“C@nnected” : Group videoconferencing intervention to improve maternal sensitivity in mothers-infant dyads attending primary care in Chile: Protocol for a randomized feasibility trial (Preprint)

2021 ◽  
Author(s):  
Victoria Binda ◽  
Marcia Olhaberry ◽  
Carla Castañon ◽  
Constanza Abarca ◽  
Catalina Caamaño
Keyword(s):  
Early Childhood Development ◽  
Maternal Sensitivity ◽  
Childhood Development ◽  
Feasibility Trial ◽  
Control Group ◽  
Treatment As Usual ◽  
Face To Face ◽  
The Face ◽  
Receive Treatment ◽  
Pilot Feasibility Study

BACKGROUND Early childhood development is highly dependent on the sensitive care provided by their caregivers. Interventions focused on supporting parents to improve their sensitivity have been shown to be effective. The COVID-19 pandemic has had a great impact on mental health. Pregnant women and mothers of infants being an especially vulnerable group, and maternal sensitivity is particularly affected. On the other hand, access to face-to-face interventions is restricted, above all group interventions, so it is relevant to have remote interventions to support this group of mothers. OBJECTIVE The objective of the study is to evaluate the feasibility and acceptability of a group videoconferencing intervention : “C@nnected” to improve maternal sensitivity aimed at mother-infant dyads attended in Primary Health Care in vulnerable areas of Santiago , Chile. METHODS This is a randomized pilot feasibility study single-masked (outcome assessor) study with a qualitative component. It will involve a block randomization procedure to generate a 3:2 allocation (with more people allocated to the intervention arm). The intervention consists of four group videoconferencing sessions, adapted from a face-to-face intervention of proven effectiveness. The control group will receive treatment as usual plus educational brochures. Feasibility and acceptability of the study will be quantitatively and qualitatively assessed. Changes in clinical outcomes will also be evaluated: maternal sensitivity, depressive symptoms, postnatal maternal attachment, and infant socio-emotional development. RESULTS We have completed the adaptation of the face-to-face intervention to the videoconferencing format, our study is currently in the recruitment phase, which is expected to be completed by January 2022, the results of the study are expected by August 2022. CONCLUSIONS This study will contribute evidence for the use of eHealth interventions to promote maternal sensitivity. It will also inform the design and implementation of a future randomized clinical trial. CLINICALTRIAL ClinicalTrials.gov, NCT04904861.

Do Nutrition Education Approaches With Preschoolers and Their Caregivers Influence Retention of Biofortified Orange-Fleshed Sweetpotato on Farms?: Evidence From Homa Bay County, Kenya

2021 ◽  
pp. 037957212110254
Author(s):  
Sylvester O. Ojwang ◽  
David J. Otieno ◽  
Julius J. Okello ◽  
Penina Muoki ◽  
Rose A. Nyikal
Keyword(s):  
Nutrition Education ◽  
Early Childhood Development ◽  
Controlled Trial ◽  
Text Messages ◽  
Sub Saharan Africa ◽  
Childhood Development ◽  
Control Group ◽  
Micronutrient Deficiencies ◽  
Household Level ◽  
Intention To Treat

Background: Biofortified staples have been promoted widely in sub-Saharan Africa to combat micronutrient deficiencies. Contemporary projects are increasingly using elementary schools to target households with these foods. Objective: This study assessed the effects of integrated nutrition education approaches, targeting preschoolers and their caregivers, on retention of orange-fleshed sweetpotato (OFSP) on farms in the second season after lapse of free vine dissemination initiatives. Methods: Rural farming households, with preschoolers and no prior engagement with OFSP, were targeted. A multistage sample of 431 preschooler–caregiver pairs was recruited for a cluster-randomized controlled trial. After issuing routine OFSP promotion activities, 15 village-level clusters of the pairs were randomized into 1 control group (3 villages) and 3 treatment arms (4 villages each) for the interventions. Baseline and follow-up household-level survey data were collected from the caregivers. The interventions included: (1) OFSP-branded exercise books, posters, and a poem to preschoolers only; (2) OFSP-oriented mobile phone-mediated text messages to caregivers only; and (3) both 1 and 2 provided to individual households concurrently. Interventions 1 and 2 were single-channeled, while 3 was multichanneled. We estimated the intention-to-treat (ITT) and treatment-on-the-treated (TOT) effects using a binary logit model and a special regressor method, respectively. Results: Only the multichanneled nutrition education approach had significant effects (ITT = 0.167, P = .001; TOT = .243, P = .007) on the caregivers’ likelihood to retain OFSP on their farms. Conclusions: The finding implies that multichanneled agriculture-nutrition education interventions through Early Childhood Development institutions can be effective in ensuring sustainable adoption of OFSP.

