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

Effects of an attachment-based intervention on the cortisol production of infants and toddlers in foster care / Mary DOZIER in Development and Psychopathology, 20-3 (Summer 2008)  

Public ISBD [article]  inDevelopment and Psychopathology > 20-3 (Summer 2008) . - p.845-859 Titre : Effects of an attachment-based intervention on the cortisol production of infants and toddlers in foster care Type de document : Texte imprimé et/ou numérique Auteurs : Mary DOZIER, Auteur ; Jean-Philippe LAURENCEAU, Auteur ; Elizabeth PELOSO, Auteur ; Erin LEWIS, Auteur ; Seymour LEVINE, Auteur Année de publication : 2008 Article en page(s) : p.845-859 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Studies with nonhuman primates and rodents, as well as with human children, have suggested that early separations from caregivers are often associated with changes in the functioning of the hypothalamus–pituitary–adrenal (HPA) axis. On the basis of these findings, we designed a relational intervention that was intended to normalize HPA functioning among children in foster care. This paper presents findings from a randomized clinical trial that assessed the effectiveness of a relational intervention (Attachment and Biobehavioral Catch-up [ABC]) with regard to HPA functioning. The ABC intervention was intended to enhance children's ability to regulate physiology and behavior. The control intervention (Developmental Education for Families) was intended to enhance children's cognitive skills. A comparison group of children who had never been in foster care was also included. Children's cortisol production was assessed upon arrival at the lab, and 15 and 30 min following the Strange Situation. Random effects analyses of variance were performed to assess differences in initial values and change between children in the two intervention groups. Children in the ABC intervention and comparison group children showed lower initial values of cortisol than children in the treatment control group, considering arrival at lab as initial values (p < .05). Groups did not differ significantly in change over time. These results suggest that the ABC intervention is effective in helping children regulate biology in ways more characteristic of children who have not experienced early adversity. En ligne : http://dx.doi.org/10.1017/s0954579408000400 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=543 [article] Effects of an attachment-based intervention on the cortisol production of infants and toddlers in foster care [Texte imprimé et/ou numérique] / Mary DOZIER, Auteur ; Jean-Philippe LAURENCEAU, Auteur ; Elizabeth PELOSO, Auteur ; Erin LEWIS, Auteur ; Seymour LEVINE, Auteur . - 2008 . - p.845-859. Langues : Anglais (eng) in Development and Psychopathology > 20-3 (Summer 2008) . - p.845-859 Index. décimale : PER Périodiques Résumé : Studies with nonhuman primates and rodents, as well as with human children, have suggested that early separations from caregivers are often associated with changes in the functioning of the hypothalamus–pituitary–adrenal (HPA) axis. On the basis of these findings, we designed a relational intervention that was intended to normalize HPA functioning among children in foster care. This paper presents findings from a randomized clinical trial that assessed the effectiveness of a relational intervention (Attachment and Biobehavioral Catch-up [ABC]) with regard to HPA functioning. The ABC intervention was intended to enhance children's ability to regulate physiology and behavior. The control intervention (Developmental Education for Families) was intended to enhance children's cognitive skills. A comparison group of children who had never been in foster care was also included. Children's cortisol production was assessed upon arrival at the lab, and 15 and 30 min following the Strange Situation. Random effects analyses of variance were performed to assess differences in initial values and change between children in the two intervention groups. Children in the ABC intervention and comparison group children showed lower initial values of cortisol than children in the treatment control group, considering arrival at lab as initial values (p < .05). Groups did not differ significantly in change over time. These results suggest that the ABC intervention is effective in helping children regulate biology in ways more characteristic of children who have not experienced early adversity. En ligne : http://dx.doi.org/10.1017/s0954579408000400 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=543

---

1 (1 - 2 / 2)