Preliminary Results of a Comprehensive Approach to Prevent Antisocial Behaviour in Preschool and Primary School Pupils in Luxembourg

Autor/inn/en	Petermann, Franz; Natzke, Heike
Titel	Preliminary Results of a Comprehensive Approach to Prevent Antisocial Behaviour in Preschool and Primary School Pupils in Luxembourg
Quelle	In: School Psychology International, 29 (2008) 5, S.606-626 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0143-0343
DOI	10.1177/0143034308099204
Schlagwörter	Intervention; Prevention; Teacher Workshops; Foreign Countries; Preschool Children; Elementary School Students; Young Children; Antisocial Behavior; Program Effectiveness; Kindergarten; Emotional Development; Social Development; Comparative Analysis; Pretests Posttests; Behavior Modification; Germany + Suchen Sie Ihr Suchwort? Prävention; Vorbeugung; Ausland; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Frühe Kindheit; Gefühlsbildung; Soziale Entwicklung; Behaviour modification; Verhaltensänderung; Deutschland
Abstract	This pilot study evaluated the preliminary short- and middle-term impact of a nation-wide, school-based prevention initiative on antisocial behaviour of preschool and primary school pupils in Luxembourg. Seventeen preschool and reception classes (n = 183) were assigned to intervention and comparison conditions. The intervention included social-emotional skills training for both preschool and reception class pupils together with teacher workshops. Three waves of data (pre-test, post-test and 12-month-follow up) were analysed. Univariate analyses of variances with repeated measurements, together with analyses of covariance, for this 2 x 3 design show significant intervention effects: a reduction in oppositional defiant and aggressive behaviour as well as an increase in social and emotional competencies for reception class pupils after a 12-month follow-up period. Preschool pupils displayed an improvement in their social and emotional competencies at post-test, but these effects were lost one year after the intervention was completed. (Contains 7 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10