Evaluation of two prevention programs EARLY STEPS and FISTLESS in day-care centers with children at risk - a follow-up project to the Frankfurt Prevention Study within the framework of the Reseach Center „Individual Development and Adaptive Education (IDeA)
Not Applicable
- Conditions
- Attachment representation/ attachment strategy of the childF91F90Conduct disordersHyperkinetic disorders
- Registration Number
- DRKS00003500
- Lead Sponsor
- Sigmund-Freud-Institut.
- Brief Summary
Not available
- Detailed Description
Not available
Recruitment & Eligibility
- Status
- Complete
- Sex
- All
- Target Recruitment
- 286
Inclusion Criteria
All children fitting the age range in the research day-care centers
Exclusion Criteria
All children beyond the age range in the research day-care centers
Study & Design
- Study Type
- interventional
- Study Design
- Not specified
- Primary Outcome Measures
Name Time Method Manchester Child Attachment Story Task” (MCAST) (Green, Stanley, Smith, & Goldwyn, 2000): In the MCAST, using a standardised doll-play completion task, which was developed by the research group around Jonathan Green, the examiner plays various attachment relevant stress situations, which are videotaped. Afterwards, the video material is analysed with respect to thirty-three attachment specific characteristics. The MCAST provides information about the child's attachment representations towards their caregiver. Four different attachment strategies can be distinguished: B - secure strategy, A - insecure avoidant strategy, C - insecure ambivalent and D - Disorganisation. <br>Measurement time points: before and after intervention.
- Secondary Outcome Measures
Name Time Method „Hannover-Wechsler intelligence test for the preschool age (HAWIVA –III, Ricken et al., 2007);<br>„Strengths and Difficulties Questionnaire (SDQ) with following scales: prosocial behaviour, hyperactivity, emotional symptoms, peer relationships, conduct problems (Goodman, 1997; Woerner et al., 2002) from the teacher’s and parent’s perspective; <br>observational instrument for teachers „Positive Development and Resilience in Day-Care Centers’ Daily Routine (PERIK) (Mayr & Ulich, 2009), a tool for observation and evaluation of the emotional well-being of preschool children;<br>„Caregiver-Teacher Report Form (C-TRF) (Achenbach & Rescorla, 2000); <br>parent interview capturing risk factors (Neubert & Laezer, 2011);<br>Reflective Self Functioning Scale (Fonagy et al. 1998, Daudert, 2001, 2002).<br><br>Measurement time points: before and after intervention.<br>