Introduction: Principles Underlying the Development of Social-Emotional Prevention Programs for Preschoolers’ Behavior Problems and Characteristics of Evidence-Based Interventions

Ştefan, Catrinel Alice

doi:10.1007/978-3-319-74751-4_1

Introduction: Principles Underlying the Development of Social-Emotional Prevention Programs for Preschoolers’ Behavior Problems and Characteristics of Evidence-Based Interventions

Catrinel Alice Ştefan²

Chapter
First Online: 14 March 2018

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Abstract

This chapter focuses on providing an overview of the theoretical background for the development and the efficacy assessment of prevention programs for preschool children. Given that social-emotional competencies represent a protective factor against the development of behavior problems, the first aim is to clarify which types of skills and behaviors preschoolers should acquire during this developmental stage to reduce the risk of maladaptive development. The second aim is to discuss how children’s social-emotional development is interwoven with environmental factors in enhancing or decreasing children’s risk of maladjustment. And finally, this chapter is intended to offer a systematic assessment of the strengths and weaknesses of currently available evidence-based preventive interventions designed to enhance preschool children’s social-emotional development, and reduce the risk of behavior problems.

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Catrinel Alice Ştefan

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Ştefan, C.A. (2018). Introduction: Principles Underlying the Development of Social-Emotional Prevention Programs for Preschoolers’ Behavior Problems and Characteristics of Evidence-Based Interventions. In: Social-Emotional Prevention Programs for Preschool Children's Behavior Problems. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-319-74751-4_1

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DOI: https://doi.org/10.1007/978-3-319-74751-4_1
Published: 14 March 2018
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