Emotion Regulation
Conditions
Keywords
Reflective Supervision, Reflective Capacity, Early Care and Education, Social-Emotional Development
Brief summary
The goal of this clinical trial is to test an enhancement to early care and education, which is a professional development series that includes a foundational training and skill development workshops focused on training and supporting early learning supervisors in Reflective Practice and Supervision. Directors and education coordinators within state pre-kindergarten programs, and the teachers they supervise, will be the focus of this research. Hypothesized outcomes include promotion of reflective capacity and supervisory skill in supervisors, more effective supervisor-supervisee interactions, increases in reflective functioning and well-being in supervisees, increases in positive teaching practices and observed classroom quality, and increases in adaptive social-emotional development among children alongside prevention of emotion regulation difficulties. Researchers will compare whether these outcomes differ between participants who are currently receiving the Reflective Supervision enhancement and participants who are in the waitlist control condition.
Interventions
BEHAVIORALReflective Supervision Enhancement
The Reflective Supervision enhancement is a professional development series designed to train and support directors and education coordinators supervising state pre-kindergarten classrooms in using a reflective supervision approach with their staff.
Sponsors
Eunice Kennedy Shriver National Institute of Child Health and Human Development (NICHD)
Bradley Hospital
Study design
Allocation
RANDOMIZED
Intervention model
PARALLEL
Primary purpose
PREVENTION
Masking
SINGLE (Outcomes Assessor)
Masking description
Classroom observations will be conducted by study staff who are not aware of which study condition (i.e., experimental or waitlist control) participants are enrolled in.
Intervention model description
Participants (i.e., early learning supervisors) will be randomized to the experimental condition (i.e., the Reflective Supervision enhancement) or the waitlist control condition (i.e., business-as-usual).
Eligibility
Sex/Gender
ALL
Age
18 Years to No maximum
Healthy volunteers
No
Inclusion criteria
* Supervisor in Rhode Island state pre-kindergarten program
Exclusion criteria
* Does not meet inclusion criteria above
Design outcomes
Primary
| Measure | Time frame | Description |
|---|---|---|
| Change from Baseline Child-Teacher Relationship Quality at 9 months | At baseline (beginning of academic year) and in 9 months | Student-Teacher Relationship Scale - Short Form, scores range from 1 to 5 with higher scores indicating a more positive relationship |
| Change from Baseline Teaching Progress Assessment at 9 months | At baseline (beginning of academic year), and in 9 months | Rhode Island Department of Education record review |
| Change from Baseline Teaching Progress Assessment at 12 months | At baseline (beginning of academic year), and in 12 months | Rhode Island Department of Education record review |
| Change from 9-month Teaching Progress Assessment at 12 months | At 9 months (end of academic year), and in 12 months (beginning of next academic year) | Rhode Island Department of Education record review |
| Change from Baseline Observed Classroom Quality at 9 months | At baseline (beginning of academic year), and in 9 months | Pre-K Classroom Assessment Scoring System, scores range from 1 (minimally characteristic) to 7 (highly characteristic), with higher scores indicating higher classroom quality |
| Change from Baseline Observed Classroom Quality at 12 months | At baseline (beginning of academic year), and in 12 months | Pre-K Classroom Assessment Scoring System, scores range from 1 (minimally characteristic) to 7 (highly characteristic), with higher scores indicating higher classroom quality |
| Change from 9-month Observed Classroom Quality at 12 months | At 9 months (end of academic year), and in 12 months (beginning of next academic year) | Pre-K Classroom Assessment Scoring System, scores range from 1 (minimally characteristic) to 7 (highly characteristic), with higher scores indicating higher classroom quality |
| Change from Baseline Child Social-Emotional Functioning as assessed by Cognitive Toybox at 9 months | At baseline (beginning of academic year), and in 9 months | Rhode Island Department of Education record review |
| Change from Baseline Child Emotion Regulation at 9 months | At baseline (beginning of academic year), and in 9 months | Social Competence Scale - Teacher Version, Emotion Regulation subscale, scores range from 0 to 4 with higher scores indicating greater emotion regulation |
| Change from Baseline Child Prosocial/Communication Skills at 9 months | At baseline (beginning of academic year), and in 9 months | Social Competence Scale - Teacher Version, Prosocial/Communication subscale, scores range from 0 to 4 with higher scores indicating greater prosocial/communication skills |
| Change from Baseline Child Social Competence at 9 months | At baseline (beginning of academic year), and in 9 months | Social Competence Scale - Teacher Version, Total Social Competence Score, scores range from 0 to 4 with higher scores indicating greater social competence |
Secondary
| Measure | Time frame | Description |
|---|---|---|
| Change from Baseline Supervisor Reflective Functioning at 9 months | At baseline (beginning of academic year) and in 9 months | Reflective Functioning Questionnaire, scores range from 1 to 7 with higher scores indicating greater reflective functioning |
| Change from Baseline Supervisor Well-Being at 9 months | At baseline (beginning of academic year) and in 9 months | Professional Quality of Life Scale, scores range from 1 to 5 with higher scores indicating greater well-being |
| Change from Baseline Quality of Reflective Supervision Relationship at 9 months | At baseline (beginning of academic year) and in 9 months | Reflective Interaction Observation Scale, scores range from 1 to 5 with higher scores indicating a higher quality relationship |
| Change from Baseline Supervisor Reflective Capacity at 9 months | At baseline (beginning of academic year) and in 9 months | Reflective Supervision Rating Scale, Adapted Version, scores range from 1 to 4 with higher scores indicating greater reflective capacity |
| Change from Baseline Supervisory Competence at 9 months | At baseline (beginning of academic year) and in 9 months | Supervisor Self-Assessment, scores range from 1 to 5 with higher scores indicating greater supervisory competence |
| Program Climate assessed by Early Childhood Environment Rating Scale-Revised | At 9 months (end of academic year) | Rhode Island Department of Education record review |
| Change from Baseline Supervisor Reflective Capacity at 9 months assessed by teacher-report | At baseline (beginning of academic year) and in 9 months | Reflective Supervision Rating Scale, scores range from 1 to 4 with higher scores indicating greater reflective capacity |
| Change from Baseline Teacher Reflective Functioning at 9 months | At baseline (beginning of academic year) and in 9 months | Reflective Functioning Questionnaire, scores range from 1 to 7 with higher scores indicating greater reflective functioning |
| Change from Baseline Teacher Well-Being at 9 months | At baseline (beginning of academic year) and in 9 months | Professional Quality of Life Scale, scores range from 1 to 5 with higher scores indicating greater well-being |
| Change from Baseline Child Academic Functioning as assessed by Cognitive Toybox at 9 months | At baseline (beginning of academic year) and in 9 months | Rhode Island Department of Education record review |
| Change from Baseline Child Academic Skills at 9 months | At baseline (beginning of academic year) and in 9 months | Social Competence Scale - Teacher Version, Academic Skills subscale, scores range from 0 to 4 with higher scores indicating greater academic skills |
Countries
United States
Outcome results
None listed