Social and Emotional Prevention and Intervention Programming for Preschoolers

By: Susanne A. Denham, Rosemary Et Burton

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Hardcover | 31 December 2003

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276 Pages

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25.4 x 17.78 x 1.75

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Social and Emotional Prevention and Intervention Programming for Preschoolers rests on the idea that young children, under optimal circumstances, develop substantial abilities in social and emotional domains by the time they enter school. These abilities contribute to their success and well-being during these early years, but even more importantly, to both their successful adaptation to school (personal and academic) and their long-term mental health.

The chapters of this volume present theoretical foundations for and explanations of what important adults in young children's lives - preschool teachers, daycare providers, parents - can do to encourage the development of such social-emotional abilities, including promoting secure attachment relationships, providing positive behavior guidance, and assisting children in developing emotion knowledge, emotion regulation, social problem-solving skills, and other positive social behaviors.

In addition, the book reviews the current state of early childhood programming in each of these crucial areas, with the addition of a chapter on emergent parent programming on emotion coaching. Recommendations are made for making such programming work, for assessing individual children's development and program efficacy, and necessary future directions for this area are detailed.

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Introduction: The Importance of Emotional and Social Competence	p. 1
Introduction	p. 1
Experience and Expression of Emotions	p. 2
Emotional Experience	p. 2
Expression of Emotions	p. 5
Expressive Process	p. 5
Expressive Outcomes	p. 6
Understanding Emotions	p. 6
Emotion Regulation	p. 7
Emotional Competence: Developmental and Individual Differences	p. 8
Socialization of Emotional and Social Competence	p. 9
Modeling of Emotional Expressiveness	p. 10
Contingent Reactions to Children's Emotions	p. 10
Teaching About Emotions	p. 11
Summarizing the Socialization of Emotional Competence	p. 13
Social Competence and Social-Emotional Learning (SEL)	p. 13
Linkage of Emotional and Social Competence	p. 16
Summary and Conclusion	p. 17
Targeting Programs for Preschool Emotional and Social Competence	p. 19
Introduction	p. 19
SEL Goals	p. 20
How do We Reach These SEL Goals?	p. 21
Behavior Problems and Social Incompetence	p. 22
Specific Behavior Problems Associated With Lack of SEL	p. 25
Challenging Behaviors Traced to Differing Patterns Of Risk and Resilience	p. 26
Children Already Showing Diagnosable Problems	p. 27
SEL Programming for Young Children	p. 29
Prevention/Intervention: What Is Needed? What Has Been Done? Where Do We Go From Here?	p. 29
Summary and Conclusion	p. 31
Preschoolers' Attachment and Emotional Competence	p. 33
Introduction to Attachment As Foundational for Emotional Competence	p. 33
Early Attachment Classifications and Their Sequelae	p. 34
Attachment and Emotional Competence	p. 36
Attachments Beyond the Child-Parent Relationship	p. 39
Preschool Teachers/ Daycare Providers and Attachment	p. 40
Compensatory Effects of Secure Child-Teacher Attachment	p. 41
Principles for Practitioners	p. 42
Summary: Attachment As Foundation for SEL	p. 44
Conclusions: What Can We Do?	p. 45
Applications Centered on Attachment: Lessons from the Field	p. 47
Introduction to SEL Programming	p. 47
Introduction to Attachment Applications	p. 48
Attachment Theory in the Preschool Classroom	p. 48
Teaching Teachers About Building Attachment Relationships	p. 49
Initial Approaches	p. 50
Roadblocks on the Way to Attachment	p. 50
Moving Beyond the Roadblocks	p. 51
Attachment-Specific Information Imparted	p. 52
Elements of "Floor Time"	p. 52
Teaching About Floor Time	p. 54
Curricular Elements Related to Attachment	p. 57
Problem Areas in Creating an Attachment-Positive Classroom	p. 58
Teaching Parents About Attachment and Floor Time	p. 59
Parents and Floor Time	p. 59
Intervening with Parents and Children at Risk - The Circles Of Security Program	p. 60
Steps in the COS Program	p. 63
Evaluation of the COS Program	p. 65
The Seattle Approach	p. 65
Summary and Conclusions	p. 66
Guiding Preschoolers'behavior: Short-Term Meanings, Long-Term Outcomes	p. 67
Introduction: Foundations and Methods of Guidance in Early Childhood	p. 67
Indirect Guidance	p. 68
Guidance: Where Do We Start?	p. 70
