Skip to main content
SpringerLink
Log in

Adapting Programs for Young Children

  • Chapter
  • First Online:
Preventive Mental Health at School

Abstract

A summit meeting on young children’s mental health held in 2009 emphasized some important issues around the preschool developmental period (Society for Research in Child Development, 2009). One of the key issues was the importance of mental health for normal development. In addition, prevention strategies and evidence-based approaches were emphasized because these can decrease multiple risk factors. Important prevention strategies that were discussed included social and emotional learning programs, resilience, and helping children to recognize and regulate emotion.

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Log in via an institution
Chapter
USD 29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD 79.99
Price excludes VAT (USA)
  • Available as EPUB and PDF
  • Read on any device
  • Instant download
  • Own it forever
Softcover Book
USD 99.99
Price excludes VAT (USA)
  • Compact, lightweight edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info
Hardcover Book
USD 109.99
Price excludes VAT (USA)
  • Durable hardcover edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

References

  • Ashdown, D. M., & Bernard, M. E. (2012). Can explicit instruction in social and emotional learning skills benefit the social-emotional development, well-being, and academic achievement of young children? Early Childhood Education Journal, 39, 397–405. doi:10.1007/s10643-0110-0481-x.

    Article  Google Scholar 

  • Baker, C. N., Kupersmidt, J. B., Voegler-Lee, M. E., Arnold, D. H., & Willoughby, M. T. (2010). Predicting teacher participation in a classroom-based, integrated preventive intervention for preschoolers. Early Child Research Quarterly, 25(3), 270–283. doi:10.1016/j.ecresq.2009.09.005.

    Article  Google Scholar 

  • Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice-Hall.

    Google Scholar 

  • Barnett, W. S. (2008). Preschool education and its lasting effects: Research and policy implications. New Brunswick, NJ: National Institute for Early Education Research.

    Google Scholar 

  • Barnett, W. S., & Frede, E. (2010). The promise of preschool: Why we need early education for all. American Educator, 34(1), 21–40. Retrieved from http://www.aft.org

    Google Scholar 

  • Barnett, W. S., Jung, K., Yarosz, D. J., Thomas, J., Hornbeck, A., Stechuk, R., et al. (2008). Educational effects of the Tools of the Mind curriculum: A randomized trial. Early Childhood Research Quarterly, 23(3), 299–313. doi:10.1016/j.ecresq.2008.03.001.

    Article  Google Scholar 

  • Bayer, J. K., Hiscock, H., Morton‐Allen, E., Ukoumunne, O. C., & Wake, M. (2007). Prevention of mental health problems: Rationale for a universal approach. Archives of Disease in Childhood, 92(1), 34–38. doi:10.1136/adc.2006.100776.

    Article  PubMed  Google Scholar 

  • Bodrova, E., & Leong, D. J. (1995). Scaffolding the writing process: The Vygotskian approach. Colorado Reading Council Journal, 6, 27–29. Retrieved from http://www.maryjofaithmorgan.com

  • Bodrova, E., & Leong, D. J. (1996). Tools of the mind: The Vygotskian approach to early childhood education. Upper Saddle River, NJ: Prentice-Hall.

    Google Scholar 

  • Boyle, D., & Hassett-Walker, C. (2008). Reducing overt and relational aggression among young children: The results from a two-year outcome study. Journal of School Violence, 7(1), 27–42. doi:10.1300/J202v07n01_03.

    Article  Google Scholar 

  • Burke, L. M., & Muhlhausen, D. B. (2013). Head Start impact evaluation report finally released. Issue Brief (No. 382). Washington, DC: The Heritage Foundation.

    Google Scholar 

  • Camilli, G., Vargas, S., Ryan, S., & Barnett, W. S. (2010). Meta-analysis of the effects of early education interventions on cognitive and social development. Teachers College Record, 112(3), 579–620. Retrieved from http://spot.colorado.edu

  • Carter, A. S., Wagmiller, S., Gray, A. O., McCarthy, K. J., Horwitz, S. M., & Briggs-Gowan, M. J. (2010). Prevalence of DSM-IV disorder in a representative, healthy birth cohort at school entry: Sociodemographic risks and social adaptation. Journal of the American Academy of Child and Adolescent Psychiatry, 49(7), 686–698. doi:10.1016/j.jaac.2010.03.018.

