Rethinking parenting interventions for drug-dependent mothers: From behavior management to fostering emotional bonds

Journal of Substance Abuse Treatment 27 (2004) 179 185 Regular article Rethinking parenting interventions for drug-dependent mothers: From behavior management to fostering emotional bonds Nancy Suchman, (Ph.D.) a, *, Linda Mayes, (M.D.) b, Joanne Conti, (M.A.) c, Arietta Slade, (Ph.D.) b, Bruce Rounsaville, (M.D.) a a Yale University School of Medicine, Department of Psychiatry, New Haven, CT, USA b Yale Child Study Center, New Haven, CT, USA c University of Hartford, Graduate Institute of Professional Psychology, Hartford, CT, USA Received 26 March 2004; received in revised form 15 April 2004; accepted 15 June 2004 Abstract Mothers who are physically and/or psychologically dependent upon alcohol and illicit drugs are at risk for a wide range of parenting deficits beginning when their children are infants and continuing as their children move through school-age and adolescent years. Behavioral parent training programs for drug-dependent mothers have had limited success in improving parent-child relationships or childrents psychological adjustment. One reason behavioral parenting programs may have had limited success is the lack of attention to the emotional quality of the parent-child relationship. Research on attachment suggests that the emotional quality of mother-child relationships is an important predictor of childrents psychological development through school-age and adolescent years. In this paper, we present a rationale and approach for developing attachment-based parenting interventions for drug-dependent mothers and report preliminary data on the feasibility of offering an attachment-based parenting intervention in an outpatient drug treatment program for women. D 2004 Elsevier Inc. All rights reserved. Keywords: Parenting skills; Parent training; Maternal addiction; Mother-child relations; Child maltreatment 1. Introduction Mothers who are physically and/or psychologically dependent upon alcohol and illicit drugs (i.e., heroin, cocaine, marijuana) are at risk for a wide range of parenting deficits beginning when their children are infants and continuing as their children move through school-age and adolescent years (for a review, see Mayes & Truman, 2002). As a group, drug-dependent mothers fare worse than non drug-dependent mothers on a wide range of parenting indices and more frequently lose their children to foster care than non drug-dependent mothers (Chaffin, Kelleher, and * Corresponding author. Yale Psychosocial Substance Abuse Research Center, VA-CT Healthcare Center (151D), 950 Campbell Ave., West Haven, CT 06516. Tel.: +1-203-937-3486; fax: +1-203-937-3472. E-mail address: nancy.suchman@yale.edu (N. Suchman). Hollenberg, 1996; Mayes & Bornstein, 1996). Observations of mother-infant dyads have shown patterns of motherst poor sensitivity and responsiveness to childrents emotional cues juxtaposed with heightened physical activity, provocation, and intrusiveness (Burns, Chethik, Burns, & Clark, 1997; Hans, Bernstein, & Henson, 1999; Rodning, Beckwith, & Howard, 1991). Studies reporting perspectives of substance-abusing mothers about parenting have indicated a lack of understanding about basic child development issues, ambivalent feelings about having and keeping children, and lower capacities to reflect upon their childrents emotional and cognitive experience (Levy, Truman, & Mayes, 2001; Mayes & Truman, 2002; Murphy & Rosenbaum, 1999). Self-reported behaviors among drug-dependent mothers have also revealed harsh, threatening, overly-involved, authoritarian parenting styles juxtaposed with permissiveness, neglect, poor involvement, low tolerance of child demands and misbehavior, and parent-child role reversals 0740-5472/04/$ see front matter D 2004 Elsevier Inc. All rights reserved. doi:10.1016/j.jsat.2004.06.008

180 N. Suchman et al. / Journal of Substance Abuse Treatment 27 (2004) 179 185 (Harmer, Sanderson, & Mertin, 1999; Mayes & Truman, 2002; Suchman & Luthar, 2000). 1.1. Previous clinical trials involving parent skills training Several parenting skills training studies involving drugdependent parents have been reported to date, including two randomized clinical trials. Generally, the objectives of these parent training programs have been to reduce maladaptive parenting practices (e.g., harsh punishment), improve positive parenting skills (e.g., behavior management through rewards and punishment) and thereby reduce problematic child behaviors (e.g., externalizing and drug abuse). Although some of these programs (see Ashery, Robertson, & Kumpfer, 1998) have demonstrated success at changing parenting practices and reducing childrents conflict-producing behaviors, generally, parent skills training programs have not led to lasting improvement in the quality of the parent-child relationship or fostered improvement in childrents psychological functioning. For example, in a randomized clinical trial, Catalano, Gainey, Fleming, Haggerty, and Johnson (1999) tested the efficacy of a parent training program combining 16 weeks of parent skills training and 9 months of home-based case management for 144 methadone maintained parents of children ages 4 16. The program provided training in relapse prevention, anger management, and parenting skills. At the 12-month followup, parents who received parent training showed greater