Evaluation of two prevention programs "EARLY STEPS" and "FISTLESS" in day-care centers with children at risk - a follow-up project to the Frankfurt Prevention Study within the framework of the Reseach Center „Individual Development and Adaptive Education“ (IDeA)

Evaluation of two prevention programs "EARLY STEPS" and "FISTLESS" in day-care centers with children at risk - a follow-up project to the Frankfurt Prevention Study within the framework of the Reseach Center „Individual Development and Adaptive Education“ (IDeA) - EVA

Status

Active, not recruiting

Phases

Unknown

Study type

Interventional

Source

DRKS

Registry ID

DRKS00003500

Enrollment

280

Registered

2012-02-14

Start date

2009-02-25

Completion date

Unknown

Last updated

2025-04-07

For informational purposes only — not medical advice. Sourced from public registries and may not reflect the latest updates. Terms

Conditions

Attachment representation/ attachment strategy of the child F91 F90

Interventions

Group 1: A two years psychoanalytical early prevention program „EARLY STEPS“ (Leuzinger-Bohleber et al., 2007) in seven day-care centers: This prevention program is characterized by its approach as

Eligibility

Sex/Gender

All

Age

3 Years to 5 Years

Inclusion criteria

Inclusion criteria: All children fitting the age range in the research day-care centers

Exclusion criteria

Exclusion criteria: All children beyond the age range in the research day-care centers

Design outcomes

Primary

Measure	Time frame
“Manchester Child Attachment Story Task” (MCAST) (Green, Stanley, Smith, & Goldwyn, 2000): In the MCAST, using a standardised doll-play completion task, which was developed by the research group around Jonathan Green, the examiner plays various attachment relevant stress situations, which are videotaped. Afterwards, the video material is analysed with respect to thirty-three attachment specific characteristics. The MCAST provides information about the child's attachment representations towards their caregiver. Four different attachment strategies can be distinguished: B - secure strategy, A - insecure avoidant strategy, C - insecure ambivalent and D - Disorganisation. Measurement time points: before and after intervention.	—

Measure

Time frame

“Manchester Child Attachment Story Task” (MCAST) (Green, Stanley, Smith, & Goldwyn, 2000): In the MCAST, using a standardised doll-play completion task, which was developed by the research group around Jonathan Green, the examiner plays various attachment relevant stress situations, which are videotaped. Afterwards, the video material is analysed with respect to thirty-three attachment specific characteristics. The MCAST provides information about the child's attachment representations towards their caregiver. Four different attachment strategies can be distinguished: B - secure strategy, A - insecure avoidant strategy, C - insecure ambivalent and D - Disorganisation. Measurement time points: before and after intervention.

—

Secondary

Measure	Time frame
„Hannover-Wechsler intelligence test for the preschool age“ (HAWIVA –III, Ricken et al., 2007); „Strengths and Difficulties Questionnaire“ (SDQ) with following scales: prosocial behaviour, hyperactivity, emotional symptoms, peer relationships, conduct problems (Goodman, 1997; Woerner et al., 2002) from the teacher’s and parent’s perspective; observational instrument for teachers „Positive Development and Resilience in Day-Care Centers’ Daily Routine“ (PERIK) (Mayr & Ulich, 2009), a tool for observation and evaluation of the emotional well-being of preschool children; „Caregiver-Teacher Report Form“ (C-TRF) (Achenbach & Rescorla, 2000); parent interview capturing risk factors (Neubert & Laezer, 2011); "Reflective Self Functioning Scale" (Fonagy et al. 1998, Daudert, 2001, 2002). Measurement time points: before and after intervention.	—

Measure

Time frame

„Hannover-Wechsler intelligence test for the preschool age“ (HAWIVA –III, Ricken et al., 2007); „Strengths and Difficulties Questionnaire“ (SDQ) with following scales: prosocial behaviour, hyperactivity, emotional symptoms, peer relationships, conduct problems (Goodman, 1997; Woerner et al., 2002) from the teacher’s and parent’s perspective; observational instrument for teachers „Positive Development and Resilience in Day-Care Centers’ Daily Routine“ (PERIK) (Mayr & Ulich, 2009), a tool for observation and evaluation of the emotional well-being of preschool children; „Caregiver-Teacher Report Form“ (C-TRF) (Achenbach & Rescorla, 2000); parent interview capturing risk factors (Neubert & Laezer, 2011); "Reflective Self Functioning Scale" (Fonagy et al. 1998, Daudert, 2001, 2002). Measurement time points: before and after intervention.

—

Countries

Germany

Contacts

Public ContactKatrin Luise Läzer

Sigmund-Freud-Institut

laezer@sigmund-freud-institut.de+49 (0)69 798-25539

Outcome results

None listed

Source: DRKS (via WHO ICTRP) · Data processed: Mar 22, 2026