Knoche Lisa L, Sheridan Susan M, Clarke Brandy L, Edwards Carolyn Pope, Marvin Christine A, Cline Keely D, Kupzyk Kevin A
University of Nebraska-Lincoln, Nebraska Center for Research on Children, Youth, Families and Schools.
University of Nebraska-Lincoln, Departments of Child, Youth and Family Studies and Psychology.
Infant Ment Health J. 2012 Sep 1;33(5):439-458. doi: 10.1002/imhj.21320.
The purpose of this study is to investigate the effects of a relational intervention (the Getting Ready intervention) on parenting behaviors supporting the parent-infant relationship for families enrolled in Early Head Start home-based programming. Two-hundred thirty-four parents and their children participated in the randomized study, with 42% of parents reporting education of less than a high-school diploma. Brief, semistructured parent-child interaction tasks were videotaped every 4 months over a16-month intervention period. Observational codes of parent-infant relationship behaviors included of three parental behaviors: warmth and sensitivity, support for learning, and encouragement of autonomy; two indicators: support for learning and guidance/directives; and one indicator: constructive behaviors. Parents who participated in the Getting Ready intervention demonstrated higher quality interactions with their children that included enhanced quality of warmth and sensitivity, and support for their children's autonomy than did parents in the control group. They also were more likely to use appropriate directives with their children and more likely to demonstrate appropriate supports for their young children's learning. Results indicate an added value of the Getting Ready intervention for Early Head Start home-based programming for families of infants and toddlers.
本研究的目的是调查一种关系干预措施（“准备就绪”干预）对参与早期开端家庭式项目的家庭中支持亲子关系的养育行为的影响。234名家长及其子女参与了这项随机研究，42%的家长报告其教育程度低于高中文凭。在为期16个月的干预期内，每4个月对简短的半结构化亲子互动任务进行一次录像。亲子关系行为的观察编码包括三种父母行为：温暖与敏感、对学习的支持以及对自主性的鼓励；两种指标：对学习的支持和指导/指令；以及一种指标：建设性行为。与对照组的家长相比，参与“准备就绪”干预的家长与子女的互动质量更高，包括更高质量的温暖与敏感，以及对子女自主性的支持。他们也更有可能对子女使用恰当的指令，并且更有可能对幼儿的学习表现出恰当的支持。结果表明，“准备就绪”干预措施为参与早期开端家庭式项目的婴幼儿家庭带来了附加价值。
