Cultivating Healthy Intentional Mindful Educators (CHIME): The Use of Mindfulness and Compassion to Promote Early Head Start/Head Start Education Staffs Well-Being
试验速览
- 阶段
- 不适用
- 状态
- 已完成
- 入组人数
- 571
- 试验地点
- 1
- 主要终点
- Change in Teacher Adaptive Emotion Regulation from baseline to post assessments
研究概览
简要总结
This study will test how well a mindfulness-based intervention called CHIME improves the emotional well-being of educators in Early Head Start and Head Start (EHS/HS) settings. The study also will examine if there are any benefits to young children's social emotional health as a result of the CHIME program. Researchers will compare educators who participate in CHIME to educators who are asked to participate at a later time to see if there are benefits to their emotional health and teaching practices.
详细描述
To address the critical need of supporting Early Head Start/Head Start (EHS/HS) education staff well-being, investigators are collaborating with EHS/HS programs to co-refine and adapt a new mindfulness-based intervention (MBI), Cultivating Healthy Intentional Mindful Educators (CHIME-HS), to make the intervention effective and internally sustainable for EHS/HS programs. Small studies with CHIME in general early care and education settings provide a proof of concept of its effectiveness, with educators reporting enhanced well-being and reduced workplace burnout. However, CHIME has not been adapted for or rigorously tested in EHS/HS settings. Building on promising evidence for the efficacy of CHIME, investigators partnered with EHS/HS programs to gather feedback from EHS and HS staff and families about how to refine CHIME to best address their needs, and determine CHIME's feasibility, acceptability, and fidelity within the EHS/HS context. In this way, investigators will maximize CHIME's acceptability, feasibility, and sustainability specifically for the unique needs of the HS/EHS start community. Investigators draw upon tenets of community-engaged research to co-refine and adapt the program to address EHS/HS education staff's well-being more effectively, and with sustainability in mind. After investigators refine CHIME in phase 1, investigators will work with EHS/HS partners to coordinate a rigorous, multi-method approach to evaluate the efficacy of CHIME with 120 EHS/HS education staff and 730 children/families (Phase 2). Investigators will also interview 10 directors and assistant EHS/HS directors to identify barriers and facilitators to implementation and to put in place effective mechanisms to support the sustainability of CHIME-HS (Phase 3). Through the iterative development and refinement of the facilitator training, investigators will determine if trained EHS/HS staff can effectively implement CHIME with fidelity for promoting EHS/HS education staff emotional well-being and workplace engagement, decreasing their physiological and emotional reactivity, promoting positive teaching practices, strengthening family partnerships, and promoting young children's social skills and self-regulation. Additionally, investigators will engage with other Early Head Start/Head Start University Partnership (HSUP) grantees during the yearly grantee workshop to share lessons learned, identify opportunities for collaborative analyses, and create shared dissemination products. A variety of dissemination efforts will be utilized to make findings from the study accessible to multiple audiences invested in EHS and HS populations. Dissemination products will include the CHIME-HS intervention, its promise for improving education staff well-being, outcomes, and lessons learned about implementation, including usability, feasibility, and cost. Investigators will work cooperatively with the consortium to disseminate policy findings recognizing that collective presentation and publication of findings can concentrate the impact.
研究设计
- 研究类型
- Interventional
- 分配方式
- Randomized
- 干预模型
- Parallel
- 主要目的
- Other
- 盲法
- None
入排标准
- 性别
- All
- 接受健康志愿者
- 是
入选标准
- •There are 3 types of participants included in this study: Early Head Start/Head Start education staff who work at one of the partner sites; parents of children attending EHS or HS; children attending EHS or HS and enrolled in the classroom of a participating EHS/HS educator.
- •Inclusion criteria for each of these groups are as follows:
- •Early Head Start and Head Start Educators:
- •Provision of signed and dated informed consent form in Docusign
- •Currently employed as a lead or assistant educator for >20 hours per week in a participating Head Start or Early Head Start center
- •Stated intention to participate in the CHIME intervention
- •All genders; age 19 and older
- •Able to complete activities in English
- •Provision of electronically (in Docusign) /manually signed informed consent form
- •All genders
- •Age 19 and older
- •is Parent or legal guardian of child enrolled in the classroom of a EHS/HS educator participating in the study
- •Able to complete activities
- •Provision of electronically signed informed consent form by parent/legal guardian
- •All genders; aged < 6 years
- •Enrolled in the classroom of a EHS/HS educator participating in the study
- •If > 3 years, ability to complete study activities in English or with translation support
排除标准
- •Exclusion criteria for each of the study groups are as follows:
- •Early Head Start and Head Start Educators:
- •Does not currently work at a participating HS/EHS center
- •younger than 19 years of age
- •Not a parent/legal guardian of a child in an EHS/HS classroom
- •younger than 19 years of age Children NA, although children less than 3 years will not complete the self-regulation tasks These exclusion criteria are essential to the design of the study. The population of interest is EHS/HS education staff (e.g., teachers) working within centers that have agreed to participate in the evaluation of CHIME. The legal age of majority in Nebraska is age 19 years.
