Promoting resilience: A preschool intervention enhances the adolescent adjustment of children exposed to early adversity
| Autor: | Brenda S. Heinrichs, Michael T. Sanders, Karen L. Bierman, Janet A. Welsh |
|---|---|
| Rok vydání: | 2020 |
| Předmět: |
Male
Adolescent media_common.quotation_subject Emotions education PsycINFO Emotional Adjustment Psychological Distress Article Education law.invention Child Development Randomized controlled trial Adverse Childhood Experiences law Intervention (counseling) Early Intervention Educational Developmental and Educational Psychology Humans Longitudinal Studies Early childhood Language media_common Schools Resilience Psychological Object Attachment Child development Distress Latent Class Analysis Child Preschool Head start Female Psychological resilience Psychology Social Adjustment Clinical psychology |
| Zdroj: | Sch Psychol |
| ISSN: | 2578-4226 2578-4218 |
| Popis: | Two hundred ninety-four children from low-income families (58% White, 17% Latinx, 25% Black; 54% girls; Mage = 4.49 years old at study entry) were recruited from Head Start classrooms to participate in a randomized-controlled trial of the project Research-based, Developmentally Informed (REDI) preschool intervention and then followed longitudinally for 10 years through 9th grade. At study entry, parents reported on their children's exposure to adverse childhood experiences (ACEs). Youth reported on their feelings of social-emotional distress and school bonding after making the transition into middle school (7th grade) and high school (9th grade). Multilevel latent profile analyses revealed three profiles of adolescent distress and school bonding. Increased rates of ACEs in early childhood predicted membership in adolescent profiles characterized by heightened social-emotional distress and reduced levels of school bonding. The REDI intervention that focused on promoting early social-emotional and language skills in preschool moderated the impact of early ACEs on adolescent adjustment and promoted youth resilience, significantly buffering children from the negative impact of early ACEs on their levels of social-emotional distress and school bonding. (PsycInfo Database Record (c) 2020 APA, all rights reserved). |
| Databáze: | OpenAIRE |
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