Enhancing Early Care and Education Through Reflective Supervision to Promote Adaptive Emotion Regulation in Young Children
试验速览
- 阶段
- 不适用
- 状态
- Enrolling By Invitation
- 入组人数
- 32
- 试验地点
- 1
- 主要终点
- Change from Baseline Child Emotion Regulation at 9 months
研究概览
简要总结
The goal of this clinical trial is to test an enhancement to early care and education, which is a professional development series that includes a foundational training and skill development workshops focused on training and supporting early learning supervisors in Reflective Practice and Supervision. Directors and education coordinators within state pre-kindergarten programs, and the teachers they supervise, will be the focus of this research. Hypothesized outcomes include promotion of reflective capacity and supervisory skill in supervisors, more effective supervisor-supervisee interactions, increases in reflective functioning and well-being in supervisees, increases in positive teaching practices and observed classroom quality, and increases in adaptive social-emotional development among children alongside prevention of emotion regulation difficulties. Researchers will compare whether these outcomes differ between participants who are currently receiving the Reflective Supervision enhancement and participants who are in the waitlist control condition.
研究设计
- 研究类型
- Interventional
- 分配方式
- Randomized
- 干预模型
- Parallel
- 主要目的
- Prevention
- 盲法
- Single (Outcomes Assessor)
盲法说明
Classroom observations will be conducted by study staff who are not aware of which study condition (i.e., experimental or waitlist control) participants are enrolled in.
入排标准
- 年龄范围
- 18 Years 至 —（Adult, Older Adult）
- 性别
- All
- 接受健康志愿者
- 否
入选标准
- •Supervisor in Rhode Island state pre-kindergarten program
排除标准
- •Does not meet inclusion criteria above
研究组 & 干预措施
Reflective Supervision Enhancement
The Reflective Supervision enhancement is a professional development series for supervisors of state pre-kindergarten programs that is designed to build skills in using Reflective Supervision with teachers. The goal of the Reflective Supervision enhancement is to provide supervisors with foundational knowledge in Reflective Practice and Supervision and increase their use of Reflective Supervision principles and practices within their work. The series consists of a day-long foundational training and nine skills-focused workshops. Supervisors are expected to receive 8 hours of foundational training prior to the start of the academic year, and nine 2-hour monthly small groups over the course of the academic year.
干预措施: Reflective Supervision Enhancement (Behavioral)
Business-As-Usual Waitlist Control
Supervisors in the business-as-usual waitlist control condition will supervise teachers as-per-usual (i.e., using standard administrative supervision), and will be eligible for the typical array of professional development opportunities that may be offered to them. These supervisors will receive the Reflective Supervision enhancement the following academic year.
结局指标
主要结局
Change from Baseline Child Emotion Regulation at 9 months
时间窗: At baseline (beginning of academic year), and in 9 months
Social Competence Scale - Teacher Version, Emotion Regulation subscale, scores range from 0 to 4 with higher scores indicating greater emotion regulation
Change from Baseline Observed Classroom Quality at 9 months
时间窗: At baseline (beginning of academic year), and in 9 months
Pre-K Classroom Assessment Scoring System, scores range from 1 (minimally characteristic) to 7 (highly characteristic), with higher scores indicating higher classroom quality
Change from Baseline Observed Classroom Quality at 12 months
时间窗: At baseline (beginning of academic year), and in 12 months
Pre-K Classroom Assessment Scoring System, scores range from 1 (minimally characteristic) to 7 (highly characteristic), with higher scores indicating higher classroom quality
Change from 9-month Observed Classroom Quality at 12 months
时间窗: At 9 months (end of academic year), and in 12 months (beginning of next academic year)
Pre-K Classroom Assessment Scoring System, scores range from 1 (minimally characteristic) to 7 (highly characteristic), with higher scores indicating higher classroom quality
Change from Baseline Child Social-Emotional Functioning as assessed by Cognitive Toybox at 9 months
时间窗: At baseline (beginning of academic year), and in 9 months
Rhode Island Department of Education record review
Change from Baseline Teaching Progress Assessment at 9 months
时间窗: At baseline (beginning of academic year), and in 9 months
Rhode Island Department of Education record review
Change from Baseline Teaching Progress Assessment at 12 months
时间窗: At baseline (beginning of academic year), and in 12 months
Rhode Island Department of Education record review
Change from 9-month Teaching Progress Assessment at 12 months
时间窗: At 9 months (end of academic year), and in 12 months (beginning of next academic year)
Rhode Island Department of Education record review
Change from Baseline Child-Teacher Relationship Quality at 9 months
时间窗: At baseline (beginning of academic year) and in 9 months
Student-Teacher Relationship Scale - Short Form, scores range from 1 to 5 with higher scores indicating a more positive relationship
Change from Baseline Child Prosocial/Communication Skills at 9 months
时间窗: At baseline (beginning of academic year), and in 9 months
Social Competence Scale - Teacher Version, Prosocial/Communication subscale, scores range from 0 to 4 with higher scores indicating greater prosocial/communication skills
Change from Baseline Child Social Competence at 9 months
时间窗: At baseline (beginning of academic year), and in 9 months
Social Competence Scale - Teacher Version, Total Social Competence Score, scores range from 0 to 4 with higher scores indicating greater social competence
次要结局
- Change from Baseline Child Academic Skills at 9 months(At baseline (beginning of academic year) and in 9 months)
- Change from Baseline Child Academic Functioning as assessed by Cognitive Toybox at 9 months(At baseline (beginning of academic year) and in 9 months)
- Change from Baseline Supervisory Competence at 9 months(At baseline (beginning of academic year) and in 9 months)
- Change from Baseline Teacher Well-Being at 9 months(At baseline (beginning of academic year) and in 9 months)
- Change from Baseline Supervisor Reflective Capacity at 9 months assessed by teacher-report(At baseline (beginning of academic year) and in 9 months)
- Change from Baseline Supervisor Reflective Functioning at 9 months(At baseline (beginning of academic year) and in 9 months)
- Change from Baseline Supervisor Well-Being at 9 months(At baseline (beginning of academic year) and in 9 months)
- Change from Baseline Teacher Reflective Functioning at 9 months(At baseline (beginning of academic year) and in 9 months)
- Change from Baseline Supervisor Reflective Capacity at 9 months(At baseline (beginning of academic year) and in 9 months)
- Change from Baseline Quality of Reflective Supervision Relationship at 9 months(At baseline (beginning of academic year) and in 9 months)
- Program Climate assessed by Early Childhood Environment Rating Scale-Revised(At 9 months (end of academic year))
研究者
Lindsay Huffhines, PhD
Research Scientist
Bradley Hospital