Jačanje kapaciteta porodica kroz program WHO Caregiver Skills Training (CST): iskustva iz Srbije

Snežana Ilić; Aleksandra Stojanović

doi:10.5937/specedreh25-62804

Snežana Ilić University in Belgrade-Faculty of Special Education and Rehabilitation, Belgrade, Serbia https://orcid.org/0000-0003-2900-9650
Aleksandra Stojanović Institute for Experimental Phonetics and Speech Pathology “Đorđe Kostić”, Belgrade, Serbia https://orcid.org/0009-0006-4850-2976

DOI: https://doi.org/10.5937/specedreh25-62804

Keywords: early intervention, parental support, Caregiver Skills Training, developmental disabilities, family-centered practice

Abstract

Introduction. The WHO Caregiver Skills Training (CST) program, developed in collaboration between the WHO and the Autism Speaks organization, is based on the principles of positive parenting, developmental-behavioral strategies, and learning in natural contexts. International studies from India, Ethiopia, Hong Kong, and other countries confirm its effectiveness in improving communication, social interaction, and adaptive behavior of children, as well as in strengthening parental competence and well-being. Aim. The aim of this study was to examine the perceived effects of the WHO Caregiver Skills Training (CST) program in Serbia from the perspective of parents who participated in group workshops and home visits during the national pilot implementation. Method. The sample included 32 parents of children aged 2 to 7 years with developmental delays and autism spectrum disorders. Data were collected through an online questionnaire comprising three domains: caregiver skills and behaviors, child development and behavior, and caregiver well-being, complemented by qualitative comments gathered during evaluation interviews. Results. Findings indicate that parents highly value the usefulness of the program, particularly its applicability to everyday routines, improved communication with their children, and increased confidence in the caregiving role. Most parents (87%) reported enhanced child interaction and reduced challenging behaviors, while 75% observed improvements in daily family routines. A notable reduction in feelings of helplessness and isolation was also reported. Conclusion. The results align with international studies and confirm the effectiveness of CST in enhancing early development and strengthening caregiver competence. The study concludes that CST is culturally adaptable and sustainable in the Serbian context, with the potential to become an integral part of the national early intervention system.

References

Bandura, A. (1997). Self-efficacy: The exercise of control. W. H. Freeman.

Bronfenbrenner, U. (1979). The ecology of human development: Experiments by nature and design. Harvard University Press.

Bruder, M. B. (2010). Early childhood intervention: A promise to children and families for their future. Exceptional Children, 76(3), 339–355. https://doi.org/10.1177/001440291007600307

Coleman, P. K., & Karraker, K. H. (2003). Maternal self-efficacy beliefs, competence in parenting, and toddlers’ behavior and developmental status. Infant Mental Health Journal, 24(2), 126–148. https://doi.org/10.1002/imhj.10048

Division for Early Childhood. (2014). DEC recommended practices in early intervention/early childhood special education. Council for Exceptional Children.

Dunst, C. J., Trivette, C. M., & Deal, A. G. (2001). Enabling and empowering families: Principles and guidelines for practice (2nd ed.). Brookline Books.

Dunst, C. J., Trivette, C. M., Hamby, D. W., & Raab, M. (2014). Meta-analysis of family-centered help-giving practices research. Topics in Early Childhood Special Education, 34(2), 99–107. https://doi.org/10.1177/0271121414528038

Espe-Sherwindt, M. (2008). Family-centered practice: Collaboration, competency and evidence. Support for Learning, 23(3), 136–143. https://doi.org/10.1111/j.1467-9604.2008.00384.x

Ferrante, C., Salomone, E., Settanni, M., & Servili, C. (2022). Supporting caregivers remotely during a pandemic: Comparison of WHO Caregiver Skills Training delivered online versus in person in public health settings in Italy. Journal of Autism and Developmental Disorders, 53(4), 1613–1627. https://doi.org/10.1007/s10803-022-05800-y

Glumbić, N., Grujičić, R., Stupar, S., Petrović, S., & Pejović-Milovančević, M. (2022). Positive effects of the Caregiver Skills Training program on children with developmental disabilities: Experiences from Serbia. Frontiers in Psychiatry, 13, 913142. https://doi.org/10.3389/fpsyt.2022.913142

Ilić, S. B. (2021). Rana intervencija. Sigineta. ISBN: 978-86-907837-4-8.

Pejović-Milovančević, M., Grujičić, R., Stanković, M., & Glumbić, N. (2018). Challenges in early intervention system development in Serbia. Psychiatria Danubina, 30(Suppl 6), 129–135.

Rosenbaum, P., & Gorter, J. W. (2012). The ‘F-words’ in childhood disability: I swear this is how we should think! Child: Care, Health and Development, 38(4), 457–463. https://doi.org/10.1111/j.1365-2214.2011.01338.x

Salomone, E., Pacione, L., Shire, S., Brown, F. L., Reichow, B., & Servili, C. (2019). Development of the WHO Caregiver Skills Training program for developmental disorders or delays. Frontiers in Psychiatry, 10, 769. https://doi.org/10.3389/fpsyt.2019.00769

Seng, A., Tekola, B., Salomone, E., Pacione, L., & Servili, C. (2022). Promotion and implementation effectiveness of WHO Caregiver Skills Training (CST) in Taiwan. Frontiers in Psychiatry, 13, 904380. https://doi.org/10.3389/fpsyt.2022.904380

Settanni, M., Ferrante, C., & Salomone, E. (2024). Treatment mechanism of the WHO Caregiver Skills Training intervention for autism delivered in community settings. Autism Research, 17(1), 182–194. https://doi.org/10.1002/aur.3058

Swanson, J., Raab, M., & Dunst, C. J. (2011). Strengthening family capacity through everyday learning opportunities. Journal of Early Childhood Research, 9(1), 66–80. https://doi.org/10.1177/1476718X10368588

Tekola, B., Baheretibeb, Y., Tilahun, D., Hoekstra, R. A., & Fekadu, A. (2020). Adapting and implementing the WHO Caregiver Skills Training in Ethiopia. Autism, 24(5), 1230–1242. https://doi.org/10.1177/1362361319894823

Wong, V. C. N., & Chow, P. (2022). Group-based caregiver skills training for parents of children with developmental disorders: Experience from Hong Kong. Journal of Autism and Developmental Disorders, 52(8), 3427–3440. https://doi.org/10.1007/s10803-021-05236-8

World Health Organization. (2019). Caregiver Skills Training for families of children with developmental disorders or delays: Global manual for facilitators. https://apps.who.int/iris/handle/10665/330510

World Health Organization. (2022). Caregiver Skills Training: Adaptation and implementation guide. https://apps.who.int/iris/handle/10665/351426