    PubMed  Google Scholar 

  • Center on the Developing Child at Harvard University. (2007). A science-based framework for early childhood policy: Using evidence to improve outcomes in learning, behavior, and health for vulnerable children. Retrieved from http://www.developingchild.harvard.edu

  • Coie, J. K., & Dodge, K. A. (1998). Aggression and antisocial behavior. In W. Damon & N. Eisenberg (Eds.), Handbook of child psychology: Social, emotional, and personality development (5th ed., Vol. 3, pp. 779–862). New York: Wiley.

    Google Scholar 

  • Comer, J. S., Chow, C., Chan, P. T., Cooper-Vince, C., & Wilson, L. A. S. (2013). Psychosocial treatment efficacy for disruptive behavior problems in very young children: A meta-analytic examination. Journal of the American Academy of Child and Adolescent Psychiatry, 52(1), 26–36. doi:10.1016/j.jaac.2012.10.001.

    Article  PubMed  Google Scholar 

  • Committee for Children. (2010). Getting started information. Seattle, WA: Second Step Early Learning Program.

    Google Scholar 

  • Cooper, J. L., Masi, R., & Vick, R. (2009). Social-emotional development in early childhood: What every policymaker should know. New York: National Center for Children in Poverty.

    Google Scholar 

  • Crosby, D. A., & Dunbar, A. S. (2012). Patterns and predictor of school readiness and early childhood success among young children in Black immigrant families. Washington, DC: The Migration Policy Institute.

    Google Scholar 

  • Currie, J., & Thomas, D. (1999). Does head start help Hispanic children? Journal of Public Economics, 74(2), 235–262. doi:10.1016/S0047-2727(99)00027-4.

    Article  Google Scholar 

  • Domitrovich, C. E., Cortes, R., & Greenberg, M. T. (2007). Improving young children’s social and emotional competence: A randomized trial of the Preschool PATHS Program. Journal of Primary Prevention, 28(2), 67–91. doi:10.1007/s10935-007-0081-0.

    Article  PubMed  Google Scholar 

  • Domitrovich, C., Durlak, J., Goren, P., & Weissberg, R. (2013). Effective social and emotional learning programs: Preschool and elementary school edition. 2013 CASEL guide. Retrieved from http://casel.org

  • Dubas, J. S., Lynch, K. B., Galano, J., Geller, S., & Hunt, D. (1998). Preliminary evaluation of a resiliency-based preschool substance abuse and violence prevention project. Journal of Drug Education, 28(3), 235–255. Retrieved from http://www.baywood.com

    Google Scholar 

  • Dunlap, G., Strain, P. S., Fox, L., Carta, J. J., Conroy, M., Smith, B. J., et al. (2006). Prevention and intervention with young children’s challenging behavior: Perspectives regarding current knowledge. Behavioral Disorders, 32(1), 29–45. Retrieved from http://www.ccbd.net

    Google Scholar 

  • Egger, J., & Angold, A. (2006). Common emotional and behavioral disorders in preschool children: Presentation, nosology, and epidemiology. Journal of Child Psychology and Psychiatry, 47(3/4), 313–337. doi:10.1111/j.1469-7610.2006.01618.x.

    Article  PubMed  Google Scholar 

  • Elbertson, N. A., Brackett, M. A., & Weissberg, R. P. (2010). School-based social and emotional learning (SEL) programming: Current perspectives. In A. Hargreaves, A. Lieberman, M. Fullan, & D. Hopkins (Eds.), Second international handbook of educational change (pp. 1017–1032). New York: Springer. doi:10.1007/978-90-481-2660-6_57.

    Chapter  Google Scholar 

  • Feis, C. L., & Simons, C. (1985). Training preschool children in interpersonal cognitive problem-solving skills: A replication. Prevention in Human Services, 3(4), 59–70. doi:10.1300/J293v03n04_07.

