A Randomised-Controlled Pilot Study of the One-to-One Delivery of Tuning in to Kids: Impact on Emotion Socialisation, Reflective Functioning, and Childhood Behaviour Problems

Autor/inn/en	Mastromanno, Bianca K.; Kehoe, Christiane E.; Wood, Catherine E.; Havighurst, Sophie S.
Titel	A Randomised-Controlled Pilot Study of the One-to-One Delivery of Tuning in to Kids: Impact on Emotion Socialisation, Reflective Functioning, and Childhood Behaviour Problems
Quelle	In: Emotional & Behavioural Difficulties, 26 (2021) 4, S.359-374 (16 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Mastromanno, Bianca K.) ORCID (Kehoe, Christiane E.) ORCID (Havighurst, Sophie S.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1363-2752
DOI	10.1080/13632752.2021.1984208
Schlagwörter	Child Behavior; Behavior Problems; Parent Education; Child Rearing; Parent Child Relationship; Emotional Response; Socialization; Program Effectiveness; Intervention; Anxiety Disorders; Parenting Styles; Kindergarten + Suchen Sie Ihr Suchwort? Parents education; Elternbildung; Elternschule; Kindererziehung; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Emotionales Verhalten; Socialisation; Sozialisation
Abstract	This pilot study provides a preliminary evaluation of the newly adapted one-to-one version of Tuning in to Kids (TIK), using a randomised-controlled design. One hundred and seven parents of a child aged between four and ten with parent-identified behaviour problems participated. Parent emotion socialisation, parental reflective functioning (PRF), parent and teacher-reported externalising behaviour problems and parent-reported internalising (anxiety) problems were assessed at baseline and six-month follow-up. Parents who completed the TIK one-to-one intervention reported improved emotion socialisation practices, relative to waitlist-controls. Children of parents in the intervention group also experienced more clinically significant improvement to their externalising behaviour problems, and decreased anxiety symptoms. There were no significant changes to teacher-reported behaviour problems, or to PRF, however, there was a trend towards intervention parents experiencing improvements to one aspect of PRF -- Pre Mentalising. TIK one-to-one shows promise as an effective intervention approach for parents and their children with behaviour problems. Further corroboration of these effects is needed with a larger sample. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01