Abstract
The current chapter focuses on investigating the efficacy of the Social-Emotional Prevention Program (SEP) at the classroom level. This study reports intervention related outcomes from a multi-rater and multi-instrument perspective. The outcomes include parent and teacher rated social-emotional competencies and externalizing problems, as well as children’s self-reported knowledge about emotion recognition and problem-solving. The obtained results indicate that SEP is effective in eliciting changes compared to the control group across a wide range of children’s adaptive and maladaptive behaviors. Moreover, these results obtained in the context of 4 short parent group training sessions which elicited a relatively high parental attendance rate (54%) add to evidence suggesting that such an approach is sustainable in community-based interventions.
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Ştefan, C.A. (2018). Assessing SEP Efficacy at the Classroom Level: Effects on Children’s Social-Emotional Competencies and Behavior Problems. In: Social-Emotional Prevention Programs for Preschool Children's Behavior Problems. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-319-74751-4_3
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