Health, Subjective Clinical Trial
— CHIMEOfficial title:
Cultivating Healthy Intentional Mindful Educators (CHIME): The Use of Mindfulness and Compassion to Promote Early Head Start/Head Start Education Staffs Well-Being
NCT number | NCT05791825 |
Other study ID # | 22130 |
Secondary ID | |
Status | Recruiting |
Phase | N/A |
First received | |
Last updated | |
Start date | March 13, 2023 |
Est. completion date | October 31, 2026 |
This study will test how well a mindfulness-based intervention called CHIME improves the emotional well-being of educators in Early Head Start and Head Start (EHS/HS) settings. The study also will examine if there are any benefits to young children's social emotional health as a result of the CHIME program. Researchers will compare educators who participate in CHIME to educators who are asked to participate at a later time to see if there are benefits to their emotional health and teaching practices.
Status | Recruiting |
Enrollment | 860 |
Est. completion date | October 31, 2026 |
Est. primary completion date | December 31, 2024 |
Accepts healthy volunteers | Accepts Healthy Volunteers |
Gender | All |
Age group | N/A and older |
Eligibility | Inclusion Criteria: There are 3 types of participants included in this study: Early Head Start/Head Start education staff who work at one of the partner sites; parents of children attending EHS or HS; children attending EHS or HS and enrolled in the classroom of a participating EHS/HS educator. Inclusion criteria for each of these groups are as follows: Early Head Start and Head Start Educators: - Provision of signed and dated informed consent form in Docusign - Currently employed as a lead or assistant educator for >20 hours per week in a participating Head Start or Early Head Start center - Stated intention to participate in the CHIME intervention - All genders; age 19 and older - Able to complete activities in English Parents - Provision of electronically (in Docusign) /manually signed informed consent form - All genders - Age 19 and older - is Parent or legal guardian of child enrolled in the classroom of a EHS/HS educator participating in the study - Able to complete activities Children - Provision of electronically signed informed consent form by parent/legal guardian - All genders; aged < 6 years - Enrolled in the classroom of a EHS/HS educator participating in the study - If > 3 years, ability to complete study activities in English or with translation support Exclusion Criteria: Exclusion criteria for each of the study groups are as follows: Early Head Start and Head Start Educators: - Does not currently work at a participating HS/EHS center - younger than 19 years of age Parents - Not a parent/legal guardian of a child in an EHS/HS classroom - younger than 19 years of age Children NA, although children less than 3 years will not complete the self-regulation tasks These exclusion criteria are essential to the design of the study. The population of interest is EHS/HS education staff (e.g., teachers) working within centers that have agreed to participate in the evaluation of CHIME. The legal age of majority in Nebraska is age 19 years. |
Country | Name | City | State |
---|---|---|---|
United States | University of Nebraska-Lincoln | Lincoln | Nebraska |
Lead Sponsor | Collaborator |
---|---|
University of Nebraska Lincoln | Department of Health and Human Services |
United States,
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* Note: There are 25 references in all — Click here to view all references
Type | Measure | Description | Time frame | Safety issue |
---|---|---|---|---|
Primary | Change in Teacher Emotion Regulation Difficulties from baseline to post assessments | Difficulties in Emotion Regulation Scale | Baseline, a post-assessment 8 weeks after the intervention or waitlist period, and a follow-up assessment after 3 months. | |
Primary | Change in Teacher Adaptive Emotion Regulation from baseline to post assessments | Emotion Regulation Questionnaire - Reappraisal scale | Baseline, a post-assessment 8 weeks after the intervention or waitlist period, and a follow-up assessment after 3 months. | |
Primary | Change in Teacher Self-Compassion from baseline to post assessments | Self-Compassion Scale | Baseline, a post-assessment 8 weeks after the intervention or waitlist period, and a follow-up assessment after 3 months. | |
Primary | Change in Teacher Workplace Stress from baseline to post assessments | NIOSH Worker Wellbeing Questionnaire | Baseline, a post-assessment 8 weeks after the intervention or waitlist period, and a follow-up assessment after 3 months. | |
Primary | Change in Teacher Mental Well-Being from baseline to post assessments | Warkwick-Edinburgh Mental Wellbeing Scale measures perceptions of overall mental well-being | Baseline, a post-assessment 8 weeks after the intervention or waitlist period, and a follow-up assessment after 3 months. | |
Primary | Change in Educator heart rate variability from baseline to post assessments | Actihearts worn in the classroom | Baseline, a post-assessment 8 weeks after the intervention or waitlist period, and a follow-up assessment after 3 months. | |
Primary | Change in Teacher Depressive Symptoms from baseline to post assessments | Center for Epidemiological Depression - Short From measuring depressive symptoms | Baseline, a post-assessment 8 weeks after the intervention or waitlist period, and a follow-up assessment after 3 months. | |
Primary | Change Teaching Practices from baseline to post assessments | Educator scores on the CLASS Observation Emotional Support Scale measuring the teachers emotional support for all the children in the classroom | Baseline, a post-assessment 8 weeks after the intervention or waitlist period, and a follow-up assessment after 3 months. | |
Primary | Change in Teaching Practices from baseline to post assessments | Caregiver Interaction Scale that measures the interactions between the participating educator and a target child in the classroom. | Baseline, a post-assessment 8 weeks after the intervention or waitlist period, and a follow-up assessment after 3 months. | |
Secondary | Change in Child Social Skills from baseline to post assessments | Child Social Skills Improvement System Socio-Emotional Learning Brief that measures social-emotional competencies | Baseline, a post-assessment 8 weeks after the intervention or waitlist period, and a follow-up assessment after 3 months. | |
Secondary | Change in Child Self-Regulation Skills from baseline to post assessments | child self-regulation task scores from a puppet task administered with a trained researcher | Baseline, a post-assessment 8 weeks after the intervention or waitlist period, and a follow-up assessment after 3 months. | |
Secondary | Change in Perceived Family and Teacher Relationships from baseline to post assessments | a measure of tahe quality of the relationship between the main primary caregiver and the teacher/educator) (Family and Provider Relationship Quality; Kim, 2012) | Baseline, a post-assessment 8 weeks after the intervention or waitlist period, and a follow-up assessment after 3 months. | |
Secondary | Change in Child Social Skills from baseline to post assessments | Devereux Early Childhood Assessment which is a behavior rating scale that is completed by parents and/or caregivers or teachers which provides an assessment of within-child protective factors central to social and emotional health and resilience. | Baseline, a post-assessment 8 weeks after the intervention or waitlist period, and a follow-up assessment after 3 months. |
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