Aggressive and violent behavior of children often is caused by a lack of social and emotional competences, which blocks constructive problem- and conflict-management. Therefore lots of different US-American prevention approaches for the promotion of crucial social competences have been developed. Faustlos is the first German violence prevention curriculum, which promotes the social and emotional competences of first grade pupils and kindergarten aged children. The curriculum builds on the promotion of empathy, impulse control and anger management. Evaluation studies on the effectiveness of Faustlos prove its positive effects on aggressive behavior and on the promotion of social-emotional competence. Further, the feedback of people working with Faustlos concerning the acceptance and practicability of the program is positive too. Besides the development of additive materials (e. g. Faustlos for parents) evaluation studies on the long-term effects of the program are needed.
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http://dx.doi.org/10.1055/s-2005-866945 | DOI Listing |
Trauma Violence Abuse
December 2024
University of Wolverhampton, Wolverhampton, UK.
Exposure to violence in early childhood is considered a public health issue and is a significant predictor of becoming a victim or perpetrator of violence later in life. There has been a significant increase in violence intervention and prevention programs that are available for children and young people; however, there are few evidence-based interventions for younger children. This review systematically explores the existing impact evidence for available intervention and prevention programs targeted at young children (ages 3-8) across the United States and United Kingdom.
View Article and Find Full Text PDFBMC Public Health
December 2024
Liberal Arts & Sciences Area, Indian Institute of Management Ranchi, Indian Institute of Management Ranchi Campus, Ranchi, India.
Objective: Loneliness is a growing mental health challenge among youth specially who are residing in urban areas. Factors that might help them combat loneliness need to be investigated. This study investigates the impact of meaning in life on loneliness, thriving, and well-being.
View Article and Find Full Text PDFJ Relig Health
December 2024
Master's Program in Global Health and Health Security, College of Public Health, Taipei Medical University, No. 301, Yuantong Road, Zhonghe District, New Taipei City, 235603, Taiwan.
Social-emotional competence (SEC) enables children to build successful relationships and reduces the risk of mental issues. It has been demonstrated that implementing social-emotional learning (SEL) programs helps develop students' SEC and that better results are obtained utilizing gamification. This paper illustrates the impact of the faith-infused, game-based intervention RENEW (REsilience iN Emotional and behavioral Well-being) on primary school students' SEC.
View Article and Find Full Text PDFFront Psychol
December 2024
Department of Psychological Sciences, Tarleton State University, Stephenville, TX, United States.
Cognitive abilities are closely related to social emotional competences (SEC). These abilities are important foundations in order to adapt to school, interact with peers and adults, as well as to navigate the wider socio-cultural context in which one develops. Further, young children are also acquiring and deepening their language and preliteracy skills which are important for later academic learning.
View Article and Find Full Text PDFPediatr Blood Cancer
December 2024
Division of Hematology/Oncology and Stem Cell Transplantation, Department of Pediatrics, University of Washington School of Medicine, Seattle, Washington, USA.
Background: Returning to school after allogeneic hematopoietic cell transplant (HCT) can improve quality of life and promote positive adjustment. However, this process may be challenging, and there is a limited understanding of school-aged children and adolescents' perspectives on this process.
Methods: We conducted semi-structured interviews over video with pediatric recipients of HCT (10-18 years of age at HCT; 1-7 years post HCT) who were treated at our institution and had returned to in-person school post HCT.
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