Evaluating the alliance in videolink teletherapy

1997 ◽  
Vol 3 (1_suppl) ◽  
pp. 33-35 ◽  
Author(s):  
G J Ghosh ◽  
P M Mclaren ◽  
J P Watson
Keyword(s):  
Working Alliance ◽  
Psychological Treatment ◽  
Single Case ◽  
Personality Factors ◽  
Control Group ◽  
Face To Face ◽  
Working Alliance Inventory ◽  
The Face

The use of videoconferencing in psychotherapy remains largely unexplored. Videoconferencing compromises the range and quality of interactional information and thus might be expected to affect the working alliance (WA) between client and therapist, and consequently the process and outcome of therapy. A single case study exploring the effect of videoconferencing on the development of the WA in the psychological treatment of a female–male transsexual is described. The self-rated Working Alliance Inventory (WAI) was used to measure client and therapist perceptions of the WA after each session over 10 sessions of eclectic therapy conducted over a videolink. The serial WAI measurements charting the development of the WA in 4 cases of 10-session, face-to-face therapy by Horvath and Marx1 were used as a quasi-control. Therapist and client impressions of teletherapy are described. WAI scores were essentially similar to the face-to-face control group except for lower client-rated bond subscale scores. It is suggested that client personality factors accounted for this difference and that videoconferencing did not impair the development of an adequate working alliance or successful therapeutic outcome.

scholarly journals Randomised controlled feasibility trial of an active communication education programme plus hearing aid provision versus hearing aid provision alone (ACE To HEAR)

BMJ Open ◽  
2021 ◽  
Vol 11 (4) ◽  
pp. e043364
Author(s):  
Judith Watson ◽  
Elizabeth Coleman ◽  
Cath Jackson ◽  
Kerry Bell ◽  
Christina Maynard ◽  
...  
Keyword(s):  
Outcome Measures ◽  
Hearing Aids ◽  
Hearing Aid ◽  
Intervention Group ◽  
Feasibility Trial ◽  
Control Group ◽  
Communication Education ◽  
Treatment As Usual ◽  
Active Communication ◽  
Randomised Controlled

ObjectiveTo establish the acceptability and feasibility of delivering the Active Communication Education (ACE) programme to increase quality of life through improving communication and hearing aid use in the UK National Health Service.DesignRandomised controlled, open feasibility trial with embedded economic and process evaluations.SettingAudiology departments in two hospitals in two UK cities.ParticipantsTwelve hearing aid users aged 18 years or over who reported moderate or less than moderate benefit from their new hearing aid.InterventionsConsenting participants (along with a significant other) were to be randomised by a remote, centralised randomisation service in groups to ACE plus treatment-as-usual (intervention group) or treatment-as-usual only (control group).Primary outcome measuresThe primary outcomes were related to feasibility: recruitment, retention, treatment adherence and acceptability to participants and fidelity of treatment delivery.Secondary outcome measuresInternational Outcomes Inventory for Hearing Aids, Self-Assessment of Communication, EQ-5D-5L and Short-Form 36. Blinding of the participants and facilitator was not possible.ResultsTwelve hearing aid users and six significant others consented to take part. Eight hearing aid users were randomised: four to the intervention group; and four to treatment-as-usual only. Four significant others participated alongside the randomised participants. Recruitment to the study was very low and centres only screened 466 hearing aid users over the 15-month recruitment period, compared with the approximately 3500 anticipated. Only one ACE group and one control group were formed. ACE could be delivered and appeared acceptable to participants. We were unable to robustly assess attrition and attendance rates due to the low sample size.ConclusionsWhile ACE appeared acceptable to hearing aid users and feasible to deliver, it was not feasible to identify and recruit participants struggling with their hearing aids at the 3-month posthearing aid fitting point.Trial registration numberISRCTN28090877.

