Draper Kay, Siegel Christine, White Joanna, Solis Caroline M, Mishna Faye
Department of Counseling and Psychological Services, College of Education, Georgia State University, GA, USA.
Int J Group Psychother. 2009 Apr;59(2):221-42. doi: 10.1521/ijgp.2009.59.2.221.
The importance of early intervention with children who are at risk for mental health problems is widely recognized. Relationships with significant adults (parents, other caregivers, and teachers) are critically important in young children's lives and can make a tremendous difference in the trajectory of a child's future. This study utilized a waiting-control group design to examine the effects on student behavior and parent stress of play-based interventions designed to improve the relationships between parents and their children (i.e., Filial Therapy), and teachers and their students (i.e., Kinder Training). To incorporate the benefits of group work, the eight-week intervention was delivered to parents in a small-group format. Teachers participated in a one-day group training with weekly coaching and dyadic consultation for on-going support. Results at post-intervention indicated that teachers perceived children in the intervention group to exhibit significantly less problem behavior than students in the waiting-control group. Although results suggest that the intervention had no demonstrable effect on parent stress, qualitative results indicate otherwise. Implications for practice and research are discussed.
早期干预对有心理健康问题风险的儿童的重要性已得到广泛认可。与重要成年人（父母、其他照顾者和教师）的关系在幼儿生活中至关重要，并且会对儿童未来的发展轨迹产生巨大影响。本研究采用等待控制组设计，以检验旨在改善父母与子女关系（即亲子疗法）以及教师与学生关系（即幼儿培训）的基于游戏的干预措施对学生行为和家长压力的影响。为了融入小组工作的益处，为期八周的干预以小组形式提供给家长。教师参加了为期一天的小组培训，并接受每周一次的指导和二元咨询以获得持续支持。干预后的结果表明，教师认为干预组的儿童表现出的问题行为明显少于等待控制组的学生。尽管结果表明干预对家长压力没有明显影响，但定性结果却并非如此。文中还讨论了对实践和研究的启示。
