Using social and emotional learning paradigms to inform a therapeutic intervention for preschool-aged children and their parents

Navsaria, Neha; Hawkey, Elizabeth; Whalen, Blair M.; Galvin, Kathryn S.

doi:10.1080/17405629.2020.1811085

Cited by 7 publications

(6 citation statements)

References 41 publications

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“…In particular, children whose mothers attended the activities show a significative greater decrease in general trauma as well as in anxiety and dissociative symptoms, with a moderate effect size (η 2 p = 0.04), compared to children whose mothers didn't attend activities. These results are in line with previous studies on parentinvolved programs for maltreated children, showing promising effects on reducing parental distress, increasing parental behavioral and emotional responsiveness, thus increasing child's positive affect and improved child development [42,80].…”

Section: Discussionsupporting

confidence: 91%

“…The decrease in most trauma-related outcomes in the ToR group suggests that strengthening emotional competence as well as processing the emotional content of trauma and developing a sense of purpose in life is beneficial to individuals [ 77 ]. Previous studies of resilience-focused interventions conducted with children who have experienced maltreatment [ 17 ] and other types of adversity have similarly reported significant decreases in anxiety [ 62 ], dissociation [ 78 ] anger and post-traumatic stress [ 79 , 80 ].…”

Section: Discussionmentioning

confidence: 99%

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The Tutor of Resilience Program with Children Who Have Experienced Maltreatment: Mothers’ Involvement Matters

Giordano

Salimbeni

Jefferies

2022

Child Psychiatry Hum Dev

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Resilience is a dynamic process involving the presence and interaction of personal and environmental factors that modify the impact of adversity. Resilience-building interventions are therefore important for improving trauma-related outcomes in children and caregivers exposed to adversity. This study examines the impact of the Tutor of Resilience (TOR) program on beneficiaries’ trauma-related symptoms and on mother–child interactions in a group of children exposed to maltreatment (N = 186; mean age = 11.95; SD = 2.50). Assessments were completed at baseline and post-intervention. RM-ANOVAs indicated significant improvements for most trauma symptoms (anxiety, anger, post-traumatic stress, and disassociation, but not depression) in the intervention group relative to a control group (N = 88; mean age = 10.76; SD = 2.57), and indicated further improvements to anxiety and dissociation for the intervention group when mothers were involved. Mother–child interactions also improved over time, as did their overall trauma symptoms and distress. Findings support the effectiveness of the ToR, especially when involving mothers.

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Section: Discussionsupporting

confidence: 91%

Section: Discussionmentioning

confidence: 99%

The Tutor of Resilience Program with Children Who Have Experienced Maltreatment: Mothers’ Involvement Matters

Giordano

Salimbeni

Jefferies

2022

Child Psychiatry Hum Dev

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“…Unfortunately, many children in the United States are not equipped with social and emotional skills upon entry to formal schooling, which can lead to their experiencing academic difficulties and even failure (e.g., Rimm-Kaufman et al, 2000 ; Whitted, 2011 ; Zins et al, 2004 ). Fortunately, social and emotional skills are both acquirable and perfectible (e.g., Gold et al, 2021 ; McClelland et al, 2017 ; Navsaria et al, 2020 ).…”

Section: Introductionmentioning

confidence: 99%

Drawing from and Expanding their Toolboxes: Preschool Teachers’ Traditional Strategies, Unconventional Opportunities, and Novel Challenges in Scaffolding Young Children’s Social and Emotional Learning During Remote Instruction Amidst COVID-19

Chen

Adams

2022

Early Childhood Educ J

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Building on aspects of Vygotsky’s sociocultural theory centering around social interaction and adult scaffolding as essential to children’s learning, this study investigated the most prominently used strategies by eight teachers to scaffold social and emotional learning (SEL) in preschool children (ages 3–4) in the context of remote instruction during the 2021–2022 school year amidst COVID-19. These teachers (seven females and one male) came from two urban preschools funded by their local Board of Education in the state of New Jersey in the United States. These teachers (ages 28–44 years, M = 32 years) varied in teaching experience from five to 29 years ( M = 13 years). Each teacher was interviewed for an average of 40 min virtually via Zoom. The interviews were digitally recorded and then transcribed for analysis. A thematic analysis of the data revealed that the three most salient strategies the teachers implemented to virtually scaffold the children’s SEL were: (1) involving book reading and discussion, (2) utilizing visuals, and (3) engaging in targeted conversations. In addition to adapting these three traditional strategies applied during in-person instruction to remote instruction, the teachers creatively and appropriately leveraged online resources to further scaffold and enhance children’s SEL in the unconventional virtual environment, thereby expanding their toolboxes. Despite their intentional efforts, these teachers found that there were unconventional opportunities and novel challenges in scaffolding children’s SEL during remote instruction not traditionally found during in-person instruction. Collectively, the findings of this study suggest that in-person instruction, due to its social nature, is still the most optimal condition for promoting children’s SEL.

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“…Subsequent to applying the eligibility criteria and screening rules, 74 unique articles were selected for full-text review. Of those, 32 articles were further excluded: 22 were not explicitly guided by the SIP model (Amador Buenabad et al, 2020;Axford et al, 2020;Cheung et al, 2021;Gengoux et al, 2021;Hu et al, 2021;Huitsing et al, 2020;Johnstone et al, 2020;Karmaliani et al, 2020;Løvaas et al, 2020;Navsaria et al, 2020;Olweus et al, 2020;Ossa et al, 2021;Perkins et al, 2021;Rapee et al, 2020;…”

Section: Screening and Selection Of Studiesmentioning

confidence: 99%

Systematic Review and Meta-Analysis of Interventions to Improve Children's Social Information-Processing Skills

Jin

et al. 2023

Research on Social Work Practice

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Purpose: We undertook a systematic review and meta-analysis of intervention research studies focused on strengthening the social information-processing (SIP) skills of children. Methods: A systematic search and review process was employed to identify, screen, and summarize research on SIP-guided interventions. Results: The search recovered 183,184 citations published from 1997 to 2022. After screening, 42 articles were retained for a full-text review. Findings from the 15 studies using more rigorous designs [i.e., 8 individual-level randomized control trials (RCTs), 5 cluster-level RCTs, and 2 quasi-experimental studies with statistical controls for selectivity] suggest that SIP-focused interventions produced statistically significant treatment effects on cognitive skills, with mean effect sizes of 0.35 on encoding, 0.13 on hostile attribution bias, 0.13 on goal formulation, 0.16 on response decision, and—more behaviorally—0.37 on aggressive and disruptive comportment. Conclusions: SIP-focused interventions are effective. If widely implemented, they hold the potential to reduce aggressive behavior in childhood.

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Using social and emotional learning paradigms to inform a therapeutic intervention for preschool-aged children and their parents

Cited by 7 publications

References 41 publications

The Tutor of Resilience Program with Children Who Have Experienced Maltreatment: Mothers’ Involvement Matters

The Tutor of Resilience Program with Children Who Have Experienced Maltreatment: Mothers’ Involvement Matters

Drawing from and Expanding their Toolboxes: Preschool Teachers’ Traditional Strategies, Unconventional Opportunities, and Novel Challenges in Scaffolding Young Children’s Social and Emotional Learning During Remote Instruction Amidst COVID-19

Systematic Review and Meta-Analysis of Interventions to Improve Children's Social Information-Processing Skills

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