ability in abstinence from heroin use, drug-use related problemsolving, maintenance of household rules, and domestic conflict. However, they showed no advantage over the control group on indices of family bonding, family conflict, or childrents reports of parental involvement. Moreover, at followup, of 11 child adjustment indices measured (e.g., behavior problems, negative peer networks), the only statistically significant group difference (childrents prosocial involvement with parents) favored the control group. In another randomized clinical trial, Kumpfer (1998) examined the efficacy of the Strengthening Families Program (SFP), a 14-week drug abuse prevention program targeting children ages 6 10 reared in families with drug-dependent parents. The authors used an experimental dismantling design to test the efficacy of parent skills training alone vs. the addition of social skills training for children and behavioral family therapy. The parent training component of SFP was designed to decrease parentst drug use, improve positive parenting skills (e.g., discipline, rewards, and punishment), and reduce physical punishment. In a NIDA Monograph report, Kumpfer (1998) reported that the parenting program improved the parentst ability to reduce negative, acting-out behaviors in children and improve child compliance with parental requests. However, the parent training program alone did not improve childrents pro-social skills (i.e., communication, problem solving, peer resistance, and goal setting). Moreover, the authors reported that family relationships actually deteriorated when the parent training program was implemented alone. Children reported at posttest that they did not believe their parents loved them as much as before the parenting program started. It is possible that, without strengthening emotional bonds between parents and children, children experience more stringent behavior management as punitive and uncaring. Taken together, findings from these well-designed clinical trials of parent training programs indicate that, whereas they may have some short-term efficacy for increasing parentst behavior management strategies aimed at reducing childrents conflict-producing behaviors, they do not lead to long-term improvement in the quality of parentchild relationships or childrents psychological adjustment. 1.2. Why parent training programs may not work One reason parent skills training programs may fail to bring about generalized changes in parent-child relationships and childrents psychological development is their exclusive focus on procedures of overt behavior management skills (e.g., rewards, punishment, discipline), and relatively little attention to helping parents understand the emotional needs driving their childrents behavior. In parent skills training, parents learn to apply behavior management techniques that immediately reduce childrents conflict-producing behavior. Less attention is given to the emotional needs underlying childrents problematic behaviors, such as needs to experience physical safety, emotional reassurance, and acceptance/ encouragement of autonomy, that occur within the context of the parent-child relationship (Speltz, 1990). Parent training programs also pay less attention to fostering parentst emotional availability and responsiveness to children, or the capacity to respond to childrents emotional cues in an emotionally open and flexible manner. It has been well documented that parents who are at high risk for maladaptive patterns of relating to their children (e.g., drug-dependent parents) often have their own longstanding relational difficulties that make it difficult to respond to children in an emotionally available way (e.g., with empathy, warmth, and acceptance toward the childts emotional needs). The failure of parent training programs to bring about changes in relationship quality and childrents psychological well-being may be due not only to their lack of attention to childrents emotional needs, but also to their lack to attention to more deeply engrained limitations in parentst emotional experiences and responses in the parenting role (Egeland, Weinfield, Bosquet, & Cheng, 2000; van IJzendoorn, Juffer, & Duyvesteyn, 1995). 1.3. An attachment-based perspective on parenting interventions for drug-dependent mothers 1.3.1. The importance of the emotional quality of the mother-child relationship Originating with the ideas of John Bowlby (1982), attachment research over the past 30 years has shown that

N. Suchman et al. / Journal of Substance Abuse Treatment 27 (2004) 179 185 181 emotional aspects of the parent-child relationship (i. e., the capacity of a parent to recognize childrents emotional needs and respond to them in an emotionally available way) are important predictors of childrents psychological development. In general, attachment research has shown that, when parents are able to accurately perceive and sensitively respond to their childrents emotional needs (e.g., for comfort, security, autonomy) during infancy and toddler years, children are more likely to be psychologically well adjusted (e.g., socially competent with absence of behavior problems) in their school-aged and adolescent years (see Egeland, Weinfeld, Bosquet, & Cheng, 2000; Sroufe, Carlson, Levy, & Egeland, 1999 for a review of longitudinal studies on attachment). Likewise, when parents misperceive or respond insensitively to childrents emotional cues during infancy and toddler years, children are more likely to show signs of emotional disturbance, problems in social competence, and behavior problems during their school-aged and adolescent years. Even when childrents individual temperament has been taken into account in attachment studies, maternal sensitivity to childrents emotional cues and emotional availability appear to be protective factors for childrents psychological development. 