Effects of a Multifocused Prevention Program on Preschool Children's Competencies and Behavior Problems

Ştefan, Catrinel A.; Miclea, Mircea

doi:10.1002/pits.21683

Cited by 37 publications

(25 citation statements)

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“…A study of Romanian children participating in interventions to develop their social and emotional competence found them to be more successful in social problem solving (Ştefan & Miclea, 2013). Studies examining the IY Child Training Program have also observed improvements in the social problem-solving skills of children among whom the program is applied (Webster-Stratton et al, 2001b, 2011, 2013.…”

Section: Discussionmentioning

confidence: 99%

Adaptation of the “Incredible Years Child Training Program” and Investigation of the Effectiveness of the Program

2018

EDUC SCI-THEOR PRACT

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The purpose of this research is to examine the effect of the "Incredible Years (IY) Child Training Program" on behavioral problems, social competence, and social problem-solving skills. The research was performed using a pretest-posttest experimental design with a control group to determine the effects of the IY program on the level of behavioral problems among children. The study group comprised children aged 48-66 months, attending early childhood education institutions affiliated with the Ministry of National Education (MoNE) in Ankara, recruited through a staged sampling method. To collect data, the study used a personal information form, the Social Competence and Behavior Evaluation (SCBE) scale, the Child Behavior Assessment (CBA) scale and the Wally Social Problem Solving (WSPS) test. The pretest and posttest scores for the experimental and control groups on the SCBE and CBA scales, and the WSPS scale, as well as the permanence measures, were analyzed using the Friedman test and the Wilcoxon signed rank test. Moreover, for the post hoc test statistics, Bonferroni correction was applied to the comparison test to determine the significance of differences between the groups.Following the experimental study covering 18 sessions, significant differences were determined in the scores for behavioral problems and social problem-solving between children who had and had not participated in the program. When the permanence measurements were examined, significant differences were determined in the social problem-solving scores between the experimental groups and control groups. The early childhood period is critical in terms of determining the developmental trajectory of children (Baydar, Küntay, Gökşen, Yağmurlu, & Cemalcılar, 2010). The social and emotional skills of children aged 3-6 develop step by step, influencing every stage of their lives (Webster-Stratton, Reid, & Stoolmiller, 2008). In the progress of children's social and emotional development, social competence, social problem-solving skills, and behavioral problems exert an effect. In developmental and clinical studies performed in the early childhood period, a permanence rate of negative behavioral patterns in the childhood period points to more significant behavioral problems, and causes disruption in terms of social competence and academic functionality; such behavioral problems include aggression, negative affect, and non-adaptation (Heller, Baker, Henker, & Hinshaw 1996;Moffitt, 1993;Shaw, Gilliom, Ingoldsby, & Nagin, 2003). Social competence is defined as the ability to consider facts relevant to a condition from the perspective of others, deriving lessons from past experiences and applying these lessons to the changing social sphere (Semrud-Clikeman, 2007). Social problem solving is a cognitive process aimed at discovering and defining acceptable and satisfactory solutions to conflicts for both parties (D'Zurilla, Nezu, & Maydeu-Olivares, 2004). KeywordsIn early childhood, the behaviors of children are flexible, their cognitive process alt...

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Section: Discussionmentioning

confidence: 99%

Adaptation of the “Incredible Years Child Training Program” and Investigation of the Effectiveness of the Program

2018

EDUC SCI-THEOR PRACT

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“…Del mismo modo, las mejoras reflejadas en el grupo experimental tras la intervención, concuerdan con los resultados hallados recientemente en otros estudios que también evaluaron comportamientos prosociales entre la población infantil (Moraru et al, 2011;Ştefan y Miclea, 2013). Concretamente, el programa PATHS Preschool llevado a cabo con alumnado de 3 años, produjo efectos positivos en variables como la cooperación y la independencia social después de un año de intervención, aunque en este caso los participantes procedían de un entorno socio-económico bajo (Domitrovich et al, 2007).…”