The Meaning of Behavior	p. 72
Observing Children's Behavior	p. 74
Putting the Package Together	p. 77
Specifics for Guiding Behavior	p. 78
More Operant Approaches	p. 79
Costs of "Power Assertive" Techniques	p. 79
What Should We Do Instead? "Control" and "Discipline" Versus "Guidance"	p. 80
Persistent Persuasion	p. 80
Inductive Guidance Strategies	p. 82
Summary and Conclusions	p. 83
Teaching Teachers About Guidance: Lessons from the Field	p. 85
Introduction: The Needs of Teachers and Children	p. 85
Training Teachers to Use Indirect Guidance	p. 88
Using Direct Guidance	p. 91
Reflection on Guidance and Time for Practice	p. 94
Summary and Conclusions	p. 95
Emotion Understanding and Emotion Regulation	p. 97
Emotion Understanding	p. 97
Labeling Emotional Expressions	p. 99
Identifying Emotion-Eliciting Situations	p. 100
Comprehending Causes of Emotions	p. 100
Understanding the Consequences of Emotion	p. 101
Sophisticated Understanding of the Emotional Experience of Others	p. 101
Equivocal Emotional Situations	p. 101
Atypical Emotional Reactions: Weighing Expressive And Situational Information	p. 102
Personalized Information	p. 102
Dissemblance	p. 103
Display Rule Knowledge	p. 103
Knowledge of Emotion Regulation Strategies	p. 104
Knowledge of Simultaneity of Emotions and Ambivalence	p. 104
Knowledge of Complex Emotions	p. 105
Emotion Knowledge and Social Interaction	p. 106
Emotion Knowledge and SEL: A Key to Successful Interaction	p. 106
Lack of Emotion Knowledge and Unsuccessful Social Interaction	p. 107
Preschoolers' Emotion Knowledge and More Specific SEL Deficits: The Case of Bullying	p. 109
Emotion Regulation	p. 110
Emotion Regulation: Developments During Preschool	p. 112
Emotion Regulation and SEL	p. 112
Relations with Other Aspects of Emotional Competence	p. 113
Summary and Conclusion	p. 114
Applications Centered on Emotional Competence: Lessons from the Field	p. 115
Introduction	p. 115
Emotion Understanding	p. 115
Social-Emotional Intervention for At-Risk 4-Year-Olds	p. 116
Preschool PATHS (Promoting Alternative Thinking Strategies)	p. 116
Second Step Preschool/Kindergarten	p. 118
Head Start/ECAP Curriculum (Izard & Bear, 2001)	p. 120
The Incredible Years	p. 121
Other Promising Programs	p. 121
Summary	p. 121
Emotional Expressiveness and Emotion Regulation	p. 122
Programming in Emotional Expressiveness and Emotion Regulation: Social Emotional Intervention for At-Risk-4-Year-Olds	p. 122
Programming in Emotional Expressiveness and Emotion Regulation: Second Step Preschool/Kindergarten	p. 124
Programming in Emotional Expressiveness and Emotion Regulation: Head Start/ECAP Curriculum	p. 126
Programming in Emotional Expressiveness and Emotion Regulation: The Incredible Years	p. 126
Programming in Emotional Expressiveness and Emotion Regulation: DECI	p. 126
Summary and Conclusions: Programming Possibilities	p. 127
Notes from the Field: How we Have Worked with Teachers to Implement Practices Centered on Emotional Competence	p. 127
Moving Into the World of Feelings: Teachers' First Steps	p. 128
Continuing on to Emotion Knowledge: Uniting Feeling and Thinking in Karim's Story	p. 129
After Karim: What Teachers Can Do to Promote Emotion Knowledge	p. 131
After Karim: What Teachers Can Do to Promote Adaptive Emotional Expressiveness and Experience	p. 132
After Karim: What Teachers Can Do to Promote Emotion Regulation	p. 133
Summary and Conclusion: Training Teachers About Emotional Competence Programming	p. 134
Social Problem Solving	p. 135
Introduction: Thinking about Getting Along with Each Other	p. 135
Social Problem Solving Expands: Social Information Processing and Emotional Competence	p. 137
Social Problem Solving and Emotion Knowledge	p. 138
Social Problem Solving and Emotional Expressiveness/Emotion Regulation	p. 140
Focus on Social Problem Solving in Preschoolers	p. 140
Social Problem Solving and Social Functioning in Preschoolers: Before Social Information Processing Theory	p. 141
Social Problem Solving and Social Functioning in Preschoolers: After the Advent of Social Information Processing Theory	p. 142
Summary and Conclusions	p. 143
Social Problem-Solving Applications: Lessons from the Field	p. 145
Introduction: Teaching Social Problem Solving and Positive Social Behaviors to Preschoolers	p. 145
Dialoguing as a Key to Social Problem Solving	p. 146
Social Problem-Solving Programming	p. 148
Social-Emotional Intervention for At-Risk 4-Year-Olds	p. 150
Preschool PATHS (Promoting Alternative Thinking Strategies)	p. 150
Second Step Preschool/Kindergarten	p. 151
The Incredible Years	p. 151
Other Promising Programs	p. 152
Dubas et al.	p. 152
Self-Determination Program	p. 152
