HEAD START UNIVERSITY PARTNERSHIPS: DUAL GENERATION APPROACHES

该项目将测试综合双代干预方法Power PATH的近端和远端效果。将整合和调整两种以证据为基础的广泛使用的预防干预措施，以便为“启智计划”家庭提供干预服务。首先，基于应对能力（Lochman & Wells, 2001）的Power PATH父母干预项目将解决父母的心理健康需求，以增加就业和经济安全，并提高父母塑造有效社会情感技能的能力。第二，促进替代思维策略（PATHS）学前课程（Domitrovich et al., 1999）将在课堂上实施，以提高儿童的社会情感能力和自我调节技能，从而获得长期的社会、行为和学业收益。本研究将确定新的干预介质和调节因子，对中断慢性社会压力的代际传递至关重要。它还将确定家庭的最佳干预措施，特别是在自我调节技能仍然具有可塑性的学龄前，儿童的主要环境和对压力的生理反应可能会缓和干预效果。综上所述，通过Power PATH双代干预来解决先驱者父母慢性压力的来源，有望使父母更好地培养孩子的自我调节技能，更好地培养孩子的入学准备，从而改善整体家庭福祉。

This project will test the proximal and distal effects of an integrated dual-generation intervention approach, Power PATH. Two evidence-based and widely-utilized preventive interventions will be integrated and adapted to provide intervention services to Head Start families. First, the Power PATH Parent Intervention program, based on Coping Power (Lochman & Wells, 2001), will address parental mental health needs to increase employment and financial security, and to improve parents' ability to model effective social-emotional skills. Second, the Promoting Alternative Thinking Strategies (PATHS) Preschool curriculum (Domitrovich et al., 1999) will be implemented in classrooms to increase children's social-emotional competence and self-regulatory skills, leading to long-term social, behavioral and academic gains. This study will identify novel intervention mediators and moderators, essential for interrupting the intergenerational transmission of chronic social stress. It will also identify the best interventions for families, particularly during preschool when self-regulation skills are still malleable, and children's primary environments and physiological responses to stress are likely to moderate intervention effects. In summary, addressing sources of Head Start parents' chronic stress through the Power PATH dual generation intervention is expected to prepare parents to better scaffold their children's self-regulation skills and to better foster their children's school readiness, improving overall family well-being.