1.3.2. Mechanisms by which mothers develop the capacities for maternal sensitivity and emotional availability in the mother-child relationship 1.3.2.1. Internal working models of the care-giving relationship. According to attachment theory, in the early caregiving relationship, when primary caregivers accurately perceive and sensitively respond to childrents emotional needs in a consistent manner over multiple instances, their children have the repeated experience of the caregiver as emotionally sensitive, available, and responsive during episodes of emotional distress and of being effectively soothed by the caregiverts efforts. According to attachment theory, over time, children develop an internal mental representation of the care-giving relationship (what Bowlby referred to as an binternal working modelq) based on the multiple interactions that transpired with the caregiver during instances of emotional distress. Children whose early caregivers were able to recognize their signals of emotional distress, and respond in an emotionally sensitive and flexible manner are thought to develop mental representations of the care-giving relationship that are emotionally balanced (i.e., include both positive and negative emotions), realistic and coherent (i.e., memories of specific instances that help characterize the relationship are imminently accessible), and non-defensive (i.e., no distortion or denial of painful emotional aspects of the relationship). Children whose early care givers misperceived their signals of distress or responded in rigid, controlling, chaotic, or frightening ways to childrents emotional distress, are thought to develop mental representations of the caregiving relationship that are emotionally imbalanced (i.e., excessively positive, negative, or neutral), unrealistic and incoherent (i.e., memories of specific instances that help characterize the relationship are either inaccessible or distorted), and defensive (i.e., painful emotional aspects are either denied or distorted). 1.3.2.2. Internal working models as prototypes for caregiving relationships in the next generation. Internal working models are thought to serve as prototypes for all subsequent relationships in adulthood including the next generation of care-giving relationships (Sroufe et al., 1999). Attachment researchers have generally found that mothers who reported feeling secure in their relationships with their own parents have more flexible relational styles as parents that allow them to perceive their childrents emotional cues and be emotionally available and responsive to their childrents emotional needs. Likewise, their children are more likely to express feelings and needs directly and openly without fearing a loss of security (Slade & Cohen, 1996). These mothers are thought to have mental representations of the care-giving relationship that are accessible, coherent, balanced in terms of positive and negative affect, and realistic (e.g., undistorted). This balanced representation of the care-giving relationship is thought to allow mothers to perceive childrents emotional cues (without defensive denial or distortion) and respond to childrents emotional cues in emotionally available and flexible ways. Mothers who did not feel secure in relationships with their own parents are thought to have internalized mental representations of the care-giving relationship that are characterized by exclusion or distortion of painful affect that causes them to either deny or be overwhelmed by (and distort) their childrents emotional needs (Solomon & George, 1996). 1.3.2.3. Reflective functioning: the metacognitive capacity to monitor thoughts and emotions and their influence on behavior. In order for a mother to become more sensitized to her childts emotional cues, she must also have the capacity to monitor her childts cognitive and affective experiences and be able to recognize that these experiences influence behavior. For example, in order for a mother to understand that her 2-year-old sonts crying upon her departure is a cue that he is struggling with emotions about separation, she must have the capacity to recognize her childts mental experience (e.g., fear) and also have the capacity to recognize that the childts mental experience (e.g., fear) is influencing the childts behavior (e.g., crying). Recognition of a childts mental states and their influence on behavior also involves recognition of onets own mental states and their influence on behavior; otherwise, distinction between the motherst and childrents mental experiences is not possible. During the past 5 years, Fonagy and colleagues (Fonagy et al., 1995; Fonagy, Gergely, Jurist, & Target, 2002; Fonagy & Target, 1997) have been examining this metacognitive capacity for breflective functioningq and have found in both low- and high-risk samples of mothers that

