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  • Produktbild: Social and Emotional Prevention and Intervention Programming for Preschoolers
  • Produktbild: Social and Emotional Prevention and Intervention Programming for Preschoolers

Social and Emotional Prevention and Intervention Programming for Preschoolers

109,99 €

inkl. gesetzl. MwSt., Versandkostenfrei

Beschreibung

Produktdetails

Einband

Taschenbuch

Erscheinungsdatum

15.09.2012

Verlag

Springer Us

Seitenzahl

251

Maße (L/B/H)

25,4/17,8/1,5 cm

Gewicht

539 g

Auflage

Softcover reprint of the original 1st ed. 2003

Sprache

Englisch

ISBN

978-1-4613-4903-7

Beschreibung

Produktdetails

Einband

Taschenbuch

Erscheinungsdatum

15.09.2012

Verlag

Springer Us

Seitenzahl

251

Maße (L/B/H)

25,4/17,8/1,5 cm

Gewicht

539 g

Auflage

Softcover reprint of the original 1st ed. 2003

Sprache

Englisch

ISBN

978-1-4613-4903-7

Herstelleradresse

Springer-Verlag GmbH
Tiergartenstr. 17
69121 Heidelberg
DE

Email: ProductSafety@springernature.com

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  • Produktbild: Social and Emotional Prevention and Intervention Programming for Preschoolers
  • Produktbild: Social and Emotional Prevention and Intervention Programming for Preschoolers
  • 1. Introduction: The Importance of Emotional and Social Competence.- 1.1. Introduction.- 1.2. Experience and Expression of Emotions.- 1.2.1. Emotional Experience.- 1.2.2. Expression of Emotions.- 1.2.2.1 Expressive Process.- 1.2.2.2. Expressive Outcomes.- 1.3. Understanding Emotions.- 1.4. Emotion Regulation.- 1.5. Emotional Competence: Developmental and Individual Differences.- 1.6. Socialization of Emotional and Social Competence.- 1.6.1. Modeling of Emotional Expressiveness.- 1.6.2. Contingent Reactions to Children’s Emotions.- 1.6.3. Teaching About Emotions.- 1.6.4. Summarizing the Socialization of Emotional Competence.- 1.7. Social Competence and Social-Emotional Learning (Sel).- 1.7.1. Linkage of Emotional and Social Competence.- 1.8. Summary and Conclusion.- 2. Targeting Programs for Preschool Emotional and Social Competence.- 2.1. Introduction.- 2.2. Sel Goals.- 2.3. How do We Reach These Sel Goals?.- 2.4. Behavior Problems and Social INCompetence.- 2.4.1. Specific Behavior Problems Associated With Lack of SEL.- 2.4.1.1. Challenging Behaviors Traced to Differing Patterns Of Risk and Resilience.- 2.4.1.2. Children Already Showing Diagnosable Problems.- 2.5. Sel Programming for Young Children.- 2.5.1. Prevention/Intervention: What Is Needed? What Has Been Done? Where Do We Go From Here?.- 2.6. Summary and Conclusion.- 3. Preschoolers’ Attachment and Emotional Competence.- 3.1. Introduction to Attachment as Foundational for Emotional Competence.- 3.2. Early Attachment Classifications and Their Sequelae.- 3.3. Attachment and Emotional Competence.- 3.4. Attachments Beyond the Child-Parent Relationship.- 3.4.1. Preschool Teachers/ Daycare Providers and Attachment.- 3.4.2. Compensatory Effects of Secure Child-Teacher Attachment.- 3.5. Principles for Practitioners.- 3.6. Summary: Attachment as Foundation for Sel.- 3.7. Conclusions: What Can We Do?.- 4. Applications Centered on Attachment: Lessons from the Field.- 4.1. Introduction to Sel Programming.- 4.1.1. Introduction to Attachment Applications.- 4.2. Attachment Theory in the Preschool Classroom.- 4.3. Teaching Teachers About Building Attachment Relationships.- 4.3.1. Initial Approaches.