Emotional Competence and Early School Adjustment: A Study of Preschoolers at Risk

Shields, Ann; Dickstein, Susan; Seifer, Ronald; Giusti, Laura; Magee, Karin Dodge; Spritz, Becky L.

doi:10.1207/s15566935eed1201_5

Cited by 195 publications

(139 citation statements)

References 42 publications

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“…These findings are supported by literature suggesting an association between early externalizing problem behaviors and poor frustration tolerance, angry reactivity, affective intensity, and situationally inappropriate displays of negative emotions (Eisenberg, Fabes, Nyman, Bernzweig, & Pinuelas, 1994;Shields & Cicchetti, 1997). Further, research indicates that early inattentive or oppositional problems are directly related to emotional lability and difficulties with self-control (Bulotsky-Shearer Shields et al, 2001). …”

Section: Emotion Regulationsupporting

confidence: 71%

“…Factor analyses on a sample of 513 maltreated and impoverished children (6-12 years old) revealed two reliable, underlying dimensions, emotion regulation, and lability/negativity. These two factors were replicated in a sample of Head Start children and demonstrated adequate internal consistency, Cronbach's alpha = .81 and .90, respectively (Shields et al, 2001). The Emotion regulation dimension describes appropriate affective displays, empathy, and emotional self-awareness; sample items include "Is empathic toward others," and "Can say when she/he is feeling sad, angry or mad, fearful or afraid" (Shields & Cicchetti, 1995, 1997.…”

Section: Emotion Regulationmentioning

confidence: 96%

“…First, given the recent attention to the critical role of emotional regulation in classroom behavioral adjustment (Shonkoff & Phillips, 2000), we sought to take a closer look at the relationship between behavioral problems and a multidimensional measure of emotional regulation. Research suggests that internal regulatory skills such as awareness and recognition of one's own emotions and effective regulation of emotional expression within social interactions are critical for positive peer interactions and successful engagement within the classroom learning environment (Denham, 1998;Denham, Salisch, Olthof, Kochanoff, & Caverly, 2002;Denham et al, 2003;Eisenberg et al, 2001;Shields et al, 2001).…”

mentioning

confidence: 99%

See 2 more Smart Citations

An investigation of preschool classroom behavioral adjustment problems and social–emotional school readiness competencies

Fantuzzo

Bulotsky‐Shearer

Fusco

et al. 2005

Early Childhood Research Quarterly

111

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The study examined the unique relationship between multiple dimensions of classroom behavioral adjustment problems and salient social-emotional competencies for urban Head Start children. These relationships were investigated using a hierarchical model that controlled for the variance in social-emotional outcomes attributed to age, gender, and verbal ability. Classroom behavioral adjustment problems were assessed early in the year by the Adjustment Scales for Preschool Intervention (ASPI) across multiple, routine preschool classroom situations. Outcomes assessed at the end of the year included emotion regulation, peer play in the home and neighborhood context, and approaches to learning. Socially negative behavior in the classroom predicted emotional lability, maladaptive learning behaviors, and disruptive social play in the home at the end of the year. Withdrawn behavior uniquely predicted lower affective engagement in the classroom and disconnection from peers in the home context. Findings provide predictive validity for the ASPI. Implications for policy, practice and future research are discussed.

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Section: Emotion Regulationsupporting

confidence: 71%

Section: Emotion Regulationmentioning

confidence: 96%

mentioning

confidence: 99%

See 1 more Smart Citation

An investigation of preschool classroom behavioral adjustment problems and social–emotional school readiness competencies

Fantuzzo

Bulotsky‐Shearer

Fusco

et al. 2005

Early Childhood Research Quarterly

111

View full text Add to dashboard Cite

show abstract

“…T1, emotion regulation was assessed using parent reports on the 24-item Emotion Regulation Checklist (ERC; Shields and Cicchetti, 1997;French version: Langevin et al, 2010) a widely-used questionnaire known to discriminate between well-regulated and dysregulated children (Shields et al, 2001). The ERC measures emotional lability, intensity, flexibility, and situational appropriateness.…”

Section: Emotion Regulation-atmentioning

confidence: 99%

Cumulative childhood trauma, emotion regulation, dissociation, and behavior problems in school-aged sexual abuse victims

Hébert

Langevin

Oussaïd

2018

Journal of Affective Disorders

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Background-Child sexual abuse is associated with a plethora of devastating repercussions. A significant number of sexually abused children are likely to experience other forms of maltreatment that can seriously affect their emotion regulation abilities and impede on their development. The aim of the study was to test emotion regulation and dissociation as mediators in the association between cumulative childhood trauma and internalized and externalized behavior problems in child victims of sexual abuse.Methods-Participants were 309 sexually abused children (203 girls and 106 boys; Mean age = 9.07) and their non-offending parent. Medical and clinical files were coded for cumulative childhood trauma. At initial evaluation (T1), parents completed measures assessing children's emotion regulation abilities and dissociation. At Time 2 (T2), parents completed a measure assessing children's behavior problems. Mediation analyses were conducted with emotion regulation and dissociation as sequential mediators using Mplus software.Results-Findings revealed that cumulative childhood trauma affects both internalized and externalized behavior problems through three mediation paths: emotion regulation alone, dissociation alone, and through a path combining emotion regulation and dissociation.Limitations-Both emotion regulation and dissociation were assessed at T1 and thus the temporal sequencing of mediators remains to be ascertained through a longitudinal design. All measures were completed by the parents.Conclusions-Clinicians should routinely screen for other childhood trauma in vulnerable clienteles. In order to tackle behavior problems, clinical interventions for sexually abused youth need to address emotion regulation competencies and dissociation.

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“…The recognition of facial expressions of emotion in studies using still photographs and drawings have also been found to improve with age (Camras & Allison, 1985;Ekman & Oster, 1982;Monfries & Kafer, 1987;Shields et al, 2001;Zabel, 1979), with the suggestion that these abilities stabilize at around 9 to…”

Section: Recognition Expression and Understanding Facial Expressionmentioning

confidence: 99%

Recognition, Expression, and Understanding Facial Expressions of Emotion in Adolescents With Nonverbal and General Learning Disabilities

Bloom¹,

Heath

2009

J Learn Disabil

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Children with nonverbal learning disabilities (NVLD) have been found to be worse at recognizing facial expressions than children with verbal learning disabilities (LD) and without LD. However, little research has been done with adolescents. In addition, expressing and understanding facial expressions is yet to be studied among adolescents with LD subtypes. This study examined abilities of adolescents with NVLD, with general learning disabilities (GLD), and without LD to recognize, express, and understand facial expressions of emotion. Adolescents were grouped into those with NVLD, with GLD, and without LD using the Wechsler Intelligence Scale for Children—Third Edition (short form) and Wide Range Achievement Test—Third Edition. The adolescents completed neuropsychological, recognition, expression, and understanding measures. It is intriguing that the GLD group was significantly less accurate at recognizing and understanding facial expressions compared with the NVLD and NLD groups, who did not differ. Implications are explored with regard to the need to consider possible deficits in recognition and understanding of emotion in adolescents with LD in schools.

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Emotional Competence and Early School Adjustment: A Study of Preschoolers at Risk

Cited by 195 publications

References 42 publications

An investigation of preschool classroom behavioral adjustment problems and social–emotional school readiness competencies

An investigation of preschool classroom behavioral adjustment problems and social–emotional school readiness competencies

Cumulative childhood trauma, emotion regulation, dissociation, and behavior problems in school-aged sexual abuse victims

Recognition, Expression, and Understanding Facial Expressions of Emotion in Adolescents With Nonverbal and General Learning Disabilities

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