    Article  Google Scholar 

  • Firgens, E., & Matthews, H. (2012). State child care policies for limited English proficient families. Washington, DC: CLASP. Retrieved from http://www.clasp.org

  • Fox, L., Dunlap, G., Hemmetter, M. L., Hoseph, G., & Strain, P. (2003). The teaching pyramid: A model for supporting social competence and preventing challenging behavior in young children. Infants and Children, 58(4), 48–52. doi:10.1002/cbl.20134.

    Google Scholar 

  • Fox, L., & Hemmeter, M. L. (2009). A program-wide model for supporting social emotional development and addressing challenging behavior in early childhood settings. In W. Sailor, G. Dunlap, G. Sugai, & R. Horner (Eds.), Handbook of positive behavior support (pp. 177–202). New York: Springer.

    Chapter  Google Scholar 

  • Fox, L., Jack, S., & Broyles, L. (2005). Program-wide positive behavior support: Supporting young children’s social-emotional development and addressing challenging behavior. Tampa, FL: University of South Florida de la Parte, Florida Mental Health Institute.

    Google Scholar 

  • Fram, M. S., & Kim, J. (2008). Race/ethnicity and the start of child care: A multi-level analysis of factors influencing first child care experiences. Early Childhood Research Quarterly, 23(4), 575–590. doi:10.1016/j.ecresq.2008.04.002.

    Article  Google Scholar 

  • Fuller, B., & Coll, C. G. (2010). Learning from Latinos: Contexts, families, and child development in motion. Developmental Psychology, 46(3), 559–565. doi:10.1037/a0019412.

    Article  PubMed  Google Scholar 

  • Gilliam, W. S. (2008). Implementing policies to reduce the likelihood of preschool expulsion. FCD Policy Brief No. Seven. Foundation for Child Development. Retrieved from http://medicine.yale.edu

  • Gunter, L., Caldarella, P., Korth, B. B., & Young, K. R. (2012). Promoting social and emotional learning in preschool students: Study of Strong Start Pre-K. Early Childhood Education Journal, 40, 151–159. doi:10.1007/s10643-012-0507-z.

    Article  Google Scholar 

  • Harden, B. J., Sandstrom, H., & Chazan-Cohen, R. (2012). Early Head Start and African American families: Impacts and mechanisms of child outcomes. Early Childhood Research Quarterly, 27(4), 572–581. doi:10.1016/j.ecresq.2012.07. 006.

    Article  Google Scholar 

  • Heckman, J. J., Moon, S. H., Pinto, R., Savelyev, P. A., & Yavitz, A. Q. (2010). The rate of return to the HIghScope Perry Preschool Program. Journal of Public Economics, 94(1–2), 114–128. doi:10.1016/j.jpubeco.2009.11.001.

    Article  PubMed  Google Scholar 

  • Heckman, J. J., Moon, S. H., Pinto, R., Savelyev, P. A., & Yavitz, A. Q. (2011). Inference with imperfect randomization: The case of the Perry Preschool Program. Cambridge, MA: National Bureau of Economic Research. Retrieved from http://jenni.uchicago.edu

  • Hemmeter, M. L., Fox, L., Jack, S., Broyles, L., & Doubet, S. (2007). A program-wide model of positive behavior support in early childhood settings. Journal of Early Intervention, 29, 337–355. doi:10.1177/105381510702900405.

    Article  Google Scholar 

  • Hernandez, D., Denton, N. A., & Blanchard, V. L. (2011). Children in the United States of America: A statistical portrait by race-ethnicity, immigrant origins, and language. The Annals of the American Academy of Political and Social Science, 633(1), 102–127. doi:10.1177/0002716210383205.

    Article  Google Scholar 

  • Joseph, G. E., & Strain, P. S. (2003). Comprehensive evidence-based social-emotional curricula for young children: An analysis of efficacious adoption potential. Topics in Early Childhood Special Education, 23(2), 65–76. doi:10.1177/02711214030230020201.

    Article  Google Scholar 

  • Kramer, T. J., Caldarella, P., Christensen, L., & Shatzer, R. H. (2010). Social and emotional learning in the kindergarten classroom: Evaluation of the strong start curriculum. Early Childhood Education Journal, 37(4), 303–309. doi:10.1007/s10643-009-0354-8.

