Millions of U.S. parents have experienced trauma, putting them at risk for maladaptive parenting practices, which then confer vulnerabilities to their children. This study aims to enhance understanding of how parental emotional dysregulation associated with traumatic stress impedes effective parenting. The study employs neurophysiological methods (electroencephalogram; EEG) to address some of the challenges inherent in the study of emotion (particularly in trauma-exposed individuals) and to identify potential biomarkers of traumatic stress and response to intervention.
This research study consists of a randomized controlled trial of 60 families of preschool-aged children in which a parent/caregiver has their own history of childhood interpersonal trauma or loss. Parent/caregiver participants and their preschool-aged child will participate in two phases of assessment (baseline/Time 1 and follow-up/Time 2). Each phase of assessment will include parent/caregiver participant completion of self-report questionnaire measures, a parent-child interaction task (which will be video-recorded for later behavioral coding) and a parent EEG assessment. After the Time 1 (T1) assessments, participants will be randomized to either the FOCUS-Early Childhood Program group (n = 30; experimental group) or the parent education curriculum website group (n = 30; active comparator group). The T2 assessment phase will begin at 3-months post-baseline. The FOCUS-EC Program is an 8-week program, so families should have completed the program by 3 months post-baseline. In the event that a family that was randomized to the FOCUS-EC Program group has not completed the program by the 3-month mark, the T2 assessment will be initiated once the program has been completed (up to 6 months post-baseline).
Study Type
INTERVENTIONAL
Allocation
RANDOMIZED
Purpose
PREVENTION
Masking
SINGLE
Enrollment
65
Trauma-informed, family-centered, skill-building preventive intervention for families with preschool-aged children.
A website providing parenting education resources in four primary domains relevant for families with preschool-aged children (parenting, child development, transitions, and self-care).
University of California, Los Angeles (UCLA)
Los Angeles, California, United States
Change in observed parenting behaviors during standardized parent-child interaction tasks
Coded based on previously established parent-child behavioral coding systems (Deater-Deckard, 2000; Deater-Deckard, Pylas, \& Petrill, 1997; Dix et al., 2004; Murphy, Boyd-Soissan, et al., 2017), including codes for positive parenting behaviors (e.g., praise, sensitivity, positive affect expressions), negative parenting behaviors (e.g., criticism, intrusiveness, harshness, negative affect expressions), and responses to children's negative emotion expressions (e.g., emotion coaching, validation, suppression, minimization).
Time frame: Time 1 (baseline assessment) and Time 2 (3-months post-baseline)
Change in self-reported parenting behaviors as measured by the Multidimensional Assessment of Parenting Scale (MAPS)
The Multidimensional Assessment of Parenting Scale (MAPS) is a self-report questionnaire of parenting behaviors. This study will administer the 30 items corresponding to subscales that represent the following aspects of parenting behavior: * proactive parenting * positive reinforcement * warmth * supportiveness * hostility * lax control The scale is scored such that higher scores indicate a higher degree of that type of parenting (e.g., higher scores on the positive reinforcement subscale indicate greater use of positive reinforcement). Each subscale: Minimum possible score: 1 Maximum possible score: 5
Time frame: Time 1 (baseline assessment) and Time 2 (3-months post-baseline)
Change in posttraumatic stress disorder symptoms as measured by the Posttraumatic Stress Disorder Checklist for DSM-V (PCL-5)
The Posttraumatic Stress Disorder Checklist for DSM-V (PCL-5) is a well-established, 20-item questionnaire of posttraumatic stress symptoms. Higher scores indicate higher levels of posttraumatic stress symptoms. Minimum possible score: 0 Maximum possible score: 80
Time frame: Time 1 (baseline assessment) and Time 2 (3-months post-baseline)
Change in Emotion Regulation Questionnaire (ERQ)
The Emotion Regulation Questionnaire (ERQ) is a 10-item self-report questionnaire that assesses emotion regulation strategies of cognitive reappraisal and expressive suppression, with higher scores indicating greater use of those strategies. Minimum possible score: 1 Maximum possible score: 7
Time frame: Time 1 (baseline assessment) and Time 2 (3-months post-baseline)
