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Perceptions of Portuguese parents about the acceptability of a multicomponent intervention targeted at behavioral inhibition during early childhood
Author(s) -
Guedes Maryse,
Matos Inês,
Almeida Telma,
Freitas Miguel,
Alves Stephanie,
Santos António J.,
Verissimo Manuela,
ChronisTuscano Andrea,
Rubin Kenneth H.
Publication year - 2020
Publication title -
infant mental health journal
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.693
H-Index - 75
eISSN - 1097-0355
pISSN - 0163-9641
DOI - 10.1002/imhj.21900
Subject(s) - socioemotional selectivity theory , psychological intervention , intervention (counseling) , anxiety , psychology , clinical psychology , thematic analysis , parent training , portuguese , developmental psychology , medicine , qualitative research , psychiatry , linguistics , philosophy , social science , sociology
ABSTRACT High and stable behavioral inhibition during early childhood is a risk factor for later anxiety disorders. The few available interventions targeted at behavioral inhibition have not yet been implemented in European countries. Evaluating intervention acceptability is essential when introducing interventions in new cultures. This study aimed to explore the perceptions of parents about the acceptability of the multicomponent Turtle Program in Portugal. Participants were 12 parents (from seven families) of children with a positive screening on the Behavioral Inhibition Questionnaire and no diagnoses of developmental disorders/selective mutism. Children's mean age was 55.86 months and most children were female and first‐born. Parents and children participated in the eight‐sessions Turtle Program. After each session, parents completed weekly satisfaction checklists. Following completion of the full intervention, parents were invited to participate in individual qualitative in‐depth interviews. The thematic analysis revealed that both parents perceived the intervention objectives and contents as relevant. Both parents suggested the introduction of follow‐up sessions, the discussion of practical experiences, the need to be sensitive to cultural differences in positive language, and the provision of more feedback about children's activities. These findings support prior research on the acceptability and cultural tailoring needed for parenting and child socioemotional learning interventions.