Accelerating the development of emotion competence in Head Start children: Effects on adaptive and maladaptive behavior

被引：196

作者：

Izard, Carroll E. ^{[1
]}

King, Kristen A. ^{[1
]}

Trentacosta, Christopher J. ^{[2
]}

Morgan, Judith K. ^{[1
]}

Laurenceau, Jean-Philippe ^{[1
]}

Krauthamer-Ewing, E. Stephanie ^{[1
]}

Finlon, Kristy J. ^{[1
]}

机构：

[1] Univ Delaware, Dept Psychol, Newark, DE 19716 USA

[2] Univ Pittsburgh, Pittsburgh, PA 15260 USA

来源：

DEVELOPMENT AND PSYCHOPATHOLOGY | 2008年 / 20卷 / 01期

关键词：

D O I：

10.1017/S0954579408000175

中图分类号：

B844 [发展心理学（人类心理学）];

学科分类号：

040202 ;

摘要：

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.

引用

页码：369 / 397

页数：29

共 137 条

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