scholarly journals Is it possible to improve early childhood development with a video-feedback intervention directed at the mother-father-child triad?

2019 ◽  
Vol 22 (2) ◽  
Author(s):  
Marcia Olhaberry ◽  
María José León ◽  
Catalina Sieverson ◽  
Marta Escobar ◽  
Daniela Iribarren ◽  
...  
Keyword(s):  
Early Childhood ◽  
Family Relationships ◽  
Early Childhood Development ◽  
Video Feedback ◽  
Early Years ◽  
Childhood Development ◽  
Psychomotor Development ◽  
Fine Motor ◽  
Control Group ◽  
Social Emotional Development

Relationships with primary caregivers provide the context for early childhood development, and evaluating those relationships during the early years can detect difficulties that may influence future mental health. Video feedback is a valuable intervention tool in early childhood, both for family relationships and child development. An intervention was implemented using this technique, focused on mother-father-child triads that were experiencing difficulties in social-emotional development. Participants were 80 mother-fatherinfant triads (experimental group, EG=40, control group, CG=40), with children between 1 and 3 years old. Socio-emotional difficulties decreased significantly in the children who received the intervention (Wilks λ=0.930, F (1, 78)=5.907; P=.017). There was also an increase in psychomotor development in communication (Wilks λ=0.948, F (1, 78) =4.284; P=.042) and fine motor skills (Wilks λ=0.875, F (1, 78)=11.185; P=.001) in children in the EG compared with children in the CG.

The Use of Wiki in Teaching Programming

2018 ◽  
Vol 16 (3) ◽  
pp. 18-45 ◽  
Author(s):  
Yu-Tzu Lin ◽  
Cheng-Chih Wu ◽  
Chiung-Fang Chiu
Keyword(s):  
Program Implementation ◽  
Procedural Knowledge ◽  
Control Group ◽  
Face To Face ◽  
Cooperative Program ◽  
Programming Students ◽  
Collaborative Programming ◽  
The Face ◽  
Quasi Experimental ◽  
Experimental Group

This article explores the feasibility of employing cooperative program editing tools in teaching programming. A quasi-experimental study was conducted, in which the experimental group co-edited the programs with peers using the wiki. The control group co-edited the programs with peers using only the face-to-face approach. The findings show that the co-editing platform was effective in assisting collaborative learning of programming, especially for program implementation. By observing editing histories, students could compare programs and then reflect more deeply about programming. The use of the wiki history tool also helped to illuminate nonlinear and dynamic procedures utilized in programming. Students who engaged more in the collaborative programming or interacted more with partners on the wiki showed greater program implementation achievements. The major benefit of using the wiki was the enhanced ability to observe the dynamic programming procedure and to encounter programming conflicts, which contributed to the process of procedural knowledge acquisition and elaboration.

scholarly journals Effects of Jigsaw Strategy into Flipped Learning on EFL Pre-serviced Kindergarten Teachers‟ English Attitude and Motivation with Online-Based Classroom

2021 ◽  
Vol 11 (11) ◽  
pp. 510-516
Author(s):  
Hyelin Jeong ◽  
Keyword(s):  
English Learners ◽  
Teaching Method ◽  
Kindergarten Teachers ◽  
Control Group ◽  
Flipped Learning ◽  
Face To Face ◽  
Educational Methods ◽  
The Face ◽  
Attitude And Motivation ◽  
Experimental Group

