Targeting Classrooms' Emotional Climate and Preschoolers' Socioemotional Adjustment: Implementation of the Chicago School Readiness Project

Children living in low-income families are more likely to experience less self-regulation, greater behavior problems, and lower academic achievement than higher income children. To help prevent children's later socioemotional and academic difficulties, the Chicago School Readiness Project (CSRP...

Full description

Saved in:
Bibliographic Details
Published in:Journal of prevention & intervention in the community 2014-01, Vol.42 (4), p.264-281
Main Authors: Li-Grining, Christine P., Raver, C. Cybele, Jones-Lewis, Darlene, Madison-Boyd, Sybil, Lennon, Jaclyn
Format: Article
Language:English
Subjects:
Academic Achievement
Academic readiness
Adaptation, Psychological
Behavior problems
Chicago
Chicago, Illinois
Child, Preschool
Childhood
Children
Classrooms
Early Intervention (Education) - organization & administration
Emotions
Environment
Female
Head Start project
Health problems
Humans
implementation
Inservice Training - organization & administration
Intervention
Low Income Groups
Male
Medical Research
Mental health services
Mental Health Services - organization & administration
preschool
Preschool children
Project Head Start
school readiness
Schools
Self control
Socioeconomic Factors
Stress, Psychological - prevention & control
Teachers
Training
Citations: Items that this one cites
Items that cite this one
Online Access:Get full text
Tags: Add Tag
No Tags, Be the first to tag this record!
Description
Summary:Children living in low-income families are more likely to experience less self-regulation, greater behavior problems, and lower academic achievement than higher income children. To help prevent children's later socioemotional and academic difficulties, the Chicago School Readiness Project (CSRP) team implemented a clustered, randomized controlled trial (RCT) in early childhood programs with Head Start funding. Head Start sites were randomly assigned to receive CSRP services, which were offered as part of a multicomponent, classroom-based mental health intervention. Here, we provide an overview of the CSRP model, its components, and a descriptive portrait of its implementation. In so doing, we address various aspects of the implementation of three of its components: (1) the training of teachers, (2) MHCs' coaching of teachers, and (3) teachers' behavior management of children. We conclude with a discussion of factors potentially related to the implementation of CSRP and directions for future research.
ISSN:1085-2352
1540-7330
DOI:10.1080/10852352.2014.943639