Social and emotional prevention and intervention programming for preschoolers / Susanne A. Denham and Rosemary Burton.

Format:

Book

Author/Creator:

Denham, Susanne A.

Contributor:

Burton, Rosemary, 1952 June 11-

Language:

English

Subjects (All):

Preschool children--Psychology.

Preschool children.

Child development.

Social skills in children.

Emotional problems of children.

Social skills--Study and teaching (Early childhood).

Social skills.

Early childhood education.

Physical Description:

xv, 251 pages : illustrations ; 26 cm

Place of Publication:

New York : Kluwer Academic/Plenum, [2003]

Summary:

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 and for assessing individual children's development and program efficacy. Necessary future directions for this area are detailed. Social and Emotional Prevention and Intervention Programming for Preschoolers is a valuable resource for developmental psychologists, child psychologists, school and educational psychologists, school counselors, and early childhood educators.

Contents:

1. Introduction: The Importance of Emotional and Social Competence 1

1.2. Experience and Expression of Emotions 2

1.2.1. Emotional Experience 2

1.2.2. Expression of Emotions 5

1.2.2.1 Expressive Process 5

1.2.2.2. Expressive Outcomes 6

1.3. Understanding Emotions 6

1.4. Emotion Regulation 7

1.5. Emotional Competence: Developmental and Individual Differences 8

1.6. Socialization of Emotional and Social Competence 9

1.6.1. Modeling of Emotional Expressiveness 10

1.6.2. Contingent Reactions to Children's Emotions 10

1.6.3. Teaching About Emotions 11

1.6.4. Summarizing the Socialization of Emotional Competence 13

1.7. Social Competence and Social-Emotional Learning (SEL) 13

1.7.1. Linkage of Emotional and Social Competence 16

2. Targeting Programs for Preschool Emotional and Social Competence 19

2.2. SEL Goals 20

2.3. How do We Reach These SEL Goals? 21

2.4. Behavior Problems and Social Incompetence 22

2.4.1. Specific Behavior Problems Associated With Lack of SEL 25

2.4.1.1. Challenging Behaviors Traced to Differing Patterns Of Risk and Resilience 26

2.4.1.2. Children Already Showing Diagnosable Problems 27

2.5. SEL Programming for Young Children 29

2.5.1. Prevention/Intervention: What Is Needed? What Has Been Done? Where Do We Go From Here? 29

3. Preschoolers' Attachment and Emotional Competence 33

3.1. Introduction to Attachment As Foundational for Emotional Competence 33

3.2. Early Attachment Classifications and Their Sequelae 34

3.3. Attachment and Emotional Competence 36

3.4. Attachments Beyond the Child-Parent Relationship 39

3.4.1. Preschool Teachers/ Daycare Providers and Attachment 40

3.4.2. Compensatory Effects of Secure Child-Teacher Attachment 41

3.5. Principles for Practitioners 42

3.6. Summary: Attachment As Foundation for SEL 44

3.7. Conclusions: What Can We Do? 45

4. Applications Centered on Attachment: Lessons from the Field 47

4.1. Introduction to SEL Programming 47

4.1.1. Introduction to Attachment Applications 48

4.2. Attachment Theory in the Preschool Classroom 48

4.3. Teaching Teachers About Building Attachment Relationships 49

4.3.1. Initial Approaches 50

4.3.2. Roadblocks on the Way to Attachment 50

4.3.3. Moving Beyond the Roadblocks 51