182 N. Suchman et al. / Journal of Substance Abuse Treatment 27 (2004) 179 185 maternal capacity for breflective functioningq is associated with maternal ways of thinking about the care-giving relationship, with maternal behaviors in mother-child interactions (e.g., flexibility and sensitivity), and with childrents felt security (Grienenberger, Kelly, & Slade, 2001; Slade, Grienenberger, Bernbach, Levy, & Locker, 2001). Importantly, low levels of reflective functioning have been associated with insensitive and emotionally unresponsive maternal behaviors (e.g., withdrawal, hostility, intrusiveness, and distorted perceptions of affective communication). Maternal capacity for reflective functioning has also been found to mediate associations between maternal substance abuse and childrents psychosocial development (e.g., attention, social skills, and withdrawal; Levy and Truman, 2002). Thus, the maternal capacity to monitor her own and her childts mental states is another important component for developing maternal sensitivity to childrents emotional cues. 1.4. Can intervention foster improvement in maternal sensitivity and emotional availability in at-risk mothers? 1.4.1. Maternal sensitivity A number of researchers have evaluated the preliminary efficacy of attachment-based parenting interventions with high-risk mothers (for reviews see Bakermans-Kranenburg, van IJzendoorn, & Juffer, 2003; Egeland et al., 2000; van IJzendoorn et al., 1995). These studies have shown that maternal sensitivity (motherst ability to accurately perceive childrents emotional cues and understand them within a developmental context) can be improved through short-term intervention. Specifically, providing developmental guidance to mothers about their childrents emotional needs and their behavioral manifestations at different ages has helped at-risk mothers become more accurate and sensitive perceivers of their childrents emotional cues. However, improvements in maternal sensitivity alone have not corresponded with improvement in the emotional quality of the mother-child relationship. Particularly in the case of at-risk mothers, other maternal factors, including emotional availability and concomitant psychosocial problems, are thought to play important roles in the quality of the motherchild relationship and childrents psychological development. 1.4.2. Maternal emotional availability Attachment-based clinicians have generally thought that, for a mother to become more emotionally available and responsive to her child, her thoughts and feelings (i.e., mental representations) about her relationship with her child must first change. Although mental representations of the motherts early care-giving relationship are ordinarily difficult to access, within the context of current, newly formed relationships with children, the motherts forming mental representation of her relationship with her own child is thought to be more accessible and amenable to change (Slade & Cohen, 1996). Change in the motherts mental representations of her relationship with her child are thought to occur through (a) a secure relationship with a caring clinician that allows her to (b) explore previously denied or distorted affect about the care-giving relationship and its impact on her own parenting behavior and her childts emotional experience (Pawl & Lieberman, 1997). Studies of short-term attachment-based parenting interventions with high-risk mothers have shown that motherst mental representations of care-giving can change in response to intervention (Cramer et al., 1990; Robert-Tissot et al., 1996). 1.4.3. Concomitant psychosocial disturbance There is a growing consensus among parent skills training and attachment-based parenting intervention researchers alike that drug-dependent mothers are at risk for multiple psychosocial deficits that call for comprehensive services to be offered in conjunction with parenting interventions. In their review of attachment-based parenting interventions for high-risk mothers, Egeland and colleagues (2000) note that narrowly-focused attachment-based parenting interventions are not potent enough to address the myriad other problems mothers face, including co-morbid psychopathology and problems of daily living exacerbated by poverty. They suggest that attachment-based parenting interventions for high-risk mothers are more likely to improve parenting relationships and childrents adjustments when they are offered within a comprehensive treatment setting that includes treatment for other psychosocial problems such as drug addiction, psychiatric illness (e.g., depression, anxiety), and problems of daily living (e.g., housing, shelter, food, child care, and so forth). 1.5. Implications for therapeutic intervention model Together, the mechanisms outlined above point to the need for therapeutic parenting interventions that aim to foster maternal sensitivity and emotional responsiveness to childrents emotional needs and capacities at different ages within a clinical setting where comprehensive services are available, including treatment for drug dependence, psychiatric illness, and problems of everyday living. 1.5.1. Maternal sensitivity In order to foster improvement in maternal sensitivity, or the motherts capacity to recognize her childrents emotional needs (e.g., safety, security, autonomy) and their behavioral manifestations (e.g., crying, clinging, fighting, defiance), parenting interventions will need to focus on expanding motherst knowledge of childrents emotional needs and abilities at different ages as well as their capacity to make reasonable inferences about the emotional states underlying their childrents behavior. Therapeutic strategies related to this objective include providing timely developmental guidance about childrents emotional needs and psychosocial capacities at different ages and how they are behaviorally expressed, and providing opportunities to observe and

