Accelerating the development of emotion competence in Head Start children: Effects on adaptive and maladaptive behavior

Separate studies of rural and urban Head Start systems tested the hypothesis that an emotion-based prevention program (EBP) would accelerate the development of emotion and social competence and decrease agonistic behavior and potential precursors of psychopathology. In both studies, Head Start cente...

Full description

Saved in:
Bibliographic Details
Published in:Development and psychopathology 2008, Vol.20 (1), p.369-397
Main Authors: Izard, Carroll E., King, Kristen A., Trentacosta, Christopher J., Morgan, Judith K., Laurenceau, Jean-Philippe, Krauthamer-Ewing, E. Stephanie, Finlon, Kristy J.
Format: Article
Language:English
Subjects:
Adaptation, Psychological
Aggression - psychology
Agonistic Behavior
Anger
Anxiety - psychology
Anxiety - therapy
Behavior
Child Behavior Disorders - psychology
Child Behavior Disorders - therapy
Child psychology
Child, Preschool
Children
Children & youth
Clinical psychology
Consciousness
Depression - psychology
Depression - therapy
Developmental psychology
Early childhood education
Early Intervention (Education) - methods
Education
Emotions
Families & family life
Female
Humans
Knowledge
Low income groups
Male
Middle class
Parents & parenting
Personal Construct Theory
Personality Assessment
Poverty
Preschool education
Psychopathology
Rural Population
Social Adjustment
Social skills
Socialization
Urban Population
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:Separate studies of rural and urban Head Start systems tested the hypothesis that an emotion-based prevention program (EBP) would accelerate the development of emotion and social competence and decrease agonistic behavior and potential precursors of psychopathology. In both studies, Head Start centers were randomly assigned to treatment and control/comparison group conditions. In Study 1 (rural community), results of hierarchical linear modeling analyses showed that compared to the control condition (Head Start as usual), EBP produced greater increases in emotion knowledge and emotion regulation and greater decreases in children's negative emotion expressions, aggression, anxious/depressed behavior, and negative peer and adult interactions. In Study 2 (inner city), compared to the established prevention program I Can Problem Solve, EBP led to greater increases in emotion knowledge, emotion regulation, positive emotion expression, and social competence. In Study 2, emotion knowledge mediated the effects of EBP on emotion regulation, and emotion competence (an aggregate of emotion knowledge and emotion regulation) mediated the effects of EBP on social competence.
ISSN:0954-5794
1469-2198
DOI:10.1017/S0954579408000175