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• W150838265 abstract "ABSTRACT Social-Emotional Prevention Program (SEP) is a multifocused prevention program. For the purposes of the current study, high risk preschoolers were selected from a larger sample of 275 children based on teacher and parent separate evaluations of social and emotional development. Children's classroom behaviors, children's behaviors at home and their parents' practices were comparatively assessed based on their initial risk status. Children from the social competence high risk group showed significant improvements compared to their control group counterparts on measures of classroom behavior. Improved competencies, as well as lower levels of externalizing and internalizing problems were also found for children from the high risk emotional competence group. However, the data suggest that emotional competence deficits might have a more damaging effect on children's ability to develop appropriate social skills. Our data confirm that SEP sustained children's skill transfer to parent-child interactions, but this is more likely to occur for those skills which were rated as deficient by parents. Also, in both emotional and social competence high risk groups, the intervention's effectiveness on externalizing problems increased as a result of higher attendance rates to the parent training. The effects on parent practices revealed only the presence of significant trends in the intervention group, but no between group differences on measures of parent discipline and parent stress. These data were similar in both categories of high risk children. KEYWORDS: social-emotional competencies, preschool, high risk, indicated intervention, multifocused INTRODUCTION The increasing concerns related to the decrease in the onset age for conduct problems, was followed by a number of prevention programs targeting preschoolers and their parents. According to the latest data approximately 25% of children between the ages of 3 and 4, manifest during this period behaviors associated with early onset conduct problems (Snyder, 2001). Although most children outgrow aggressive and oppositional behaviors towards school entry, some however, develop chronic patterns of misbehavior, which might later turn into conduct problems (Cole, Teti, & Zahn-Waxler, 2003; Hastings, Zahn-Waxler, Robinson, Usher, & Bridges, 2000). Among the long-term effects of developing conduct problems are associated mental health issues such as substance abuse and juvenile delinquency, as well as school-related difficulties such as poor school performance, high rates of school drop-out, and absenteeism, which all have been shown to be much more common among children exhibiting early signs of maladjustment (Moffit & Caspi, 2001; Snyder, 2001). Efforts to prevent conduct problems indicated that most state of the art programs are multifocused, meaning that they target the development of different competencies in children, parents and teachers (Webster-Stratton & Taylor, 2001). As most models attempting to explain early onset conduct problems have shown, this developmental pathway is characterized by a complex interplay of risk factors. Most often children with high rates of aggression and non-compliance lack well developed emotional and social competencies (Romano, Tremblay, Boulerice, & Swisher, 2005; Arsenio, Cooperman, & Lover, 2000). Because these children tend to be perceived as difficult, their parents are more likely to use inappropriate parenting strategies such as harsh or inconsistent discipline (Bradley & Corwin, 2007). Moreover, contextual factors such as low socio-economic status (Curtner- Smith, Culp, Culp, Scheib, Owen et al., 2002), parental psychopathology (Chronis, Lahey, Pelham, Hall, Williams, et al., 2007; Stanger, Dumeci, Kamon, & Burstein, 2004), and parenting stress are also known to affect the quality of child-parent relationship (Gutermuth Anthony, Anthony, Glanville, Naiman, Waandres, & Shaffer, 2005). …" @default.
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• W150838265 date "2012-09-01" @default.
• W150838265 modified "2023-10-18" @default.
• W150838265 title "Social-Emotional Prevention Program for Preschool Children: An Analysis of a High Risk Sample" @default.
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