Accelerating the development of emotion competence in Head Start children: Effects on adaptive and maladaptive behavior / Carroll E. IZARD in Development and Psychopathology, 20-1 (Winter 2008)  

Public ISBD [article]  inDevelopment and Psychopathology > 20-1 (Winter 2008) . - p.369-397 Titre : Accelerating the development of emotion competence in Head Start children: Effects on adaptive and maladaptive behavior Type de document : Texte imprimé et/ou numérique Auteurs : Carroll E. IZARD, Auteur ; Kristen A. KING, Auteur ; Christopher J. TRENTACOSTA, Auteur ; Judith K. MORGAN, Auteur ; Jean-Philippe LAURENCEAU, Auteur ; E. Stephanie KRAUTHAMER-EWING, Auteur Année de publication : 2008 Article en page(s) : p.369-397 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Separate studies of rural and urban Head Start systems tested the hypothesis that an emotion-based prevention program (EBP) would accelerate the development of emotion and social competence and decrease agonistic behavior and potential precursors of psychopathology. In both studies, Head Start centers were randomly assigned to treatment and control/comparison group conditions. In Study 1 (rural community), results of hierarchical linear modeling analyses showed that compared to the control condition (Head Start as usual), EBP produced greater increases in emotion knowledge and emotion regulation and greater decreases in children's negative emotion expressions, aggression, anxious/depressed behavior, and negative peer and adult interactions. In Study 2 (inner city), compared to the established prevention program I Can Problem Solve, EBP led to greater increases in emotion knowledge, emotion regulation, positive emotion expression, and social competence. In Study 2, emotion knowledge mediated the effects of EBP on emotion regulation, and emotion competence (an aggregate of emotion knowledge and emotion regulation) mediated the effects of EBP on social competence. En ligne : http://dx.doi.org/10.1017/s0954579408000175 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=333 [article] Accelerating the development of emotion competence in Head Start children: Effects on adaptive and maladaptive behavior [Texte imprimé et/ou numérique] / Carroll E. IZARD, Auteur ; Kristen A. KING, Auteur ; Christopher J. TRENTACOSTA, Auteur ; Judith K. MORGAN, Auteur ; Jean-Philippe LAURENCEAU, Auteur ; E. Stephanie KRAUTHAMER-EWING, Auteur . - 2008 . - p.369-397. Langues : Anglais (eng) in Development and Psychopathology > 20-1 (Winter 2008) . - p.369-397 Index. décimale : PER Périodiques Résumé : Separate studies of rural and urban Head Start systems tested the hypothesis that an emotion-based prevention program (EBP) would accelerate the development of emotion and social competence and decrease agonistic behavior and potential precursors of psychopathology. In both studies, Head Start centers were randomly assigned to treatment and control/comparison group conditions. In Study 1 (rural community), results of hierarchical linear modeling analyses showed that compared to the control condition (Head Start as usual), EBP produced greater increases in emotion knowledge and emotion regulation and greater decreases in children's negative emotion expressions, aggression, anxious/depressed behavior, and negative peer and adult interactions. In Study 2 (inner city), compared to the established prevention program I Can Problem Solve, EBP led to greater increases in emotion knowledge, emotion regulation, positive emotion expression, and social competence. In Study 2, emotion knowledge mediated the effects of EBP on emotion regulation, and emotion competence (an aggregate of emotion knowledge and emotion regulation) mediated the effects of EBP on social competence. En ligne : http://dx.doi.org/10.1017/s0954579408000175 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=333

Emotion-based preventive intervention: Effectively promoting emotion knowledge and adaptive behavior among at-risk preschoolers / Kristy J. FINLON in Development and Psychopathology, 27-4 (Part 1) (November 2015)  

Public ISBD [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

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