Promoting Social-Emotional Development in Children Experiencing Economic Hardship Using TBRI® Nurture Group©

Autor/inn/en	Cerny, Shana; Reishus, Jessica; Robinson, Wade; Beckman, Shelby; Buse, Erin; Sebastian, Reina; Smith, Jaimie
Titel	Promoting Social-Emotional Development in Children Experiencing Economic Hardship Using TBRI® Nurture Group©
Quelle	In: Journal of Occupational Therapy, Schools & Early Intervention, 15 (2022) 1, S.31-48 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Cerny, Shana)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1941-1243
DOI	10.1080/19411243.2021.1884633
Schlagwörter	Social Development; Emotional Development; Social Emotional Learning; Occupational Therapy; Group Therapy; Intervention; Trust (Psychology); Preschool Children; Federal Programs; Low Income Students; Social Services; Behavior Problems; Child Behavior; Questionnaires; Screening Tests; Resilience (Psychology); At Risk Persons; Trauma; Prosocial Behavior; Behavior Change; Strengths and Difficulties Questionnaire + Suchen Sie Ihr Suchwort? Soziale Entwicklung; Gefühlsbildung; Beschäftigungstherapie; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Social service; Soziale Dienstleistung; Soziale Dienste; Fragebogen; Screening-Verfahren; Risikogruppe
Abstract	The purpose of this study was to examine the effect of occupational therapy group intervention using Trust Based Relational Intervention® (TBRI®) Nurture Groups© on preschool children's social, emotional, and behavioral development in a Head Start program. This study used a retrospective mixed method, quasi-experimental design with non-equivalent groups and pretest-posttest measures. The intervention site teaching staff participated in 16 hours of TBRI® Caregiver training and the children participated in 12 weeks of Nurture Group© interventions. The Strengths and Difficulties Questionnaire (SDQ) and Teaching Strategies GOLD® (TSG) assessment measured child development in social, emotional, and behavioral domains. The intervention site teaching staff participated in a focus group to determine their perceptions of the intervention's effectiveness. This data was evaluated using grounded theory methodology. SDQ: The children experienced statistically significant changes in the emotional symptoms and prosocial behavior domains. TSG: Results indicated a statistically significant main effect of site on objectives of Forms Relationships with Adults, Responds to Emotional Cues, and Balances Needs & Rights of Self and Others. Themes identified from qualitative analysis illustrated how the teachers highly valued the TBRI® training and adapted their teaching strategies to incorporate the TBRI® principles of empowering, connecting, and correcting. Teaching staff reported increased perceived social-emotional skills in the children and detailed how the children's behavior changed to demonstrate these skills. Occupational therapy group intervention supports the social-emotional development of children attending Head Start. Occupational therapy practitioners need to engage in universal and targeted approaches to promote resiliency in this population of at-risk children. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01