Effectiveness of Mentalization-Based Treatment on Emotion Regulation and Emotional Awareness Among Children in Foster Care
试验速览
- 阶段
- 不适用
- 状态
- 已完成
- 发起方
- 入组人数
- 30
- 试验地点
- 1
- 主要终点
- Emotional awareness
研究概览
简要总结
This study examined whether Mentalization-Based Treatment for Children (MBT-C) could improve emotion regulation and emotional awareness among children in foster care. Thirty children aged 7-12 years were randomly assigned to either an MBT-C intervention group or a control group. The intervention group participated in 12 treatment sessions, while the control group received no intervention. Results showed that children who received MBT-C demonstrated improvements in adaptive emotion regulation and emotional awareness, and these improvements were maintained two months later. The findings suggest that MBT-C may be a useful intervention for supporting the emotional development of children in foster care.
研究设计
- 研究类型
- Interventional
- 分配方式
- Randomized
- 干预模型
- Parallel
- 主要目的
- Treatment
- 盲法
- Double (Participant, Outcomes Assessor)
入排标准
- 年龄范围
- 7 Years 至 12 Years（Child）
- 性别
- All
- 接受健康志愿者
- 否
入选标准
- •having emotional and behavioral difficulties, diagnosed using the cutoff score of 14 or higher on the carer-report version of the Strengths and Difficulties Questionnaire (SDQ), including scores of 5 or higher on the Emotional Symptoms subscale and 3 or higher on the Conduct Problems subscale.
- •Aged 7 to 12 years.
- •Living with foster parents for at least 4 weeks
排除标准
- •Presence of an intellectual disability.
- •A diagnosed psychiatric disorder documented in the records of the Child Welfare Organization.
- •Participating in other psychotherapeutic interventions.
研究组 & 干预措施
MBT-C
干预措施: Mentalization-based treatment for children (Behavioral)
Control group
结局指标
主要结局
Emotional awareness
时间窗: Baseline: One day before the first intervention session. Post-test: One day after the final intervention session. Follow-up: Two months after the final intervention session.
Emotional awareness is defined as the conscious ability to recognize, differentiate, and verbalize one's own emotions, while also identifying and interpreting the emotions of others, thereby supporting adaptive coping and psychological wellbeing. It was measured using the Emotion Awareness Questionnaire (EAQ). It is a 30-item self-report measure of emotional awareness comprising six subscales: Differentiating Emotions, Verbal Sharing of Emotions, Bodily Awareness of Emotions, Acting Out Emotions, Analysis of Emotions, and Awareness of Others' Emotions. Subscale scores may be examined separately, and a total score can be calculated to reflect overall emotional awareness. Total scores range from 30 to 90, with higher scores indicating greater emotional awareness.
Emotion regulation
时间窗: Baseline: One day before the first intervention session. Post-test: One day after the final intervention session. Follow-up: Two months after the final intervention session.
Emotion regulation refers to the internal and external processes through which individuals monitor, evaluate, and modify emotional experiences to achieve adaptive functioning. It was measured using The Emotional Regulation Checklist (ERC). This 24-item checklist is a caregiver-report measure designed to assess children's emotional expressiveness and regulation. Respondents rate each item on a 4-point Likert scale, ranging from 1 (rarely/never) to 4 (almost always). The ERC comprises two distinct subscales: Emotion Regulation (8 items; score range = 8-32) and Lability/Negativity (15 items; score range = 15-60). Scores for each subscale can be interpreted independently, with higher scores on the Emotion Regulation subscale indicating stronger regulatory capacities and higher scores on the Lability/Negativity subscale reflecting greater emotional dysregulation.
次要结局
未报告次要终点
研究者
Asieh Hasanpour Souderjani
M.A. in psychology
Ardakan University