4.3.4. Attachment-Specific Information Imparted 52

4.3.4.1. Elements of "Floor Time" 52

4.3.4.2. Teaching About Floor Time 54

4.3.4.3. Curricular Elements Related to Attachment 57

4.3.4.4. Problem Areas in Creating an Attachment-Positive Classroom 58

4.4. Teaching Parents About Attachment and Floor Time 59

4.4.1. Parents and Floor Time 59

4.4.2. Intervening with Parents and Children at Risk - The Circles Of Security Program 60

4.4.2.1. Steps in the COS Program 63

4.4.2.2. Evaluation of the COS Program 65

4.4.3. The Seattle Approach 65

5. Guiding Preschoolers'behavior: Short-Term Meanings, Long-Term Outcomes 67

5.1. Introduction: Foundations and Methods of Guidance in Early Childhood 67

5.1.1. Indirect Guidance 68

5.2. Guidance: Where Do We Start? 70

5.2.1. The Meaning of Behavior 72

5.2.2 Observing Children's Behavior 74

5.2.3. Putting the Package Together 77

5.3. Specifics for Guiding Behavior 78

5.3.1. More Operant Approaches 79

5.3.2. Costs of "Power Assertive" Techniques 79

5.3.3. What Should We Do Instead? "Control" and "Discipline" Versus "Guidance" 80

5.3.3.1. Persistent Persuasion 80

5.3.3.2. Inductive Guidance Strategies 82

6. Teaching Teachers About Guidance: Lessons from the Field 85

6.1. Introduction: The Needs of Teachers and Children 85

6.2. Training Teachers to Use Indirect Guidance 88

6.3. Using Direct Guidance 91

6.4. Reflection on Guidance and Time for Practice 94

7. Emotion Understanding and Emotion Regulation 97

7.1. Emotion Understanding 97

7.1.1. Labeling Emotional Expressions 99

7.1.2. Identifying Emotion-Eliciting Situations 100

7.1.3. Comprehending Causes of Emotions 100

7.1.4. Understanding the Consequences of Emotion 101

7.1.5. Sophisticated Understanding of the Emotional Experience of Others 101

7.1.5.1. Equivocal Emotional Situations 101

7.1.5.2. Atypical Emotional Reactions: Weighing Expressive And Situational Information 102

7.1.5.3. Personalized Information 102

7.1.6. Dissemblance 103

7.1.6.1. Display Rule Knowledge 103

7.1.6.2. Knowledge of Emotion Regulation Strategies 104

7.1.6.3. Knowledge of Simultaneity of Emotions and Ambivalence 104

7.1.6.4. Knowledge of Complex Emotions 105

7.2. Emotion Knowledge and Social Interaction 106

7.2.1. Emotion Knowledge and SEL: A Key to Successful Interaction 106

7.2.2. Lack of Emotion Knowledge and Unsuccessful Social Interaction 107

7.2.3. Preschoolers' Emotion Knowledge and More Specific SEL Deficits: The Case of Bullying 109

7.3. Emotion Regulation 110

7.3.1. Emotion Regulation: Developments During Preschool 112

7.4. Emotion Regulation and SEL 112

7.4.1. Relations with Other Aspects of Emotional Competence 113

8. Applications Centered on Emotional Competence: Lessons from the Field 115

8.2. Emotion Understanding 115

8.2.1. Social-Emotional Intervention for At-Risk 4-Year-Olds 116

8.2.2. Preschool PATHS (Promoting Alternative Thinking Strategies) 116

8.2.3. Second Step Preschool/Kindergarten 118

8.2.4. Head Start/ECAP Curriculum (Izard & Bear, 2001) 120

8.2.5. The Incredible Years 121

8.2.6. Other Promising Programs 121

8.3. Emotional Expressiveness and Emotion Regulation 122

8.3.1. Programming in Emotional Expressiveness and Emotion Regulation: Social Emotional Intervention for At-Risk-4-Year-Olds 122