研究组 & 干预措施
Receives CHIME
Half of the educators participating in the trial will be assigned to this condition. CHIME is an 8-week, mindfulness and self-compassion based intervention that teaches educators strategies to enhance socioemotional learning in the classroom. The primary endpoints are: educator mindfulness and self-compassion, educator emotional regulation, educator heart rate variability, educator wellbeing and socio-emotional learning, and educator responsiveness, support, and sensitivity in the classroom. The secondary endpoints are: child self-regulation and social skills and family-school relationships.
干预措施: Cultivating Healthy Intentional Mindful Educators (Behavioral)
Wait-listed comparison
Half of the HS/EHS educators will be assigned to a waitlisted control group. Specifically, these educators will be scheduled to receive the intervention after a 6-month waiting period. During the interim period, they will complete the same assessments as Arm 1, but will continue to receive 'business as usual' support and professional development through typical Head Start/EHS programming.
结局指标
主要结局
Change in Teacher Adaptive Emotion Regulation from baseline to post assessments
时间窗: Baseline, a post-assessment 8 weeks after the intervention or waitlist period, and a follow-up assessment after 3 months.
Emotion Regulation Questionnaire - Reappraisal scale
Change in Teaching Practices from baseline to post assessments
时间窗: Baseline, a post-assessment 8 weeks after the intervention or waitlist period, and a follow-up assessment after 3 months.
Caregiver Interaction Scale that measures the interactions between the participating educator and a target child in the classroom.
Change in Teacher Self-Compassion from baseline to post assessments
时间窗: Baseline, a post-assessment 8 weeks after the intervention or waitlist period, and a follow-up assessment after 3 months.
Self-Compassion Scale
Change in Teacher Emotion Regulation Difficulties from baseline to post assessments
时间窗: Baseline, a post-assessment 8 weeks after the intervention or waitlist period, and a follow-up assessment after 3 months.
Difficulties in Emotion Regulation Scale
Change in Teacher Depressive Symptoms from baseline to post assessments
时间窗: Baseline, a post-assessment 8 weeks after the intervention or waitlist period, and a follow-up assessment after 3 months.
Center for Epidemiological Depression - Short From measuring depressive symptoms
Change Teaching Practices from baseline to post assessments
时间窗: Baseline, a post-assessment 8 weeks after the intervention or waitlist period, and a follow-up assessment after 3 months.
Educator scores on the CLASS Observation Emotional Support Scale measuring the teachers emotional support for all the children in the classroom
Change in Teacher Workplace Stress from baseline to post assessments
时间窗: Baseline, a post-assessment 8 weeks after the intervention or waitlist period, and a follow-up assessment after 3 months.
NIOSH Worker Wellbeing Questionnaire
Change in Educator heart rate variability from baseline to post assessments
时间窗: Baseline, a post-assessment 8 weeks after the intervention or waitlist period, and a follow-up assessment after 3 months.
Actihearts worn in the classroom
Change in Teacher Mental Well-Being from baseline to post assessments
时间窗: Baseline, a post-assessment 8 weeks after the intervention or waitlist period, and a follow-up assessment after 3 months.
Warkwick-Edinburgh Mental Wellbeing Scale measures perceptions of overall mental well-being
次要结局
- Change in Child Self-Regulation Skills from baseline to post assessments(Baseline, a post-assessment 8 weeks after the intervention or waitlist period, and a follow-up assessment after 3 months.)
- Change in Perceived Family and Teacher Relationships from baseline to post assessments(Baseline, a post-assessment 8 weeks after the intervention or waitlist period, and a follow-up assessment after 3 months.)
- Change in Child Social Skills from baseline to post assessments(Baseline, a post-assessment 8 weeks after the intervention or waitlist period, and a follow-up assessment after 3 months.)