加强家庭以防止家庭分离和进入塞拉利昂的寄宿护理机构:一项准实验研究。

IF 1.6 4区 心理学 Q3 PSYCHOLOGY, DEVELOPMENTAL
Sarah Elizabeth Neville, Edward J Kim, Laura Horvath, Yasmine Vaughan, George Kulanda, Johanese Baun, Maada Naavo
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引用次数: 0

摘要

背景:认识到儿童在家庭中成长的权利,倡导者长期以来一直呼吁以证据为基础的干预措施,以防止儿童不必要地进入寄宿护理。然而,这些项目很少在低收入和中等收入国家得到评估。目的:评估“牢固扎根”项目与改善塞拉利昂的关系行为、关系质量、情绪调节和经济稳定之间的联系。方法:这项非随机的两组测试前/测试后研究比较了n = 50对护理人员及其9-13岁的孩子,他们接受了为期两天的工作坊和特殊的家访,n = 63对接受照护。数据是通过对参与者在基线和终点的调查访谈收集的,包括关系行为、关系质量、情绪调节和经济稳定性。结果:干预相关的改善包括:根据儿童报告,护理人员与儿童交谈更多;照护者和孩子的道歉次数更多;据报道,照顾者更多地安慰孩子;孩子们更多地分享他们的感受。然而,与对照组相比,干预儿童报告了更多的“恶意化”和较小的敌意/攻击改善,干预儿童报告了更差的接受情绪表现。其他地区没有显著差异。结论:该项目与改善照顾者与儿童之间的关系有关,表明干预措施有望防止家庭分离。鉴于其他混合和无效效果,正在修订该计划,以加强其他领域。在低收入和中等收入国家,防止儿童进入寄宿照料的证据极其缺乏,尽管人们对其重要性达成了共识;迫切需要在这方面进行更多的调查。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Family Strengthening to Prevent Family Separation and Entrance into Residential Care Institutions in Sierra Leone: A Quasi-experimental Study.

Background: Recognizing children's right to grow up in a family, advocates have long called for evidence-based interventions to prevent children from needlessly entering residential care. However, such programs have rarely been evaluated in low- and middle-income countries (LMICs).

Objective: To assess the "Firmly Rooted" program's associations with improved relationship behaviors, relationship quality, emotional regulation, and economic stability in Sierra Leone.

Methods: This non-randomized, two-group pre-test/post-test study compared n = 50 pairs of caregivers and their children aged 9-13 who underwent a two-day workshop plus special home visits with n = 63 pairs receiving care-as-usual. Data were collected via survey interviews with participants at baseline and endline on measures of relationship behaviors, relationship quality, emotional regulation, and economic stability.

Results: Intervention-associated improvements included the following: caregivers talked to children more, according to child report; caregivers and children reported apologizing more; caregivers reported comforting children more; and children reported sharing their feelings more. However, intervention caregivers reported more "malicing" and smaller improvements on hostility/aggression than comparison caregivers, and intervention children reported worse performance accepting emotions. Other areas had no significant differences.

Conclusions: The program was associated with important improvements in caregiver-child relationship-enhancing behaviors, suggesting the promise of interventions to prevent family separation. Given other mixed and null effects, the program is being revised to strengthen other areas. Evidence on preventing children from entering residential care in LMICs is extremely lacking, despite the consensus on its importance; more investigation in this area is urgently needed.

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来源期刊
Child & Youth Care Forum
Child & Youth Care Forum PSYCHOLOGY, DEVELOPMENTAL-
CiteScore
3.60
自引率
5.60%
发文量
54
期刊介绍: Child & Youth Care Forum is a peer-reviewed, multidisciplinary publication that welcomes submissions – original empirical research papers and theoretical reviews as well as invited commentaries – on children, youth, and families. Contributions to Child & Youth Care Forum are submitted by researchers, practitioners, and clinicians across the interrelated disciplines of child psychology, early childhood, education, medical anthropology, pediatrics, pediatric psychology, psychiatry, public policy, school/educational psychology, social work, and sociology as well as government agencies and corporate and nonprofit organizations that seek to advance current knowledge and practice. Child & Youth Care Forum publishes scientifically rigorous, empirical papers and theoretical reviews that have implications for child and adolescent mental health, psychosocial development, assessment, interventions, and services broadly defined. For example, papers may address issues of child and adolescent typical and/or atypical development through effective youth care assessment and intervention practices. In addition, papers may address strategies for helping youth overcome difficulties (e.g., mental health problems) or overcome adversity (e.g., traumatic stress, community violence) as well as all children actualize their potential (e.g., positive psychology goals). Assessment papers that advance knowledge as well as methodological papers with implications for child and youth research and care are also encouraged.
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