Efficacy of the Getting Ready Intervention and the Role of Parental Depression

Autor/inn/en	Sheridan, Susan M.; Knoche, Lisa L.; Edwards, Carolyn P.; Kupzyk, Kevin A.; Clarke, Brandy L.; Moorman Kim, Elizabeth
Titel	Efficacy of the Getting Ready Intervention and the Role of Parental Depression
Quelle	In: Early Education and Development, 25 (2014) 5, S.746-769 (24 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1040-9289
DOI	10.1080/10409289.2014.862146
Schlagwörter	Role; Depression (Psychology); Parent Child Relationship; Control Groups; Low Income; Intervention; Social Behavior; Video Technology; Gender Differences; Task Analysis; Persistence; Attention Control; Outcomes of Treatment; Preschool Children; Disadvantaged Youth; Affective Behavior; Mothers; Experimental Groups; Observation; Center for Epidemiologic Studies Depression Scale + Suchen Sie Ihr Suchwort? Rollen; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Niedriglohn; Social behaviour; Soziales Verhalten; Geschlechterkonflikt; Aufgabenanalyse; Ausdauer; Aufmerksamkeitstest; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Benachteiligter Jugendlicher; Affective disturbance; Active behaviour; Affektive Störung; Mother; Mutter; Beobachtung
Abstract	Research Findings: This study reports the results of a randomized trial of a parent engagement intervention (the Getting Ready intervention) on directly observed learning-related social behaviors of children from low-income families in the context of parent-child interactions. The study explored the moderating effect of parental depression on intervention outcomes. Participants were 204 children and their parents as well as 29 Head Start teachers. Semistructured parent-child interaction tasks were videotaped 2 times annually over the course of 2 academic years. Observational codes of child behaviors included agency, persistence, activity level, positive affect, distractibility, and verbalizations. Practice or Policy: When gender and disability concerns were controlled, those in the treatment condition experienced a significant decline in activity level relative to children in the control group. Furthermore, compared to children of nondepressed mothers and to control children, those in the experimental condition whose parent reported elevated levels of depression showed greater gains in positive affect and in verbalizations. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10