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Accelerating the development of emotion competence in Head Start children: Effects on adaptive and maladaptive behavior

Published online by Cambridge University Press:  23 January 2008

Carroll E. Izard ,
Kristen A. King ,
Christopher J. Trentacosta ,
Judith K. Morgan ,
Jean-Philippe Laurenceau ,
E. Stephanie Krauthamer-Ewing  and
Kristy J. Finlon
Carroll E. Izard*
Affiliation:
University of Delaware
Kristen A. King
Affiliation:
University of Delaware
Christopher J. Trentacosta
Affiliation:
University of Pittsburgh
Judith K. Morgan
Affiliation:
University of Delaware
Jean-Philippe Laurenceau
Affiliation:
University of Delaware
E. Stephanie Krauthamer-Ewing
Affiliation:
University of Delaware
Kristy J. Finlon
Affiliation:
University of Delaware
*
Address correspondence and reprint requests to: Carroll Izard, Department of Psychology, University of Delaware, Newark, DE 19716; E-mail: [email protected].
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Abstract

Separate studies of rural and urban Head Start systems tested the hypothesis that an emotion-based prevention program (EBP) would accelerate the development of emotion and social competence and decrease agonistic behavior and potential precursors of psychopathology. In both studies, Head Start centers were randomly assigned to treatment and control/comparison group conditions. In Study 1 (rural community), results of hierarchical linear modeling analyses showed that compared to the control condition (Head Start as usual), EBP produced greater increases in emotion knowledge and emotion regulation and greater decreases in children's negative emotion expressions, aggression, anxious/depressed behavior, and negative peer and adult interactions. In Study 2 (inner city), compared to the established prevention program I Can Problem Solve, EBP led to greater increases in emotion knowledge, emotion regulation, positive emotion expression, and social competence. In Study 2, emotion knowledge mediated the effects of EBP on emotion regulation, and emotion competence (an aggregate of emotion knowledge and emotion regulation) mediated the effects of EBP on social competence.

Type
Research Article
Information
Development and Psychopathology , Volume 20 , Issue 1 , Winter 2008 , pp. 369 - 397
Copyright
Copyright © Cambridge University Press 2008

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Footnotes

We are especially appreciative of the support and encouragement of Margaret Feerick and Rebecca DelCarmen Wiggins. We thank Jacinta Bush and Debbie Simon, and the teachers, Family Service Workers, parents, and children of the collaborating Head Start systems. Their cooperation made this research possible. Thanks to Brian Ackerman, Eric Youngstrom, Jennifer Kogos, David Schultz, Sarah Fine, Allison Mostow, and Jan Campbell Wharton for their contributions to the research that led to the Emotions Course, and to Fran Haskins and Jenny Anderson for help with many aspects of this research. This research was supported by NICHD Grant 1-R03-HD043036-01 and NIMH Grant 1-R21-MH068443-01A1.

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