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Jorge Cuartas Dana McCoy Juliana Sánchez Jere Behrman Claudia Cappa Georgina Donati Jody Heymann Chunling Lu Abbie Raikes Nirmala Rao Linda Richter Alan Stein Hirokazu Yoshikawa 《Developmental science》2023,26(6):e13404
This paper used longitudinal data from five studies conducted in Bangladesh, Bhutan, Cambodia, Ethiopia, and Rwanda to examine the links between family stimulation and early childhood development outcomes (N = 4904; Mage = 51.5; 49% girls). Results from random-effects and more conservative child-fixed effects models indicate that across these studies, family stimulation, measured by caregivers’ engagement in nine activities (e.g., reading, playing, singing), predicted increments in children's early numeracy, literacy, social-emotional, motor, and executive function skills (standardized associations ranged from 0.05 to 0.11 SD). Study-specific models showed variability in the estimates, with null associations in two out of the five studies. These findings indicate the need for additional research on culturally specific ways in which caregivers may support early development and highlight the importance of promoting family stimulation to catalyze positive developmental trajectories in global contexts.
Research Highlights
- Research on the links between family stimulation and early childhood development in low-and-middle-income countries (LMICs) is limited.
- We used longitudinal data from studies conducted in five LMICs to examine the links between family stimulation and early childhood development outcomes.
- Results suggest that family stimulation predicted increments in children's numeracy, literacy, social-emotional, motor, and executive function skills.
- We found variability in the observed estimates, with null associations in two out of the five studies, suggesting the need for additional research in LMICs.
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Jochen Schweitzer Claudia Ginap Joachim Von Twardowski Julika Zwack Ulrike Borst Elisabeth Nicolai 《Journal of Family Therapy》2007,29(1):3-20
This article presents an account of a comprehensive eighteen‐day, multi‐team, multidisciplinary training approach to family systems inpatient acute psychiatry. It has been developed and tested as part of the SYMPA project (systems therapy in acute psychiatry), which aims to establish systemic case conceptualizations and interventions as routine practice in acute psychiatry. Content, didactic characteristics and specifications of this training are discussed. To illustrate the practical implementation of the training, specifically designed exercises are described and a clinical case is included. The article concludes by presenting first results of the research on implementation indicating that the training had a significant impact on the quantity and quality of conversations with patients. 相似文献
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