Mission FEEL! A novel emotion understanding intervention for preschoolers: A proof-of-concept study

IF 3.2 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Early Childhood Research Quarterly Pub Date : 2024-10-28 DOI:10.1016/j.ecresq.2024.10.002

Sarah V. Alfonso , Lauren A. Ortega , M. Isabel Fernández

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引用次数: 0

Abstract

Emotion understanding is an important competency that children begin to develop during the first years of life and serves as an essential building block for lifelong learning. Emotion understanding is linked to developmental outcomes including academic, cognitive, and social-emotional skills. Not surprisingly, efficacious interventions to promote children's social emotional skills have been developed. Scale-up of these interventions is challenging because they are time and resource intensive. Brief, fully automated interventions are promising alternatives to overcome implementation barriers. Mission FEEL! is a two-session, fully automated intervention grounded in cognitive-behavioral theory aimed at promoting emotion understanding among preschoolers. This proof-of-concept study examined the acceptability and feasibility of Mission FEEL!. We recruited 52 preschool children and their parents/guardians across Florida. Participants completed four virtual study visits: a baseline emotion understanding assessment, two intervention sessions, and a one-month follow-up emotion understanding assessment. We established a priori benchmarks to determine feasibility, acceptability, and clinical meaningfulness. The results indicated that Mission FEEL! is both feasible and acceptable. All outcomes, except two that were in the acceptable range, met the benchmarks for good or excellent. The clinical meaningfulness of the intervention was supported by parental perceptions of the program's influence on emotion-related parent-child interactions, perceived value of the program in children's daily lives, and observed difference in emotion understanding scores between baseline and follow-up. The ease of scale-up, low cost, and potential practical implications also contributed to the clinical meaningfulness. Findings from this proof-of-concept study suggest that Mission FEEL! merits advancing to the next phase of intervention development testing.

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使命 FEEL！针对学龄前儿童的新型情绪理解干预：概念验证研究

情绪理解是儿童在出生后最初几年开始发展的一项重要能力，也是终身学习的重要基石。情绪理解与包括学业、认知和社会情感技能在内的发展成果息息相关。因此，人们开发了一些有效的干预措施来促进儿童的社会情感技能，这并不奇怪。扩大这些干预措施的规模具有挑战性，因为它们需要大量的时间和资源。简短、全自动的干预措施是克服实施障碍的大有可为的替代方案。使命感！"是一种以认知行为理论为基础的两节课全自动干预措施，旨在促进学龄前儿童对情绪的理解。这项概念验证研究考察了 "使命感 "的可接受性和可行性。我们在佛罗里达州招募了 52 名学龄前儿童及其父母/监护人。参与者完成了四次虚拟研究访问：一次基线情绪理解评估、两次干预课程和一次为期一个月的后续情绪理解评估。我们制定了先验基准，以确定可行性、可接受性和临床意义。结果表明，"使命感！"既可行又可接受。所有结果，除了两项在可接受范围内，都达到了良好或优秀的基准。家长认为该计划对与情绪有关的亲子互动产生了影响，认为该计划在儿童日常生活中具有价值，以及观察到基线和随访之间情绪理解分数的差异，这些都证明了该干预措施具有临床意义。此外，该计划易于推广、成本低廉以及潜在的实际意义也是其具有临床意义的原因之一。这项概念验证研究的结果表明，"使命感！"值得推进到下一阶段的干预发展测试。

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来源期刊

Early Childhood Research Quarterly Multiple-

CiteScore

7.00

自引率

8.10%

发文量

109

期刊介绍： For over twenty years, Early Childhood Research Quarterly (ECRQ) has influenced the field of early childhood education and development through the publication of empirical research that meets the highest standards of scholarly and practical significance. ECRQ publishes predominantly empirical research (quantitative or qualitative methods) on issues of interest to early childhood development, theory, and educational practice (Birth through 8 years of age). The journal also occasionally publishes practitioner and/or policy perspectives, book reviews, and significant reviews of research. As an applied journal, we are interested in work that has social, policy, and educational relevance and implications and work that strengthens links between research and practice.