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Psychophysiological Assessment of the Effectiveness of Emotion Regulation Strategies in Childhood
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Can We Manage Behavioral Problems through the Development of Children's Social-Emotional Regulated Behavior?

Ana Justicia-Arráez1, María Carmen Pichardo1, Miriam Romero-López1

  • 1Department of Developmental and Educational Psychology, University of Granada, 18071 Granada, Spain.

International Journal of Environmental Research and Public Health
|August 27, 2021
PubMed

Insights

The AC1 preschool program effectively improved social-emotional skills and reduced externalizing behaviors in young children. This early intervention promotes better adjustment and regulation, preventing future antisocial tendencies.

Area of Science:

  • Child Psychology
  • Developmental Psychology
  • Educational Psychology

Background:

  • Behavioral problems in early childhood are precursors to antisocial behavior.
  • Early intervention is crucial for preventing long-term behavioral issues.
  • Social-emotional learning (SEL) is key to developing adjusted and regulated behavior.

Purpose of the Study:

  • To evaluate the effectiveness of the AC1 preschool program in enhancing social-emotional skills.
  • To assess the program's impact on children's adjustment and regulation.
  • To determine the program's role in preventing behavioral problems.

Main Methods:

  • A quasi-experimental design involving 102 children aged 3-4 years.
  • An experimental group (n=52) participated in the AC1 program; a control group (n=49) did not.
  • Pre- and post-intervention assessments included program-trained skills (ROAC-3), social skills (PKBS-2), and externalizing problems (CBCL C-TRF).
  • Data analyzed using generalized linear mixed model (GLMM) analysis.

Main Results:

  • Children in the AC1 program showed significantly higher scores in trained social-emotional skills and social skills compared to the control group.
  • The experimental group exhibited significantly lower scores in externalizing problems.
  • The program demonstrated a high effect size in emotion identification, expression, communication, prosocial behaviors, problem-solving, and social interaction.

Conclusions:

  • Preschool social-emotional learning programs are vital for preventing behavioral problems.
  • The AC1 program effectively fosters social-emotional competence and reduces behavioral issues in young children.
  • Early childhood SEL interventions can promote positive behavioral development and adjustment.

Keywords:
childhoodemotional regulationexternalizing problemspreschoolpreventionregulated behaviorsocial skillssocio-emotional competenceuniversal intervention

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