An emotion-based prevention program for head start children

Early Education and Development

Volumn 15, Issue 4, 2004, Pages 407-422

  Izard, Carroll E ^a   Trentacosta, Christopher J ^a   King, Kristen A ^a   Mostow, Allison J ^a  

^a UNIVERSITY OF DELAWARE   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 33747184055     PISSN: 10409289     EISSN: None     Source Type: Journal    
DOI: 10.1207/s15566935eed1504_4     Document Type: Article

References (65)

1. Abe, J. A., & Izard, C. E. (1999). A longitudinal study of emotion expression and personality relations in early development. Journal of Personality and Social Psychology, 77(3), 566-577.
2. Ackerman, B. P., Brown, E., & Izard, C. E. (2003). Continuity and change in levels of externalizing behavior in school of children from economically disadvantaged families. Child Development, 74, 694-709.
3. Ackerman, B. P., Kogos, J. L., Youngstrom, E. A., Schoff, K. M., & Izard, C. E. (1999). Family instability and the problem behaviors of children from economically disadvantaged families. Developmental Psychology, 35, 258-268.
4. Bear G. G., Webster-Stratton, C., Furlong, M. J., & Rhee, S. (2000). Preventing aggression and violence. In G. G. Bear & K. M. Minke (Eds.), Preventing school problems: Promoting school success (pp. 1-69). Bethesda, MD: National Association of School Psychologists.
5. Beland, K. (1997). Second Step: A violence prevention curriculum. Teachers’ manual. Unpublished manuscript, Seattle, WA.
6. Cicchetti, D., & Lynch, M. (1995). Failures in the expectable environment and their impact on individual development: The case of child maltreatment. In D. Cicchetti & D. J. Cohen (Eds.), Developmental psychology: Risk, disorder, and adaptation. Vol. 2 (Vol. 2, pp. 32-71). New York: John Wiley & Sons, Inc.
7. Cicchetti, D., & Rogosch, F. A. (2001a). Diverse patterns of neuroendocrine activity in maltreated children. Development and Psychopathology, 13, 677-693.
8. Cicchetti, D., & Rogosch, F. A. (2001b). The impact of child maltreatment and psychopathology on neuroendocrine functioning. Development and Psychopathology, 13, 783-804.
9. Cicchetti, D., Toth, S. L., & Rogosch, F. A. (1999). The efficacy of toddler-parent psychotherapy to increase attachment security in offspring of depressed mothers. Attachment and Human Development, 1, 34-66.
10. Coie, J. D., Watt, N. F., West, S. G., Hawkins, J. D., Asarnow, J. R., & Markman, H. J. (1993). The science of prevention: A conceptual framework and some directions for a national research program. American Psychologist, 48, 1013-1022.
11. Conduct Problems Prevention Research Group. (1999a). Initial impact of the Fast Track prevention trial for conduct problems: I. The high-risk sample. Journal of Consulting and Clinical Psychology, 67, 631-647.
12. Conduct Problems Prevention Research Group. (1999b). Initial impact of the Fast Track prevention trial for conduct problems: II. Classroom effects. Journal of Consulting and Clinical Psychology, 67, 648-657.
13. Darwin, C. (1872/1998). The expression of the emotions in man and animals. New York, NY: Oxford University Press.
14. Denham, S. A. (1998). Emotional development in young children. New York: Guilford Press.
15. Denham, S. A., Blair, K. A., DeMulder, E., Levitas, J., Sawyer, K., Auerbach-Major, S., & Queenan, P. (2003). Preschool emotional competence: Pathway to social competence? Child Development, 74, 238-256.
16. Dodge, K. A., Laird, R., Lochman, J. E., & Zelli, A. (2002). Multidimensional latent-construct analysis of children’s social information processing patterns: Correlations with aggressive behavior problems. Psychological Assessment, 14, 60-73.
17. Domitrovich, C. E., Cortes, R., & Greenberg, M. T. (2002). PATHS: Promoting social and emotional competence in young children. Seattle, Washington: Paper presented at the Society for Prevention Research.
18. Dunn, J., Bretherton, I., & Munn, P. (1987). Conversations about feeling states between mothers and their young children. Developmental Psychology, 23, 132-139.
19. Dunn, J., & Brown, J. (1994). Affect expression in the family, children’s understanding of emotions, and their interactions with others. Merrill-Palmer Quarterly, 40, 120-137.
