Social and Emotional Prevention and Intervention Programming for Preschoolers

1. Introduction: The Importance of Emotional and Social Competence.- 1.1. Introduction.- 1.2. Experience and Expression of Emotions.- 1.3. Understanding Emotions.- 1.4. Emotion Regulation.- 1.5. Emotional Competence: Developmental and Individual Differences.- 1.6. Socialization of Emotional and Social Competence.- 1.7. Social Competence and Social-Emotional Learning (Sel).- 1.8. Summary and Conclusion.- 2. Targeting Programs for Preschool Emotional and Social Competence.- 2.1. Introduction.- 2.2. Sel Goals.- 2.3. How do We Reach These Sel Goals?.- 2.4. Behavior Problems and Social INCompetence.- 2.5. Sel Programming for Young Children.- 2.6. Summary and Conclusion.- 3. Preschoolers' Attachment and Emotional Competence.- 3.1. Introduction to Attachment as Foundational for Emotional Competence.- 3.2. Early Attachment Classifications and Their Sequelae.- 3.3. Attachment and Emotional Competence.- 3.4. Attachments Beyond the Child-Parent Relationship.- 3.5. Principles for Practitioners.- 3.6. Summary: Attachment as Foundation for Sel.- 3.7. Conclusions: What Can We Do?.- 4. Applications Centered on Attachment: Lessons from the Field.- 4.1. Introduction to Sel Programming.- 4.2. Attachment Theory in the Preschool Classroom.- 4.3. Teaching Teachers About Building Attachment Relationships.- 4.4. Teaching Parents about Attachment and Floor Time.- 4.5. Summary and Conclusions.- 5. Guiding Preschoolers'Behavior: Short-Term Meanings, Long-Term Outcomes.- 5.1. Introduction: Foundations and Methods of Guidance in Early Childhood.- 5.2. Guidance: Where Do We Start?.- 5.3. Specifics for Guiding Behavior.- 5.4. Summary and Conclusions.- 6. Teaching Teachers about Guidance: Lessons from the Field.- 6.1. Introduction: The Needs of Teachers and children.- 6.2. Training Teachers to useIndirect Guidance.- 6.3. Using Direct Guidance.- 6.4. Reflection on Guidance and Time for Practice.- 6.5. Summary and Conclusions.- 7. Emotion Understanding and Emotion Regulation.- 7.1. Emotion Understanding.- 7.2. Emotion Knowledge and Social Interaction.- 7.3. Emotion Regulation.- 7.4. Emotion Regulation and Sel.- 7.5. Summary and Conclusion.- 8. Applications Centered on Emotional Competence: Lessons from the Field.- 8.1. Introduction.- 8.2. Emotion Understanding.- 8.3. Emotional Expressiveness and Emotion Regulation.- 8.4. Notes from the Field: How We have Worked with Teachers to Implement Practices Centered on Emotional Competence.- 9. Social Problem Solving.- 9.1. Introduction: Thinking about Getting along with Each Other.- 9.2. Focus on Social Problem Solving in Preschoolers.- 9.3. Summary and Conclusions.- 10. Social Problem-Solving Applications: Lessons from the Field.- 10.1. Introduction: Teaching Social Problem Solving and Positive Social Behaviors to Preschoolers.- 10.2. Social Problem-Solving Programming.- 10.3. Teachers Learn about Social Problem Solving-Moving from Hypothetic al to Real.- 10.4. Social Competence Revisited: Relationship Skills.- 10.5. Summary and Conclusions.- 11. Improving Children's Emotional Competence: Parenting Interventions, Written By Sophie Havighurst.- 11.1. Introduction to Parenting Sel Interventions.- 11.2. The Influence of Parenting on Children's Emotional Competence: A Conceptual Framework.- 11.3. Universal Parenting Programs that Build Children's Emotional Competence.- 11.4. Emotion-Focused Parenting Programs for High-Risk Children.- 11.5. Self-Help Books for Parents.- 11.6. Essential Parenting: A Program to Build Children's Emotional Competence.- 11.7. Emotion coaching in the "Heat of the Moment": Epreic andChidren's Regulation of Emotions and Emotion-Related Behavior.- 11.8. Epreic and Social Problem Solving.- 11.9. Epreic is for Parents, too: Parent Emotional Self Care and Emotional Regulation.- 11.10. Final Thoughts on the Epreic Program..180.- 11.11. Research Evaluation of Epreic.- 11.12. Future Directions.- 11.13. Summary and Conclusions.- 12. Assessing Emotional and Social Competence during Preschool Years.- 12.1. Introduction.- 12.2. Emotional Competence Assessment.- 12.3. Social Competence Assessment.- 12.4. Social Competence/Emotional Competence "Combined Assessment".- 12.5. Assessment of Behavioral Problems.- 12.6. Summary and Conclusions: Recommendations about Preschool Social-Emotional Assessment.- 13. What "Works": Summarizing Our Lessons from the Field.- 13.1. Overall Considerations.- 13.2. What Works: Prevention Principles Applied to Programs Reviewed Here.- 13.3. What Works: Requirements for Early Childhood Sel Programming.- 13.4. What "Works": How Well Do Programs Reviewed Here Fare?.- 13.5. Gaps in Science and Practice: Where We Need to know more, What "Doesn't Work".- 13.6. Synthesis - Dream to Reality.- References.