In this article, we conduct a selective review of the literature on emotion regulation in early
childhood (eg, preschool, generally defined as ages 3–5) in regard to school readiness …

Background Inconsistent, poorly designed research on resilience in the human sciences has
contributed to epistemological and ontological ambiguity which has fuelled claims that …

Background. Identifying young children at risk for socio-emotional developmental problems
at an early stage, to prevent serious problems later in life, is crucial. Therefore, we need high …

Neuroscientific advances and child development studies show 0-6 years represents a
sensitive period for the development of emotional competence--the ability to identify …

A tiered response model for social-emotional learning (SEL) is needed to address the
significant mental health needs of young people in this country. In collaboration with other …

The content, management, and implementation of social skills have been developed since
the end of the 20th century as a model of capabilities. Thus, as human beings develop and …

Social–emotional skills are equally as crucial for school success as cognitive and academic
skills (Webster-Stratton and Reid in Infants Young Child 17: 96–113, 2004), yet many young …

Abstract The Social-Emotional Prevention Program (SEP) encompasses a multifaceted
approach (classroom curriculum, with teacher and parent training) intended to increase …

This article describes a strengths-based approach to supervised visitation within the child
welfare system of the United States. Supervised visitation gives parents accused of abuse or …

Objective To characterize protective factors in young children with type 1 diabetes, and
evaluate associations among child protective factors and indicators of diabetes resilience …