    Article  Google Scholar 

  • Kusché, C. A., & Greenberg, M. T. (1994a). The PATHS curriculum. Seattle, WA: Developmental Research and Programs.

    Google Scholar 

  • Kusché, C. A., & Greenberg, M. (1994b). PATHS: Promoting Alternative Thinking Strategies. South Deerfield, MA: Developmental Research Programs.

    Google Scholar 

  • Lillenstein, J. A. (2001). Efficacy of a social skills training curriculum with early elementary students in four parochial schools . Doctoral dissertation, Villanova University, Villanova, PA.

  • Lynch, K. B., Geller, S. R., & Schmidt, M. G. (2004). Multi-year evaluation of the effectiveness of a resilience-based prevention program for young children. The Journal of Primary Prevention, 24(3), 335–353. doi:10.1023/B:JOPP.0000018052.12488.d1.

    Article  Google Scholar 

  • Magnuson, K., Meyers, M., Ruhm, C., & Waldfogel, J. (2004). Inequality in preschool education and school readiness. American Education Research Journal, 41, 115–157. doi:10.3102/00028312041001115.

    Article  Google Scholar 

  • Merrell, K. W., Whitcomb, S. A., & Parisi, D. M. (2009). Strong Start pre-K: A social & emotional learning curriculum. Baltimore: Paul H. Brookes Publishing.

    Google Scholar 

  • NAEYC Pathways to Cultural Competence Project. (2010). Retrieved from http://www.ecementor.org/

  • National Scientific Council on the Developing Child. (2008/2012). Establishing a level foundation for life: Mental health begins in early childhood: Working paper 6. Updated edition. Retrieved from http://www.developingchild.harvard.edu

  • National Scientific Council on the Developing Child. (2008). Mental health problems in early childhood can impair learning and behavior for life: Working paper #6. Retrieved from http://www.developingchild.net

  • Nelson, G., Westhues, A., & MacLeod, J. (2003). A meta-analysis of longitudinal research on preschool prevention programs for children. Prevention & Treatment, 6(1), Article 31a. doi:10.1037/1522-3736.6.1.631a

  • Ogletree, Q., & Larke, P. J. (2010). Implementing multicultural practice in early childhood education. National Forum of Multicultural Issues Journal, 7(1), 1–9. Retrieved from http://www.nationalforum.com

  • Perry, D. F., Holland, C., Darling-Kuria, N., & Nadiv, S. (2011). Challenging behavior and expulsion from child care. Zero to Three, 32(2), 4–11. Retrieved from http://www.zerotothree.org

  • Pickens, J. (2009). Socio-emotional programme promotes positive behaviour in preschoolers. Child Care in Practice, 15(4), 261–278. doi:10.1080/13575270903149323.

    Article  Google Scholar 

  • Powell, D., & Dunlap, G. (2009). Evidence-based social emotional curricula and intervention packages for children 0–5 years and their families (Roadmap to Effective Intervention Practices). Tampa, FL: University of South Florida.

    Google Scholar 

  • Powell, D., Dunlop, G., & Fox, L. (2006). Prevention and intervention for the challenging behaviors of toddlers and preschoolers. Infants & Young Children, 19(1), 25–35. Retrieved from http://journals.lww.com

    Google Scholar 

  • Schmidt, F. (1993). Peacemaking skills for little kids (2nd ed.). Miami, FL: Peace Education Foundation.

    Google Scholar 

  • Schmidt, F., & Friedman, A. (1988). Peacemaking skills for little kids. Miami, FL: Grace Contrino Abrams Peace Education Foundation.

    Google Scholar 

  • Schweinhart, L. J., Weikart, D. P., & Larner, M. B. (1986). Consequences of three preschool curriculum models through age 15. Early Child Research Quarterly, 1(1), 15–45. doi:10.1016/0885-2006(86)90005-0.

    Article  Google Scholar 

  • Shlay, A. B. (2010). African American, White and Hispanic child care preferences: A factorial survey analysis of welfare leavers by race and ethnicity. Social Science Research, 39(1), 125–141. doi:10.1016/j.ssresearch.2009.07.005.

