Sunshine Circles: Randomized Controlled Trial of an Attachment-Based Play Group with Preschool Students Who are At-Risk

Tucker, Catherine; Schieffer, Kay; Lenz, A. Stephen; Smith, Stephanie A.

doi:10.1080/23727810.2021.1940658

Cited by 5 publications

(6 citation statements)

References 23 publications

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“…Overall, trauma-informed interventions in ECEC have led to positive improvements in teachers’ trauma-informed knowledge, awareness, and skills (Douglass et al, 2021; Gilles & Carlson, 2020; Lipscomb et al, 2019; McConnico et al, 2016; Perry & Daniels, 2016; Shamblin et al, 2016; Whitaker et al, 2019), self-efficacy and confidence (Gilles & Carlson, 2020; McConnico et al, 2016; Shamblin et al, 2016), children’s social, emotional, and behavioral competence (Gilles & Carlson, 2020; Holmes et al, 2015; Shamblin et al, 2016; Tucker et al, 2017, 2021; Woods-Jaeger et al, 2018), the quality of teacher–child classroom interaction (Rishel et al, 2019; Tabone et al, 2020; Tucker et al, 2017; Whitaker et al, 2019; Woods-Jaeger et al, 2018), learning environments (Holmes et al, 2015; McConnico et al, 2016; Shamblin et al, 2016), organization and system change in terms of positive workplace relationships, shared leadership and collaboration (Douglass et al, 2021), and depression and distress in caregivers (Woods-Jaeger et al, 2018). However, little is known about the sustainability of outcomes over time, with only one study including a follow-up analysis that suggested no sustained impact (Whitaker et al, 2019).…”

Section: Discussionmentioning

confidence: 99%

“…Children's social-emotional competence was evaluated in three studies [3,9,10]. Tucker et al (2017Tucker et al ( , 2021 examined the effect of Sunshine Circles on child development using two standard measurement tools. Data collected at three time-points during the year demonstrated significant improvements in children's social-emotional skills, behavioral regulation, problem-solving, and fine-motor control, in particular managing feelings, cooperation, accepting limits, peer-interaction, and friendship, and social problem-solving (Tucker et al, 2017(Tucker et al, , 2021.…”

Section: Outcomes and Measuresmentioning

confidence: 99%

“…Tucker et al (2017Tucker et al ( , 2021 examined the effect of Sunshine Circles on child development using two standard measurement tools. Data collected at three time-points during the year demonstrated significant improvements in children's social-emotional skills, behavioral regulation, problem-solving, and fine-motor control, in particular managing feelings, cooperation, accepting limits, peer-interaction, and friendship, and social problem-solving (Tucker et al, 2017(Tucker et al, , 2021. Unlike Tucker et al's (2017Tucker et al's ( , 2021 adoption of standardized measures, Woods-Jaeger et al ( 2019) conducted qualitative interviews with teachers to gauge children's social-emotional development post-intervention (2Gen Thrive).…”

Section: Outcomes and Measuresmentioning

confidence: 99%

“…Data collected at three time-points during the year demonstrated significant improvements in children's social-emotional skills, behavioral regulation, problem-solving, and fine-motor control, in particular managing feelings, cooperation, accepting limits, peer-interaction, and friendship, and social problem-solving (Tucker et al, 2017(Tucker et al, , 2021. Unlike Tucker et al's (2017Tucker et al's ( , 2021 adoption of standardized measures, Woods-Jaeger et al ( 2019) conducted qualitative interviews with teachers to gauge children's social-emotional development post-intervention (2Gen Thrive). Benefits of Classroom Theraplay include greater expressiveness, increased interaction with peers and caregivers, and initiation of activities, where children showed enjoyment and ability to initiate connections with peers and caregivers (Woods-Jaeger et al, 2019).…”

Section: Outcomes and Measuresmentioning

confidence: 99%

See 3 more Smart Citations

Trauma-informed Interventions in Early Childhood Education and Care Settings: A Scoping Review

