In the wake of the 2015-2016 Zika outbreaks in Brazil, parents of children born with congenital Zika syndrome were confronted with many challenges that made them vulnerable to adverse mental health impacts. Parenting a child with significant medical and developmental needs, often with little support, can lead to high levels of anxiety and depression and interfere with their ability to offer optimal care.

Researchers from Nebraska and Brazil set out to understand the psychological experiences of Zika-affected caregivers in an effort to develop an early intervention program to enhance caregiver well-being and their capacity to support their children’s long-term health and development.

Researchers from Nebraska and Brazil launched Preschool Science Talk in Action and Reflection (PreSTAR), which uses professional development strategies to promote reflective practice in science teaching and learning. The study aimed to better understand preschool science learning and teaching, and specifically how early childhood professionals can intentionally reflect on their own practices to enhance children’s learning and development.

The Dimensional Inventory for Child Development Assessment (IDADI) is the first such tool to be developed and standardized specifically for children in Brazil — taking into account the unique culture and experiences of the target population.

Cody Hollist, associate professor of child, youth and family studies, is working with researchers in Brazil to address the needs of vulnerable youth and families in the Cachoeirinha neighborhood of Porto Alegre. The team is working closely with community members to develop sustainable interventions that strengthen families while using resources effectively. Hollist’s additional work in Brazil includes addressing substance use and trauma among teens in São Paulo and using a U.S. Fulbright award to study factors driving suicide and self-harm among the country’s young people.

Holly Hatton-Bowers, assistant professor of child, youth and family studies, is working with researchers in Brazil to adapt compassion and mindfulness-based programs developed in the U.S. to support caregivers in Brazil. This research aims to cultivate resilience, compassion, and kindness among caregivers to improve well-being and increase capacity to deliver high-quality care to young children. Through the partnership, Hatton-Bowers has established relationships with several Brazilian colleagues interested in using these strategies in education and medical settings.

Renata T.M. Gomes, graduate student in the Nebraska Center for Research on Children, Youth, Families and Schools, is leading the effort to bring Teachers and Parents as Partners (TAPP) to Brazil. TAPP is an evidence-based problem-solving model that fosters collaboration between teachers and parents to improve students’ social, behavioral and academic outcomes. Gomes, along with her mentor Sue Sheridan, is building support for family-school partnership in Brazil and working to introduce and adapt TAPP to the Brazilian culture with help from Porvir.