Details

Autor(en) / Beteiligte

• Sokolovic, Nina
• Rodrigues, Michelle
• Tricco, Andrea C
• Dobrina, Roksana
• Jenkins, Jennifer M

Titel

Teaching Parents to Be Responsive: A Network Meta-analysis

Ist Teil von

• Pediatrics (Evanston), 2021-08, Vol.148 (2), p.1

Ort / Verlag

United States: American Academy of Pediatrics

Erscheinungsjahr

2021

Link zum Volltext

Quelle

EZB Free E-Journals

Beschreibungen/Notizen

• Children who receive more responsive care during their early childhood tend to exhibit stronger cognitive development, mental well-being, and physical health across their life course. Determine how to design effective responsivity training programs for caregivers. We searched seven electronic databases through October 2020. Randomized trials ( = 120) of programs training parents of children ages 0 to 6 to be more responsive. Two reviewers independently extracted data. Data were pooled by using random-effects pairwise and network meta-analyses. Programs had, on average, a medium effect ( = 0.56; 95% confidence interval [CI]: 0.47 to 0.65). The most effective programs included didactic teaching and opportunities for parents to observe models, practice skills, and receive feedback ( = 1.07; 95% CI: 0.37 to 1.77), or all these instructional methods in addition to reflection ( = 0.86; 95% CI: 0.64 to 1.09). Programs that had participants observe examples of responsivity ( = 0.70; 95% CI: 0.57 to 0.83), used researchers as facilitators ( = 0.89; 95% CI: 0.66 to 1.12), assigned homework ( = 0.85; 95% CI: 0.66 to 1.02), and had a narrow scope ( = 0.72; 95% CI: 0.57 to 0.87) were more effective than those that did not. Most samples included only mothers from Western countries and lacked follow-up data. Having parents observe examples of responsive caregiving and complete home-practice in short, focused programs may be an effective, scalable approach to enhancing responsivity in the general population and reducing inequalities in child development.