N. Suchman et al. / Journal of Substance Abuse Treatment 27 (2004) 179 185 183 explore mother-child interactions with mothers to assist in the development of their capacities to make accurate inferences about the thoughts and feelings underlying their childrents behavior. Timely developmental guidance involves imparting developmental information about childrents emotional needs and psychosocial capacities and about relational dynamics in the care-giving relationship. It also involves imparting knowledge about how these capacities and dynamics will evolve over time. For instance, providing mothers of toddlers with basic information about their limited capacities to remember instructions, visualize the caregiver in her absence, or regulate impulses and affective distress can support changes in the motherts sensitivity to the childts needs and abilities. Providing basic information to mothers about their toddlerst needs for them (the mothers) to serve as a secure emotional base from which the child can feel safe to explore can also help mothers interact more sensitively when their children express needs for proximity and autonomy (rather than experiencing these bids as intrusions or rejections). The timing of such interventions is critical, such that the mother must perceive the information as relevant and useful rather than as unwelcome advice or criticism. 1.5.2. Emotional availability Attachment theory suggests that emotional availability, the motherts capacity to tolerate her childts emotional needs and respond to them in a flexible and emotionally open manner, is driven by her internal working model of the caregiving relationship. It follows then, that improvement in maternal emotional availability is not possible without change in the motherts internal representations of the caregiving relationship. Therapeutically, changes in maternal representations of the child and the care-giving relationship are thought to occur within the context of a secure relationship with a caring adult (e.g., a therapist) in which previously distorted or denied thoughts and feelings about the child and care-giving relationship can be recognized and resolved (i.e., attributed to their original sources). Therapeutic strategies related to this objective include fostering a therapeutic alliance and exploring maternal cognitions and affect in the parenting relationship. In order for a mother to talk openly about these negative experiences as a parent, she needs to experience the therapist as being bwith her,q interested in and accepting of aberrant views and affective reactions to parenting (Fraiberg, Adelson, & Shapiro, 1987; Pawl & Lieberman, 1997). The therapeutic alliance can be fostered by providing a balance of genuine interest and concern, acceptance of wide-ranging concerns and beliefs about parenting, empathy for emotional distress, clear and direct communication about the limitations of the therapeutic relationship (e.g., avoiding false promises about therapist availability or custody outcomes), and taking direct action to protect children in harmts way. Previously distorted or denied affect toward the child in the care-giving relationship can be identified and redirected to original sources by exploring motherst affective distress in the parenting role and the sources of her emotional distress other than her child. Preoccupations with interpersonal loss and trauma, feelings of shame, defiance, and neediness are readily and repeatedly activated by childrents everyday emotional demands (Solomon & George, 1996) and thus become accessible to the mother and therapist who can then work together to identify original sources and replace distorted representations of children with more balanced and accurate dworking modelst of the child and the care-giving relationship. 1.5.3. The clinical setting The drug treatment clinic where drug-dependent mothers are often referred by child welfare for treatment for problems with drug abuse and psychiatric disturbance is, in many ways, an ideal setting for providing therapeutic parenting interventions for mothers who are overwhelmed in their roles as parents. The drug treatment clinic provides a structured program for focusing on abstinence and relapse prevention, ready access to medical and psychiatric care and individual assistance with problems of daily living, and a potential social network of peers focusing on the common issues of parenting and recovery. The addition of a therapeutic parenting intervention to an intact, comprehensive treatment delivery program can permit a coordinated effort to simultaneously address parenting deficits and other acute psychosocial problems. 