This research applied a jigsaw strategy in flipped learning to improve English attitude and motivation of EFL pre-kindergarten teachers. For this purpose, online-based flipped learning was planned and executed by dividing 48 pre-serviced kindergarten teachers into an experimental group (n=25) and a control group (n=23). In particular, the jigsaw strategy was applied by differentiating the discussion method between the experimental group and the control group, and various topics for 'English in Early Childhood' lecture were provided for about 10 weeks. As a result, the English attitude and motivation post-scores of the experimental group were improved, and there were significant differences between the experimental group and the control group. Accordingly, this research verified the effectiveness of the teaching method to encourage learners' participation in the distance learning environments caused by COVID-19 pandemic. At the same time, this research also significant in that it has prepared new alternatives to EFL English learners that rely on the face-to-face educational methods.

scholarly journals Faktor Jantina dan Kepuasan Klien dalam Perkhidmatan E-Kaunseling

Sains Insani ◽  
2021 ◽  
Vol 6 (1) ◽  
pp. 52-58
Author(s):  
Zaida Nor Zainudin ◽  
Siti Aishah Hassan ◽  
Nor Aniza Ahmad ◽  
Yusni Mohamad Yusop ◽  
Wan Norhayati Wan Othman
Keyword(s):  
Interaction Effect ◽  
Client Satisfaction ◽  
Short Form ◽  
Study Groups ◽  
Control Group ◽  
Face To Face ◽  
Male Clients ◽  
Significant Difference ◽  
The Face ◽  
Alternative Service

Memandangkan kemampuan internet mewujudkan prasarana yang sesuai untuk membina hubungan, pengamal kaunseling telah mengambil inisiatif memaksimumkan ruang internet ini. Satu perkhidmatan alternatif menolong melalui interaksi maya ini diwujudkan. E-Kaunseling telah mula mendapat perhatian kaunselor sebagai satu perkhidmatan alternatif yang ditawarkan kepada klien.Kajian ini bertujuan untuk meneroka sejauh mana keberkesanan perkhidmatan E-Kaunseling terhadap jantina. Kajian eksperimental-kuasi ini menggunakan reka bentuk Kumpulan Kawalan Ujian Pra Dan Ujian Pasca. Data kuantitatif diperolehi menggunakan soal selidik Client’s Satisfaction Inventory Short-Form (CSI-SF). Seramai 60 subjek kajian terlibat dan dijalankan dalam dua kumpulan kajian iaitu kumpulan kawalan menggunakan kaedah Kaunseling Bersemuka dan kumpulan eksperimen pula menggunakan kaedah E-Kaunseling.Dapatan menunjukkan tiada perbezaan antara jantina dan Kepuasan Klien dalam kedua-dua kaedah dan hasil analisis Anova Dua Hala menunjukkan tiada perbezaan utama (main interaction) antara Jantina dan Kepuasan klien. Hasil analisis lanjut menggunakan Anova Sehala menunjukkan kesan interaksi (interaction effect) bahawa klien lelaki mendapat lebih kepuasan dalam kaedah E-kaunseling manakala klien perempuan mendapat lebih kepuasan dalam kaedah Kaunseling bersemuka. Implikasi kajian ialah kepada kaunselor sekolah dalam menawarkan perkhidmatan e-kaunseling bagi membantu pelajar yang ingin mendapatkan perkhidmatan kaunseling di luar waktu persekolahan. In view of the ability of the internet to create an appropriate relationship-building infrastructure, counselling practitioners have taken the initiative to optimize this internet space. An alternative service aims to establish this virtual interaction. E-Counselling has begun to catch the eye of counsellors as an alternative service offered to clients.This study aims to explore the effectiveness of E-Counselling services on gender.This quasi-experimental study uses the design of Pre-Test and Post-Test Control Groups. Quantitative data were obtained using the Client’s Satisfaction Inventory Short-Form (CSI-SF) questionnaire. A total of 60 participants were involved and conducted in two study groups, namely the control group using the Face-to-Face Counselling method and the experimental group using the E-Counselling method. Findings show no difference between gender and Client Satisfaction in both methods and the results of the Two-Way Anova analysis show no significant difference between Gender and Client Satisfaction. The results of further analysis using One-Way Anova show the interaction effect that male clients get more satisfaction in the E-counselling method while female clients get more satisfaction in the face-to-face counseling method. The implication of the study is for school counselors to provide e-counseling programs to support students who want to access counseling after school hours.

