Preschool-based mother-child emotional preparation program improves emotional connection, behavior regulation in the home and classroom: a randomized controlled trial

Martha G. Welch, Robert J. Ludwig, Amie A. Hane, Judy Austin, Elizabeth S. Markowitz, Marc E. Jaffe, Michael M. Myers
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引用次数: 1

Abstract

Introduction Based on the theory that increasing emotional connection and reducing emotional stress between mother and child at home will reduce dysregulated behavior in the classroom, we tested a novel family-based school intervention aimed at facilitating mother-child emotional connection. This question has gained great importance following the COVID-19 pandemic, as child mental health has been declared a national emergency. Methods Subjects were randomized into two groups; one (Control: n = 32) receiving the standard curriculum in a large community-based preschool education program, and another (MCEP) receiving the standard curriculum plus the Mother Child Emotional Preparation Program (MCEP: n = 30). Two to eight MCEP mother-child pairs participated in eight elective weekly 2-h group sessions over a 16-week period. During the 2-h sessions, the pairs were engaged in face to face calming sessions. At 6 months post-enrollment, we assessed mother-child emotional connection on the Welch Emotional Connection Screen (WECS). In addition, mothers and teachers completed validated questionnaires and instruments. Results We found that the percentage of MCEP mother-child pairs who became emotionally connected at 6 months was five-fold higher than Control pairs (47.4%, vs. 8.3% p = 0.004, effect size = 0.44). Also at six months, MCEP children had fewer behavioral symptoms ( p = 0.024)) (effect size >0.5); fewer autism symptoms ( p = 0.048) (effect size = 0.53); fewer emotional symptoms ( p = 0.01) (effect size >0.76); better personal, social skills ( p = 0.045) (effect size = 0.51); better executive function ( p = 0.032) (effect size = 0.59). Importantly, teachers reported MCEP children showed more improved behavior in the classroom, compared to controls. Discussion This trial was retrospectively registered in the clinicaltrial.gov registry (NCT02970565) on April 9, 2019.
基于学龄前的母子情感准备项目改善家庭和课堂的情感联系和行为规范:一项随机对照试验
基于增加家庭中母亲和孩子之间的情感联系和减少情绪压力可以减少课堂上的失调行为的理论,我们测试了一种新的以家庭为基础的学校干预,旨在促进母亲和孩子之间的情感联系。在2019冠状病毒病大流行之后,这个问题变得非常重要,因为儿童心理健康已被宣布为国家紧急状态。方法将受试者随机分为两组;一组(对照组:n = 32)接受大型社区学前教育项目的标准课程,另一组(MCEP)接受标准课程加母婴情感准备项目(MCEP: n = 30)。在16周的时间里,2到8对MCEP母子参加了8次每周2小时的选修小组会议。在2小时的疗程中,这对情侣进行了面对面的镇静治疗。在入组后6个月,我们用韦尔奇情感联系量表(Welch emotional connection Screen, WECS)评估母子情感联系。此外,母亲和教师还完成了有效的问卷和工具。结果我们发现,在6个月时建立情感联系的MCEP母子对的百分比比对照组高5倍(47.4%,对8.3% p = 0.004,效应值= 0.44)。同样在6个月时,MCEP儿童的行为症状较少(p = 0.024)(效应量>0.5);自闭症症状减少(p = 0.048)(效应量= 0.53);较少的情绪症状(p = 0.01)(效应量>0.76);更好的个人和社交技能(p = 0.045)(效应量= 0.51);更好的执行功能(p = 0.032)(效应量= 0.59)。重要的是,教师报告说,与对照组相比,MCEP儿童在课堂上表现出更多的改善。该试验于2019年4月9日在clinicaltrial.gov注册中心(NCT02970565)回顾性注册。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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