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This book is aimed at exploring the relevance of social-emotional competencies for preventing preschool children's behavior problems. The content provides an overview of how evidence from fundamental research on social-emotional competencies can be translated in applied research for developing prevention programs. The Social-Emotional Prevention program framework is presented as a multi-focused (child, teacher, parent), hybrid approach for both high risk and non-risk preschoolers. The book offers a systematic and in depth evaluation of SEP efficacy including classroom, risk group, and individual level effects. Hence, the proposed approach employs different research designs and statistical methods to explore how behavioral changes occur as a result of children's participation to the intervention. Each study's findings are discussed in terms of corresponding implications for practice in schools, but also from a broader perspective including implications for policy makers in the field ofearly education.
Catrinel Alice Stefan is Lecturer of Psychology at Babe--Bolyai University, Romania. Her research interests stand at the intersection of educational psychology, developmental psychology, and health psychology.
1. Introduction: Principles Underlying the Development of Social-Emotional Prevention Programs for Preschoolers' Behavior Problems and Characteristics of Evidence-Based Interventions.- 2. The Conceptual Framework of the Social-Emotional Prevention Program.- 3. Assessing SEP Efficacy at the Classroom Level: Effects on Children's Social-Emotional Competencies and Behavior Problems.- 4. Assessing SEP Efficacy as a Function of Children's Risk Status: A Separate Evaluation of Indicated and Universal Intervention Levels.- 5. Assessing SEP Efficacy at the Individual Level: A Multiple Baseline Evaluation of Changes in Observed Classroom Behaviors.- 6. Conclusion: Contributions of Research on SEP Efficacy to the Field of Early Education Programs, Limitations, and Future Directions.