20. Dunn, L. M., & Dunn, L. M. (1997). Peabody picture vocabulary test, 3rd edition: Manual. Circle Pines, MN: American Guidance Services.
21. Durlak, J. A., & Wells, A. M. (1997). Primary prevention mental health programs for children and adolescents: A meta-analytic review. American Journal of Community Psychology, 25, 115-152.
22. Eisenberg, N., Cumberland, A., Spinrad, T. L., Fabes, R. A., Shepard, S. A., Reiser, M., et al. (2001). The relations of regulation and emotionality to children’s externalizing and internalizing problem behavior. Child Development, 72, 1112-1134.
23. Eisenberg, N., Fabes, R. A., Carlo, G., Speer, A. L., Switzer, G., Karbon, M., et al. (1993). The relations of empathy-related emotions and maternal practices to children’s comforting behavior. Journal of Experimental Child Psychology, 55, 131-150.
24. Eisenberg, N., Fabes, R., & Losoya, S. (1997). Emotional responding: Regulation, social correlates, and socialization. In P. Salovey & D. Sluyter (Eds.), Emotional development and emotional intelligence: Educational implications (pp. 129-167). New York: Basic Books.
25. Eisenberg, N., Fabes, R. A., Murphy, B., Karbon, M., Smith, M., & Maszk, P. (1996). The relations of children’s dispositional empathy-related responding to their emotionality, regulation, and social functioning. Developmental Psychology, 32, 195-209.
26. Eisenberg, N., & Strayer, J. (Eds.). (1987). Empathy and its development. New York: Cambridge University Press.
27. Ekman, P. (1993). Facial expression and emotion. American Psychologist, 48, 384-392.
28. Fabes, R. A., & Eisenberg, N. (1992). Young children’s coping with interpersonal anger. Child Development, 63, 116-128.
29. Fine, S. E., Izard, C. E., Mostow, A. J., Trentacosta, C. J., & Ackerman, B. P. (2003). First grade emotion knowledge as a predictor of fifth grade self-reported internalizing behaviors in children from economically disadvantaged families. Development and Psychopathology, 15, 331-342.
30. Fine, S. E., Trentacosta, C. J., Izard, C. E., Mostow, A. J., & Campbell, J. L. (2004). Anger perception, caregivers’ use of physical discipline, and aggression in children at risk. Social Development, 13, 213-228.
31. Fredrickson, B. L. (2000, March 7). Cultivating positive emotions to optimize health and wellbeing. Article 1a. Retrieved February 1, 2001 from http://journals.apa.org/prevention/volume3/pre0030001a.html.
32. Fredrickson, B. L. (2001). The role of positive emotions in positive psychology. American Psychologist, 56, 218-226.
33. Garner, P. W., Carlson, D. C., & Miner, J. L. (1994). Social competence among low-income preschoolers: Emotion socialization practices and social cognitive correlates. Child Development, 65, 622-637.
34. Greenberg, M. T., & Kusche, C. A. (1993). Promoting social and emotional development in deaf children: The PATHS project. Seattle: University of Washington Press.
35. Greenberg, M. T., & Kusche, C. A. (1998). Preventive intervention for school-aged deaf children: The PATHS curriculum. Journal of Deaf Studies and Deaf Education, 3, 49-63.
36. Greenberg, M. T., Kusche, C. A., Cook, E. T., & Quamma, J. P. (1995). Promoting emotional competence in school-aged children: The effects of the PATHS curriculum. Development and Psychopathology, 7, 117-136.
37. Harris, P. (1999). Individual differences in understanding emotion: The role of attachment status and psychological discourse. Attachment and Human Development, 1, 307-324.
38. Hoffman, M. L. (2000). Empathy and moral development: Implications for caring and justice. New York: Cambridge University Press.
39. Howse, R. B., Calkins, S. D., Anastopoulos, A. D., Keane, S. P., & Shelton, T. L. (2003). Regulatory contributors to children’s kindergarten achievement. Early Education and Development, 14,101-119.
40. Izard, C. E. (1971). The face of emotion. New York: Appleton-Century-Crofts.
41. Izard, C. E. (1977). Human emotions. New York: Plenum Press.
42. Izard, C. E. (1991). The psychology of emotions. New York: Plenum Press.
43. Izard, C. E. (1992). Basic emotions, relations among emotions, and emotion-cognition relations. Psychological Review, 99(3), 561-565.
