Preventing Preschool Mental Health Problems: Population-Based Cluster Randomized Controlled Trial

Gulenc, Alisha; Ukoumunne, Obioha C; Gold, Lisa; Bayer, Jordana K.; Shaw, Daniel S.; Le, Ha; Wake, Melissa

doi:10.1097/dbp.0000000000000502

Cited by 8 publications

(7 citation statements)

References 24 publications

(27 reference statements)

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“… 38 The most effective parenting programmes to prevent child behaviour problems are found to be those which increase warmth and nurturing and to decrease harsh discipline and over-involved overprotective parenting. 9 In terms of management, paediatric practice for childhood mental and developmental disorders currently includes psychotropic medication 39 and referral for educational supports and therapies. 40 A psychosocial approach could include ACE screening in paediatric clinics 11 12 followed by targeted interventions such as parenting interventions, child–parent psychotherapies and childhood trauma therapies.…”

Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

“…4 The relevance of ACEs to adult and child mental health is well-substantiated and there has been much recent debate about the need to address underlying contributing factors to childhood mental illness, especially parental mental illness and early attachment difficulties 1 3 5-8 and to improve adverse parenting practices. 9 ACEs were traditionally described in 3 main categories, with 10 subcategories: child abuse (physical, sexual and emotional), child neglect (physical and emotional) and 'household dysfunction' (domestic violence, parental mental illness, parental substance abuse, parental separation and parental incarceration). 10 Subsequent research has described other ACEs such as community violence and many ACE screening tools have been developed 11 but are used only in specific…”

Section: Introductionmentioning

confidence: 99%

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Adverse childhood experiences—household stressors and children’s mental health: a single centre retrospective review

Holmes

Darmanthé

Tee

et al. 2021

bmjpo

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ObjectiveTo determine the prevalence of reported ‘household stressor’ adverse childhood experiences (ACEs) in families of children presenting with neurodevelopmental, behavioural or emotional difficulties and to determine whether family vulnerabilities, individually or cumulatively, were associated with particular clinical symptomatology.DesignRetrospective chart review followed by statistical analysis of family stressors and clinical symptomatology.SettingA community paediatric clinic in Australia.ParticipantsAll 267 children who attended an initial paediatric appointment during 2018.Results162 (60.7%) children had been exposed to one or more household stressor ACEs, including 116 (43.4%) children exposed to parental mental illness. Behavioural disturbance occurred in 144 (53.9%) children and externalising behaviours (other than attention deficit hyperactivity disorder) were more frequent than internalising behaviours. Externalising and internalising behaviours were associated with individual and cumulative household stressor ACEs. Most other symptomatology apart from genetic/neurological conditions, autistic symptoms and some developmental delays appeared to be partially associated with ACEs.ConclusionHousehold stressor ACEs were common, frequently occurred concurrently, and were associated with much of the symptomatology, in this cohort. Parental mental illness was the most prevalent stressor and behavioural disturbance the most prevalent symptomatology. These findings may have implications for clinical practice and service provision.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Adverse childhood experiences—household stressors and children’s mental health: a single centre retrospective review

Holmes

Darmanthé

Tee

et al. 2021

bmjpo

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“…Bunun yanı sıra akran ilişkileri yetersiz olan ve davranış problemleri görülen çocuklar yaşamlarının sonraki döneminde akademik başarısızlık, uyum sorunları, depresyon, intihar düşüncesi, kaygı bozuklukları, madde bağımlılığı, şiddet ve suç davranışına daha yatkın hale gelmektedirler (13,14). Bu nedenle okul öncesi dönemdeki çocukların özelliklerinin bilinmesi, davranışlarının takip edilmesi, gerektiğinde zaman kaybetmeden önlemlerin alınması önemlidir (15,16). Okul öncesi dönemde çocukların fiziksel bakımlarının ön plana çıkması psiko-sosyal gelişimlerinin göz ardı edilmesine neden olarak gelişimsel sorunların erken fark edilmesini engellemektedir.…”

