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Abstract
Using an early childhood adversity and attachment framework, this dissertation examined the Circle of Security-Classroom (COS-C) approach, an attachment-based intervention for early childhood educators (ECEs), in a Head Start (HS) Center. The research aims were to test effects of the 8-week caregiving sessions on studentteacher relationship (STR) quality, teacher well-being, and teacher-report of student socialemotional functioning. A group-randomized trial design was used to assign HS ECEs (N = 16 ECEs, n = 103 students, Mage = 4) to receive either COS-C or training-as-usual (TAU) during a 2-month period. ECEs completed demographic surveys and pre- and post-surveys on depression, stress, and self-efficacy, and reported on STR and student socialemotional functioning. Information on student demographics and adversities was collected from HS program data. Repeated measures ANOVA was used to assess intervention effects for ECEs outcomes, and a series of mixed-effects regression models to account for student data nested within teacher clusters was tested on STR and socialemotional functioning. Results indicate significant within-group shifts for COS ECEs depression levels, but no group x time interaction emerged. COS ECEs decreased in stress and increased in self-efficacy, while the TAU group increased slightly in both stress and self-efficacy; however, no significant within-group, between-groups, or group x time interaction emerged. COS participant feedback showed improvement in understanding of attachment behavior and increased strategies for fostering secure relationships. Mixed-effects regression model results showed significant intervention effects for STR closeness. A significant three-way interaction emerged for group x time x student adversity level with COS ECEs increasing in closeness significantly with students in the high adversity category level (> 3 adverse experiences), while TAU ECEs decreased in closeness with this subset of population. No significant group x time effect was found for STR conflict nor for ECEs ratings of students socialemotional functioning. Overall, this study showed COS effectiveness for improving STR for young children from low-resourced households experiencing high adversities, but no significant differences in teacher functioning nor student social-emotional functioning emerged as compared to the TAU group. Study limitations, implications, and recommendations for future research are discussed.