Emotion RegulationNCT05880875
Enhancing Early Care and Education Through Reflective Supervision
A study testing Reflective Supervision Enhancement in people with Emotion Regulation, run by Bradley Hospital at 1 site in United States.
Trial summary
The goal of this clinical trial is to test an enhancement to early care and education, which is a professional development series that includes a foundational training and skill development workshops focused on training and supporting early learning supervisors in Reflective Practice and Supervision. Read more about this study
- Who is it for?
- Ages 18 years and older
- Conditions the study is for
- Emotion Regulation
- What is being tested?
- Reflective Supervision Enhancement
- Type of treatment
- Lifestyle or therapy programme
- Could I receive a placebo?
- No, everyone receives an active treatment
- How many people
- 32 participants
- Where
- 1 siteUnited States
- Study dates
- 18 May 2023to 28 Feb 2027
- Phase
- Interventional
- Are there results?
- Not yet: the study is under way
Key requirements
Who can take part, as listed by the sponsor. Only the study team can confirm whether you are eligible, so take this list to your doctor.
- Ages 18 years and older
- All sexes
- No healthy volunteers
- Adult, Older adult
Who may be able to join
- Supervisor in Rhode Island state pre-kindergarten program
Who cannot join
- Does not meet inclusion criteria above
Trial locations and contacts
1 site in 1 country.
About this study
Official title: Enhancing Early Care and Education Through Reflective Supervision to Promote Adaptive Emotion Regulation in Young Children
The goal of this clinical trial is to test an enhancement to early care and education, which is a professional development series that includes a foundational training and skill development workshops focused on training and supporting early learning supervisors in Reflective Practice and Supervision. Directors and education coordinators within state pre-kindergarten programs, and the teachers they supervise, will be the focus of this research. Hypothesized outcomes include promotion of reflective capacity and supervisory skill in supervisors, more effective supervisor-supervisee interactions, increases in reflective functioning and well-being in supervisees, increases in positive teaching practices and observed classroom quality, and increases in adaptive social-emotional development among children alongside prevention of emotion regulation difficulties. Researchers will compare whether these outcomes differ between participants who are currently receiving the Reflective Supervision enhancement and participants who are in the waitlist control condition.
- Conditions
- Emotion Regulation
- Being tested
- Reflective Supervision Enhancement
- Keywords
- Reflective Supervision, Reflective Capacity, Early Care and Education, Social-Emotional Development
- Medical subject headings
- Emotional Regulation
What participants receive
What participants receive. In a randomised study each person is assigned to one group by chance.
Reflective Supervision EnhancementBehavioural
The Reflective Supervision enhancement is a professional development series designed to train and support directors and education coordinators supervising state pre-kindergarten classrooms in using a reflective supervision approach with their staff.
| Study group | Role | What they receive |
|---|---|---|
| Reflective Supervision Enhancement | Experimental | The Reflective Supervision enhancement is a professional development series for supervisors of state pre-kindergarten programs that is designed to build skills in using Reflective Supervision with teachers. The goal of the Reflective Supervision enhancement is to provide supervisors with foundational knowledge in Reflective Practice and Supervision and increase their use of Reflective Supervision principles and practices within their work. The series consists of a day-long foundational training and nine skills-focused workshops. Supervisors are expected to receive 8 hours of foundational training prior to the start of the academic year, and nine 2-hour monthly small groups over the course of the academic year. Receives: Behavioral: Reflective Supervision Enhancement |
| Business-As-Usual Waitlist Control | No intervention | Supervisors in the business-as-usual waitlist control condition will supervise teachers as-per-usual (i.e., using standard administrative supervision), and will be eligible for the typical array of professional development opportunities that may be offered to them. These supervisors will receive the Reflective Supervision enhancement the following academic year. |
What is being measured
The primary outcome is the main question the study is designed to answer.
