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Social-Emotional Prevention Programs for Preschool Children's Behavior Problems 1st Edition Catrinel Alice Ştefan full chapter instant download
Social-Emotional Prevention Programs for Preschool Children's Behavior Problems 1st Edition Catrinel Alice Ştefan full chapter instant download
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Social-Emotional
Prevention Programs
for Preschool Children’s
Behavior Problems
Social-Emotional
Prevention Programs
for Preschool
Children’s Behavior
Problems
A Multi-level Efficacy Assessment of Classroom,
Risk Group, and Individual Level
Catrinel Alice Ştefan
Babeș-Bolyai University
Cluj-Napoca, Cluj, Romania
v
vi PREFACE
Thus, this book covers each step involved in the development and effi-
cacy assessment of a multifocused (child, parent, and teacher) prevention
program for preschool children’s behavior problems. The book is organized
in six chapters, and contains three appendices. Chapter 1 focuses on intro-
ducing the reader to the relevance of social-emotional development for chil-
dren’s mental health and school adjustment. Furthermore, the chapter
provides definitions of emotional and social competencies, as well as descrip-
tions of corresponding child behaviors. Also, children’s skills are discussed
within the context of protective and risk factors for behavior problems,
while also offering an integrative perspective on how different risk factors
pertaining to the child, the parent, or the educational environment can
enhance the risk of such difficulties. An analysis of strengths and weake-
nesses of prevention programs is offered considering the manner in which
evidence-based interventions aim to address different types of risk sources.
Drawing from the concluding remarks of the previous chapter, Chap. 2
is aimed at describing the theoretical framework of the Social-Emotional
Prevention Program (SEP). Thus considering some of the limitations of
previous prevention programs, the SEP is defined as a hybrid prevention
program including a universal (for low-risk children) and an indicated (for
high-risk children) intervention. A comparison between SEP and other
evidence-based prevention programs is offered together with a description
of each intervention component: the classroom curriculum, the teacher
training, and the parent training.
The next three chapters discuss results from the SEP efficacy assess-
ment at different levels. More precisely, Chap. 3 presents results from
the efficacy testing at the classroom level; Chap. 4 focuses on results
from comparisons of outcomes related to separate measures of social and
emotional competence screening at two intervention levels: universal
intervention targeting high-risk children, and universal intervention tar-
geting moderate- and low-risk children; and Chap. 5 presents the out-
comes for classroom observed behaviors in a single-subject experiment.
Thus, these chapters contain results obtained across different informants
(i.e., child, parent, teacher) and different assessment methods (i.e., child
report, questionnaire, classroom observation) employing a variety of
research designs from partially randomized controlled trials to multiple
baseline designs and corresponding statistical procedures. Results of SEP
efficacy are discussed not only in relation to extant evidence-based inter-
ventions, but also in relation to specific implications of the findings for
practice in schools.
PREFACE
vii
ix
Contents
xi
xii Contents
Appendix 1221
Appendix 2237
Appendix 3253
Index269
List of Figures
xv
List of Tables
xvii
xviii List of Tables
Several epidemiological studies indicate that incidence rates for early onset
behavior disorders are rapidly increasing, and behavioral markers of such
disorders can be identified in 5–25% of preschool children (Snyder 2001).
Also, about 50% of children with moderate to severe symptoms of external-
izing problems at this age continue to manifest similar problems after enter-
ing school (Webster-Stratton 1996; Webster-Stratton and Taylor 2001).
Among those with continuing problems the most frequent diagnoses are
oppositional defiant disorder (ODD), conduct disorder (CD), and atten-
tion-deficit hyperactivity disorder (ADHD) (Webster-Stratton 1996). This
raised significant concerns as behaviors problems stemming from early child-
hood seem to be associated with long-term social adjustment problems such
as peers’ rejection, delinquency, or substance abuse, as well as school related
difficulties such as school dropout (Moffitt and Caspi 2001; Snyder 2001).
One potential strategy for decreasing children’s risk for maladaptive behav-
iors is through implementing preventive strategies in school settings. Schools
offer an invaluable opportunity to address the mental health needs of a large
category of children, as research data suggest that 1 in 3 preschoolers is likely
to manifest some sort of difficult behavior during preschool (Prinz and
Sanders 2007).
Emotional Competencies
A working definition of emotional competence states that it is the ability
to effectively manage emotions which are elicited during social transac-
tions (Buckley et al. 2003; Saarni 2001). In order to achieve competence
INTRODUCTION: PRINCIPLES UNDERLYING THE DEVELOPMENT… 3
Table 1.1 Emotional and social competencies in preschoolers and their corre-
sponding skills and behaviors
Competence Skill Behavior
Social Competencies
Social competence is defined as the capacity to manifest goal oriented,
socially acceptable behaviors, which have positive consequences for the
individual or the group (Merrell and Gimpel 1998). Whereas skills associ-
ated with emotional competence are relatively straightforward to identify
in the literature on children’s early development, deriving a taxonomy of
social competence related skills seems to be more challenging. More pre-
cisely, factor analysis methods extracted 5 dimensions of social competence:
peer relations, self-management, academic, compliance, and assertion
(Merrell and Gimpel 1998). Another approach proposed the distinction
between problem-solving abilities and interpersonal abilities (Denham
2006). Based on these classifications, a hybrid model of social competen-
cies can be derived, which is depicted in Table 1.1: (1) social interpersonal
competence including problem-solving abilities and peer relations (e.g.,
prosocial behavior, play cooperation); and (2) intrapersonal skills related
to self-management abilities (e.g., compliance with rules, reward delay).
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