Preliminary Investigation of an Early Mental Health Intervention for Head Start Programs: Effects of Child Teacher Relationship Training on Children's Behavior Problems

Autor/inn/en	Morrison, Mary O.; Bratton, Sue C.
Titel	Preliminary Investigation of an Early Mental Health Intervention for Head Start Programs: Effects of Child Teacher Relationship Training on Children's Behavior Problems
Quelle	In: Psychology in the Schools, 47 (2010) 10, S.1003-1017 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0033-3085
DOI	10.1002/pits.20520
Schlagwörter	Delivery Systems; Behavior Problems; Investigations; Early Intervention; Disadvantaged Youth; Mental Health; Parent Child Relationship; Child Caregivers; Preschool Teachers; Teacher Education; Federal Programs; Early Childhood Education; Preschool Children; Pretests Posttests; Teacher Aides; At Risk Students; Rating Scales; Child Behavior Checklist + Suchen Sie Ihr Suchwort? Auslieferung; Untersuchung; Benachteiligter Jugendlicher; Psychohygiene; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Caregiver; Caregivers; Carer; Child; Children; Kinderbetreuung; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Lehrerausbildung; Lehrerbildung; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Pre-school age; Preschool age; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Handreichung; Lehrerhilfe; Rating-Skala
Abstract	Head Start teachers and their aides (n = 24) were assigned to either the experimental or active control treatment in this preliminary investigation on the effects of Child Teacher Relationship Training (CTRT) on 52 disadvantaged preschool children identified with behavioral problems. CTRT is based on the principles and procedures of Child Parent Relationship Therapy (CPRT), a structured, time-limited approach that trains young children's caregivers to be active participants in an early mental health delivery system. Analysis of pre- to mid- to posttest findings revealed that, compared to the active control, CTRT demonstrated a large treatment effect on reducing children's externalized behavior problems; furthermore, the between-group difference over time was statistically significant. The statistical, practical, and clinical significance of findings provide preliminary support for CTRT as a developmentally responsive school-based intervention for at-risk preschool children exhibiting clinical levels of behavioral problems. (Contains 2 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10