Research digest: By introducing a themed quarterly, we aim at providing you with the recent research work from credible research journals, allowing you to access updated information in the field of educational psychology.
Works published in 2022-Part I
For this issue of digest, we are introducing some psychologists’ works that were published in 2022. We hope that can provide you with some inspiration for your work!
Optimising collaborations between educational psychologists and teachers in the facilitation of class-wide support to students with ASD
The chapter outlines the collaboration between educational psychologists and teachers in the inclusive classrooms. With the needs of support for students with autism highlighted, emotional and social adaptations, a psychologist-teacher consultation and collaborative tiered intervention model are illustrated. Guiding directions for support strategies are introduced to develop students into self-determined individuals.
#Autism #Psychologist-teacher-consultation #Tiered-intervention #Self-determination
Cheung, R. Y. (2022). Optimising collaborations between educational psychologists and teachers in the facilitation of class-wide support to students with ASD. In F.-c. Ho et al. (eds.), Promoting collaborative learning cultures to help teachers support students with Autism Spectrum Disorder (pp. 179-195). Advancing Inclusive and Special Education in the Asia-Pacific, https://doi.org/10.1007/978-981-16-6417-5_13
Prospering in the midst of the COVID-19 pandemic: The effects of PROSPER-based intervention on psychological outcomes among preschool teachers
The COVID-19 crisis has negatively impacted teachers’ mental health outcomes such as stress, depression, and quality of life, which highlights the significance of designing psychological programs to boost teachers’ well-being. This study examined the effects of a well-being intervention based on the Positivity, Relationship, Outcomes, Strength, Purpose, Engagement, and Resilience (PROSPER) framework on well-being outcomes among in-service teachers in Hong Kong. Results demonstrated that teachers who received intervention condition had significantly higher scores on positivity, strength, purpose and resilience. Our findings provide evidence on the mental health benefits of the PROSPER-based psychological intervention program for preschool teachers.
#Intervention #Positive-psychology #Preschool-teachers #PROSPER
Datu, J. A. D., Lee, A. S. Y., Fung, W. K., Cheung, R. Y. M., & Chung, K. K. H. (2022). Prospering in the midst of the COVID-19 pandemic: The effects of PROSPER-based intervention on psychological outcomes among preschool teachers. Journal of School Psychology, 94, 66-82. https://doi.org/10.1016/j.jsp.2022.08.003
Effectiveness of a multicomponent parenting intervention for promoting social-emotional school readiness among children from low-income families in Hong Kong: A cluster randomized clinical trial
This study reported the evaluation of a pre-school based parenting training program, using cluster randomized controlled trial design. The results provided promising evidence that the program was effective in reduction of child behavior problems and improving parent emotion coaching skills.
Leung, C., Hui, A.N.N., Wong, R.S., Rao, N., Karnilowicz, W., Chung, K., Chan, J., & Ip, P. (2022 ). Effectiveness of a multicomponent parenting intervention for promoting social-emotional school readiness among children from low-income families in Hong Kong: A cluster randomized clinical trial. JAMA Pediatrics. doi:10.1001/jamapediatrics.2021.6308
Autism spectrum disorder screening in Chinese-language preschools
This study examined the reliability and validity of the 13-item Classroom Observation Scale as used by teachers and non-clinically trained observers to identify children who more likely than their peers to have autism spectrum disorder in less-resourced preschools. A total of 534 children (ages 2;10 to 4;5, Mean = 3;8) from nine Chinese-language preschools serving families from lower-middle to middle socioeconomic backgrounds in Hong Kong were observed in their first preschool year using the Classroom Observation Scale. The 75 screen-positive children and 55 randomly selected typically developing peers were clinically assessed for autism spectrum disorder 1 year later.
#Autism-Spectrum-Disorder #Chinese #Classroom-Ovservation-Scale #Preschoolers #Screening
Shum, K. K. M., Wong, R. M. F., Au, A. H. C., & Au, T. K. (2022). Autism spectrum disorder screening in Chinese-language preschools. Autism, 26(2), 545-551. https://doi.org/10.1177/13623613211039373
Emotion coaching intervention for Chinese mothers of preschoolers: A randomized controlled trial
Preschoolers’ emotional development typically hinges on the family emotional climate and their interactions with caregivers. This study used a randomized controlled trial to examine the treatment efficacy of an emotion coaching parenting intervention culturally adapted from the Tuning in to Kids® (TIK) program in enhancing Chinese mothers’ emotional responsiveness in parenting. The training significantly improved participating mothers’ positive involvement and the use of emotion coaching in their parenting practices. More expressive encouragement and emotion-focused reactions to children’s emotion expression, and less punitive parenting and emotional dismissing were also found in the mothers after training.
#Tuning-in-to-Kids #Chinese-parenting #Emotion-coaching #Intervention #Preschool-children
Qiu, C., & Shum, K. K. M. (2022). Emotion coaching intervention for Chinese mothers of preschoolers: A randomized controlled trial. Child Psychiatry & Human Development, 53, 61-75. https://doi.org/10.1007/s10578-020-01101-6
Early cognitive intervention using mediated learning for preschoolers with developmental delay: A randomized controlled trial
The use of mediated learning in cognitive training has been shown to be effective in enhancing students’ cognitive development. Nonetheless, its effects on language development are less explored. This study examined the effects of an early cognitive intervention (Think Bright program) in enhancing the cognitive and language development of Hong Kong preschoolers with developmental delay. After a 6-month intervention, the Think Bright group significantly outperformed the control group in language, general cognition, analogical thinking, sequential thinking, and logical reasoning. The Think Bright teachers’ mediation skills improved during the course of intervention and correlated with the improvement in students’ language abilities.
Thinking-skills #Language #Mediated-learning #Preschoolers #Developmental-delay
Keung, A. Y. C., Ho, V. F. L., & Shum, K. K. M. (2022). Early cognitive intervention using mediated learning for preschoolers with developmental delay: A randomized controlled trial. British Journal of Educational Psychology, 92, 1109-1132. https://doi.org/10.1111/bjep.12490