Change from Baseline Teaching Progress Assessment at 9 months
Rhode Island Department of Education record review
Measured: At baseline (beginning of academic year), and in 9 months
Change from Baseline Teaching Progress Assessment at 12 months
Rhode Island Department of Education record review
Measured: At baseline (beginning of academic year), and in 12 months
Change from 9-month Teaching Progress Assessment at 12 months
Rhode Island Department of Education record review
Measured: At 9 months (end of academic year), and in 12 months (beginning of next academic year)
Change from Baseline Observed Classroom Quality at 9 months
Pre-K Classroom Assessment Scoring System, scores range from 1 (minimally characteristic) to 7 (highly characteristic), with higher scores indicating higher classroom quality
Measured: At baseline (beginning of academic year), and in 9 months
Change from Baseline Observed Classroom Quality at 12 months
Pre-K Classroom Assessment Scoring System, scores range from 1 (minimally characteristic) to 7 (highly characteristic), with higher scores indicating higher classroom quality
Measured: At baseline (beginning of academic year), and in 12 months
Change from 9-month Observed Classroom Quality at 12 months
Pre-K Classroom Assessment Scoring System, scores range from 1 (minimally characteristic) to 7 (highly characteristic), with higher scores indicating higher classroom quality
Measured: At 9 months (end of academic year), and in 12 months (beginning of next academic year)
Change from Baseline Child Social-Emotional Functioning as assessed by Cognitive Toybox at 9 months
Rhode Island Department of Education record review
Measured: At baseline (beginning of academic year), and in 9 months
Change from Baseline Child Emotion Regulation at 9 months
Social Competence Scale - Teacher Version, Emotion Regulation subscale, scores range from 0 to 4 with higher scores indicating greater emotion regulation
Measured: At baseline (beginning of academic year), and in 9 months
Change from Baseline Child Prosocial/Communication Skills at 9 months
Social Competence Scale - Teacher Version, Prosocial/Communication subscale, scores range from 0 to 4 with higher scores indicating greater prosocial/communication skills
Measured: At baseline (beginning of academic year), and in 9 months
Change from Baseline Child Social Competence at 9 months
Social Competence Scale - Teacher Version, Total Social Competence Score, scores range from 0 to 4 with higher scores indicating greater social competence
Measured: At baseline (beginning of academic year), and in 9 months
Change from Baseline Child-Teacher Relationship Quality at 9 months
Student-Teacher Relationship Scale - Short Form, scores range from 1 to 5 with higher scores indicating a more positive relationship
Measured: At baseline (beginning of academic year) and in 9 months
Secondary outcomes (11)
Change from Baseline Supervisor Reflective Capacity at 9 months
Reflective Supervision Rating Scale, Adapted Version, scores range from 1 to 4 with higher scores indicating greater reflective capacity
Measured: At baseline (beginning of academic year) and in 9 months
Change from Baseline Supervisory Competence at 9 months
Supervisor Self-Assessment, scores range from 1 to 5 with higher scores indicating greater supervisory competence
Measured: At baseline (beginning of academic year) and in 9 months
Change from Baseline Supervisor Reflective Functioning at 9 months
Reflective Functioning Questionnaire, scores range from 1 to 7 with higher scores indicating greater reflective functioning
Measured: At baseline (beginning of academic year) and in 9 months
Change from Baseline Supervisor Well-Being at 9 months
Professional Quality of Life Scale, scores range from 1 to 5 with higher scores indicating greater well-being
Measured: At baseline (beginning of academic year) and in 9 months
Change from Baseline Quality of Reflective Supervision Relationship at 9 months
Reflective Interaction Observation Scale, scores range from 1 to 5 with higher scores indicating a higher quality relationship
Measured: At baseline (beginning of academic year) and in 9 months
Program Climate assessed by Early Childhood Environment Rating Scale-Revised
Rhode Island Department of Education record review
Measured: At 9 months (end of academic year)
Change from Baseline Supervisor Reflective Capacity at 9 months assessed by teacher-report
Reflective Supervision Rating Scale, scores range from 1 to 4 with higher scores indicating greater reflective capacity
Measured: At baseline (beginning of academic year) and in 9 months
Change from Baseline Teacher Reflective Functioning at 9 months
Reflective Functioning Questionnaire, scores range from 1 to 7 with higher scores indicating greater reflective functioning
Measured: At baseline (beginning of academic year) and in 9 months
Change from Baseline Teacher Well-Being at 9 months
Professional Quality of Life Scale, scores range from 1 to 5 with higher scores indicating greater well-being
Measured: At baseline (beginning of academic year) and in 9 months
Change from Baseline Child Academic Functioning as assessed by Cognitive Toybox at 9 months
Rhode Island Department of Education record review
Measured: At baseline (beginning of academic year) and in 9 months
Change from Baseline Child Academic Skills at 9 months
Social Competence Scale - Teacher Version, Academic Skills subscale, scores range from 0 to 4 with higher scores indicating greater academic skills
Measured: At baseline (beginning of academic year) and in 9 months
Timeline
From the start of the study to its completion; the mark is today. Estimated dates are the sponsor’s plan.