Stevahn, Johnson, Johnson, Oberle, and Wahl Conflict Resolution Program	p. 153
Peaceful Kids Conflict Resolution Program	p. 153
DECI	p. 153
Teachers Learn about Social Problem Solving-Moving from Hypothetical to Real	p. 154
Models of Social Problem Solving: Our Experience	p. 155
Fine-Tuning Social Problem Solving in the Classroom	p. 158
Follow-up Support for Teachers New to Social Problem Solving	p. 160
Social Competence Revisited: Relationship Skills	p. 161
Social-Emotional Intervention for At-Risk 4-Year-Olds	p. 164
Second Step Preschool/Kindergarten	p. 166
The Incredible Years	p. 166
Other Promising Programs	p. 166
Summary and Conclusions	p. 166
Improving Children's Emotional Competence: Parenting Interventions, Written by Sophie Havighurst	p. 167
Introduction to Parenting Sel Interventions	p. 167
The Influence of Parenting on Children's Emotional Competence: A Conceptual Framework	p. 168
Universal Parenting Programs that Build Children's Emotional Competence	p. 170
Izard's Emotion-Based Prevention Program	p. 170
Gottman's Emotion Coaching Programming	p. 170
Other Approaches	p. 171
Emotion-Focused Parenting Programs for High-Risk Children	p. 171
The Incredible Years Program	p. 172
Exploring Together Preschool Program	p. 172
Self-Help Books for Parents	p. 173
Essential Parenting: A Program to Build Children's Emotional Competence	p. 174
EPREIC and Children's Emotional Expressiveness and Experience	p. 175
EPREIC and Children's Emotion Knowledge	p. 175
"Emotion Detective"	p. 176
Feelings Faces and Feelings Stickers	p. 177
Emotion Talk Time	p. 177
Story Book Reading--Emotion Coaching and More	p. 177
Unforeseen Initial Outcomes for EPREIC: Reasons and Solutions	p. 178
Emotion Coaching in the "Heat of the Moment": EPREIC and Children's Regulation of Emotions and Emotion-Related Behavior	p. 178
EPREIC and Social Problem Solving	p. 179
EPREIC is for Parents, Too: Parent Emotional Self Care and Emotional Regulation	p. 180
Final Thoughts on the EPREIC Program	p. 180
Research Evaluation of EPREIC	p. 180
Future Directions	p. 181
Summary and Conclusions	p. 182
Assessing Emotional and Social Competence During Preschool Years	p. 183
Introduction	p. 183
Emotional Competence Assessment	p. 185
Attachment to Caregivers	p. 185
Student-Teacher Relationship Scales	p. 185
Attachment Q-Sort (AQS)	p. 186
Narrative Story Completions: Children's Views of Their Own Relationships	p. 188
Emotional Expressiveness	p. 188
Observed Emotional Expressiveness	p. 189
Rated Emotional Expressiveness: Temperament	p. 189
Emotion Knowledge	p. 190
Emotion Regulation	p. 191
Emotion Regulation as Process and Product: An Analogue Task	p. 191
Rated Emotion Regulation as Product: Teacher Ratings	p. 192
Rated Emotion Regulation as Process: Parent Ratings	p. 192
Rated Emotion Regulation as Process: Strategies Reported by Parents or Teachers	p. 193
Social Competence Assessment	p. 193
Teacher Evaluations	p. 194
Social Competence/Behavior Evaluation Short Form	p. 194
Penn Interactive Preschool Play Scales	p. 194
Peer Evaluations	p. 195
Social Competence/Emotional Competence "Combined Assessment"	p. 196
The Devereux Early Childhood Assessment (DECA)	p. 197
Battelle Developmental Inventory (BDI)	p. 198
Infant Toddler Social-Emotional Assessment (ITSEA)	p. 198
Minnesota Preschool Affect Checklist	p. 200
"Authentic Assessment"	p. 201
The Hawaii Early Learning Profile	p. 201
DECI Strategies	p. 202
Assessment of Behavioral Problems	p. 203
Summary and Conclusions: Recommendations about Preschool Social-Emotional Assessment	p. 204
What "Works": Summarizing our Lessons from the Field	p. 209
Overall Considerations	p. 209
What Works: Prevention Principles Applied to Programs Reviewed Here	p. 211
Program Theoretical Basis	p. 212
Comprehensive Programming	p. 212
Number of Participants, Randomization of Evaluation Study	p. 212
Teacher Training, Intensity of Programming, and Implementation Checks	p. 213
Outcomes of Programming	p. 213
What Works: Requirements for Early Childhood Sel Programming	p. 215
Individualization of Program Techniques	p. 216
Infusion	p. 216
Classroom Climate, School Ecology, and Neighborhood Context	p. 217
School/Family Partnerships	p. 218
Cultural Competence	p. 219
Reflective Training, Supervision and Consultation	p. 220
What "Works": How Well do Programs Reviewed Here Fare?	p. 220
Gaps in Science and Practice: Where we Need Toknow More, What "Doesn't Work"	p. 221
Synthesis--Dream to Reality	p. 223
References	p. 225
Index	p. 247
Table of Contents provided by Rittenhouse. All Rights Reserved.

Social and Emotional Prevention and Intervention Programming for Preschoolers

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