ABSTRACT

The article describes a “Therapeutic Nursery Program“ (TNP) and presents a study that examined its effectiveness. This attachment-informed program serves preschoolers with severe emotional and behavioral problems. Efficacy was assessed based on: 1) children’s success in transitioning from the TNP to typical schools; (2) improvement in children’s outcomes as a function of specific intervention factors; (3) gains in social informational processing during the school year. The sample included 60 children from mostly low-income African American families (>60%). Nearly 80 percent of graduates attended typical educational settings after graduation. More classroom attendance and more individual child therapy sessions were associated with better social, academic, and cognitive child outcomes. Finally, TNP children with better attendanceclosed the gap with a comparison group in their social information processing. Our findings point to the TNP as a promising prevention approach with specific implications for the practice of attachment in the ”real world.”

摘要

文章描述了“治疗性托儿所计划”(TNP) 并介绍了一项检查其有效性的研究。这个依恋知情计划为有严重情绪和行为问题的学龄前儿童提供服务。有效性的评估基于：1) 儿童从 TNP 过渡到典型学校的成功率；(2) 作为特定干预因素的函数，儿童结果的改善；(3) 在学年期间社会信息处理的收益。样本包括 60 名主要来自低收入非裔美国家庭 (>60%) 的儿童。近 80% 的毕业生在毕业后就读于典型的教育环境。更多的课堂出勤率和更多的个别儿童治疗课程与更好的儿童社交、学业和认知结果相关。最后，出勤率较高的 TNP 儿童在社会信息处理方面缩小了与对照组的差距。我们的研究结果表明，TNP 是一种很有前景的预防方法，对“现实世界”中的依恋实践具有特定意义。