Developmentally Appropriate Prevention of Behavior and Emotional Problems and Fostering of Social and Emotional Skills in Elementary School -- Overview of Program Theory and Measures of the Preventive Intervention Program Papilio-6to9

Autor/inn/en	Lechner, Viola; Ortelbach, Niklas; Peter, Charlotte; Scheithauer, Herbert
Titel	Developmentally Appropriate Prevention of Behavior and Emotional Problems and Fostering of Social and Emotional Skills in Elementary School -- Overview of Program Theory and Measures of the Preventive Intervention Program Papilio-6to9
Quelle	In: International Journal of Developmental Science, 16 (2022) 3-4, S.99-118 (20 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2192-001X
Schlagwörter	Elementary School Students; Foreign Countries; Transitional Programs; Preschool Education; Psychology; Well Being; Developmentally Appropriate Practices; Prevention; Intervention; Behavior Problems; Emotional Problems; Social Emotional Learning; Program Design; Theories; Measurement; At Risk Persons; Needs Assessment; Objectives; Executive Function; Program Evaluation; Program Implementation; Germany + Suchen Sie Ihr Suchwort? Ausland; Pre-school education; Vorschulerziehung; Psychologie; Well-being; Wellness; Wohlbefinden; Entwicklungsbezogene Bildung; Prävention; Vorbeugung; Programme design; Programmaufbau; Programmplanung; Theory; Theorie; Messverfahren; Risikogruppe; Bedarfsermittlung; Goal definition; Zielsetzung; Programme evaluation; Programmevaluation; Deutschland
Abstract	Children face increased demands for interpersonal as well as learning-related social skills, especially by the vulnerable stage of school entry, due to the more structured setting, new academic requirements, and the fact that children are supposed to interact successfully within a larger and heterogeneous peer group. Although a plethora of social-emotional learning (SEL) programs for elementary school students have been developed, there is a lack of empirically evaluated programs suitable for implementation in field-based settings, especially in Germany. The universal-selective, school-based prevention program Papilio-6to9 aims at facilitating the transition from preschool to elementary school, improving social-emotional competences, and preventing behavior and emotional problems. As a universal-selective prevention program, Papilio-6to9 includes all children in elementary school classes regardless of risk factors (universal prevention) whereby also children with risk factors are targeted without being stigmatised (selective prevention). The program targets elementary school children aged about six to nine and their teachers who receive a three-day training followed by two collegial supervisions to implement the program in and during regular school classes. Papilio-6to9 is part of an approach combining findings from developmentally appropriate practice, positive psychology, social-emotional learning, and developmentally appropriate prevention, and aligns with the early childhood education and care (ECEC) programs Papilio-U3 and Papilio-3to6. Program development followed the Intervention Mapping Approach (IMA) in order to provide a theoretical framework, transparency of a theoretical and empirical appropriate program development, implementation, and evaluation plan. Program efficacy is planned to be evaluated in a field-based setting using a randomized controlled trial design with an intervention and waiting control group. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01