Effects of a Social-Emotional and Character Development Program on the Trajectory of Behaviors Associated with Social-Emotional and Character Development: Findings from Three Randomized Trials

Washburn, Isaac J.; Acock, Alan C.; Vuchinich, Samuel; Snyder, Frank; Li, Kin-Kit; Ji, Peter; Day, John; DuBois, David L.; Flay, Brian R.

doi:10.1007/s11121-011-0230-9

Cited by 42 publications

(29 citation statements)

References 28 publications

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“…Es necesario que se tengan en cuenta todos los procesos que intervienen en su adquisición, esto es, procesos cognitivos, sociales, emocionales y morales (Trianes y Muñoz, 2003 Diferentes investigaciones muestran que el entrenamiento de niños y niñas en competencia social es efectivo para la enseñanza de conductas socialmente hábiles (January, Casey y Paulson, 2011;Pickens, 2009;Pizato, 2010). Actualmente, se dispone de suficiente evidencia sobre técnicas, estrategias y procedimientos que se pueden utilizar para la enseñanza de conductas que favorecen la interacción social en la infancia (Barreto, Freitas y Del Prette, 2011;Conduct Problems Prevention ResearchGroup, 2010;Hundert, 1995;Washburn et al, 2011).…”

Section: Los Programas De Entrenamiento En Competencia Socialunclassified

Aprender a Convivir. Un programa para la mejora de la competencia social del alumnado de Educación Infantil y Primaria

Corredor¹,

Justicia-Arráez²,

Pichardo³

et al. 2017

EJREP

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Los problemas de conducta son una realidad constatada en las aulas. Se confirma, por una parte, que las edades en las que aparecen son cada vez más tempranas y, por otra, que no existen intervenciones que garanticen la disminución de este tipo de conductas, dirigidas a la población infantil. Tanto las investigaciones como las evidencias previas al respecto ponen de manifiesto la relevancia de trabajar la competencia social con el alumnado de Educación Infantil y Primaria como factor de protección frente a los problemas de conducta. Frente a este problema social y educativo, países norteamericanos y europeos han dado respuesta a través de la inclusión en el curriculum de programas de prevención universal que garantizan el aprendizaje de la competencia social en las escuelas.En este sentido, el programa Aprender a Convivir, pionero en este ámbito, pretende ser una intervención innovadora y preventiva que favorece el óptimo desarrollo de conductas prosociales en niños y niñas de tres a siete años. A través de la inclusión de contenidos tales como normas, sentimientos y emociones, empatía, habilidades de comunicación, habilidades de interacción personal, asertividad o resolución de conflictos, entre otros, se favorece el aprendizaje de la competencia social a la vez que se reducen los problemas de conducta. Hecho que, a largo plazo, garantiza la prevención del comportamiento antisocial.La presente aportación pretende, por un lado, poner de manifiesto la importancia de trabajar desde las escuelas la competencia social y, por otro, dar a conocer el programa Aprender a Convivir, una propuesta educativa implementada en diferentes ciudades españolas (Granada, Zaragoza) además de en otros países de habla hispana (Bolivia, República Dominicana), que ha obtenido resultados significativos para el aprendizaje de la competencia social y la reducción de problemas de conducta.

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Section: Los Programas De Entrenamiento En Competencia Socialunclassified

Aprender a Convivir. Un programa para la mejora de la competencia social del alumnado de Educación Infantil y Primaria

Corredor¹,

Justicia-Arráez²,

Pichardo³

et al. 2017

EJREP

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“…147,148) Home visitation programs such as Nurse-Family Partnership (http://www.nursefamilypartnership.org/) and Early Head Start (https://eclkc.ohs.acf.hhs.gov/hslc/tta-system/ehsnrc/ about-ehs#about) target vulnerable families and provide services such as family support through in-house visitation, health services to pregnant women, and early childhood and parent education. Home visitation programs have been shown in the US to prevent child maltreatment.…”

Section: )mentioning

confidence: 99%

“…For example, while strong evidence of effectiveness has been demonstrated for the Triple P Program [142][143][144][145][146] the Positive Action Program; 147,148) and the NurseFamily Partnership Programs, 150) there is a need for more evidence concerning the effectiveness of social support and the media format programs for reducing child maltreatment. Also, in many evaluation studies, risk factors for child abuse (e.g., changes in parents' attitudes towards discipline) are used to evaluate effectiveness rather than the direct measure of reports of child abuse.…”