- First posted30 May 2023
- Study start18 May 2023
- Primary completion28 Feb 2027 (estimated)
- Study completion28 Feb 2027 (estimated)
Resources
- Official record on ClinicalTrials.govThe registry entry this page is built from, with its full change history.
- Other trials for Emotion RegulationStudies of the same condition, open and under way.
- What the trial phases meanHow a treatment moves from first tests in people to approval.
More details
For doctors and researchers: how the study is designed, who runs it, and its registry IDs.
Study design
- Study type
- Interventional
- Phase
- Phase N/A
- Primary purpose
- Prevention
- Allocation
- Randomised
- Intervention model
- Parallel groups
- Model description
- Participants (i.e., early learning supervisors) will be randomized to the experimental condition (i.e., the Reflective Supervision enhancement) or the waitlist control condition (i.e., business-as-usual).
- Masking
- Single blind
- Who is masked
- Outcomes assessor
- Enrolment
- 32 participants (actual)
Sponsor and investigators
- Lead sponsor
- Bradley Hospital
- Sponsor type
- University, hospital or other
- Collaborators
- Eunice Kennedy Shriver National Institute of Child Health and Human Development (NICHD)
- Responsible party
- Principal investigator, Lindsay Huffhines, PhD, Bradley Hospital
- Investigators
- Lindsay P Huffhines, PhD, Principal investigator, Bradley Hospital
IDs, dates and publications
- ClinicalTrials.gov ID
- NCT05880875
- Sponsor's protocol ID
- K23HD107243
- Other IDs
- K23HD107243
- Status last verified
- Sep 2026
- First submitted
- 18 May 2023
- Last updated
- 2 Oct 2026
- Results posted
- No
- Data monitoring committee
- No
- FDA-regulated drug
- No
- FDA-regulated device
- No
- Individual data sharing
- Yes: Final datasets generated from questionnaire, record review, and observational assessments will be available upon reasonable request.
Study at a glance
From the registry record, last updated by the sponsor on 2 Oct 2026. Recruitment status is as the sponsor reported it: confirm with the study team.
- Official title
- Enhancing Early Care and Education Through Reflective Supervision to Promote Adaptive Emotion Regulation in Young Children
- ClinicalTrials.gov ID
- NCT05880875
- Acronym / sponsor ID
- K23HD107243
- Conditions
- Emotion Regulation
- Keywords
- Reflective Supervision, Reflective Capacity, Early Care and Education, Social-Emotional Development
- Study type
- Interventional
- Recruitment status
- Active, not recruiting
- Enrolment
- 32 participants (actual)
- Lead sponsor
- Bradley HospitalUniversity, hospital or other
- Collaborators
- Eunice Kennedy Shriver National Institute of Child Health and Human Development (NICHD)
- Study start
- 18 May 2023 (actual)
- Primary completion
- 28 Feb 2027 (estimated)
- Study completion
- 28 Feb 2027 (estimated)
- First posted
- 30 May 2023 (actual)
- Results
- Not posted in the source record
Clinical summary
The research question as the sponsor registered it. This describes what the study plans to test, not what it found.
The goal of this clinical trial is to test an enhancement to early care and education, which is a professional development series that includes a foundational training and skill development workshops focused on training and supporting early learning supervisors in Reflective Practice and Supervision. Directors and education coordinators within state pre-kindergarten programs, and the teachers they supervise, will be the focus of this research. Hypothesized outcomes include promotion of reflective capacity and supervisory skill in supervisors, more effective supervisor-supervisee interactions, increases in reflective functioning and well-being in supervisees, increases in positive teaching practices and observed classroom quality, and increases in adaptive social-emotional development among children alongside prevention of emotion regulation difficulties. Researchers will compare whether these outcomes differ between participants who are currently receiving the Reflective Supervision enhancement and participants who are in the waitlist control condition.
