Interacting With Children Training for Undergraduates
ConditionChild-Adult Interaction Training
Trial statusNot yet recruiting
Trial phaseNot applicable
Trial typeInterventional
Biological sexFemale
Age18+
SponsorAuburn University
About this trial
The adult-child relationship plays an important role in childhood development. Many of the skills and techniques used by adults while interacting with kids sometimes come naturally but often require direct instruction to reach their full potential. Parent management training (PMT) is a type of therapy that directly teaches caregivers how to use relationship building skills to decrease their child's behavior problems. Parent-Child Interaction Therapy (PCIT) is a research-supported PMT that is designed to decrease behavior problems in children ages two to seven. Given PCIT's wide-reaching benefits, efforts have been made to make the relationship enhancement skills taught in PCIT more available for any adult working with any child. To fill this gap, Child-Adult Relationship Enhancement (CARE) training was created. CARE is a prevention program that teaches any adult working with any child or adolescent ages two to 18 the highly effective play therapy skills taught through PMTs to improve child-adult relationships. In the past, CARE has been looked at among two broad groups (professionals working with children, and caregivers). One recent study looked at CARE in undergraduate students, and participants significantly improved their use of positive play skills and understanding of CARE principles following CARE trainings, showing that CARE was helpful for undergraduates. However, that study's initial evidence supporting CARE among undergraduates did not use a control condition. As such, the current study aims to using a randomized experimental design to compare CARE trainings to a control group among undergraduate students. The investigators believe that the undergraduate participants doing CARE trainings will show more improvements over the course of training compared to the control group, and that participants' motivation will be related to their improvements and training satisfaction. The investigators will recruit undergraduate students at a large university who meet certain eligibility criteria. The participants will be randomly assigned ahead of time to either the CARE training or the control training. All participants will complete several questionnaires and two interactive tasks before and after their trainings to look at their changes in and understanding of play skills. The results of this study will help to improve future CARE trainings for undergraduate students.
Eligibility criteria
This trial does not accept healthy volunteersQualifiers
at least 18 years old, female, fluent in English, Auburn University undergraduate student, currently or within the past year working with children in any capacity, generally available to attend a three-and-a-half hour training on a Friday afternoon
Disqualifiers
under age 18, not female, not fluent in English, not Auburn University undergraduate student, not working with children currently or within the past year in any capacity, not generally available to attend a three-and-a-half hour training on a Friday afternoon
Trial design
Design model
Parallel
Treatments tested in this trial
CARE Training
BehavioralA preventative training program teaching play therapy skills to adults working with children to improve adult-child interactions and relationships that involves didactics, roleplays, video demonstrations, and activities.
Psychoeducation Training
BehavioralA training that teaches general child development principles and basic child interaction strategies.
Treatment groups
54 Participants
are divided into 2 treatment groupsGroup A: CARE TrainingExperimental treatment 1 intervention
Group B: Psychoeducation TrainingOther 1 intervention
Trial outcomes
Primary outcomes
1
Child Interaction Skills
Specific positive skill statements ("P skills") and skill statements to avoid during play and interactions ("Q skills")
Time frame
From the beginning of training to the end of training approximately three-and-a-half hours later2
Coding Reliability
Recognition of positive skill statements ("P skills") and skill statements to avoid during play and interactions ("Q skills") during a pre-recorded video of adult and child at play
Time frame
From the beginning of training to the end of training approximately three-and-a-half hours later3
Knowledge of CARE Principles
Quiz assessing CARE knowledge
Time frame
From the beginning of training to the end of training approximately three-and-a-half hours later4
Situational Motivation
Situational Motivation Scale
Time frame
From the beginning of training to the end of training approximately three-and-a-half hours laterSecondary outcomes
1
CARE Skills Goal Criteria
The numbers of specific positive skill statements ("P skills") and skill statements to avoid during play and interactions ("Q skills") given by participants during a 5-minute coding window.
Time frame
From the beginning of training to the end of training approximately three-and-a-half hours laterSponsors and contacts
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Source ClinicalTrials.gov
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