Section: )mentioning

confidence: 99%

Impact of Childhood Exposure to Intimate Partner Violence and Other Adversities

Franchek-Roa

Tiwari

Lewis‐O’Connor

et al. 2017

J Korean Acad Child Adolesc Psychiatry

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Childhood exposure to intimate partner violence (IPV) and other adversities has been shown to have adverse effects on health and well-being not only in childhood but also throughout the lifespan. This paper focuses on the prevalence of childhood adversities including exposure to IPV. The intersection of adverse childhood experiences and IPV victimization/perpetration in adulthood is also explored. The neurobiology of trauma is discussed and by understanding the impact of trauma on health, it is hoped that enhancement of resilience is possible. Based on the identification of protective factors at the individual, familial, and community level, examples of interventions that encourage safe, stable, and nurturing relationships between parents and children are described.Key Words: Childhood; Adversities; Intimate partner violence; Intersection; Trauma; Health; Resilience. lifespan. An important finding of the ACE study and subsequent studies 7,[12][13][14][15] is that children who have been exposed to one trauma are more likely to be exposed to multiple traumas and this phenomenon has been termed polyvictimization. 16) Polyvictimization is important to consider because poly-victims often have worse health and symptomatology than victims exposed to only one form of trauma. 17) Other researchers have conceptualized this exposure as cumulative trauma pointing out that not only is there trauma from exposure to violence throughout childhood and adolescence but especially for those in marginalized racial/ethnic, religious, and gender identity/sexual preference groups where there is also exposure to structural racism, micro-aggressions and historical trauma. 18) The more cumulative trauma, the more profound the effects on health. Table 1 shows the prevalence of ACEs and Table 2 shows the ACE score in selected studies from the US and from countries around the world. 7,[19][20][21][22][23][24][25][26][27][28][29] Although the studies had some differences in methodologies and ACE questions, there are some notable comparisons. The highest incidences of ACEs are found in the following countries: Sri Lankan men 28) had the highest incidences of childhood physical abuse (59.3%), childhood sexual abuse (27.2%), childhood physical neglect (37.9%); nearly tied with Albania 25) for witnessing domestic violence against the female caregiver (30% Albania, 29.3% Sri Lanka men); and had the highest prevalence of an ACE score of >4 ACEs (31.4%). The Philippines had the highest incidence of a caregiver abusing substances (drug abuse 7.5%; alcohol abuse 36.2%). 26) The US had the highest incidence of children exposed to caregivers with mental illness (19.4%). 7,19,20) Latvia (42.3%) 22) and Brazil (42%) 24) had the highest incidence of children exposed to parental separation. These comparisons illustrate the common theme of the ubiquity of trauma exposure for children worldwide.The ACE study and a plethora of subsequent studies, both in the US and worldwide, have linked adversity in childhood to organic diseases later in life. When c...

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“…substance abuse prevention). Extant literature indicates the efficacy of PA for a variety of child outcomes, including short-and long-term academic achievement Flay et al, 2001;Flay & Allred, 2003), prosocial behavioural trajectories (Lewis et al, 2012;Washburn et al, 2011) and emotional health . The programme also shows promise in reducing negative outcomes, including substance abuse, violence, bullying behaviours and conduct problems (Beets et al, 2009;Flay & Allred, 2003;Li et al, 2011).…”

Section: The Pa Programmementioning

confidence: 99%

“…& Ordway, 2001) and randomised trials (Beets et al, 2009;Li et al, 2011;Washburn et al, 2011). These evaluations have demonstrated the effectiveness of the programme for a wide range of child-and school-level outcomes (see Flay & Allred, 2010 for a summary of findings).…”

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confidence: 99%

A pilot evaluation of thePositive Actionprekindergarten lessons

Schmitt

Flay

Lewis

2014

Early Child Development and Care

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There is a definite need for effective intervention programmes that address the social-emotional, character and healthy development of preschool children. Strong social-emotional skills are necessary for successful transitions to formal schooling and for healthy developmental trajectories. The Positive Action (PA) programme has a long history of effectiveness in schools (K-12) and communities, but has only recently developed lessons for preschool settings. The current study reports the results of the first evaluation of these lessons. Children were randomly assigned to classrooms/instructors who had previously decided to offer PA lessons or not. Instructors in both PA and control classrooms rated children's behaviour at pretest and immediate post-test. Results suggest that the PA prekindergarten lessons are effective at improving children's skills and behaviours across all of the domains that the programme addresses.

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Effects of a Social-Emotional and Character Development Program on the Trajectory of Behaviors Associated with Social-Emotional and Character Development: Findings from Three Randomized Trials

Cited by 42 publications

References 28 publications

Aprender a Convivir. Un programa para la mejora de la competencia social del alumnado de Educación Infantil y Primaria

Aprender a Convivir. Un programa para la mejora de la competencia social del alumnado de Educación Infantil y Primaria

Impact of Childhood Exposure to Intimate Partner Violence and Other Adversities

A pilot evaluation of thePositive Actionprekindergarten lessons

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