Accelerating the development of emotion competence in Head Start children: effects on adaptive and maladaptive behavior.
about
Emotion theory and research: highlights, unanswered questions, and emerging issuesPsychological aspects of diabetes care: Effecting behavioral change in patientsTheory-guided Therapeutic Function of Music to facilitate emotion regulation development in preschool-aged children.Behavioral control in at-risk toddlers: the influence of the family check-up.Influences of parent and child negative emotionality on young children's everyday behaviorsPrevention of depression and anxiety symptoms in adolescents: 42 and 54 months follow-up of the Aussie Optimism Program-Positive Thinking SkillsHow neglect and punitiveness influence emotion knowledge.Emotional Reactivity and Regulation in Head Start Children: Links to Ecologically-Valid Behaviors and Internalizing Problems.Gender differences in emotion expression in children: a meta-analytic review.Emotion understanding, theory of mind, and prosocial orientation: Relations over time in early childhoodTheory of Mind Predicts Emotion Knowledge Development in Head Start Children.Empathy-related Responding: Associations with Prosocial Behavior, Aggression, and Intergroup RelationsEmotion-related self-regulation and its relation to children's maladjustmentREADING and FEELING: the effects of a literature-based intervention designed to increase emotional competence in second and third graders.Developmental changes in anger expression and attention focus: learning to wait.Parental negative control moderates the shyness-emotion regulation pathway to school-age internalizing symptomsCo-occurrence of linguistic and behavioural difficulties in early childhood: a developmental psychopathology perspective.Longitudinal associations between children's understanding of emotions and theory of mind.Early childhood depression.Peer Nominations of Emotional Expressivity among Urban Children: Social and Psychological CorrelatesSocial-Emotional Learning Profiles of Preschoolers' Early School Success: A Person-Centered Approach.Parent emotional expressiveness and children's self-regulation: associations with abused children's school functioning.Preschoolers' emotion knowledge: self-regulatory foundations, and predictions of early school success.Understanding aggressive behaviour across the lifespan.Emotion-based preventive intervention: Effectively promoting emotion knowledge and adaptive behavior among at-risk preschoolersEmotion Understanding in Clinically Anxious Children: A Preliminary Investigation.Longitudinal relations among language skills, anger expression, and regulatory strategies in early childhoodA pilot study of a primary prevention curriculum to address preschool behavior problems.Emotional Self-Regulation, Peer Rejection, and Antisocial Behavior: Developmental Associations from Early Childhood to Early Adolescence.Emotion recognition in preschool children: associations with maternal depression and early parenting.Emotion Knowledge, Social Competence, and Behavior Problems in Childhood and Adolescence: A Meta-Analytic Review.Enhancing the algorithm for developmental-behavioral surveillance and screening in children 0 to 5 years.Emotional Understanding in School-Aged Children with Fetal Alcohol Spectrum Disorders: A Promising Target for Intervention.Identifying Common Practice Elements to Improve Social, Emotional, and Behavioral Outcomes of Young Children in Early Childhood Classrooms.The Role of Language Skill in Child Psychopathology: Implications for Intervention in the Early Years.The efficacy of the enhanced Aussie Optimism Positive Thinking Skills Program in improving social and emotional learning in middle childhood.Emotion-recognition abilities and behavior problem dimensions in preschoolers: evidence for a specific role for childhood hyperactivity.Construct Validity of the Emotion Matching Task: Preliminary Evidence for Convergent and Criterion Validity of a New Emotion Knowledge Measure for Young Children.Early Childhood Predictors of Severe Youth Violence in Low-Income Male Adolescents.Stability of biological father presence as a proxy for family stability: cross-racial associations with the longitudinal development of emotion regulation in toddlerhood.
