Adverse Childhood Experiences
Conditions
Keywords
Childhood adversity, teacher training, play, playfulness
Brief summary
This research project was developed in an effort to support teachers of young children exposed to adversity and to assist them with enhancing children's development through play. The project utilizes an occupational therapist-led teacher training program manual and an accompanying fidelity checklist. This training is provided via virtual group sessions (Telehealth) and consists of five 45-minute-long sessions addressing ways to promote children's play and playfulness in the classroom and techniques to reduce teacher/caregiver burnout. The training was facilitated via Zoom with eleven teachers employed by an agency serving children exposed to adversity. The fidelity raters scored the fidelity checklist while reviewing video recordings of the training sessions. Participants responded to a Background Questionnaire via Qualtrics and were interviewed before and after the training. The interview data was used to analyze the impact of the training.
Detailed description
This pilot study examines the feasibility of a teacher group training program that aims to equip teachers with the skills of promoting development among young children exposed to adversity through play. The study utilizes occupational therapist-led teacher training program manual entitled Playing Playfully to Overcome Adversity (PPOA) and an accompanying fidelity checklist. This training is provided via virtual group sessions (Telehealth) and consists of five 45-minute-long sessions addressing ways to promote children's play and playfulness in the classroom. The project's goals are: 1. To determine whether the above program can: 1. Increase teachers' perceived competencies supporting play in the classroom 2. Change teachers' views of how they can support children's play and playfulness 2. To identify program elements that require revisions/modifications based on teachers' feedback pertaining to: 1. Aspects of the program that they find to be helpful or less helpful 2. Aspects of the training they deem to be feasible to implement in their classrooms in order to promote children's play and playfulness The PPOA training was facilitated via Zoom with eleven teachers employed by an agency serving children exposed to adversity. The fidelity checklist was scored while reviewing video recordings of the training sessions. Participants responded to a Background Questionnaire via Qualtrics and were interviewed before and after the training. Interview data was used to analyze the impact of the training.
Interventions
BEHAVIORALPlaying Playfully to Overcome Adversity
This training is provided via virtual group sessions (Telehealth) and consists of five 45-minute-long weekly sessions addressing ways to promote children's play and playfulness in the classroom and techniques to reduce teacher/caregiver burnout.
Sponsors
Yeshiva University
Sacred Heart University
Study design
Allocation
NA
Intervention model
SINGLE_GROUP
Primary purpose
PREVENTION
Masking
NONE
Intervention model description
The training program used in this study aims to equip teachers serving children exposed to adversity with the knowledge and skills pertaining to using play and playfulness as vehicles to foster children's growth. NO DRUGS ARE INVOLVED IN THIS STUDY.
Eligibility
Sex/Gender
ALL
Age
18 Years to No maximum
Healthy volunteers
No
Inclusion criteria
* Teachers and teacher assistants employed by agencies serving young children exposed to adversity who have access to a device with reliable high-speed internet, camera, and Zoom capacity.
Exclusion criteria
* Individuals who are not teachers or teacher assistants employed by agencies serving young children exposed to adversity or who do not have access to a device with reliable high-speed internet, camera, and Zoom capacity.
Design outcomes
Primary
| Measure | Time frame | Description |
|---|---|---|
| Parent/Caregiver's View of Supporting Children's Play and Playfulness | From enrollment to the end of treatment at 6 weeks | The questionnaire assesses parent or caregiver perception of their support of child's playfulness. It consists of 11 items scored on 3-point scale ranging from 0 (do not agree) to 2 (strongly agree). |
| Teacher Perception of Play in the Classroom Survey | From enrollment to the end of treatment at 6 weeks | The Teacher Perception of Play in the Classroom Survey assesses teachers' confidence in incorporating play and/or playful attitude into the classroom environment. It consists of 14 statements on a 3-point scale ranging from 1 (not true) to 3 (certainly true). |
Secondary
| Measure | Time frame | Description |
|---|---|---|
| Open-ended pre-program questions | At enrollment | Three pre-training participant interview questions about their beliefs pertaining to play's role in children's development, what play looks like in their classroom, and what they expect to gain from participating in the training program. |
| Post-Training Participant Interview | After 6 weeks | A set of seven post program questions to learn on the benefits of the program and areas for improvement. |
Countries
United States
Outcome results
None listed