Assessing the effectiveness and the mechanisms of the Social-Emotional Prevention Program for Preschoolers: Findings from a universal school-based intervention
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ȘTEFAN, Catrinel A., DĂNILĂ, Ingrid, CRISTESCU, Delia-Simona. Assessing the effectiveness and the mechanisms of the Social-Emotional Prevention Program for Preschoolers: Findings from a universal school-based intervention. In: Journal of School Psychology, 2023, vol. 98, pp. 206-223. ISSN 0022-4405. DOI: https://doi.org/10.1016/j.jsp.2023.04.005
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Journal of School Psychology
Volumul 98 / 2023 / ISSN 0022-4405 /ISSNe 1873-3506

Assessing the effectiveness and the mechanisms of the Social-Emotional Prevention Program for Preschoolers: Findings from a universal school-based intervention

DOI: https://doi.org/10.1016/j.jsp.2023.04.005

Pag. 206-223

Ștefan Catrinel A.1, Dănilă Ingrid1, Cristescu Delia-Simona12
 
1 Babeș-Bolyai University,
2 "Ion Creangă" State Pedagogical University from Chisinau
 
Disponibil în IBN: 30 mai 2023


Rezumat

The Social-Emotional Prevention Program (SEP) encompasses a multifaceted approach (classroom curriculum, with teacher and parent training) intended to increase preschool children's social adjustment, as well as to reduce risk of emotional and behavioral problems. The present study's focus was on implementing the technology-assisted SEP version and was aimed at (a) investigating the program's effectiveness on children's social-emotional competencies and parental practices, as well as (b) testing the program's conceptual framework, with an emphasis on children's emotion regulation (ER) skills and parental emotion socialization practices as explanatory intervention mechanisms. A randomized-controlled trial (RCT) was conducted with five schools assigned to either the intervention or to a comparison condition (wait-list control). Structural equation models (SEM) and complier average causal effects (CACE) were conducted to evaluate SEP effectiveness on teacher- and parent-rated child outcomes (primary outcomes) and parenting behaviors (secondary outcomes). Findings from the present study indicated that (a) SEP fosters increased social-emotional competencies and increased use of adaptive ER strategies, with teacher and parent ratings converging to support these outcomes; (b) parental participation in the program increased the use of reappraisal and emotion coaching strategies; and (c) children's ER mediated the intervention's effect on social competence, whereas parental coaching and parental ER mediated SEP effects on children's ER. This study's findings suggest that the SEP may be an effective universal intervention for promoting preschoolers' social-emotional competence and may provide emerging evidence to support the program's hypothesized mechanisms of change. 

Cuvinte-cheie
intervention mechanisms, preschool, Randomized-controlled trial, Social-emotional competence, Universal intervention