    Article  Google Scholar 

  • Shure, M. B., & Spivack, G. (1980). Interpersonal problem solving as a mediator of personal adjustment in preschool and kindergarten children. Journal of Applied Developmental Psychology, 1(1), 29–44. doi:10.1016/0193-3973(80)90060-X.

    Article  Google Scholar 

  • Shure, M. B., & Spivack, G. (1982). Interpersonal problem solving in young children: A cognitive approach to prevention. American Journal of Community Psychology, 10(3), 341–356. doi:10.1007/BF00896500.

    Article  PubMed  Google Scholar 

  • Shure, M. B., Spivack, G., & Jaeger, M. (1971). Problem-solving, thinking and adjustment among disadvantaged preschool children. Child Development, 42, 1791–1803. doi:10.2307/1127585.

    Article  PubMed  Google Scholar 

  • Society for Research in Child Development. (2009). Report of healthy development: A summit on young children’s mental health. Partnering with communication scientists, collaborating across disciplines and leveraging impact to promote children’s mental health. Washington, DC: Author.

    Google Scholar 

  • Stagman, S., & Cooper, J. L. (2010). Children’s mental health: What every policymaker should know. New York: National Center for Children in Poverty.

    Google Scholar 

  • Thomas, S. G., & Gravert, E. R. (2011). Systematically adapting social and emotional curriculum and program content: A closer look at the Second Step early learning programs. Specialist thesis. California State University, Sacramento, CA.

    Google Scholar 

  • U.S. Department of Health and Human Services. (2010). Head start impact study. Final report. Washington, DC: U.S. Department of Health and Human Services.

    Google Scholar 

  • Walker, H., Stiller, B., Golly, A., Kavanagh, K., Severson, H., & Feil, E. (1997). First step to success: Helping young children overcome antisocial behavior (an early intervention program for grades K-3). Longmont, CO: Sopris.

    Google Scholar 

  • Webster-Stratton, C. (1990). The teachers and children’s videotape series: Dina Dinosaur’s social skills and problem-solving curriculum. Seattle: University of Washington Press.

    Google Scholar 

  • Webster-Stratton, C. (2009). Affirming diversity: Multi-cultural collaboration to deliver the Incredible Years parent programs. International Journal of Child Health and Human Development, 2(1), 17–32. Retrieved from https://www.novapublishers.com

    Google Scholar 

  • Webster-Stratton, C., & Herman, K. C. (2010). Disseminating incredible years series early-intervention programs: Integrating and sustaining services between school and home. Psychology in the Schools, 47(1), 36–54. doi:10.1002/pits.20450.

    Google Scholar 

  • Whitcomb, S. (2009). Strong Start: Impact of direct teaching of a social-emotional learning curriculum and infusion of skills on emotion knowledge of first grade students. Doctoral dissertation, University of Oregon.

    Google Scholar 

  • Whitted, K. S. (2011). Understanding how social and emotional skills deficits contribute to school failure. Preventing School Failure, 55(1), 10–16. doi:10.1080/10459880903286755.

    Article  Google Scholar 

  • Wildenger, L. K., & McIntyre, L. L. (2012). Investigating the relation between kindergarten preparation and child socio-behavioral school outcomes. Early Childhood Education, 40, 169–176. doi:10.1007/10643-012-0509-x.

    Article  Google Scholar 

  • Yesil-Dagli, U. (2011). Center-based childcare use by Hispanic families: Reasons and predictors. Children and Youth Services Review, 33(7), 1298–1308. doi:10.1016/j.childyouth.2011.03.004.

    Article  Google Scholar 

Download references

Author information

Authors and Affiliations

  1. Massachusetts School of Professional Psychology, Newton, MA, USA

    Gayle L. Macklem

Authors
  1. Gayle L. Macklem
    View author publications

    You can also search for this author in PubMed Google Scholar

Rights and permissions

Reprints and permissions

Copyright information

© 2014 Springer Science+Business Media New York

About this chapter

Cite this chapter

Macklem, G.L. (2014). Adapting Programs for Young Children. In: Preventive Mental Health at School. Springer, New York, NY. https://doi.org/10.1007/978-1-4614-8609-1_12

Download citation

Publish with us

Policies and ethics

Search

Navigation