8.3.2. Programming in Emotional Expressiveness and Emotion Regulation: Second Step Preschool/Kindergarten 124

8.3.3. Programming in Emotional Expressiveness and Emotion Regulation: Head Start/ECAP Curriculum 126

8.3.4. Programming in Emotional Expressiveness and Emotion Regulation: The Incredible Years 126

8.3.5. Programming in Emotional Expressiveness and Emotion Regulation: DECI 126

8.3.6. Summary and Conclusions: Programming Possibilities 127

8.4. Notes from the Field: How we Have Worked with Teachers to Implement Practices Centered on Emotional Competence 127

8.4.1. Moving Into the World of Feelings: Teachers' First Steps 128

8.4.2. Continuing on to Emotion Knowledge: Uniting Feeling and Thinking in Karim's Story 129

8.4.3. After Karim: What Teachers Can Do to Promote Emotion Knowledge 131

8.4.4. After Karim: What Teachers Can Do to Promote Adaptive Emotional Expressiveness and Experience 132

8.4.5. After Karim: What Teachers Can Do to Promote Emotion Regulation 133

8.4.6. Summary and Conclusion: Training Teachers About Emotional Competence Programming 134

9. Social Problem Solving 135

9.1. Introduction: Thinking about Getting Along with Each Other 135

9.1.1. Social Problem Solving Expands: Social Information Processing and Emotional Competence 137

9.1.1.1. Social Problem Solving and Emotion Knowledge 138

9.1.1.2. Social Problem Solving and Emotional Expressiveness/Emotion Regulation 140

9.2. Focus on Social Problem Solving in Preschoolers 140

9.2.1. Social Problem Solving and Social Functioning in Preschoolers: Before Social Information Processing Theory 141

9.2.2. Social Problem Solving and Social Functioning in Preschoolers: After the Advent of Social Information Processing Theory 142

10. Social Problem-Solving Applications: Lessons from the Field 145

10.1. Introduction: Teaching Social Problem Solving and Positive Social Behaviors to Preschoolers 145

10.1.1. Dialoguing as a Key to Social Problem Solving 146

10.2. Social Problem-Solving Programming 148

10.2.1. Social-Emotional Intervention for At-Risk 4-Year-Olds 150

10.2.2. Preschool PATHS (Promoting Alternative Thinking Strategies) 150

10.2.3. Second Step Preschool/Kindergarten 151

10.2.4. The Incredible Years 151

10.2.5. Other Promising Programs 152

10.2.5.1. Dubas et al. 152

10.2.5.2. Self-Determination Program 152

10.2.5.3. Stevahn, Johnson, Johnson, Oberle, and Wahl Conflict Resolution Program 153

10.2.5.4. Peaceful Kids Conflict Resolution Program 153

10.2.5.5. DECI 153

10.3. Teachers Learn about Social Problem Solving-Moving from Hypothetical to Real 154

10.3.1. Models of Social Problem Solving: Our Experience 155

10.3.2. Fine-Tuning Social Problem Solving in the Classroom 158

10.3.3. Follow-up Support for Teachers New to Social Problem Solving 160

10.4. Social Competence Revisited: Relationship Skills 161

10.4.1. Social-Emotional Intervention for At-Risk 4-Year-Olds 164

10.4.2. Second Step Preschool/Kindergarten 166

10.4.3 The Incredible Years 166

10.4.4. Other Promising Programs 166

11. Improving Children's Emotional Competence: Parenting Interventions, Written by Sophie Havighurst 167

11.1. Introduction to Parenting Sel Interventions 167

11.2. The Influence of Parenting on Children's Emotional Competence: A Conceptual Framework 168

11.3. Universal Parenting Programs that Build Children's Emotional Competence 170

11.3.1. Izard's Emotion-Based Prevention Program 170

11.3.2. Gottman's Emotion Coaching Programming 170

11.3.3. Other Approaches 171

11.4. Emotion-Focused Parenting Programs for High-Risk Children 171

11.4.1. The Incredible Years Program 172

11.4.2. Exploring Together Preschool Program 172

11.5. Self-Help Books for Parents 173

11.6. Essential Parenting: A Program to Build Children's Emotional Competence 174

11.6.1. EPREIC and Children's Emotional Expressiveness and Experience 175

11.6.2. EPREIC and Children's Emotion Knowledge 175

11.6.2.1. "Emotion Detective" 176

11.6.2.2. Feelings Faces and Feelings Stickers 177

11.6.2.3. Emotion Talk Time 177

11.6.2.4. Story Book Reading

Emotion Coaching and More 177

11.6.3. Unforeseen Initial Outcomes for EPREIC: Reasons and Solutions 178

11.7. Emotion Coaching in the "Heat of the Moment": EPREIC and Children's Regulation of Emotions and Emotion-Related Behavior 178

