Promoting family school-readiness for child-welfare involved preschoolers and their caregivers: Case examples.
Abstract The Strategies for Enhancing Early Developmental Success (SEEDS) Preschool Program aims to promote school readiness in families connected to the child welfare system by enhancing children's self-regulation, parents' engagement in their children's early learning experiences, and parent/child...
| Publicado en: | Children & Youth Services Review Vol. 96; pp. 181 - 194 |
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| Autores principales: | , , , , |
| Formato: | Artículo |
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Elsevier B.V.
Jan2019
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| Materias: | |
| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ssf&AN=133720191&site=ehost-live header: @attributes: shortDbName: ssf uiTerm: 133720191 longDbName: Social Sciences Full Text (H.W. Wilson) uiTag: AN controlInfo: bkinfo: jinfo: jid: 01907409 JA8 jtl: Children & Youth Services Review issn: 01907409 maglogo: N pubinfo: dt: Jan2019 vid: 96 pid: 2410 pub: Elsevier B.V. artinfo: ui: 133720191 10.1016/j.childyouth.2018.10.047 ppf: 181 ppct: 13 formats: tig: atl: Promoting family school-readiness for child-welfare involved preschoolers and their caregivers: Case examples. aug: au: Hajal, Nastassia J. Paley, Blair Delja, Jolie R. Gorospe, Clarissa M. Mogil, Catherine affil: Jane and Terry Semel Institute for Neuroscience & Human Behavior at UCLA, University of California, Los Angeles, United States su: Academic achievement Fetal alcohol syndrome Child welfare Curriculum Emotions Interpersonal relations Parent-child relationships Emotional trauma Self-management (Psychology) Social adjustment Psychological stress Teacher-student relationships Human services programs Parent attitudes College teacher attitudes Executive function Family attitudes Conceptual structures Teaching aids Caregiver attitudes Prenatal exposure delayed effects sug: subj: Academic achievement Fetal alcohol syndrome Child welfare Curriculum Emotions Interpersonal relations Parent-child relationships Emotional trauma Self-management (Psychology) Social adjustment Psychological stress Teacher-student relationships Human services programs Parent attitudes College teacher attitudes Executive function Family attitudes Conceptual structures Teaching aids Caregiver attitudes Prenatal exposure delayed effects ab: Abstract The Strategies for Enhancing Early Developmental Success (SEEDS) Preschool Program aims to promote school readiness in families connected to the child welfare system by enhancing children's self-regulation, parents' engagement in their children's early learning experiences, and parent/child/teacher relationships. Given high levels of prenatal alcohol exposure and early adversity in welfare-connected children, the SEEDS Program integrates evidence-based interventions for fetal alcohol spectrum disorders and early childhood stress and trauma. From an early education perspective, an innovative aspect of the program is the conceptualization of school readiness as occurring at the family level; in SEEDS, parental participation is as intensive as children's participation, both during dyadic activities and in a separate but highly coordinated parent group curriculum. To illustrate design and implementation of the program, the current paper uses parent- and teacher-reported data to summarize the progress of three participating families with diverse histories and presenting issues. Each individual family's response to intervention was examined (1) by calculating individual reliable change index scores using pre- and post-intervention reports on standardized measures of child adjustment and parental stress, and (2) by plotting the time series of teacher-reported progress on family goals over the course of the program. Although emotional, behavioral, and executive functioning difficulties appeared to initially interfere with children's engagement in learning material, enhancing social-emotional functioning at the level of the parent, child, and the dyad addressed many of the parent- and teacher-identified intervention goals. Consideration of mixed outcomes in one of the three cases highlights areas of improvement for future implementations of the SEEDS Program. Highlights • The feasibility of a family school readiness program for children with prenatal alcohol exposure and early trauma was supported. • Case examples illustrate child and family progress on parent- and teacher-identified social-emotional intervention goals. • Some mixed outcomes among three families suggests ways that the program could be improved for future implementations. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: N holdings: @attributes: islocal: N |
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