Preschool Social-Emotional Skills Training: A Controlled Pilot Test of the Making Choices and Strong Families Programs

Autor/inn/en	Conner, Natalie W.; Fraser, Mark W.
Titel	Preschool Social-Emotional Skills Training: A Controlled Pilot Test of the Making Choices and Strong Families Programs
Quelle	In: Research on Social Work Practice, 21 (2011) 6, S.699-711 (13 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1049-7315
DOI	10.1177/1049731511408115
Schlagwörter	Neighborhoods; Intervention; Aggression; Caregivers; Preschool Children; Metropolitan Areas; Depression (Psychology); Emotional Development; Interpersonal Competence; Child Development; Prevention; Cognitive Processes; Puppetry; Play; Pretests Posttests; Scores; Academic Achievement; Parent Child Relationship; Skill Development + Suchen Sie Ihr Suchwort? Neighbourhoods; Nachbarschaft; Caregiver; Carer; Betreuungsperson; Pfleger; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Ballungsraum; Gefühlsbildung; Interpersonale Kompetenz; Kindesentwicklung; Prävention; Vorbeugung; Cognitive process; Kognitiver Prozess; Puppenspiel; Spiel; Schulleistung; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Kompetenzentwicklung; Qualifikationsentwicklung
Abstract	Objective: The purpose of this study was to pilot test a multicomponent program designed to prevent aggressive behavior in preschool children. The first program component was comprised of social-emotional skills training. It focused on improving the social information processing and emotional-regulation skills of children. The second component was a group-based parenting education. It focused on child development and discipline. Method: Participants, recruited from four preschools in high-risk neighborhoods within a large metropolitan area, were assigned to an intervention (n = 31) or a waitlist comparison (n = 36) condition. Using worker ratings and child puppet-play assessments, pretest and posttest data were collected on 14 child and caregiver/parent behaviors. Results: The gain scores of children in the intervention group differed significantly from those in the comparison group on academic competence, social competence, depression, and aggressive behavior. Caretaker gain scores differed significantly, favoring the intervention group on parental bonding, child supervision, communication, and developmental expectations. Conditioned on the limitations of the design, skills training for preschool children and their caregivers appears to promote social and academic skills. (Contains 6 tables and 1 figure.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10