11.8. EPREIC and Social Problem Solving 179

11.9. EPREIC is for Parents, Too: Parent Emotional Self Care and Emotional Regulation 180

11.10. Final Thoughts on the EPREIC Program 180

11.11. Research Evaluation of EPREIC 180

11.12. Future Directions 181

12. Assessing Emotional and Social Competence During Preschool Years 183

12.2. Emotional Competence Assessment 185

12.2.1. Attachment to Caregivers 185

12.2.1.1. Student-Teacher Relationship Scales 185

12.2.1.2. Attachment Q-Sort (AQS) 186

12.2.1.3. Narrative Story Completions: Children's Views of Their Own Relationships 188

12.2.2. Emotional Expressiveness 188

12.2.2.1. Observed Emotional Expressiveness 189

12.2.22. Rated Emotional Expressiveness: Temperament 189

12.2.3. Emotion Knowledge 190

12.2.4. Emotion Regulation 191

12.2.4.1. Emotion Regulation as Process and Product: An Analogue Task 191

12.2.4.2. Rated Emotion Regulation as Product: Teacher Ratings 192

12.2.4.3. Rated Emotion Regulation as Process: Parent Ratings 192

12.2.4.4. Rated Emotion Regulation as Process: Strategies Reported by Parents or Teachers 193

12.3. Social Competence Assessment 193

12.3.1. Teacher Evaluations 194

12.3.1.1. Social Competence/Behavior Evaluation Short Form 194

12.3.1.2. Penn Interactive Preschool Play Scales 194

12.3.2. Peer Evaluations 195

12.4. Social Competence/Emotional Competence "Combined Assessment" 196

12.4.1. The Devereux Early Childhood Assessment (DECA) 197

12.4.2. Battelle Developmental Inventory (BDI) 198

12.4.3. Infant Toddler Social-Emotional Assessment (ITSEA) 198

12.4.4. Minnesota Preschool Affect Checklist 200

12.4.5. "Authentic Assessment" 201

12.4.5.1. The Hawaii Early Learning Profile 201

12.4.5.2. DECI Strategies 202

12.5. Assessment of Behavioral Problems 203

12.6. Summary and Conclusions: Recommendations about Preschool Social-Emotional Assessment 204

13. What "Works": Summarizing our Lessons from the Field 209

13.1. Overall Considerations 209

13.2. What Works: Prevention Principles Applied to Programs Reviewed Here 211

13.2.1. Program Theoretical Basis 212

13.2.2. Comprehensive Programming 212

13.2.3. Number of Participants, Randomization of Evaluation Study 212

13.2.4. Teacher Training, Intensity of Programming, and Implementation Checks 213

13.2.5. Outcomes of Programming 213

13.3. What Works: Requirements for Early Childhood Sel Programming 215

13.3.1. Individualization of Program Techniques 216

13.3.2. Infusion 216

13.3.3. Classroom Climate, School Ecology, and Neighborhood Context 217

13.3.4. School/Family Partnerships 218

13.3.5. Cultural Competence 219

13.3.6. Reflective Training, Supervision and Consultation 220

13.4. What "Works": How Well do Programs Reviewed Here Fare? 220

13.5. Gaps in Science and Practice: Where we Need Toknow More, What "Doesn't Work" 221

13.6. Synthesis

Dream to Reality 223.

Notes:

Includes bibliographical references (pages [225]-245) and index.

ISBN:

0306478099

OCLC:

53132256