@article{ref1,
title="Can psychodynamically oriented early prevention for "children-at-risk" in urban  areas with high social problem density strengthen their developmental potential? A  cluster randomized trial of two kindergarten-based prevention programs",
journal="Frontiers in psychology",
year="2020",
author="Fischmann, Tamara and Asseburg, Lorena K. and Green, Jonathan and Hug, Felicitas and Neubert, Verena and Wan, Ming and Leuzinger-Bohleber, Marianne",
volume="11",
number="",
pages="e599477-e599477",
abstract="Children who live on the margins of society are disadvantaged in achieving their  developmental potential because of the lack of a necessary stable environment and  nurturing care. Many early prevention programs aim at mitigating such effects, but  often the evaluation of their long-term effect is missing. The aim of the study  presented here was to evaluate such long-term effects in two prevention programs for  children-at-risk growing up in deprived social environments focusing on child  attachment representation as the primary outcome as well as on self-reflective  capacities of teachers taking care of these children. The latter was a key component  for promoting resilient behavior in children. Five hundred and twenty-six children  aged 36 to 60 months at risk due to immigration status, low family socio-economic  status and child behavior were examined in a cluster-randomized study comparing two  preventions, the psychodynamic, attachment-based holistic approach EARLY STEPS (ES)  with the classroom based FAUSTLOS (FA) for their efficacy. Primary outcome was the  child attachment representation measured by the Manchester Child Attachment Story  Task (MCAST). Secondary outcomes were derived from (a) the Caregiver-Teacher Report  Form (C-TRF: problem behaviors, including anxiety/depressive symptoms,  emotional-reactive and somatic problems, social withdrawal, aggressive behavior, and  attention deficit), from (b) the Strength and Difficulties Questionnaire (SDQ,  parent version: resilience and wellbeing) and (c) Self-Reflective Scales for  teachers (SRS: self-reflective capacities of teachers). Compared to baseline,  attachment and behavioral problems improved in both programs. ES led to more secure  and more organized attachment representations (medium effect sizes). Aggressive  behavior and externalizing problems were reduced in the FA group compared with ES,  particularly in boys (medium effect sizes). Self-reflective capacities of the  teachers increased only in the ES group. High correlation between children's  attachment type with the number of social risk factors and the increase of  problematic social behavior strongly indicate that an increase in teachers'  self-reflective capacities helps to change children's attachment patterns which thus  strengthens the resilience of these children-at-risk [An ethical vote from LPPKJP  2009-02-25 was obtained and the trial registered; Clinical trial registration  information: The trial was registered 14.02.2012 (DRKS00003500;  https://www.drks.de)].<p /> <p>Language: en</p>",
language="en",
issn="1664-1078",
doi="10.3389/fpsyg.2020.599477",
url="http://dx.doi.org/10.3389/fpsyg.2020.599477"
}