Section: Discussionunclassified

“…En este sentido, Romer, Ravitch, Tom, Merrell y Wesley (2011) hallaron diferencias claras a favor de las niñas (8-10 años) en cuanto a comportamientos empáticos, autorregulación y competencia social. No obstante, estudios similares al presentado aquí, llevados a cabo con sujetos de la misma edad, no encontraron diferencias de género entre los niños y las niñas en competencia social (Moraru et al, 2011;Ştefan y Miclea, 2013).…”

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“…También se hallaron resultados positivos con alumnado de 4 años de edad tras la implementación del programa Aprender a Convivir (Benítez, Fernández, Justicia, Fernández y Justicia-Arráez, 2011a), dado que los alumnos pertenecientes al grupo experimental mejoraron de forma significativa con respecto a los del control en competencia social. En el ámbito internacional también se han obtenido resultados positivos tras la aplicación de programas de intervención educativa en población infantil, los cuales provocaron una mejora significativa en el comportamiento prosocial del alumnado (Kramer, Caldarella, Christensen y Shatzer, 2010;Domitrovich et al, 2007;Moraru, Stoica, Tomuletiu, Filpisan, 2011;Ştefan y Miclea, 2013).…”

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“…En habilidades relacionadas con la competencia social, las niñas tienden a ser más empáticas (Schulte-Ruther, Markowitsch, Shah, Fink, y Piefke, 2008) y más conciliadoras que los niños, que por el contrario, persiguen metas sociales en las que ejercen un rol más dominante (Walker, 2005). Del mismo modo, otros estudios recientes han puesto de manifiesto una mayor habilidad de las niñas para reconocer e interpretar las emociones (Fabes y Eisenberg, 1998;Öztürk Samur, 2014;Ştefan y Miclea, 2013). Por otro lado, durante los años preescolares niños y niñas suelen mostrar niveles similares de problemas de conducta (Keenan y Shaw, 1994).…”

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Efecto del programa Aprender a Convivir en la competencia social y en los problemas de conducta del alumnado de 3 años

2015

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Social competence facilitates social and school adjustment of the individual and has emerged as one of the most important protective factor against the development of behavioral problems. Acquiring skills related to this competence depends largely on the environment and early stimulation, gaining importance the educational intervention programs. The aim of this study was to analyze the effects of an early intervention program (Aprender a Convivir) directed towards social competence development of three-year old children. Pretest and postest measures were taken among the participants and the comparison was performed between the control group (n=151) and the experimental group (n=162) through a repeated-measures mixed ANOVA. On the other hand an ANCOVA was carried out in order to eliminate the pretest differences between groups in the case that would be significant. The results indicate a significant improvement in the experimental group compared with the control group in all the social competence (cooperation d=0.32; interaction d=0.65; and social independence d=0.35) and conduct problem (internalizing d=0.63; and externalizing d=0.57) variables analyzed. Sex differences were also found.

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Social and Emotional Learning Associated With Universal Curriculum-Based Interventions in Early Childhood Education and Care Centers

et al. 2018

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Key Points Question How effective are universal curriculum-based social and emotional learning programs delivered in early childhood education and care centers at improving children’s social and emotional development? Findings A systematic review and meta-analysis of 79 unique studies with 18 292 unique participants found children exposed to a universal social and emotional learning intervention showed significant improvement in social competence, emotional competence, behavioral self-regulation, emotional and behavioral problems, and early learning outcomes compared with control participants. Meaning Early childhood is a crucial period for children’s social, emotional, and cognitive development, and these findings highlight what appears to be benefit of social and emotional learning interventions for young children across developmental domains.

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Effects of a Multifocused Prevention Program on Preschool Children's Competencies and Behavior Problems

Cited by 37 publications

References 56 publications

Adaptation of the “Incredible Years Child Training Program” and Investigation of the Effectiveness of the Program

Adaptation of the “Incredible Years Child Training Program” and Investigation of the Effectiveness of the Program

Efecto del programa Aprender a Convivir en la competencia social y en los problemas de conducta del alumnado de 3 años

Social and Emotional Learning Associated With Universal Curriculum-Based Interventions in Early Childhood Education and Care Centers

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