Social-Emotional Prevention Programs for Preschool Children's Behavior Problems

1. Front Matter

   Pages i-xix

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2. Introduction: Principles Underlying the Development of Social-Emotional Prevention Programs for Preschoolers’ Behavior Problems and Characteristics of Evidence-Based Interventions

   • Catrinel Alice Ştefan

   Pages 1-39

3. The Conceptual Framework of the Social-Emotional Prevention Program

   • Catrinel Alice Ştefan

   Pages 41-66

4. Assessing SEP Efficacy at the Classroom Level: Effects on Children’s Social-Emotional Competencies and Behavior Problems

   • Catrinel Alice Ştefan

   Pages 67-94

5. Assessing SEP Efficacy as a Function of Children’s Risk Status: A Separate Evaluation of Indicated and Universal Intervention Levels

   • Catrinel Alice Ştefan

   Pages 95-161

6. Assessing SEP Efficacy at the Individual Level: A Multiple Baseline Evaluation of Changes in Observed Classroom Behaviors

   • Catrinel Alice Ştefan

   Pages 163-194

7. Conclusion: Contributions of Research on SEP Efficacy to the Field of Early Education Programs, Limitations, and Future Directions

   • Catrinel Alice Ştefan

   Pages 195-220

8. Back Matter

   Pages 221-270

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This book is aimed at exploring the relevance of social-emotional competencies for preventing preschool children’s behavior problems. The content provides an overview of how evidence from fundamental research on social-emotional competencies can be translated in applied research for developing prevention programs. The Social-Emotional Prevention program framework is presented as a multi-focused (child, teacher, parent), hybrid approach for both high risk and non-risk preschoolers. The book offers a systematic and in depth evaluation of SEP efficacy including classroom, risk group, and individual level effects. Hence, the proposed approach employs different research designs and statistical methods to explore how behavioral changes occur as a result of children’s participation to the intervention. Each study’s findings are discussed in terms of corresponding implications for practice in schools, but also from a broader perspective including implications for policy makers in the field of early education.   











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• Child Psychology
• School Psychology
• Early Childhood Development
• Early Education
• Socio-emotional Development
• Prevention of Aggressive Behavior
• Social-Emotional Prevention Program
• SEP Efficacy
• Evidence-Based Interventions
• Classroom Observed Behavior
• Classroom Curriculum

• Babeș-Bolyai University, Cluj-Napoca, Romania

  Catrinel Alice Ştefan

Catrinel Alice Ştefan is Lecturer of Psychology at Babeș-Bolyai University, Romania. Her research interests stand at the intersection of educational psychology, developmental psychology, and health psychology.

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