Social and Emotional Prevention and Intervention Programming for Preschoolers (Hardcover, 2003)

1. Introduction: The Importance of Emotional and Social Competence.- 1.1. Introduction.- 1.2. Experience and Expression of Emotions.- 1.2.1. Emotional Experience.- 1.2.2. Expression of Emotions.- 1.2.2.1 Expressive Process.- 1.2.2.2. Expressive Outcomes.- 1.3. Understanding Emotions.- 1.4. Emotion Regulation.- 1.5. Emotional Competence: Developmental and Individual Differences.- 1.6. Socialization of Emotional and Social Competence.- 1.6.1. Modeling of Emotional Expressiveness.- 1.6.2. Contingent Reactions to Children's Emotions.- 1.6.3. Teaching About Emotions.- 1.6.4. Summarizing the Socialization of Emotional Competence.- 1.7. Social Competence and Social-Emotional Learning (Sel).- 1.7.1. Linkage of Emotional and Social Competence.- 1.8. Summary and Conclusion.- 2. Targeting Programs for Preschool Emotional and Social Competence.- 2.1. Introduction.- 2.2. Sel Goals.- 2.3. How do We Reach These Sel Goals?.- 2.4. Behavior Problems and Social INCompetence.- 2.4.1. Specific Behavior Problems Associated With Lack of SEL.- 2.4.1.1. Challenging Behaviors Traced to Differing Patterns Of Risk and Resilience.- 2.4.1.2. Children Already Showing Diagnosable Problems.- 2.5. Sel Programming for Young Children.- 2.5.1. Prevention/Intervention: What Is Needed? What Has Been Done? Where Do We Go From Here?.- 2.6. Summary and Conclusion.- 3. Preschoolers' Attachment and Emotional Competence.- 3.1. Introduction to Attachment as Foundational for Emotional Competence.- 3.2. Early Attachment Classifications and Their Sequelae.- 3.3. Attachment and Emotional Competence.- 3.4. Attachments Beyond the Child-Parent Relationship.- 3.4.1. Preschool Teachers/ Daycare Providers and Attachment.- 3.4.2. Compensatory Effects of Secure Child-Teacher Attachment.- 3.5. Principles for Practitioners.- 3.6. Summary: Attachment as Foundation for Sel.- 3.7. Conclusions: What Can We Do?.- 4. Applications Centered on Attachment: Lessons from the Field.- 4.1. Introduction to Sel Programming.- 4.1.1. Introduction to Attachment Applications.- 4.2. Attachment Theory in the Preschool Classroom.- 4.3. Teaching Teachers About Building Attachment Relationships.- 4.3.1. Initial Approaches.- 4.3.2. Roadblocks on the Way to Attachment.- 4.3.3. Moving Beyond the Roadblocks.- 4.3.4. Attachment-Specific Information Imparted.- 4.3.4.1. Elements of "Floor Time ".- 4.3.4.2. Teaching About Floor Time.- 4.3.4.3. Curricular Elements Related to Attachment.- 4.3.4.4. Problem Areas in Creating an Attachment-Positive Classroom.- 4.4. Teaching Parents about Attachment and Floor Time.- 4.4.1. Parents and Floor Time.- 4.4.2. Intervening with Parents and Children at Risk - The Circles Of Security Program.- 4.4.2.1. Steps in the COS Program.- 4.4.2.2. Evaluation of the COS Program.- 4.4.3. The Seattle Approach.- 4.5. Summary and Conclusions.- 5. Guiding Preschoolers'Behavior: Short-Term Meanings, Long-Term Outcomes.- 5.1. Introduction: Foundations and Methods of Guidance in Early Childhood.- 5.1.1. Indirect Guidance.- 5.2. Guidance: Where Do We Start?.- 5.2.1. The Meaning of Behavior.- 5.2.2 Observing Children's Behavior.- 5.2.3. Putting the Package Together.- 5.3. Specifics for Guiding Behavior.- 5.3.1. More Operant Approaches.- 5.3.2. Costs of "Power Assertive" Techniques.- 5.3.3. What Should We Do Instead? "Control" and "Discipline" Versus "Guidance".- 5.3.3.1. Persistent Persuasion.- 5.3.3.2. Inductive Guidance Strategies.- 5.4. Summary and Conclusions.- 6. Teaching Teachers about Guidance: Lessons from the Field.- 6.1. Introduction: The Needs of Teachers and children.- 6.2. Training Teachers to use Indirect Guidance.- 6.3. Using Direct Guidance.- 6.4. Reflection on Guidance and Time for Practice.- 6.5. Summary and Conclusions.- 7. Emotion Understanding and Emotion Regulation.- 7.1. Emotion Understanding.- 7.1.1. Labeling Emotional Expressions.- 7.1.2. Identifying Emotion-Eliciting Situations.- 7.1.3. Comprehending Causes of Emotions.- 7.1.4. Understanding the Consequences of Emotion.- 7