Search Results (2)

Background/Objectives: Preschool children from low-income, ethnically diverse communities face disproportionate rates of behavioral challenges and early expulsion from early care and education (ECE) programs. This study evaluated the efficacy, feasibility, and utility of Jump Start on the Go (JS Go), a bilingual, AI-enabled mobile application. JS Go is designed to deliver a 14-week early childhood mental health consultation model in under-resourced ECE settings. Methods: This mixed-methods study compared JS Go to the standard in-person Jump Start (JS) program. Participants included 28 teachers and 114 children from six centers (three JS Go, three JS). Quantitative measures assessed teacher classroom practices and child psychosocial outcomes at baseline and post-intervention. App usability and acceptability were only evaluated post-intervention. Seven semi-structured interviews were conducted post-intervention with JS Go directors/teachers to assess the app’s feasibility for implementing the four program pillars: safety, behavior support, self-care, and communication. Results: JS Go was more effective than JS in promoting teacher classroom practices related to behavior support and resiliency. Both programs were similar in improving children’s protective factors and reducing internalizing behaviors, with consistent effects across English and Spanish-speaking children. Teachers rated the JS Go app with high acceptability, though predicted future usage showed greater variability. Rapid qualitative analysis showed that participants found the app easy to use, frequently accessed its resources, and considered it helpful for reinforcing key strategies across the four program pillars. Conclusions: JS Go is a novel approach to providing mental health consultation. It represents a promising mobile adaptation of the established JS consultation model, with important implications for future practice and research. Full article

A diverse range of digital devices and software are available to women to seek and share information and personal experiences about pregnancy and parenting. This article reports findings from a focus group study involving Australian women who were pregnant or had very young children. The participants were asked to recount their experiences of using digital media for pregnancy and parenting and what media they would like to see developed that were not yet available. The findings revealed that digital media were very important to the participants. They were using mobile apps, social media, content-sharing platforms and online discussion forums to connect with each other and with family members, post images and other information about their pregnancy and children, track their pregnancy or their children’s behaviours and development, and learn about pregnancy, infants and childcare. Despite their frequent use of and reliance on digital media, few participants had begun to consider the implications of sharing personal information about themselves or their children online or by using apps to record details. The implications of these findings are discussed in relation to the complexities of the intersections between information, emotional support, intimacy, personal data generation, sharing and privacy as they are conducted and experienced on the digital media used by women during these life stages. Full article