Promoting caregiver and child resilience: The ACHIEVER Adult Resilience Curriculum

Abstract

Extensive literature to date supports the importance of early childhood education in promoting positive outcomes across the life span. The important role of early childhood educators is more readily recognized at present due to current policy initiatives focused on improving the quality of early childhood education across the United States. Current literature indicates high levels of occupational stress and low levels of social-emotional wellbeing impact the retention of high quality providers and the effectiveness of their practices. The present study employed a mixed-methods randomized delayed-control design to pilot the ACHIEVER Adult Resilience Curriculum (AARC), a resilience curriculum designed to teach providers skills and routines that can help manage stress and enhance social-emotional wellbeing. The main goal of this pilot study was to examine the social validity to determine whether providers find it acceptable, appropriate, and useful. A secondary goal of this study was to examine the effectiveness of the AARC to produce lower levels of stress, greater resilience and self-efficacy, and improved job satisfaction. Preliminary results indicated that the participating providers perceived AARC to be socially valid and acceptable. Quantitative analyses were unable to demonstrate statistically significant differences between the treatment and control groups on outcome measures, and providers’ baseline level of stress did not moderate the effect of the intervention. However, qualitative results indicated promising effects of the intervention when implemented within the context of a setting where it can be practiced daily. Recommendations for modification of the curriculum and future directions for research including implementing the AARC within the context of a coaching relationship are provided.