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Child Psychiatry & Human Development

14-01-2024 | Research

Early Emotion Development Intervention Improves Mental Health Outcomes in Low-Income, High-Risk Community Children

Auteurs: Laura Hennefield, Kirsten Gilbert, Meghan Rose Donohue, Rebecca Tillman, Art McCoy, Gwendolyn Diggs, Zori A. Paul, Patricia L. Kohl, Joan L. Luby

Gepubliceerd in: Child Psychiatry & Human Development

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Abstract

Children living in poverty and facing related forms of adversity are at higher risk for experiencing concurrent and later psychopathology. Although negative psychological outcomes can be improved by enhancing sensitive and responsive caregiving early in development, interventions targeting the caregiver–child dyad are not readily accessible. The present study investigated the feasibility and effectiveness of delivering a shortened eight-session form of Parent–Child Interaction Therapy-Emotion Development (PCIT-ED) in-person or remotely as an early intervention for 3–6-year-old children (N = 62) at elevated risk for psychopathology who were growing up in low-income communities. Caregiver–child dyads were randomized to eight-sessions of PCIT-ED or online parenting education. Relative to parenting education, children receiving PCIT-ED exhibited lower externalizing symptoms and functional impairment and more positive peer relationships following the intervention. Findings support the effectiveness of this shortened form of PCIT-ED, delivered in-person or remotely, as an early intervention to improve symptoms of psychopathology and functioning in high-risk children living in poverty.
Trial registration Clinicaltrials.gov; NCT04399629.
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Voetnoten
1
The intervention was initially adapted to be administered over 12-sessions; however, it was further reduced to eight-sessions early in the study after it became apparent that 12 sessions posed a substantial burden to participants. Tables S1–2 provide detailed information about the number of sessions completed by each participant. Post-hoc analyses examining (1) number of sessions as a continuous variable, and (2) comparing participants who completed 3–8 sessions with those who completed nine or more sessions, indicated that the number of sessions completed was not significantly associated with externalizing or internalizing symptoms at the post-intervention assessment.
 
2
A subset of participants also completed a baseline and post-assessment observed parenting task (n = 27), an electroencephalogram (EEG; n = 4),and/or functional near infrared spectroscopy (fNIRS; n = 6) sessions. The COVID-19 stay home orders substantially affected our ability to collect this data remotely and in a timely manner. Given methodological differences and smaller sample sizes, these exploratory data will be reported elsewhere.
 
3
A parallel intent-to-treat analysis was also conducted that limited the sample to the first sibling enrolled from each pair. Findings pertaining to externalizing symptoms, global peer relations, and parental optimism remained significant (ps < .05), indicating potential dependency from sibling pairs in the data is not driving these findings. Trend-level significance was observed for internalizing symptoms (p = 0.052), but not for functional impairment-family (p = 0.068) and social withdrawal (p = .112; Supplement 3, Table S3).
 
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Metagegevens
Titel
Early Emotion Development Intervention Improves Mental Health Outcomes in Low-Income, High-Risk Community Children
Auteurs
Laura Hennefield
Kirsten Gilbert
Meghan Rose Donohue
Rebecca Tillman
Art McCoy
Gwendolyn Diggs
Zori A. Paul
Patricia L. Kohl
Joan L. Luby
Publicatiedatum
14-01-2024
Uitgeverij
Springer US
Gepubliceerd in
Child Psychiatry & Human Development
Print ISSN: 0009-398X
Elektronisch ISSN: 1573-3327
DOI
https://doi.org/10.1007/s10578-023-01639-1