Journal article
Accelerating the development of emotion competence in Head Start children: Effects on adaptive and maladaptive behavior
Development and psychopathology, v 20(1), pp 369-397
23 Jan 2008
PMID: 18211742
Featured in Collection : UN Sustainable Development Goals @ Drexel
Abstract
Separate studies of rural and urban Head Start systems tested the hypothesis that an emotion-based prevention program (EBP) would accelerate the development of emotion and social competence and decrease agonistic behavior and potential precursors of psychopathology. In both studies, Head Start centers were randomly assigned to treatment and control/comparison group conditions. In Study 1 (rural community), results of hierarchical linear modeling analyses showed that compared to the control condition (Head Start as usual), EBP produced greater increases in emotion knowledge and emotion regulation and greater decreases in children's negative emotion expressions, aggression, anxious/depressed behavior, and negative peer and adult interactions. In Study 2 (inner city), compared to the established prevention program I Can Problem Solve, EBP led to greater increases in emotion knowledge, emotion regulation, positive emotion expression, and social competence. In Study 2, emotion knowledge mediated the effects of EBP on emotion regulation, and emotion competence (an aggregate of emotion knowledge and emotion regulation) mediated the effects of EBP on social competence.
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Details
- Title
- Accelerating the development of emotion competence in Head Start children: Effects on adaptive and maladaptive behavior
- Creators
- Carroll E. Izard - University of DelawareKristen A. King - aUniversity of DelawareChristopher J. Trentacosta - University of PittsburghJudith K. Morgan - University of DelawareJean-Philippe Laurenceau - University of DelawareE. Stephanie Krauthamer-Ewing - University of DelawareKristy J. Finlon - University of Delaware
- Publication Details
- Development and psychopathology, v 20(1), pp 369-397
- Publisher
- Cambridge University Press
- Number of pages
- 29
- Resource Type
- Journal article
- Language
- English
- Academic Unit
- Counseling and Family Therapy; Drexel University
- Web of Science ID
- WOS:000252689300017
- Scopus ID
- 2-s2.0-38649133199
- Other Identifier
- 991020099210504721
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- Collaboration types
- Domestic collaboration
- Web of Science research areas
- Psychology, Developmental