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Traumatic events during childhood are crucial to consider when addressing children's social and emotional development, as childhood trauma is associated with negative impacts, including academic achievement. Additionally, positive classroom environments and teachers' trauma-informed attitudes and behavior play a role in supporting recovery from children's trauma-related experiences. Aspire, Connect, Thrive (ACT) is a trauma-informed school-based intervention that examined students' Social Emotional Competence (SEC) and resilience for K-8th grade students in a disadvantaged, urban elementary school in Connecticut contending with the effects of students' exposure to trauma. The present study examines the experience of ACT teachers who received professional development and subsequently implemented learned content in the classroom (N = 17; 70.6% female, mean age = 44 years; 47.1% racial/ethnic minority; mean years teaching = 15.6) through qualitative evidence of trauma sensitivity (observed and self-reported) and clinician-ratings of teachers' positive classroom environment. Quantitative results indicate significant change over time in teachers' attitudes and trauma-informed classroom responses. Interview themes suggest (1) teachers learned from and implemented the intervention content in their classrooms dependent upon the support the teacher was given, (2) teachers' perspectives on the connections between the student-teacher relationship and trauma-informed attitudes or practices influenced teacher behavior, and (3) teachers' own emotions and experiences implementing trauma-informed practices were key to classroom management. [ABSTRACT FROM AUTHOR]

Delay of gratification in young children has been linked to long-term behavioral and academic outcomes. This study explored temperament, personality, and child-parent attachment as possible associates of delay ability. The sample consisted of 50 2- and 3-year-old children and their primary caregivers. Two laboratory tasks, the Preschool Strange Situation and the newly created Gift Delay Task, were conducted on separate occasions to assess child-parent attachment and delay of gratification, respectively. Parents and preschool teachers completed child temperament (EASI-III) and personality (California Child Q-Set) questionnaires. Based on the award-oriented behavior in the Gift Delay Task, children were classified into three groups: Delay (20 %), Touch and Go (i.e., approached the gift, but demonstrated some delay ability; 46 %), and Non Delay (34 %). Reports on activity, impulsivity, decision time, negative emotionality, over-control, and affect were found to be associated with delay ability. The association between child-parent attachment and delay was not statistically significant, but an interesting trend emerged. A larger percentage of Non Delayers were rated as Insecure-Ambivalent ('C'), and more Delayers were rated as Securely attached ('B'). Implications for behavioral interventions focused on parental support and scaffolding are discussed. [ABSTRACT FROM AUTHOR]

Delay of gratification in young children has been linked to long-term behavioral and academic outcomes. This study explored parent behavior during a laboratory paradigm as possible associates of delay ability. The sample consisted of 50 two- and three-year-old children and their primary caregivers. A newly created laboratory task, the gift delay task, was conducted to assess delay of gratification. Additionally, parents completed a child temperament (EASI-III) questionnaire. Based on the award-oriented behavior in the gift delay task, children were classified into three groups: delay (20 %), touch and go (i.e., approached the gift, but demonstrated some delay ability; 46 %), and non delay (34 %). Likewise, parents were classified into three groups: non-directive (parents did not initiate any interactions, but may have participated in child-led activity), active (parents initiated interaction with the child no more than 3 times), and very active (parents initiated 4 or more interactions with the child). Significant differences in emotionality and impulsivity were found between the 3 groups of children; additionally, significant differences in delay ability were found based on parent classifications suggesting that there is an optimal level of involvement on part of the parent that helps the child to wait, but beyond this point, involvement may be detrimental to a successful delay outcome. Implications for behavioral interventions focused on parental support and scaffolding are discussed. [ABSTRACT FROM AUTHOR]

Purpose: The current study sought to compare interventional materials intended to raise public awareness of the caregiving practices connected to Shaken Baby Syndrome (SBS). Two hundred and sixty four adults (mean age 32 years) were recruited for participation through convenience sampling at a large Northeastern university. Participants fell into two groups-those who regularly cared for children (46%) and those who did not (54%)., Methods: SBS awareness was surveyed prior to an educational intervention and at three times points (2, 6, and 12 weeks post-intervention) longitudinally. Three intervention levels were used: Two different video conditions, each with an informational brochure, and the brochure-only condition. Survey responses were combined into five factor scores. Changes in factor score over time were modeled using event history analysis to predict the conditional probability of change in awareness as a discreet event., Results: The resulting models show consistent results for three of the five factors, predicting the highest likelihood of increased awareness for a teaching video intervention, followed by a testimonial video, and the lowest probability for increased awareness for the use of an intervention using only a brochure. Negative change, or decreased awareness, was not predicted by the type of intervention materials. Demographic variables were not significant predictors of either positive or negative change., Conclusion: The results indicate that the addition of video materials, and in particular material focusing on teaching alternative behaviors, significantly increases the likelihood of positive changes in SBS awareness over interventions which use only a brochure. IMPLICATIONS FOR PRACTICE OR RESEARCH: The present study uses a two by three design to describe levels of improved awareness of Shaken Baby Syndrome across two groups of participants (those who regularly care for children and those who do not) and type of educational material (a brochure versus two different videos each in combination with the brochure). Results show a differential effect for each intervention level, and indicate a need for careful selection of educational materials for intervention programs concerned with preventing SBS through public awareness.