1.5.4. Intervention format The theoretical framework and therapeutic objectives outlined above are most likely to be effectively addressed in an individual therapy format that maximizes a strong, positive therapeutic alliance and flexibility in tailoring the intervention to the specific needs of the mother-child dyad. There are reasons to suggest that targeting parenting interventions to mothers of toddlers (e.g., ages 18 to 36 months) would yield the greatest benefit: First, from an attachment perspective, a motherts capacity to foster childrents sense of security and autonomy during this period through sensitive, emotionally open interactions is critical to childrents subsequent psychosocial development (e.g., social competence, adaptive behavior, success in school). Second, in our clinical work with drug-dependent mothers we have observed that childrents natural autonomous forays and expressions of defiance beginning at 18 months often mark the onset of acute distress in the mother-child dyad, strong negative affect toward the child, and harsh, punitive parenting practices, and that this acute distress is characterized by motherst confusion and distortion about childrents intentions, abilities, and needs at this stage of development. Third, motherst representations of the relationship with toddlers/preschoolers vs. school-aged/adolescent children are relatively new and more amenable to change. Fourth, during school-age and adolescent years, a motherts influence in child development is diffused by the

184 N. Suchman et al. / Journal of Substance Abuse Treatment 27 (2004) 179 185 increased influence of peers and other adults. Fifth, focusing on a broader age span compromises the depth of the interventionts developmental sensitivity and specificity to any particular age. 2. Materials and methods 2.1. Feasibility data from a pre-pilot study The authors recently piloted a parenting intervention based on the rationale and approach outlined above with 25 mothers referred by child welfare for treatment to an outpatient drug treatment program for women in New Haven, CT. In this pre-pilot study, we compared 25 mothers enrolled in the adjunct parenting intervention with 23 mothers who received standard treatment alone on indices of treatment attendance, retention, compliance, and drug use at discharge. The adjunct parenting intervention took place for 1.5 h per week for 12 weeks in addition to standard treatment and was conducted by the principal author, N.S., and two M.S.W. therapists who were trained by the authors. Standard treatment for women at the clinic involved one of two tracks: a 12-week outpatient treatment program where women attended two groups per week (e.g., a supportive group therapy intervention and a group relapse prevention intervention) or a 12-week an intensive outpatient program that women attend 3 days per week for 3 hours of group therapy each day (groups focused on woments issues, trauma, relapse prevention, and time management). Using chart reviews, we compared the 25 mothers who enrolled in the parenting intervention with 23 mothers who received standard treatment at the clinic during the same year on indices of treatment attendance, compliance, retention, completion, and abstinence from drug use at the time they were discharged from the program. Intervention mothers attended an average of eight sessions and were retained an average of 10 weeks, compared with an average of six sessions and 8 weeks retention in the standard treatment group. Both these differences were marginally significant ( p b.06) but had moderate effect sizes of.52 and.54, respectively. Mothers in the parenting intervention were also more compliant in following clinical advice than mothers enrolled in standard treatment alone (v 2 = 12.13, p =.001). Group differences in treatment completion (v 2 = 2.45, p =.145) were not significant, although a small effect size (d =.22) favored mothers who received the parenting intervention. Group differences in abstinence from drug and alcohol use at discharge were not significant (v 2 =.25, p =.748). 3. Discussion Over the past decade, although several randomized clinical trials testing behavioral parenting interventions have shown some improvement in parentst implementation of behavioral management strategies and reduction in childrents conflict-producing behaviors, intervention efforts have shown little success in improving the emotional quality of parent-child relationships or fostering childrents psychosocial development. To interrupt pervasive patterns of physical and emotional neglect across generations in families affected by maternal drug-dependence, it may be necessary for parenting interventions to take into account the emotional quality of the parent-child relationship as well as the behavior management skills of parents. Attachment theory and research offers much in the way of a clear conceptual model and a multifaceted intervention approach that may hold greater promise for strengthening emotional bonds, maximizing childrents chances for optimal psychosocial development, and interrupting the transmission of maladaptive parenting practices across generations. In this report we presented the rationale, therapeutic objectives, and preliminary feasibility data for an attachment-based parenting intervention for drug-dependent mothers that aims to improve maternal sensitivity and emotional availability in the care-giving relationship. Acknowledgments The authors wish to thank Michelle Altomare and Felicity Moller for their able assistance in data collection and management. We are grateful to Nicole Apicella, Rebecca Kramer-Koenigsberg, Elaine Fagan, Jean Larson, and patients at the APT Foundation for their support and participation in this project. 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