scholarly journals Implementation of Blended Learning For Early Children in Kindergarten Bina Kebajikan

2021 ◽  
Vol 1 (8) ◽  
pp. 765-770
Author(s):  
Luli Andriany
Keyword(s):  
Early Childhood ◽  
Blended Learning ◽  
Early Childhood Development ◽  
Active Role ◽  
Childhood Development ◽  
Face To Face ◽  
Parental Assistance ◽  
Use Of Technology ◽  
Role Of Parents

The covid 19 pandemic that has hit the whole world has caused changes in various aspects of life, one of which is the world of education from the PAUD/TK, SD, SLTP, SLTA to tertiary levels must take online learning to break the chain of the spread of the covid 19 virus. This research uses the method qualitative (Classroom Action Research) which refers to observations and interviews. The learning carried out for early childhood uses the Blended-Learning method which is an approach using a mixed method between face-to-face and the use of technology for distance learning. Learning using blended-learning is suitable for the development of early childhood learning because teachers can directly interact or face-to-face through online media such as videocall, zoom, and google meet. Where this learning can also increase children's enthusiasm, school from home with parental assistance. The goal is that learning can run effectively and children can understand what the teacher is saying. The results showed that children can interact well, and are enthusiastic about doing activities that will be carried out the same as in schools in general, teachers can see the active role of students in activities, the active role of parents accompanying children at home during activities, teachers can assess directly how the role of the child during the activity, whether it is capable enough or still being helped. So that an assessment is achieved according to aspects of early childhood development.

Mother-Infant Vagal Regulation in the Face-To-Face Still-Face Paradigm Is Moderated by Maternal Sensitivity

2009 ◽  
Vol 80 (1) ◽  
pp. 209-223 ◽  
Author(s):  
Ginger A. Moore ◽  
Ashley L. Hill-Soderlund ◽  
Cathi B. Propper ◽  
Susan D. Calkins ◽  
W. Roger. Mills-Koonce ◽  
...  
Keyword(s):  
Maternal Sensitivity ◽  
Face To Face ◽  
The Face ◽  
Still Face Paradigm

scholarly journals Teaching Interpreting by Distance Mode: An Empirical Study

2009 ◽  
Vol 53 (4) ◽  
pp. 814-840 ◽  
Author(s):  
Leong Ko
Keyword(s):  
Empirical Study ◽  
Language Transfer ◽  
Control Group ◽  
Training Process ◽  
Face To Face ◽  
The Face ◽  
Contact Hours ◽  
National Test ◽  
Consecutive Interpreting ◽  
Experimental Group

Abstract This paper is based on an empirical study of teaching liaison interpreting – specifically, dialogue interpreting, consecutive interpreting and sight translation – by distance mode. In this research, two groups of students were recruited – the experimental group to be taught by distance mode and a control group trained face-to-face. The training program lasted for 13 weeks or 39 hours, with three contact hours per week. The training followed the principle that no face-to-face contact with distance students was made during the training process, including the final examination. The major media used in the research included sound-only teleconferencing, telephone and the Internet. Students’ interpreting skills including language transfer and paralinguistic skills were assessed in different tests including an independent national test. The results of the research indicate that students trained by distance mode can achieve a level similar or comparable to those trained in the face-to-face manner in terms of interpreting ability and skills. The research has generated pedagogical implications for future attempts to teach interpreting by distance mode.

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