责人: Deborah A. Gross
• 金额: $ 32.09万
• 依托单位: RUSH UNIVERSITY MEDICAL CENTER
• 依托单位国家: 美国
• 财政年份: 1996
• 资助国家: 美国
• 起止时间: 1996-06-10 至 2001-02-28
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/2891239
• 关键词: African American; Hispanic Americans; behavioral /social science research tag; caregivers; child behavior disorders; child care; child care personnel; child rearing; clinical research; community; disease /disorder proneness /risk; education evaluation /planning; health care service utilization; human subject; low socioeconomic status; mental disorder prevention; nursing intervention; parent offspring interaction; play; preschool child (1-5); social support network; teacher; videotape /videodisc

DESCRIPTION: (Adapted from investigator's abstract) The purpose of this project is to test the effectiveness of a comprehensive, community-based video intervention for parents and daycare teachers of toddlers (2-3 years old) at increased risk for behavior problems. Families and teachers of 300 toddlers (96% minority) enrolled in 10 Chicago licensed daycare centers serving low-income families will participate in a parent + teacher training intervention study. This intervention is designed to increase positive parent-child and teacher-child interactions, promote positive child management strategies, improve children's social competence, and reduce behavior problems. Parents and teachers will be assigned by daycare center to intervention and non-intervention groups. 150 families will receive parent training, 75 families will be exposed to teacher training only, and 75 families will serve as controls. Concurrently, 74 daycare teachers of toddlers will receive teacher training and 37 daycare teachers will serve as controls. Participants will be assessed at pre-intervention, post-intervention, and at 6 months and 1 year post-intervention using self-report, teacher-report, and observational methods. Topics covered in the 12-week training program include 1) How to Play with Your Child; 2) Helping Your Child Learn; 3) Praise and Rewards; 4) Effective Limit-Setting; 5) Handling Misbehavior; 6) Effective Communication; 7) Problem-Solving; and 8) Giving and Getting Support. Previous research has consistently demonstrated the effectiveness of this parent training program with select populations. This study will build upon these findings by evaluating its efficacy: 1) with minority families of very young children; 2) for promoting healthy parent-toddler and teacher-toddler relationships; 3) in a community-based daycare setting; 4) as a prevention intervention with caregivers of toddlers at heightened risk for developing behavior problems; and 5) as a model for training daycare teachers. This study is consistent with the 1995 NINR research priority to "develop and test community-base models designed to promote access to, utilization of, and quality of health services by underserved populations."

描述：（改编自研究者摘要） 项目是为了测试一个全面的，以社区为基础的有效性， 为幼儿（2-3岁）的父母和日托教师提供视频干预 老年人）行为问题的风险增加。 家庭和教师300人 幼儿（96%为少数民族）在10个芝加哥有执照的日托中心注册 服务低收入家庭将参加家长+教师培训 干预研究 这种干预旨在增加积极的 亲子和师幼互动，促进孩子积极向上 管理策略，提高儿童的社会能力， 行为问题 家长和老师将由日托中心分配 干预组和非干预组。 150个家庭将获得 家长培训，75个家庭将只接受教师培训， 75个家庭将作为对照。 同时，74名日托教师， 幼儿将接受教师培训，37名日托教师将作为 对照 参与者将在干预前进行评估， 干预后，以及干预后6个月和1年， 自我报告、教师报告和观察方法。 所涉专题 为期12周培训计划包括：1）如何与孩子玩耍; 2） 帮助孩子学习; 3）表扬和奖励; 4）有效的限制设置; 5)处理不当行为; 6）有效沟通; 7）解决问题;以及 8)给予和获得支持。 以前的研究一直 证明了这个家长培训计划的有效性， 人口。 这项研究将建立在这些发现的基础上，通过评估其 有效性：1）与非常年幼的儿童的少数家庭; 2）对于 促进健康的父母与幼儿和教师与幼儿的关系; 3）在一个 以社区为基础的日托环境; 4）作为预防干预措施， 幼儿的照顾者在发展行为问题的高风险; （5）作为培训日托教师的典范。 这项研究表明， 1995年NINR的研究重点是“开发和测试基于社区的 旨在促进获得、利用和提高健康质量的模式 服务不足的人群。"