Sun

Blewitt

Minson

et al. 2023

Trauma, Violence, & Abuse

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Trauma in early childhood is a significant public health concern. Early Childhood Education and Care (ECEC) services are uniquely positioned to buffer the negative impact of early childhood trauma on children. This scoping review synthesized studies evaluating trauma-informed interventions in ECEC settings through a systematic search of four relevant online databases (PsycINFO, Medline, ERIC, A+ Education). Fourteen studies met the inclusion criteria, with 12 ECEC center-based trauma-informed interventions evaluated. Types and components of trauma-informed interventions, outcomes, and measures are presented. Findings suggest that trauma-informed interventions in ECEC settings are nascent but growing. Increasingly, programs are adopting multi-tiered system of support to address early childhood trauma, with these models suggesting promising results. The predominant focus of ECEC center-based trauma-informed interventions was upskilling teachers through training and coaching, with studies focused on assessment of teacher-level outcomes. Child, organization, and caregiver-level outcomes are not explored to the same extent, with evaluation of organizational outcomes relying predominately on qualitative methods. Whilst the short-term outcomes of trauma-informed approaches in ECEC have been examined, longer-term impacts and the causal mechanistic pathways of such programs have yet to be explored.

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Section: Discussionmentioning

confidence: 99%

Section: Outcomes and Measuresmentioning

confidence: 99%

Section: Outcomes and Measuresmentioning

confidence: 99%

Section: Outcomes and Measuresmentioning

confidence: 99%

See 2 more Smart Citations

Trauma-informed Interventions in Early Childhood Education and Care Settings: A Scoping Review

Sun

Blewitt

Minson

et al. 2023

Trauma, Violence, & Abuse

View full text Add to dashboard Cite

show abstract

“…Results obtained indicated that engagement in Play Therapy was significantly associated with reductions in PTSD symptom severity within a sample of refugee children who had met criteria for a PTSD diagnosis. Furthermore, evidence from a RCT conducted by Tucker et al (2021) yielded findings to suggest that play therapy may be effective in children as young as 3-year-old, with reductions in behavioral concerns, partnered with improvements in overall attachment/relationships as well as emotional regulation. Although results derived from only three studies, results seem to suggest that Play Therapy appears to be a promising intervention, particularly when targeting symptoms of PTSD in samples of young children.…”

Section: Play Therapymentioning

confidence: 99%

The effectiveness of therapeutic interventions on psychological distress in refugee children: A systematic review

Cowling

Anderson

2023

J Clin Psychol

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Objective To systematically review existing research exploring the effectiveness of psychological interventions in reducing symptoms of distress amongst refugee and asylum‐seeker children. Method Six databases were searched to identify English studies presenting original empirical quantitative data (published before September 2022) testing the efficacy of psychological interventions for children from refugee and asylum‐seeking backgrounds. Quality of studies were assessed through the Appraisal Tool for Cross‐Sectional Studies as well as the Cochrane Risk of Bias Tool. Relevant data were extracted to facilitate a narrative synthesis. Results Seventy‐one eligible articles were identified (n > 10,000). A number of cognitive‐behavioral, psychosocial, and trauma‐focused interventions that catered specifically to children and their families were identified. A synthesis of these results suggest that interventions may assist in the reduction of various psychopathologies, although the effects were mixed across intervention types. Conclusions While the review yielded promising findings, most findings were derived from small pilot and empirical studies, leading to difficulties with drawing conclusions. There remains a need for studies using more rigorous research methodologies to expand and ratify this valuable knowledge base. Clinical significance: Forced displacement is at an all‐time high. Many children are being forced to seek asylum and refuge, and they become vulnerable to the development of poor mental health, with limited understanding surrounding how to appropriately intervene. This review aims to equip clinicians with increased knowledge and confidence in working therapeutically alongside clients from refugee or asylum‐seeking background, with the goal of fostering positive mental health and wellbeing.

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Co-designing a nature play program for culturally and linguistically diverse children and primary carers: Implications for practice

Sofija,

Reyes Bernard,

Wiseman

et al. 2024

Wellbeing, Space and Society

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Sunshine Circles: Randomized Controlled Trial of an Attachment-Based Play Group with Preschool Students Who are At-Risk

Cited by 5 publications

References 23 publications

Trauma-informed Interventions in Early Childhood Education and Care Settings: A Scoping Review

Trauma-informed Interventions in Early Childhood Education and Care Settings: A Scoping Review

The effectiveness of therapeutic interventions on psychological distress in refugee children: A systematic review

Co-designing a nature play program for culturally and linguistically diverse children and primary carers: Implications for practice

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