44. Izard, C. E. (1993). Four systems for emotion activation: Cognitive and noncognitive processes. Psychological Review, 100, 68-90.
45. Izard, C. E. (2001). The Emotions Course. Helping children understand and manage their feelings: An emotion-centered primary prevention program for Head Start. Teachers manual. Unpublished manuscript, Newark, DE, University of Delaware.
46. Izard, C. E. (2002). Translating emotion theory and research into preventive interventions. Psychological Bulletin, 128, 796-824.
47. Izard, C. E., Fine, S., Mostow, A., Trentacosta, C. J., & Campbell, J. (2002). Emotion processes in normal and abnormal development and preventive intervention. Development and Psychopathology, 14, 761-787.
48. Izard, C. E., Fine, S., Schultz, D., Mostow, A., Ackerman, B., & Youngstrom, E. (2001). Emotion knowledge as a predictor of social behavior and academic competence in children at risk. Psychological Science, 12, 18-23.
49. Laland, K. N. (2003). The new interactionism. Science, 300, 1879-1880.
50. McLoyd, V. C. (1998). Socioeconomic disadvantage and child development. American Psychologist, 53, 185-204.
51. Mostow, A. J., & Izard, C. E. (2004). Longitudinal and concurrent prediction of peer acceptance: direct and indirect effects of emotional, cognitive, and behavioral factors. Unpublished doctoral dissertation, University of Delaware, Newark.
52. Mostow, A. J., Izard, C. E., Fine, S. E., & Trentacosta, C. J. (2002). Modeling the emotional, cognitive, and behavioral predictors of peer acceptance. Child Development, 73, 1775-1787.
53. Olson, S. L. (1984). The preschool competence questionnaire: Factor structure, longitudinal stability, and convergence with ratings of maladjustment.Unpublished manuscript, Ann Arbor. MI.
54. Robins, L. N. (1992). The role of prevention experiments in discovering causes of children’s antisocial behavior. In J. McCord & R. E. Tremblay (Eds.), Preventing antisocial behavior: Interventions from birth through adolescence (pp. 3-18). New York: Guilford Press.
55. Ruff, H. A., & Rothbart, M. K. (1996). Attention in early development: Themes and variations. New York: Oxford University Press.
56. Sameroff, A. J., Bartko, W. T., Baldwin, A., Baldwin, C., & Seifer, R. (1998). Family and social influences on the development of child competence. In M. Lewis & C. Feiring (Eds.), Families, risk, and competence. Mahwah, NJ: Erlbaum.
57. Schultz, D., Izard, C. E., & Ackerman, B. P. (2000). Children’s anger attributional bias: Relations to family environment and social adjustment. Social Development, 9, 284-301.
58. Schultz, D., Izard, C. E., Ackerman, B. P., & Youngstrom, E. A. (2001). Emotion knowledge in economically disadvantaged children: Self-regulatory antecedents and relations to social difficulties and withdrawal. Development and Psychopathology, 13, 53-67.
59. Schultz, D., Izard, C. E., & Bear G. G. (in press). Emotionality, emotion information processing, and aggression. Development and Psychopathology.
60. Shaw, D. S., Keenan, K., & Vondra, J. I. (1994). Developmental precursors of externalizing behavior: Ages 1 to 3. Developmental Psychology, 30(3), 355-364.
61. Spivack, G., & Shure, M. (1989). Interpersonal cognitive problem solving (ICPS): A competencebuilding primary prevention program. In J. Kelly (Ed.), Eighty years in the field of prevention: Lela Rowland Prevention Award recipients (pp. 151-178). New York: Haworth Press.
62. Sroufe, L. A. (1997). Psychopathology as an outcome of development. Development and Psychopathology, 9, 251-268.
63. Tomkins, S. S. (1962). Affect, imagery, consciousness: Vol I. The positive affects. New York: Springer.
64. Webster-Stratton, C., & Reid, M. J. (2004). Strengthening social and emotional competence in young children – The foundation for early school readiness and success Incredible Years Classroom Social Skills and Problem-Solving Curriculum. Infants and Young Children, 17, 96-113.
65. Weissberg, R. P., & Greenberg, M. T. (1998). School and community competence-enhancement and prevention programs. In I. E. Sigel & K. A. Renniger (Eds.), Handbook of child psychology: Vol. 4. Child psychology in practice (pp. 877-954). New York: Wiley.