- 4.3.2. Roadblocks on the Way to Attachment.- 4.3.3. Moving Beyond the Roadblocks.- 4.3.4. Attachment-Specific Information Imparted.- 4.3.4.1. Elements of “Floor Time ”.- 4.3.4.2. Teaching About Floor Time.- 4.3.4.3. Curricular Elements Related to Attachment.- 4.3.4.4. Problem Areas in Creating an Attachment-Positive Classroom.- 4.4. Teaching Parents about Attachment and Floor Time.- 4.4.1. Parents and Floor Time.- 4.4.2. Intervening with Parents and Children at Risk - The Circles Of Security Program.- 4.4.2.1. Steps in the COS Program.- 4.4.2.2. Evaluation of the COS Program.- 4.4.3. The Seattle Approach.- 4.5. Summary and Conclusions.- 5. Guiding Preschoolers’Behavior: Short-Term Meanings, Long-Term Outcomes.- 5.1. Introduction: Foundations and Methods of Guidance in Early Childhood.- 5.1.1. Indirect Guidance.- 5.2. Guidance: Where Do We Start?.- 5.2.1. The Meaning of Behavior.- 5.2.2 Observing Children’s Behavior.- 5.2.3. Putting the Package Together.- 5.3. Specifics for Guiding Behavior.- 5.3.1. More Operant Approaches.- 5.3.2. Costs of “Power Assertive” Techniques.- 5.3.3. What Should We Do Instead? “Control” and “Discipline” Versus “Guidance”.- 5.3.3.1. Persistent Persuasion.- 5.3.3.2. Inductive Guidance Strategies.- 5.4. Summary and Conclusions.- 6. Teaching Teachers about Guidance: Lessons from the Field.- 6.1. Introduction: The Needs of Teachers and children.- 6.2. Training Teachers to use Indirect Guidance.- 6.3. Using Direct Guidance.- 6.4. Reflection on Guidance and Time for Practice.- 6.5. Summary and Conclusions.- 7. Emotion Understanding and Emotion Regulation.- 7.1. Emotion Understanding.- 7.1.1. Labeling Emotional Expressions.- 7.1.2. Identifying Emotion-Eliciting Situations.- 7.1.3. Comprehending Causes of Emotions.- 7.1.4. Understanding the Consequences of Emotion.- 7.1.5. Sophisticated Understanding of the Emotional Experience of Others.- 7.1.5.1. Equivocal Emotional Situations.- 7.1.5.2. Atypical Emotional Reactions: Weighing Expressive And Situational Information.- 7.1.5.3. Personalized Information.- 7.1.6. Dissemblance.- 7.1.6.1. Display Rule Knowledge.- 7.1.6.2. Knowledge of Emotion Regulation Strategies.- 7.1.6.3. Knowledge of Simultaneity of Emotions and Ambivalence.- 7.1.6.4. Knowledge of Complex Emotions.- 7.2. Emotion Knowledge and Social Interaction.- 7.2.1. Emotion Knowledge and SEL: A Key to Successful Interaction.- 7.2.2. Lack of Emotion Knowledge and Unsuccessful Social Interaction.- 7.2.3. Preschoolers’ Emotion Knowledge and More Specific SEL Deficits: The Case of Bullying.- 7.3. Emotion Regulation.- 7.3.1. Emotion Regulation: Developments During Preschool.- 7.4. Emotion Regulation and Sel.- 7.4.1. Relations with Other Aspects of Emotional Competence.- 7.5. Summary and Conclusion.- 8. Applications Centered on Emotional Competence: Lessons from the Field.- 8.1. Introduction.- 8.2. Emotion Understanding.- 8.2.1. Social-Emotional Intervention for At-Risk 4-Year-Olds.- 8.2.2. Preschool PATHS (Promoting Alternative Thinking Strategies).- 8.2.3. Second Step Preschool/Kindergarten.- 8.2.4. Head Start/ECAP Curriculum (Izard & Bear, 2001).- 8.2.5. The Incredible Years.- 8.2.6. Other Promising Programs.- 8.2.7. Summary.- 8.3. Emotional Expressiveness and Emotion Regulation.- 8.3.1. Programming in Emotional Expressiveness and Emotion Regulation: Social Emotional Intervention for At-Risk-4-Year-Olds.- 8.3.2. Programming in Emotional Expressiveness and Emotion Regulation: Second Step Preschool/Kindergarten.