Change in Parental Feelings Inventory (PFI)
The Parental Feelings Inventory (PFI) is a 31-item self-report questionnaire that assesses parents' experience of specific emotions in the parenting context (Bradley et al., 2013). Higher scores represent greater experience of each type of emotion in the parenting role within the past month. Minimum possible score: 1 Maximum possible score: 7
Time frame: Time 1 (baseline assessment) and Time 2 (3-months post-baseline)
Change in Parental Emotion Regulation Inventory-2 (PERI-2)
The Parental Emotion Regulation Inventory-2 (PERI-2) is a self-report questionnaire that assesses coping and emotion regulation strategies used within the parenting context (Lorber et al., 2017). The scale includes 23 items corresponding to subscales that represent the following aspects of emotion regulation: * reappraisal * suppression * capitulation * escape The scale is scored such that higher scores indicate a higher degree of that type of strategy (e.g., higher scores on the reappraisal subscale indicate greater use of reappraisal). Minimum possible score: 1 Maximum possible score: 7
Time frame: Time 1 (baseline assessment) and Time 2 (3-months post-baseline)
Change in Coping with Children's Negative Emotions Scale (CCNES)
The Coping with Children's Negative Emotions Scale (CCNES) is an 82-item self-report questionnaire that assesses parents' responses to children's displays of negative emotions (e.g., expressive encouragement, problem solving, punishment, minimization). Higher scores reflect higher use of that type of response (e.g., higher score on expressive encouragement subscale indicates higher use of expressive encouragement responses). Minimum possible score: 1 Maximum possible score: 7
Time frame: Time 1 (baseline assessment) and Time 2 (3-months post-baseline)
Change in Patient Health Questionnaire-8 (PHQ-8)
The Patient Health Questionnaire-8 (PHQ-8) is a well-established, 8-item scale of depression symptoms, with higher total scores indicating higher levels of depression symptoms. Minimum possible score: 0 Maximum possible score: 24
Time frame: Time 1 (baseline assessment) and Time 2 (3-months post-baseline)
Change in Generalized Anxiety Disorder-7 Questionnaire (GAD-7)
The Generalized Anxiety Disorder-7 Questionnaire (GAD-7) is a well-established, 7-item scale of anxiety symptoms, with higher total scores indicating higher levels of anxiety symptoms. Minimum possible score: 0 Maximum possible score: 21
Time frame: Time 1 (baseline assessment) and Time 2 (3-months post-baseline)
Change in Parenting Stress Index-Short Form 4
The Parenting Stress Index-Short Form 4 (PSI-SF) is a 36-item self-report questionnaire of three dimensions of parenting stress (parental distress, parent-child dysfunctional interaction, and difficult child). Higher scores indicate higher levels of parenting stress. Subscales: Minimum possible score: 12 Maximum possible score: 60 Total Score: Minimum possible score: 36 Maximum possible score: 180
Time frame: Time 1 (baseline assessment) and Time 2 (3-months post-baseline)
Change in Eyberg Child Behavior Inventory
The Eyberg Child Behavior Inventory (ECBI) is a 36-item parent/caregiver-report questionnaire measure of children's behavior problems that obtains information about the frequency of problem behaviors (Intensity subscale; higher scores indicate greater intensity) and whether or not the behavior is problematic for the parent (Problem subscale; higher scores indicate greater problem). Behavior intensity: Minimum possible score: 36 Maximum possible score: 252 Problem behavior: Minimum possible score: 0 Maximum possible score: 36
Time frame: Time 1 (baseline assessment) and Time 2 (3-months post-baseline)
Change in Preschool Feelings Checklist
The Preschool Feelings Checklist is a 16-item parent/caregiver-report questionnaire measure of children's depressive symptoms. Higher scores indicate higher depression symptoms. Minimum possible score: 0 Maximum possible score: 16
Time frame: Time 1 (baseline assessment) and Time 2 (3-months post-baseline)
Change in Spence Child Anxiety Scale - Preschool Version
The Spence Child Anxiety Scale - Preschool Version is a 34-item parent/caregiver-report questionnaire measure of children's anxiety symptoms. Higher scores indicate higher anxiety symptoms. Minimum possible score: 0 Maximum possible score: 112
Time frame: Time 1 (baseline assessment) and Time 2 (3-months post-baseline)
This platform is for informational purposes only and does not constitute medical advice. Always consult a qualified healthcare professional.