Section: Introductionunclassified

“…Çocuğun gelişim dönemine göre problem olarak nitelendirilen davranışların süreklilik, yoğunluk, ısrarlılık, şiddet yönünden dikkatle değerlendirilmesi ve çok disiplinli ekip yaklaşımıyla gerekli önlemlerin alınması (sosyal-bilişsel grup tedavisi vb.) çocuğun ruhsal açıdan sağlıklı bir birey olabilmesine katkı sağlayacaktır (7,15,16). Bu gerekçelerden yola çıkarak araştırmada okul öncesi dönemdeki çocukların akran ilişkilerinin ve belirleyicilerinin incelenmesi amaçlanmıştır.…”

Section: Introductionunclassified

Peer Relations in Preschool Children and Determinants of the Relations

Avcı¹,

Selçuk²,

Kaynak³

2019

jcp

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Değerlendirmede tanımlayıcı istatistikler, Kolmogorov-Smirnov testi, t testi, tek yönlü varyans analizi ve post-hoc analizlerde Tukey's-b testi kullanılmıştır. BULGULAR: Araştırmada öğretmen bildirimine göre çocukların Ladd ve Profilet Çocuk Davranış Ölçeği saldırgan davranış, sosyal davranış, asosyal davranış, korkulu/kaygılı davranış, dışlanma ve aşırı hareketli olma alt boyutlarının puan ortalamaları sırasıyla 2.38±2.20, 11.26±4.54, 3.54±2.38, 4.33±2.61, 2.93±2.79, 2.79±1.92'dir. Cinsiyet, kardeş sayısı, doğum sırası, fiziksel hastalık varlığı, anne-babanın eğitim düzeyi, anne-babanın çalışma durumu, aile tipi, anne-babanın tutumu ve gelir düzeyi değişkenlerinin akran ilişkilerinin belirleyicileri olduğu saptanmıştır (p<0.05).TARTIŞMA ve SONUÇ: Çocukların saldırgan davranış, asosyal davranış, korkulu/kaygılı davranış, dışlanma, aşırı hareketli olma düzeylerinin düşük, sosyal davranış düzeyinin ise orta düzeyde olduğu, akran ilişkilerinin çocukların bireysel ve aile özelliklerinden etkilendiği belirlenmiştir. Bu doğrultuda okul-aile işbirliği içinde çocukların akran ilişkilerini geliştirmeye yönelik sosyal beceri programlarının düzenlenmesi, sorun yaşayan çocukların belirlenerek sağlık kuruluşuna ya da rehberlik merkezine yönlendirilmesi önerilebilir.

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An Equity-Focused Assessment of Evidence-Based Parenting Intervention Research

Kerns,

Maddox,

Berhanu

et al. 2024

Clin Child Fam Psychol Rev

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Evidence-based parenting interventions (EBPI) support children and families to promote resilience, address emotional and behavioral concerns, and prevent or address issues related to child maltreatment. Critiques of EBPIs include concerns about their relevance and effectiveness for diverse populations when they are implemented at population scale. Research methods that center racial equity and include community-based participatory approaches have the potential to address some of these concerns. The purpose of the present review was to document the extent to which methods associated with promoting racial equity in research have been used in studies that contribute to the evidence base for programs that meet evidentiary standards for a clearinghouse that was developed to support the Family First Prevention Services Act in the United States. We developed a coding system largely based on the Culturally Responsive Evaluation model. A sample of 47 papers that are part of the evidence base for ten in-home parent skill-based programs were reviewed and coded. Only three of 28 possible codes were observed to occur in over half of the studies (including race/ethnicity demographic characteristics, conducting measure reliability for the study sample, and including information on socioeconomic status). Although the overall presence of equity-informed methods was low, a positive trend was observed over time. This review highlights ways in which rigorous research can incorporate racial equity into the planning, design, execution, and interpretation and dissemination of programs of study. We posit that doing so improves the external validity of studies while maintaining high-quality research that can contribute to an evidence base.

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Preventing Preschool Mental Health Problems: Population-Based Cluster Randomized Controlled Trial

Abstract: When translated to the population level by existing staff, pre-existing programs seemed ineffective in improving child behavior, alone or in combination, but improved parenting.

Cited by 8 publications

References 24 publications

Adverse childhood experiences—household stressors and children’s mental health: a single centre retrospective review

Adverse childhood experiences—household stressors and children’s mental health: a single centre retrospective review

Peer Relations in Preschool Children and Determinants of the Relations

An Equity-Focused Assessment of Evidence-Based Parenting Intervention Research

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