Study design
- Primary purpose
- Prevention
- Allocation
- Randomised
- Intervention model
- Parallel groups
- Masking
- Single blind (outcomes assessor)
- Number of arms
- 2
- Model description
- Participants (i.e., early learning supervisors) will be randomized to the experimental condition (i.e., the Reflective Supervision enhancement) or the waitlist control condition (i.e., business-as-usual).
| Arm | Type | Receives |
|---|---|---|
| Reflective Supervision Enhancement | Experimental | Behavioral: Reflective Supervision EnhancementThe Reflective Supervision enhancement is a professional development series for supervisors of state pre-kindergarten programs that is designed to build skills in using Reflective Supervision with teachers. The goal of the Reflective Supervision enhancement is to provide supervisors with foundational knowledge in Reflective Practice and Supervision and increase their use of Reflective Supervision principles and practices within their work. The series consists of a day-long foundational training and nine skills-focused workshops. Supervisors are expected to receive 8 hours of foundational training prior to the start of the academic year, and nine 2-hour monthly small groups over the course of the academic year. |
| Business-As-Usual Waitlist Control | No intervention | –Supervisors in the business-as-usual waitlist control condition will supervise teachers as-per-usual (i.e., using standard administrative supervision), and will be eligible for the typical array of professional development opportunities that may be offered to them. These supervisors will receive the Reflective Supervision enhancement the following academic year. |
Who may qualify
- Ages
- 18 years and older
- Sex
- All
- Healthy volunteers
- Not accepted
- Age groups
- Adult, Older adult
Key inclusion criteria (1 listed)
- Supervisor in Rhode Island state pre-kindergarten program
Key exclusion criteria (1 listed)
- Does not meet inclusion criteria above
Eligibility is decided by the study team after screening; this overview does not establish that a patient qualifies. Full inclusion and exclusion criteria.
Interventions
| Intervention | Type | Arms |
|---|---|---|
| Reflective Supervision EnhancementThe Reflective Supervision enhancement is a professional development series designed to train and support directors and education coordinators supervising state pre-kindergarten classrooms in using a reflective supervision approach with their staff. | Behavioural | Reflective Supervision Enhancement |
Primary outcome
Change from Baseline Teaching Progress Assessment at 9 months
Time frame: At baseline (beginning of academic year), and in 9 months
Rhode Island Department of Education record review
Change from Baseline Teaching Progress Assessment at 12 months
Time frame: At baseline (beginning of academic year), and in 12 months
Rhode Island Department of Education record review
Change from 9-month Teaching Progress Assessment at 12 months
Time frame: At 9 months (end of academic year), and in 12 months (beginning of next academic year)
Rhode Island Department of Education record review
Change from Baseline Observed Classroom Quality at 9 months
Time frame: At baseline (beginning of academic year), and in 9 months
Pre-K Classroom Assessment Scoring System, scores range from 1 (minimally characteristic) to 7 (highly characteristic), with higher scores indicating higher classroom quality
Change from Baseline Observed Classroom Quality at 12 months
Time frame: At baseline (beginning of academic year), and in 12 months
Pre-K Classroom Assessment Scoring System, scores range from 1 (minimally characteristic) to 7 (highly characteristic), with higher scores indicating higher classroom quality
Change from 9-month Observed Classroom Quality at 12 months
Time frame: At 9 months (end of academic year), and in 12 months (beginning of next academic year)
Pre-K Classroom Assessment Scoring System, scores range from 1 (minimally characteristic) to 7 (highly characteristic), with higher scores indicating higher classroom quality
Change from Baseline Child Social-Emotional Functioning as assessed by Cognitive Toybox at 9 months
Time frame: At baseline (beginning of academic year), and in 9 months
Rhode Island Department of Education record review
Change from Baseline Child Emotion Regulation at 9 months
Time frame: At baseline (beginning of academic year), and in 9 months
Social Competence Scale - Teacher Version, Emotion Regulation subscale, scores range from 0 to 4 with higher scores indicating greater emotion regulation
Change from Baseline Child Prosocial/Communication Skills at 9 months
Time frame: At baseline (beginning of academic year), and in 9 months
Social Competence Scale - Teacher Version, Prosocial/Communication subscale, scores range from 0 to 4 with higher scores indicating greater prosocial/communication skills
Change from Baseline Child Social Competence at 9 months
