Liu Sihong, Phu Tiffany, Dominguez Amy, Hurwich-Reiss Eliana, McGee Drew, Watamura Sarah, Fisher Philip
Department of Psychology and Center for Translational Neuroscience, University of Oregon, Eugene, OR, USA.
Department of Psychology, University of Denver, Denver, CO, USA.
Prev Sci. 2025 Mar;26(Suppl 1):52-65. doi: 10.1007/s11121-021-01251-6. Epub 2021 May 7.
Many existing preventive intervention programs focus on promoting responsive parenting practices. However, these parenting programs are often long in duration and expensive, and meta-analytic evidence indicates that families facing high levels of adversity typically benefit less. Moreover, due to a lack of specification and evaluation of conceptual models, the mechanisms underlying program-related changes in caregivers and their children often remain unclear. The current study aimed to test the effectiveness of a video feedback parenting intervention program, Filming Interactions to Nurture Development (FIND), in improving caregivers' self-efficacy and reducing children's behavioral problems. Data derived from a randomized controlled trial using pretest-posttest design with low-income families reporting high levels of stress (N = 91, children aged 4 to 36 months old, 41.8% female). Families were randomly assigned to an active control or FIND intervention group. Results indicated that caregivers in the FIND group exhibited significant improvement in self-report sense of parenting competence and self-efficacy in teaching tasks. These program impacts were particularly pronounced among caregivers who experience high levels of childhood adversity. Findings provide preliminary support for the FIND conceptual model. Specifically, caregivers' improved self-efficacy in teaching tasks was linked to children's reduced internalizing and externalizing problems (notably, direct FIND intervention effects on children's behavioral outcomes were not observed). Overall, results support the effectiveness of FIND in enhancing caregivers' sense of parenting competence and potentially promoting optimal child development.
许多现有的预防性干预项目都侧重于促进积极回应式的育儿方式。然而，这些育儿项目往往持续时间长且成本高昂，荟萃分析证据表明，面临高度逆境的家庭通常受益较少。此外，由于缺乏对概念模型的明确界定和评估，护理人员及其子女与项目相关的变化背后的机制往往仍不明确。当前的研究旨在测试视频反馈育儿干预项目“拍摄互动促进发展”（FIND）在提高护理人员自我效能感和减少儿童行为问题方面的有效性。数据来自一项随机对照试验，采用前测-后测设计，研究对象为报告有高压力水平的低收入家庭（N = 91，儿童年龄在4至36个月之间，41.8%为女性）。家庭被随机分配到积极对照组或FIND干预组。结果表明，FIND组的护理人员在自我报告的育儿能力感和教学任务中的自我效能感方面有显著改善。这些项目影响在经历过高度童年逆境的护理人员中尤为明显。研究结果为FIND概念模型提供了初步支持。具体而言，护理人员在教学任务中提高的自我效能感与儿童内化和外化问题的减少有关（值得注意的是，未观察到FIND对儿童行为结果的直接干预效果）。总体而言，结果支持FIND在增强护理人员育儿能力感以及潜在促进儿童最佳发展方面的有效性。
