[article] 
inDevelopment and Psychopathology > 27-4 (Part 1) (November 2015) . - p.1353-1365

Titre :	Emotion-based preventive intervention: Effectively promoting emotion knowledge and adaptive behavior among at-risk preschoolers
Type de document :	Texte imprimé et/ou numérique
Auteurs :	Kristy J. FINLON, Auteur ; Carroll E. IZARD, Auteur ; Adina SEIDENFELD, Auteur ; Stacy R. JOHNSON, Auteur ; Elizabeth WOODBURN CAVADEL, Auteur ; E. Stephanie KRAUTHAMER EWING, Auteur ; Judith K. MORGAN, Auteur
Année de publication :	2015
Article en page(s) :	p.1353-1365
Langues :	Anglais (eng)
Index. décimale :	PER Périodiques
Résumé :	Effectiveness studies of preschool social–emotional programs are needed in low-income, diverse populations to help promote the well-being of at-risk children. Following an initial program efficacy study 2 years prior, 248 culturally diverse Head Start preschool children participated in the current effectiveness trial and received either the Emotion-Based Prevention Program (EBP) or the I Can Problem Solve (ICPS) intervention. Pre- and postdata collection included direct child assessment, teacher report, parent interview, and independent observations. Teachers implementing the EBP intervention demonstrated good and consistent fidelity to the program. Overall, children in EBP classrooms gained more emotion knowledge and displayed greater decreases in negative emotion expressions and internalizing behaviors across the implementation period as compared to children in ICPS classrooms. In addition, cumulative risk, parental depressive symptoms, and classroom climate significantly moderated treatment effects. For children experiencing more stress or less support, EBP produced more successful outcomes than did ICPS. These results provide evidence of EBP sustainability and program effectiveness, as did previous findings that demonstrated EBP improvements in emotion knowledge, regulation skills, and behavior problems replicated under unsupervised program conditions.
En ligne :	http://dx.doi.org/10.1017/S0954579414001461
Permalink :	https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=268

[article] Emotion-based preventive intervention: Effectively promoting emotion knowledge and adaptive behavior among at-risk preschoolers [Texte imprimé et/ou numérique] / Kristy J. FINLON, Auteur ; Carroll E. IZARD, Auteur ; Adina SEIDENFELD, Auteur ; Stacy R. JOHNSON, Auteur ; Elizabeth WOODBURN CAVADEL, Auteur ; E. Stephanie KRAUTHAMER EWING, Auteur ; Judith K. MORGAN, Auteur . - 2015 . - p.1353-1365.
Langues : Anglais (eng)
in Development and Psychopathology > 27-4 (Part 1) (November 2015) . - p.1353-1365

Index. décimale :	PER Périodiques
Résumé :	Effectiveness studies of preschool social–emotional programs are needed in low-income, diverse populations to help promote the well-being of at-risk children. Following an initial program efficacy study 2 years prior, 248 culturally diverse Head Start preschool children participated in the current effectiveness trial and received either the Emotion-Based Prevention Program (EBP) or the I Can Problem Solve (ICPS) intervention. Pre- and postdata collection included direct child assessment, teacher report, parent interview, and independent observations. Teachers implementing the EBP intervention demonstrated good and consistent fidelity to the program. Overall, children in EBP classrooms gained more emotion knowledge and displayed greater decreases in negative emotion expressions and internalizing behaviors across the implementation period as compared to children in ICPS classrooms. In addition, cumulative risk, parental depressive symptoms, and classroom climate significantly moderated treatment effects. For children experiencing more stress or less support, EBP produced more successful outcomes than did ICPS. These results provide evidence of EBP sustainability and program effectiveness, as did previous findings that demonstrated EBP improvements in emotion knowledge, regulation skills, and behavior problems replicated under unsupervised program conditions.
En ligne :	http://dx.doi.org/10.1017/S0954579414001461
Permalink :	https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=268