Time frame: At baseline (beginning of academic year), and in 9 months
Social Competence Scale - Teacher Version, Total Social Competence Score, scores range from 0 to 4 with higher scores indicating greater social competence
Change from Baseline Child-Teacher Relationship Quality at 9 months
Time frame: At baseline (beginning of academic year) and in 9 months
Student-Teacher Relationship Scale - Short Form, scores range from 1 to 5 with higher scores indicating a more positive relationship
11 secondary outcomes
Change from Baseline Supervisor Reflective Capacity at 9 months
Time frame: At baseline (beginning of academic year) and in 9 months
Change from Baseline Supervisory Competence at 9 months
Time frame: At baseline (beginning of academic year) and in 9 months
Change from Baseline Supervisor Reflective Functioning at 9 months
Time frame: At baseline (beginning of academic year) and in 9 months
Change from Baseline Supervisor Well-Being at 9 months
Time frame: At baseline (beginning of academic year) and in 9 months
Change from Baseline Quality of Reflective Supervision Relationship at 9 months
Time frame: At baseline (beginning of academic year) and in 9 months
Program Climate assessed by Early Childhood Environment Rating Scale-Revised
Time frame: At 9 months (end of academic year)
Change from Baseline Supervisor Reflective Capacity at 9 months assessed by teacher-report
Time frame: At baseline (beginning of academic year) and in 9 months
Change from Baseline Teacher Reflective Functioning at 9 months
Time frame: At baseline (beginning of academic year) and in 9 months
Change from Baseline Teacher Well-Being at 9 months
Time frame: At baseline (beginning of academic year) and in 9 months
Change from Baseline Child Academic Functioning as assessed by Cognitive Toybox at 9 months
Time frame: At baseline (beginning of academic year) and in 9 months
Change from Baseline Child Academic Skills at 9 months
Time frame: At baseline (beginning of academic year) and in 9 months
Results and safety
This study is still under way. Results are not available in the source record yet.
Research links
- Official record on ClinicalTrials.govLast updated by the sponsor 2 Oct 2026.
- Individual participant dataSharing planned: Yes. Final datasets generated from questionnaire, record review, and observational assessments will be available upon reasonable request.
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Referral and contact
AzTrials does not enrol participants or take referrals. Contact the study team or a site listed below; they decide who can take part. This study is not recruiting at the moment.
Lindsay P Huffhines, PhD principal investigator
Bradley Hospital
1 site in 1 country: see every site and its status.
Questions about this trial
What is this clinical trial studying?
A study testing Reflective Supervision Enhancement in people with Emotion Regulation, run by Bradley Hospital at 1 site in United States.
The full registered description is in the About this study section and the official record.
Who may be eligible to take part?
The sponsor lists 1 inclusion and 1 exclusion criteria. Eligibility is decided by the study team after screening, so read the full criteria and contact a listed site.
Is this clinical trial currently recruiting?
The record says: under way, not looking for participants, as of the sponsor's last update on 2 Oct 2026. Status can change between updates, so confirm with the study contact before making plans.
Where is the study taking place?
The record lists 1 site in United States. Whether a site is taking part right now should be confirmed with that site. See every site.
What are the possible benefits and risks?
They depend on the study and the treatment, and no study can promise a benefit. The study team explains the known risks during informed consent, before anyone joins; the record itself does not list them.
Are results available for this study?
This study is still under way. Results are not available in the source record yet.
How can a doctor refer a patient or contact the research team?
The record lists no contact. The official record names the sponsor, who can be asked directly. AzTrials does not enrol participants or take referrals.
What does the primary outcome measure?
Change from Baseline Teaching Progress Assessment at 9 months (time frame: At baseline (beginning of academic year), and in 9 months). The study lists 11 primary outcomes in all. It is what the study was designed to measure, not a finding.
Where can I read the original study information?
Does a listing mean the treatment is approved or proven to work?
No. A listing means the study is registered. It does not show that the treatment is safe, works, or is approved by a regulator.
How often is this information updated?
AzTrials copies changed records from ClinicalTrials.gov every night and reloads the whole registry every week. The sponsor last updated this record on 2 Oct 2026.