P2860
Q24654781-008C6CD2-84C2-419D-AD24-DAC60694EF34Q27003454-D6D93411-DBB6-4270-BD98-801FA7D3D924Q27317685-891DE9B8-34BB-488E-9603-B82631F8E573Q30425811-E3D22203-5B26-498C-ADA4-129030F001AEQ30448611-4346F287-F08F-4587-BA8B-8D50F466D493Q33675156-A0E5D896-08EB-484C-A594-EB38C7E9D909Q33857829-AC50026C-04E1-4459-898A-4F28A7373105Q33931678-C59BC6FB-ED44-4B60-834D-B97FC2391034Q34034729-1A8E759E-DECB-4D22-A5D2-8F4A067DB217Q34269681-E50B52E9-B8E0-4731-ABC2-50BD868C91C0Q34429096-93F3E8DA-42BB-43FC-84A6-D8AACAD96461Q34472891-7D3A94BE-1D3D-4488-BDE6-2AB23ABADB52Q34479704-4C57C7A0-DB04-49E2-8137-062FA07974A1Q34709703-83312D37-308C-4CC0-9E4F-313F3AD04AC0Q35100088-D0707FF6-518E-4DB2-8A6D-6C5A92265D18Q35172229-F0079E75-633D-457A-89A5-A444400B2E8CQ35200927-C2B84E43-ED7C-4B0D-B3FE-28163BF61D88Q35201638-6701775E-3D94-4915-AE00-96DCC359ECF5Q35250023-6A056069-B741-414A-A354-DA7CB4F19D49Q35763376-A069C125-9DCF-46C2-97C9-27C83D9187EEQ35804465-7D581B3F-8C96-483F-9AE8-6C079B900B4BQ35985151-9CE3E7F4-1D44-4E23-B16A-F59E384DC39EQ36083542-428CBE04-BF99-40B1-9969-3549C1D1EE4FQ36139786-6EF9DE24-774B-40EA-8A1F-1347D14B9AEDQ36149742-7A8854A7-35B9-48A1-AD3F-1DD4823153FCQ36381712-FE3D16A0-13D6-40C4-BD80-593BFCACF528Q36751728-B78E9F28-B15C-4213-884A-46E53512379DQ37186240-93A174C7-C325-4D58-A166-5088B773D1EFQ37336317-0CF3D52D-7678-4300-A0FB-DAEB4064D2A4Q37503455-D2C36F26-F881-4770-9126-E7E0B7556E62Q37808941-1098B1F3-8B6B-4AAF-96D1-898C70336996Q37871711-6215B989-089F-4B9E-BFD2-25158D5DE87CQ38736524-CEA985E6-BC86-412F-A60B-EE6FAEBCF1A7Q38937338-91C9A2E2-488C-4079-88B7-31D6DBC0BE45Q38966304-2BC8CB85-65BC-4738-9161-22751AE4551AQ39136871-BAC754B8-AFC6-4213-9BF5-B0B2B3001D8AQ39293492-32DEE0A7-4C30-48BA-A4DB-0076E9F2F8B5Q39913574-65074CDD-EEBD-4C88-A0BB-37FE4DAFA12FQ40432352-6154AE4C-45B2-430F-A80C-3E844F4352D6Q41179904-8BEB670B-E60B-4354-A10C-D629E137CEC2
P2860
Accelerating the development of emotion competence in Head Start children: effects on adaptive and maladaptive behavior.
description
2008 nî lūn-bûn
@nan
2008年の論文
@ja
2008年学术文章
@wuu
2008年学术文章
@zh-cn
2008年学术文章
@zh-hans
2008年学术文章
@zh-my
2008年学术文章
@zh-sg
2008年學術文章
@yue
2008年學術文章
@zh
2008年學術文章
@zh-hant
name
Accelerating the development o ...... tive and maladaptive behavior.
@en
Accelerating the development o ...... tive and maladaptive behavior.
@nl
type
label
Accelerating the development o ...... tive and maladaptive behavior.
@en
Accelerating the development o ...... tive and maladaptive behavior.
@nl
prefLabel
Accelerating the development o ...... tive and maladaptive behavior.
@en
Accelerating the development o ...... tive and maladaptive behavior.
@nl
P2093
P2860
P1476
Accelerating the development o ...... tive and maladaptive behavior.
@en
P2093
Carroll E Izard
E Stephanie Krauthamer-Ewing
Judith K Morgan
Kristen A King
Kristy J Finlon
P2860
P304
P356
10.1017/S0954579408000175
P577
2008-01-01T00:00:00Z