An Emotion-Based Prevention Program for Head Start Children

Izard, Carroll E.; Trentacosta, Christopher J.; King, Kristen A.; Mostow, Allison J.

doi:10.1207/s15566935eed1504_4

Cited by 114 publications

(89 citation statements)

References 45 publications

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“…Psychoeducation for emotion regulation skills typically has not been a target of treatments that have been deemed effective among youth with ADHD [86, 184,185]. However, there is promising research on several preventive interventions for emotion regulation skills (e.g., PATHSPromoting Alternative Thinking Strategies; [186] and EC-Emotions Course; [187]), as well as intervention models (ECBT-Emotion-focused Cognitive-Behavioral Therapy; [188] and CERT-Contextual Emotion-Regulation Therapy; [189]), each of which requires further evaluation among youth with ADHD.…”

Section: Implications and Future Directionsmentioning

confidence: 99%

A Developmental Psychopathology Perspective on ADHD and Comorbid Conditions: The Role of Emotion Regulation

Steinberg

Drabick

2015

Child Psychiatry Hum Dev

122

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Research investigating attention-deficit/hyperactivity disorder (ADHD) and co-occurring disorders such as oppositional defiant disorder, conduct disorder, anxiety, and depression has surged in popularity; however, the developmental relations between ADHD and these comorbid conditions remain poorly understood. The current paper uses a developmental psychopathology perspective to examine conditions commonly comorbid with ADHD during late childhood through adolescence. First, we present evidence for ADHD and comorbid disorders. Next, we discuss emotion regulation and its associations with ADHD. The role of parenting behaviors in the development and maintenance of emotion regulation difficulties and comorbid disorders among children with ADHD is explored. An illustrative example of emotion regulation and parenting over the course of development is provided to demonstrate bidirectional relations among these constructs. We then present an integrated conceptual model of emotion regulation as a shared risk process that may lead to different comorbid conditions among children with ADHD. Implications and directions for future research are presented.

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Section: Implications and Future Directionsmentioning

confidence: 99%

A Developmental Psychopathology Perspective on ADHD and Comorbid Conditions: The Role of Emotion Regulation

Steinberg

Drabick

2015

Child Psychiatry Hum Dev

122

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“…By preschool most children are beginning to distinguish between positive and negative emotions, and are also learning how to regulate their own emotions (Izard et al 2004). Affective development generally precedes cognitive and behavioral development, as children experience emotions and react to them long before they are able to verbalize or cope (Greenberg and Snell 1997).…”

Section: Introductionmentioning

confidence: 99%

Social and Emotional Learning in the Kindergarten Classroom: Evaluation of the Strong Start Curriculum

Krämer

Caldarella

Christensen

et al. 2009

Early Childhood Educ J

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There has been increasing interest in the promotion of social and emotional learning in schools, and research has shown positive outcomes. However, relatively few studies have been conducted in kindergarten classrooms or considered the feasibility of kindergarten implementation. This study examined the effects of Strong Start on the social and emotional competence of 67 kindergarten students, using a time-series design. Four kindergarten teachers taught the ten Strong Start lessons in their classrooms. Results indicated gains in students' prosocial behaviors and decreases in internalizing behaviors, as rated by teachers and parents. Implementation integrity and teachers' ratings of social validity were high, suggesting the program's feasibility and potential effectiveness in natural classroom settings. Limitations and implications are discussed.

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“…ICPS is based on social-cognitive theory. These programs have demonstrated effectiveness in promoting positive social behavior and reducing problem behavior in children in the early grades of elementary school (e.g., Izard, Trentacosta, King,& Mostow, 2004). According to Jayanthi and Friend's reviews (2010), many techniques based work on problem solving have been suggested for successfully generating ideas.…”

Section: Discussionmentioning

confidence: 99%

The interpersonal cognitive problem solving approach for preschoolers

Öğülmüş¹,

Kargı²

2015

Turkish Journal of Education

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Children's ability to produce effective solutions to the problems related with their interpersonal relationships in their daily lives and to develop these problem-solving skills is closely concerned with their level of social adaptation and emotional satisfaction. It is observed that children who display behavior problems in preschool education settings usually lack interpersonal problem-solving skills. These skills are teachable to teachers and parents to help children learn I Can Problem Solve (ICPS) skills and how to use those when real problems came up. Children could learn ICPS skills and generalize them their newly acquired skills. ICPS is an extremely promising approach for promoting pro-social competence. Prevention of behavior problems in children and because of the for development of social competence is an important issue many of these models is needed to identify. This article describes the results of studies in different cultures, the interpersonal problem solving models based. (Loeber, 1990; Walker, Colvin ve Ramsey, 1995; Walker ve Sylwester, 1991). BSÇ programının etkililiğine ilişkin, Kargı (2009), tarafından yürütülen bir diğer çalışmada da, kişiler arası sorun çözme becerileri eğitimi alan çocukların sorun çözme beceri puanlarının kontrol grubuna oranla anlamlı bir şekilde yüksek olduğu, deney grubunda yer alan çocukların sorun davranışlarının da anlamlı bir şekilde azaldığı saptanmıştır. Araştırma bulgularına dayalı olarak çocuklara verilen kişiler arası sorun çözme becerileri eğitiminin çocukların sorun çözme becerilerini geliştirme ve davranış sorunlarını azaltmada etkili olduğu belirlenmiştir. Ayrıca sorun çözme ve sorun davranış değişkenleri arasında bir ilişki olduğu, ancak çocukların anne-çocuk sorunlarına ve akran sorunlarına ilişkin olarak önerdikleri kategori ve çözüm sayılarının sorun davranışların anlamlı bir yordayıcısı olmadığı saptanmıştır.Son yıllarda çocuk, aile ve okullara yönelik önleme çalışmalarına ilişkin yapılan araştırmalarda önemli bir ilerleme kaydedilmiş ve psikolojik belirtilerin azaltılmasında etkililiği kanıtlanmış programların sayısı artmıştır. Duygusal ve davranışsal sorunları olan çocuk ve ailelerin yaşadıkları bireysel zorlukların yanı sıra, ruh sağlığı sorunlarının toplum için de bedeli ağırdır. Çocukluk dönemi ruhsal sorunlarının azaltılması için, müdahalenin erken dönemlerde, belirtiler ortaya çıkmadan önce başlatılması gerekmektedir. Keywords

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An Emotion-Based Prevention Program for Head Start Children

Cited by 114 publications

References 45 publications

A Developmental Psychopathology Perspective on ADHD and Comorbid Conditions: The Role of Emotion Regulation

A Developmental Psychopathology Perspective on ADHD and Comorbid Conditions: The Role of Emotion Regulation

Social and Emotional Learning in the Kindergarten Classroom: Evaluation of the Strong Start Curriculum

The interpersonal cognitive problem solving approach for preschoolers

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