Mindfulness Clinical Trial
Official title:
Effects of Social, Emotional and Ethical Development Curriculum (SEED) Video Intervention on Preschoolers: A Randomized Controlled Trial
Verified date | May 2024 |
Source | Chinese University of Hong Kong |
Contact | n/a |
Is FDA regulated | No |
Health authority | |
Study type | Interventional |
The objectives of the present study are to(1)By implementing the SEED Program and using videos as an intervention, the research aims to enhance these critical skills in young children.(2)The study will be the first of its kind to utilize SEED videos as an intervention for pre-schoolers in Hong Kong.(3)If the intervention proves to be effective, the SEED video project can potentially serve as a pilot program for kindergartens in Hong Kong, introducing more children to the SEED Program and its benefits.
Status | Completed |
Enrollment | 160 |
Est. completion date | April 18, 2024 |
Est. primary completion date | April 18, 2024 |
Accepts healthy volunteers | Accepts Healthy Volunteers |
Gender | All |
Age group | 3 Years to 7 Years |
Eligibility | Inclusion Criteria: - For children: aged 3-7 years old, understand Cantonese - For parents: aged 18 years old or above, understand Cantonese Exclusion Criteria: Unable to understand Cantonese |
Country | Name | City | State |
---|---|---|---|
Hong Kong | Dept of Psychology, CUHK | Hong Kong |
Lead Sponsor | Collaborator |
---|---|
Chinese University of Hong Kong |
Hong Kong,
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Collaborative for Academic, Social, and Emotional Learning (CASEL). (2021). CASEL's SEL Framework. https://casel.org/casel-sel-framework-11-2020/
Curriculum Development Council, Education Bureau, Hong Kong SAR. (2017). Kindergarten education curriculum guide: Joyful learning through play balanced development all the way.
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Flook L, Goldberg SB, Pinger L, Davidson RJ. Promoting prosocial behavior and self-regulatory skills in preschool children through a mindfulness-based Kindness Curriculum. Dev Psychol. 2015 Jan;51(1):44-51. doi: 10.1037/a0038256. Epub 2014 Nov 10. — View Citation
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Shukla-Mehta, S., Miller, T., & Callahan, K. J. (2010). Evaluating the effectiveness of video instruction on social and communication skills training for children with autism spectrum disorders: A review of the literature. Focus on Autism and Other Developmental Disabilities, 25(1), 23-36. doi:10.1177/1088357609352901
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World Health Organization. (2018). United Nations Children's Fund, World Bank Group. Nurturing care for early childhood development: a framework for helping children survive and thrive to transform health and human potential. Geneva: World Health Organization. https://apps.who.int/iris/bitstream/handle/10665/272603/9789241514064-eng.pdf
* Note: There are 14 references in all — Click here to view all references
Type | Measure | Description | Time frame | Safety issue |
---|---|---|---|---|
Primary | Social Skills Improvement System-Rating Scales (Preschool Parents version) (SSIS - SEL) | The Social Skills Improvement System-Rating Scales (Preschool Parents version) consists of 20 items which assess children's skills in each of the five social-emotional learning competencies: Self-Awareness, Self-Management, Social Awareness, Relationship Skills, Responsible Decision Making. Parents indicate answer to the question on 4-point scale ranging from 1 (not at all) to 4(often). | 4th week | |
Primary | Strengths and Difficulties Questionnaire (SDQ) | A 20-item internalizing and externalizing problems subscales of the Strengths and Difficulties Questionnaire will be used to access their child's adjustment difficulties on a 3-point scale ranging from 1 (not true) to 3 (certainly true). The internalizing problems subscale capture emotional symptoms and peer relationship problems, whereas the externalizing problems subscale capture conduct problems and hyperactivity/inattention. | 4th week | |
Primary | Delay of Shared Gratification Task | The 5-minute Delay of Shared Gratification Task measures children's sharing behavior involving the small stickers. Children will be asked to share 1-2 stickers with other people over four instances, such as sharing with cost, sharing without cost, and delay of sharing. | 4th week | |
Primary | Head-Toe-Knees-Shoulders task (HTKS) | The 10-minute Head-Toe-Knees-Shoulders task (HTKS) measures children's behavioral regulation. Specifically, the task requires children to do the opposite of commands. For each command, the experimenter uses a 3-point scale to record the child's responses at 0 = incorrect, 1 = self-correct, and 2 = correct. | 4th week | |
Primary | Disappointing Gift Task | Disappointing Gift Task measures children's emotion regulation. Specifically, they are informed that they will receive a very nice gift but end up receiving an undesirable gift, e.g., trash paper. Children's facial expression will be observed and coded based on Saarni's emotion coding system. | 4th week | |
Primary | Children's Behavioral Questionnaire(CBQ) age 3-7 | In the CBQ, parents are asked to rate their child on a 7-point scale ranging from 1 (extremely untrue of your child) to 7 (extremely true of your child). Parents are also provided with a Not Applicable response option when the child has not been observed in the situation described. The standard form consists 15 subscales, in this study, 3 subscales(35 items in total) from standard form are used, namely Attentional Control, Impulsivity and Inhibitory Control. | 4th week |
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