Key considerations in assessing young children’s emotional competence

Denham, Susanne A.; Ferrier, David E.; Howarth, Grace Z.; Herndon, Kristina J.; Bassett, Hideko H.

doi:10.1080/0305764x.2016.1146659

Cited by 50 publications

(37 citation statements)

References 54 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…But, it is not clear whether or how experiencing emotion states might be related to understanding of those states and/or the proximal leading to emotion states. It will be useful in future research to also assess aspects of children's emotional expressiveness, as well as their knowledge about emotion states and causes (e.g., Denham, Ferrier, Howarth, Herndon, & Bassett, 2016), to determine whether attachment measures are more strongly associated with one or another aspect of emotion development and whether this changes with the age of the child. It will also be useful to obtain more information from actual conversations between mothers and their children that focus on emotion-relevant experiences to learn how parents structure such conversations and whether these language structures bear a resemblance to the SBS.…”

Section: Discussionmentioning

confidence: 99%

Associações entre o uso do script de base segura e o conhecimento das emoções em crianças de idade pré-escolar

Fernandes¹,

Veríssimo²,

Fernandes³

et al. 2019

Análise Psicológica

View full text Add to dashboard Cite

As associações entre a segurança da vinculação e múltiplos aspetos do desenvolvimento emocional têm sido estudadas durante várias décadas. Embora estes estudos sejam válidos, algumas respostas relacionadas com as representações de vinculação e o conhecimento emocional continuam em aberto. Participaram neste estudo crianças de idade pré-escolar (N=40). Utilizámos o Attachment Story Completion Task como medida de vinculação das crianças, com as representações a serem avaliadas enquanto acesso e uso do script de base segura (SBS) para organizar as narrativas de vinculação das crianças. O conhecimento emocional foi avaliado com recurso ao Teste do Conhecimento das Emoções. O nosso principal objetivo era demonstrar que o SBS se comporta como uma típica medida das representações de vinculação, no que diz respeito à sua associação com a compreensão das emoções por parte das crianças. Os resultados sugerem que as crianças com histórias de vinculação segura tendem a ter uma maior base de conhecimento emocional. A medida de SBS comportou-se de forma semelhante a outras medidas de segurança de vinculação, sugerindo a sua validade enquanto medida de representações de vinculação durante a infância.

show abstract

Section: Discussionmentioning

confidence: 99%

Associações entre o uso do script de base segura e o conhecimento das emoções em crianças de idade pré-escolar

Fernandes¹,

Veríssimo²,

Fernandes³

et al. 2019

Análise Psicológica

View full text Add to dashboard Cite

show abstract

“…The relevance of emotion-related skills for a healthy, biologically and socially healthy life has been recognized and underlined by psychologists and neuroscientists in the last decades (Damásio, 2009;Denham, Ferrier, Howarth, Herndon, & Bassett, 2016;Finlon et al, 2015;Goleman, 1995;Saarni, 1999). Some constructs related to this human skills domain have been proposed, with different emphases on the different aspects to be taken into account, with the notion of emotional intelligence formulated by Goleman (1995) being one that has caused great repercussions inside and outside Psychology.…”

Section: Escala Creencias De Los Padres Sobre La Competencia Emocionamentioning

confidence: 99%

Scale Parental Beliefs about Emotional Competence in Children (COMPE): Psychometric Properties

Mendes¹,

Pires²,

Fioravanti³

2018

Temas Psicol.

View full text Add to dashboard Cite

Parental beliefs regarding the emotional skills of children represent what parents think and believe about how the child develops in terms of emotion-related skills and which key abilities should be developed in this area. Emotional skill is a high impact component critical for full and healthy development. The aim of this study was to present, briefl y, the construction steps of the COMPE scale and to verify the preliminary psychometric parameters, such as the dimensionality and reliability of the items. In order to reach the fi nal form of the scale, Content Validity procedures were used for the constitution of the initial version and Item Response Theory (IRT) for the analysis of the psychometric properties of the items. As a result, the present article presents a scale with a total of 30 items capable of composing a measure for the parental beliefs mentioned, with three theoretical facets indicative of emotional skills linked to: (a) emotional expression, (b) emotional comprehension and (c) emotional regulation, which are aggregated into a single score. Based on the psychometric properties verifi ed, it is considered that the COMPE can become an instrument option to be used with the Brazilian population in research involving parental beliefs and emotions.

show abstract

“…The development of age-appropriate social and emotional skills such as empathy and self-regulation during infancy, childhood and adolescence represent important milestones [1]. They are associated with a range of important later-life outcomes, including mental health and wellbeing, health and health behaviours, family and relationship stability and labour market success [2].…”

Section: Introductionmentioning

confidence: 99%

Cost-Effectiveness of a School-Based Social and Emotional Learning Intervention: Evidence from a Cluster-Randomised Controlled Trial of the Promoting Alternative Thinking Strategies Curriculum

Turner

Sutton

Harrison

et al. 2019

Appl Health Econ Health Policy

View full text Add to dashboard Cite

Background School-based social and emotional learning interventions can improve wellbeing and educational attainment in childhood. However, there is no evidence on their effects on health-related quality of life (HRQoL) or on their cost effectiveness. Objective Our objective was to evaluate the cost effectiveness of the Promoting Alternative Thinking Strategies (PATHS) curriculum. Methods A prospective economic evaluation was conducted alongside a cluster-randomised controlled trial of the PATHS curriculum implemented in the Greater Manchester area of England. In total, 23 schools (n = 2676 children) were randomised to receive PATHS, and 22 schools (n = 2542 children) were randomised to continue with usual practice. A UK health service perspective and a 2-year time horizon were used. HRQoL data were collected prospectively from all children in the trial via the Child Health Utility Nine-Dimension questionnaire. Micro-costing was undertaken to estimate the intervention costs. Missing data were imputed using multiple imputation. Results The mean incremental cost of the PATHS curriculum compared with usual practice was £32.01 per child, and mean incremental quality-adjusted life-years (QALYs) were positive (0.0019; 95% confidence interval [CI] 0.0009-0.0029). Assuming a willingness-to-pay threshold of £20,000 per QALY, the expected incremental net benefit of introducing the PATHS curriculum was £5.56 per child (95% CI − 14.68 to 25.81), and the probability of cost effectiveness was 84%. However, this probability fell to 0% when intervention costs included teacher's salary costs. Conclusion The PATHS curriculum has the potential to be cost effective at standard UK willingness-to-pay thresholds. However, the sensitivity of the cost-effectiveness estimates to key assumptions means decision makers should seek further information before allocating scarce public resources. Trial registration number ISRCTN85087674.This cluster-randomised controlled trial suggested that the Promoting Alternative Thinking Strategies (PATHS) curriculum is associated with a small increase in both QALYs and costs.School-based social and emotional learning interventions such as PATHS have the potential to be cost effective at conventional willingness-to-pay thresholds used in the UK.The probability of cost effectiveness is sensitive to assumptions made regarding the costs included.

show abstract

Key considerations in assessing young children’s emotional competence

Cited by 50 publications

References 54 publications

Associações entre o uso do script de base segura e o conhecimento das emoções em crianças de idade pré-escolar

Associações entre o uso do script de base segura e o conhecimento das emoções em crianças de idade pré-escolar

Scale Parental Beliefs about Emotional Competence in Children (COMPE): Psychometric Properties

Cost-Effectiveness of a School-Based Social and Emotional Learning Intervention: Evidence from a Cluster-Randomised Controlled Trial of the Promoting Alternative Thinking Strategies Curriculum

Contact Info

Product

Resources

About