Abstract
This chapter addresses the manner in which knowledge from evidence-based preventive programs can be translated into developing an intervention for optimizing social-emotional competencies, and reducing preschool children’s risk of behavior problems. The chapter provides an overview of the background and rationale of the Social-Emotional Prevention Program (SEP) development considering theory driven assumptions, and the context of the Romanian preschool education system. It also provides a comparison between the SEP and evidence-based preventive programs to highlight similarities, as well as innovative approaches proposed by this prevention program. The final part of the chapter includes a detailed description of the SEP objectives, structure and content. The description covers the classroom curriculum, as well as the teacher and parent training of this multi-focused intervention.
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Ştefan, C.A. (2018). The Conceptual Framework of the Social-Emotional Prevention Program. In: Social-Emotional Prevention Programs for Preschool Children's Behavior Problems. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-319-74751-4_2
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