Effectiveness of the Social-Emotional Prevention Program as a Function of Children's Baseline Risk Status

Autor/inn/en	Stefan, Catrinel A.; Miclea, Mircea
Titel	Effectiveness of the Social-Emotional Prevention Program as a Function of Children's Baseline Risk Status
Quelle	In: European Early Childhood Education Research Journal, 22 (2014) 1, S.14-44 (31 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1350-293X
DOI	10.1080/1350293X.2013.865359
Schlagwörter	Foreign Countries; Intervention; Preschool Children; Program Effectiveness; Child Behavior; Parent Education; Behavior Modification; Parenting Skills; Interpersonal Competence; At Risk Persons; Community Programs; Parent Child Relationship; Interaction; Social Development; Emotional Development; Parenting Styles; Socioeconomic Status; Family Structure; Depression (Psychology); Mental Disorders; Minority Groups; Faculty Development; Preschool Teachers; Gender Differences; Age Differences; Quasiexperimental Design; Comparative Analysis; Pretests Posttests; Attendance; Interviews; Problem Solving; Romania; Social Skills Rating System + Suchen Sie Ihr Suchwort? Ausland; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Parents education; Elternbildung; Elternschule; Behaviour modification; Verhaltensänderung; Interpersonale Kompetenz; Risikogruppe; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Interaktion; Soziale Entwicklung; Gefühlsbildung; Socio-economic status; Sozioökonomischer Status; Familienkonstellation; Familiensystem; Mental illness; Geisteskrankheit; Ethnische Minderheit; Erzieher; Erzieherin; Kindergärtnerin; Geschlechterkonflikt; Age; Difference; Age difference; Altersunterschied; Anwesenheit; Interviewing; Interviewtechnik; Problemlösen; Rumänien
Abstract	We report here findings from a community-based multifaceted prevention program which was implemented concomitantly as a universal and indicated intervention. Screening of social competence development was used to select preschool children targeted by the indicated intervention (high risk), and by the universal intervention (moderate and low risk). The intervention's effectiveness on children's behaviors at home increased as a function of higher baseline risk status and higher parental attendance rates. The results also suggest that short, four session parent training is sustainable, generating attendance rates up to 60%. The intervention's effectiveness on parent behaviors was only partially sustained by significant within intervention group trends. The results indicate that the use of parent training in community-based interventions sustain skills transfer from the classroom to parent-child interactions. Furthermore, the most consistent effects were found for moderate risk children, suggesting that universal interventions might be efficient for this marginally at risk category. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10