- 8.3.3. Programming in Emotional Expressiveness and Emotion Regulation: Head Start/ECAP Curriculum.- 8.3.4. Programming in Emotional Expressiveness and Emotion Regulation: The Incredible Years.- 8.3.5. Programming in Emotional Expressiveness and Emotion Regulation: DECI.- 8.3.6. Summary and Conclusions: Programming Possibilities.- 8.4. Notes from the Field: How We have Worked with Teachers to Implement Practices Centered on Emotional Competence.- 8.4.1. Moving Into the World of Feelings: Teachers’ First Steps.- 8.4.2. Continuing on to Emotion Knowledge: Uniting Feeling and Thinking in Karim’s Story.- 8.4.3. After Karim: What Teachers Can Do to Promote Emotion Knowledge.- 8.4.4. After Karim: What Teachers Can Do to Promote Adaptive Emotional Expressiveness and Experience.- 8.4.5. After Karim: What Teachers Can Do to Promote Emotion Regulation.- 8.4.6. Summary and Conclusion: Training Teachers About Emotional Competence Programming.- 9. Social Problem Solving.- 9.1. Introduction: Thinking about Getting along with Each Other.- 9.1.1. Social Problem Solving Expands: Social Information Processing and Emotional Competence.- 9.1.1.1. Social Problem Solving and Emotion Knowledge.- 9.1.1.2. Social Problem Solving and Emotional Expressiveness/ Emotion Regulation.- 9.2. Focus on Social Problem Solving in Preschoolers.- 9.2.1. Social Problem Solving and Social Functioning in Preschoolers: Before Social Information Processing Theory.- 9.2.2. Social Problem Solving and Social Functioning in Preschoolers: After the Advent of Social Information Processing Theory.- 9.3. Summary and Conclusions.- 10. Social Problem-Solving Applications: Lessons from the Field.- 10.1. Introduction: Teaching Social Problem Solving and Positive Social Behaviors to Preschoolers.- 10.1.1. Dialoguing as a Key to Social Problem Solving.- 10.2. Social Problem-Solving Programming.- 10.2.1. Social-Emotional Intervention for At-Risk 4-Year-Olds.- 10.2.2. Preschool PATHS (Promoting Alternative Thinking Strategies).- 10.2.3. Second Step Preschool/Kindergarten.- 10.2.4. The Incredible Years.- 10.2.5. Other Promising Programs.- 10.2.5.1. Dubas et al.- 10.2.5.2. Self-Determination Program.- 10.2.5.3.Stevahn, Johnson, Johnson, Oberle, and Wahl Conflict Resolution Program.- 10.2.5.4. Peaceful Kids Conflict Resolution Program.- 10.2.5.5.DECI.- 10.3. Teachers Learn about Social Problem Solving-Moving from Hypothetic al to Real.- 10.3.1. Models of Social Problem Solving: Our Experience.- 10.3.2. Fine-Tuning Social Problem Solving in the Classroom.- 10.3.3. Follow-up Support for Teachers New to Social Problem Solving.- 10.4. Social Competence Revisited: Relationship Skills.- 10.4.1. Social-Emotional Intervention for At-Risk 4-Year-Olds.- 10.4.2. Second Step Preschool/Kindergarten.- 10.4.3 The Incredible Years.- 10.4.4. Other Promising Programs.- 10.5. Summary and Conclusions.- 11. Improving Children’s Emotional Competence: Parenting Interventions, Written By Sophie Havighurst.- 11.1. Introduction to Parenting Sel Interventions.- 11.2. The Influence of Parenting on Children’s Emotional Competence: A Conceptual Framework.- 11.3. Universal Parenting Programs that Build Children’s Emotional Competence.- 11.3.1. Izard’s Emotion-Based Prevention Program.- 11.3.2. Gottman’s Emotion Coaching Programming.- 11.3.3. Other Approaches.- 11.4. Emotion-Focused Parenting Programs for High-Risk Children.- 11.4.1. The Incredible Years Program.