None listed
Conditions
Brief summary
The objective of the study was to test the real-world effectiveness and mechanisms of Hitkashrut: a theory-based, “common elements”, PT program for early intervention with preschoolers (3-5) at risk for conduct problems. Hitkashrut, "attachment" in Hebrew, is also an acronym for relationship- supporting and hope-inspiring parenting. Hitkashrut’s intervention model was based on the theory and research of disruptive developmental pathways that showed elevated levels of child malleability and caretakers' influence during the preschool years and consequently, unique opportunities for changing the CP trajectory by restructuring formative parental/marital patterns. Hitkashrut’s overall strategy for changing child CP and associated dispositions is to inhibit negative and oftentimes coercive parent-child cycles and to promote regulated cooperative relationships characterized by mutual responsiveness and positive affectivity.
Interventions
The intervention (called `Hitkashrut`):
In October 2006 a research pilot was initiated with kindergarten teachers in order to create Israeli norms for a screening instrument and to test screening and referral procedures in collaboration with national supervisors of Ministry of Education`s Preschool education division. Master-level educational psychologists working at three local services in the Jerusalem region co-facilitated a manual-based sequence of semi-structured two-hour meetings with grou
The intervention (called `Hitkashrut`): In October 2006 a research pilot was initiated with kindergarten teachers in order to create Israeli norms for a screening instrument and to test screening and referral procedures in collaboration with national supervisors of Ministry of Education`s Preschool education division. Master-level educational psychologists working at three local services in the Jerusalem region co-facilitated a manual-based sequence of semi-structured two-hour meetings with groups of 5-7 couples. Sessions were conducted once weekly over a period of 14 weeks and were organized according to a 4-part structure: joining and following-up on last session’s homework; psycho-educational instruction with facilitators’ modeling problematic and optimal behaviors using prepared role plays; group discussion including spontaneous parental role plays; summary of take-home points and home-work assignments. Handouts summarized each session and highlighted the take-home points. Behavior management skills were learned and practiced by establishing differential reinforcement programs with each parental dyad during a half-hour couple meeting with one facilitator (after session 5 only), followed by one phone call and in-session checkups.
Sponsors
Prof. Yoel Elizur
Study design
Allocation
Randomised controlled trial
Intervention model
Parallel
Primary purpose
Prevention
Masking
Blinded (masking used)
Eligibility
Sex/Gender
All
Age
32 Months to 64 Months
Healthy volunteers
No
Inclusion criteria
Inclusion criteria were (a) enrolment in pre-kindergartens (in Israel usually 3-5 years old); (b) significant disruptive behaviors; (c) no physical disability, intellectual impairment, or pervasive developmental delay reported by teachers; (d) no other psychological treatment; (e) agreement of both caregivers to attend.
Exclusion criteria
Exclusion criteria were (a) physical disability, intellectual impairment, or pervasive developmental delay reported by teachers; (b) other psychological treatment.
Outcome results
None listed