This randomized controlled trial (RCT) aims to investigate the efficacy of Mind-Mindedness (MM) training for caregivers as an early intervention for preschool-aged children (4 to 7 years) exhibiting signs of social anxiety. The study posits that enhancing caregivers' ability to recognize and respond to their children's thoughts, feelings, and intentions-termed Mind-Mindedness-can foster secure attachments and improve socioemotional outcomes for children.
A total of 100 primary caregivers will be recruited from the United Kingdom and Iran, with participants randomly assigned to either an MM training intervention group or a peer support control group. The MM training will consist of three online sessions, each lasting one hour, focusing on strategies for implementing mind-minded comments and enhancing emotional understanding. The peer support group will provide caregivers with an online platform for sharing experiences related to their child's anxiety without receiving structured training.
Assessments of Mind-Mindedness, child social anxiety, attachment, and theory of mind will be conducted at baseline, post-intervention, and three months after the intervention using validated measures. This study aims to evaluate the effectiveness of MM training in reducing social anxiety symptoms in children while examining the potential mediating roles of attachment and theory of mind in this relationship.
By incorporating a cross-cultural approach, this research will contribute to understanding the influence of cultural contexts on the effectiveness of caregiver interventions. The anticipated findings could establish MM training as a valuable strategy for mitigating social anxiety in preschoolers and inform future clinical practices aimed at enhancing caregiver-child interactions.
Primary Caregiver Status: Participants must be the primary caregiver of a child aged 4 to 7 years.
Clinical Diagnosis: Children with a clinical diagnosis of another psychiatric disorder (e.g., autism spectrum disorder, ADHD) will be excluded.
Parallel
mind-mindedness
Other interventionThe Mind-Mindedness Training Intervention is a structured program designed specifically for primary caregivers of preschool-aged children (ages 4 to 7) who exhibit signs of social anxiety. This intervention is unique because it focuses on enhancing caregivers' understanding and responsiveness to their children's emotional and mental states through the concept of mind-mindedness.
Child Social Anxiety Levels
Primary Outcome Measure Description: This measure will assess changes in social anxiety symptoms in preschool-aged children (4 to 7 years) as reported by caregivers, using the Spence Children's Anxiety Scale (SCAS), the parent versions. The SCAS scores range from a minimum of 0 to a maximum of 114. Higher scores on the SCAS indicate worse outcomes, reflecting higher levels of anxiety.
Mind-Mindedness of Caregivers
The assessment of mind-mindedness in caregivers will be conducted using the Mind-Mindedness Coding Manual(Meins, 2015). It evaluates caregivers' ability to understand and respond to their child's mental and emotional states. Scores on this scale typically range from 0 to 5, with higher scores indicating better outcomes, reflecting a greater level of mind-mindedness. A higher score signifies that the caregiver is more attuned to their child's emotional needs, which is associated with positive developmental outcomes for the child.
Attachment Security of Children
The assessment of attachment in caregivers will be conducted using the Attachment Insecurity Screening Inventory (AISI), developed by Spruit et al. (2018), allowing the evaluation of any changes in attachment security resulting from the intervention. This scale has a scoring range from 0 to 30, with higher scores indicating worse outcomes and greater attachment insecurity. Therefore, a higher score suggests that the caregiver exhibits more insecure attachment behaviours.
Theory of Mind Development in Children
The Theory of Mind Task Battery (Hutchins et al., 2012) will be utilized to assess children's understanding of others' mental states, an important factor in social interactions and emotional regulation. Scores on this battery typically range from 0 to 30, with higher scores indicating better outcomes. A higher score reflects a greater ability for the child to understand and interpret the mental states of others, which is crucial for social interactions and emotional development.
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