RECOGNIZING, REFLECTING, AND RESPONDING TO INFANT/TODDLER CUES: AN INTEGRATED PARENT-TEACHER INTERVENTION TO SUPPORT SOCIAL-EMOTIONAL DEVELOPMENT THROUGH CAREGIVER MINDFULNESS AND SENSITIVITY

密歇根州婴幼儿研究交流中心的教师正在开发和测试一种综合的家长-教师干预措施，以支持婴幼儿社会情感（SE）发展，该干预措施基于已建立和测试的模型，即妈妈力量（MP）干预措施。MP是为高风险母亲制定的，目标是通过培养对儿童情感需求的反思和同情能力，提高照顾者的敏感性。这种基于依恋的团体干预帮助父母了解孩子的依恋需求，使用旨在促进父母反思功能的视频和活动。它还通过正念练习增加照顾者的应对能力。有证据表明，MP是有效的，在改善两个感知灵敏度和反射功能。本研究为期五年，主要分四个阶段进行：1）完善和实施基于MP模式的教师干预部分的评估; 2）完善和实施MP的教师-家长一体化修改的评估; 3）评估教师-家长综合干预对改变照顾者结果、父母-儿童互动和儿童结果的有效性，包括对主持人和调解人的测试; 4）实施评估，以评估早期开端（EHS）背景下综合干预措施的可持续性和可扩展性。

Faculty from the Michigan Infant-Toddler Research Exchange are developing and testing an integrated parent-teacher intervention to support infant/toddler social emotional (SE) development based on an established and tested model, the Mom Power (MP) intervention. MP was developed for high-risk mothers and targets caregiver sensitivity by building capacity for reflection and empathy to children's emotional needs. This attachment-based group intervention helps parents understand children's attachment needs using video and activities designed to promote parental reflective functioning. It also increases caregiver coping through mindfulness practices. Evidence suggests that MP is effective at improving both caregiving sensitivity and reflective functioning. This 5-year project will be completed in four main study phases: 1) refinement and Implementation evaluation of a teacher intervention component based on MP model; 2) refinement and Implementation evaluation of an integrated teacher-parent modification of MP; 3) evaluation of effectiveness of the integrated teacher-parent intervention to change caregiver outcomes, caregiver-child interactions, and child outcomes, including tests of moderators and mediators; 4) Implementation evaluation to assess sustainability and scalability of the integrated intervention within the Early Head Start (EHS) context.