- 11.4.2. Exploring Together Preschool Program.- 11.5. Self-Help Books for Parents.- 11.6. Essential Parenting: A Program to Build Children’s Emotional Competence.- 11.6.1. EPREIC and Children’s Emotional Expressiveness and Experience.- 11.6.2. EPREIC and Children’s Emotion Knowledge.- 11.6.2.1. “Emotion Detective ”.- 11.6.2.2. Feelings Faces and Feelings Stickers.- 11.6.2.3. Emotion Talk Time.- 11.6.2.4. Story Book Reading - Emotion Coaching and More.- 11.6.3. Unforeseen Initial Outcomes for EPREIC: Reasons and Solutions.- 11.7. Emotion coaching in the “Heat of the Moment”: Epreic and Chidren’s Regulation of Emotions and Emotion-Related Behavior.- 11.8. Epreic and Social Problem Solving.- 11.9. Epreic is for Parents, too: Parent Emotional Self Care and Emotional Regulation.- 11.10. Final Thoughts on the Epreic Program..180.- 11.11. Research Evaluation of Epreic.- 11.12. Future Directions.- 11.13. Summary and Conclusions.- 12. Assessing Emotional and Social Competence during Preschool Years.- 12.1. Introduction.- 12.2. Emotional Competence Assessment.- 12.2.1. Attachment to Caregivers.- 12.2.1.1. Student-Teacher Relationship Scales.- 12.2.1.2. Attachment Q-Sort (AQS).- 12.2.1.3. Narrative Story Completions: Children’s Views of Their Own Relationships.- 12.2.2. Emotional Expressiveness.- 12.2.2.1. Observed Emotional Expressiveness.- 12.2.22. Rated Emotional Expressiveness: Temperament.- 12.2.3. Emotion Knowledge.- 12.2.4. Emotion Regulation.- 12.2.4.1. Emotion Regulation as Process and Product: An Analogue Task.- 12.2.4.2. Rated Emotion Regulation as Product: Teacher Ratings.- 12.2.4.3. Rated Emotion Regulation as Process: Parent Ratings.- 12.2.4.4. Rated Emotion Regulation as Process: Strategies Reported by Parents or Teachers.- 12.3. Social Competence Assessment.- 12.3.1. Teacher Evaluations.- 12.3.1.1.Social Competence/Behavior Evaluation Short Form.- 12.3.1.2. Penn Interactive Preschool Play Scales.- 12.3.2. Peer Evaluations.- 12.4. Social Competence/Emotional Competence “Combined Assessment”.- 12.4.1. The Devereux Early Childhood Assessment (DECA).- 12.4.2. Battelle Developmental Inventory (BDI).- 12.4.3. Infant Toddler Social-Emotional Assessment (ITSEA).- 12.4.4. Minnesota Preschool Affect Checklist.- 12.4.5. “Authentic Assessment”.- 12.4.5.1. The Hawaii Early Learning Profile.- 12.4.5.2. DECI Strategies.- 12.5. Assessment of Behavioral Problems.- 12.6. Summary and Conclusions: Recommendations about Preschool Social-Emotional Assessment.- 13. What “Works”: Summarizing Our Lessons from the Field.- 13.1. Overall Considerations.- 13.2. What Works: Prevention Principles Applied to Programs Reviewed Here.- 13.2.1. Program Theoretical Basis.- 13.2.2. Comprehensive Programming.- 13.2.3. Number of Participants, Randomization of Evaluation Study.- 13.2.4. Teacher Training, Intensity of Programming, and Implementation Checks.- 13.2.5. Outcomes of Programming.- 13.3. What Works: Requirements for Early Childhood Sel Programming.- 13.3.1. Individualization of Program Techniques.- 13.3.2. Infusion.- 13.3.3. Classroom Climate, School Ecology, and Neighborhood Context.- 13.3.4. School/Family Partnerships.- 13.3.5. Cultural Competence.- 13.3.6. Reflective Training, Supervision and Consultation.- 13.4. What “Works”: How Well Do Programs Reviewed Here Fare?.- 13.5. Gaps in Science and Practice: Where We Need to know more, What “Doesn’t Work”.- 13.6. Synthesis - Dream to Reality.- References.