A Randomized Controlled Trial of an Emotion Socialization Intervention in Norwegian Kindergartens

References

• Achenbach, T. M. (2016). Kort liste over barns atferd i alderen 1,5-5 år (BPM 1 ½ - 5) ( E. Nygaard, Ed.). Unpublished. ( Original work published in 2011).
   Google Scholar
• Achenbach, T. M., McConaughy, S. H., Ivanova, M. Y., & Rescorla, L. A. (2011). Manual for the ASEBA Brief Problem Monitor™ (BPM).
   Google Scholar
• Achenbach, T. M., & Rescorla, L. A. (2001). Manual for ASEBA school age forms & profiles. Research Center for Children, Youth and Families.
   Google Scholar
• Ahn, H. J., & Stifter, C. (2006). Child care teachers’ response to children’s emotional expression. Early Education and Development, 17(2), 253–270. https://doi.org/10.1207/s15566935eed1702_3
   Google Scholar
• Bakkeli, N. Z. (2021). Health, work, and contributing factors on life satisfaction: A study in Norway before and during the COVID-19 pandemic. SSM - Population Health, 14, 100804. https://doi.org/10.1016/j.ssmph.2021.100804
   PubMed Web of Science ®Google Scholar
• Bierman, K. L., & Motamedi, M. (2015). Social-emotional learning programs for preschool children. In J. Durlak, C. Domitrovich, R. P. Weissberg, T. Gullotta, & P. Goren (Eds.), The handbook of social and emotional learning: Research and practice (pp. 135–150). Guilford.
   Google Scholar
• Bihler, L. M., Agache, A., Kohl, K., Willard, J. A., & Leyendecker, B. (2018). Factor analysis of the classroom assessment scoring system replicates the three domain structure and reveals no support for the bifactor model in German preschools. Frontiers in Psychology, 9, 1232. https://doi.org/10.3389/fpsyg.2018.01232
   PubMed Web of Science ®Google Scholar
• Bjørk, R. F., Havighurst, S. S., Pons, F., & Karevold, E. B. (2020). Pathways to behavior problems in Norwegian kindergarten children: The role of parent emotion socialization and child emotion understanding. Scandinavian Journal of Psychology, 61(6), 751–762. https://doi.org/10.1111/sjop.12652
   PubMed Web of Science ®Google Scholar
• Bjork, R. F., Karevold, E. B., Pons, F., & Havighurst, S. S. (2022). Testing TIK with TEC: An investigation of emotion socialization theory in Norwegian kindergarten children. Journal of Applied Developmental Psychology, 28.
   Google Scholar
• Blewitt, C., Fuller-Tyszkiewicz, M., Nolan, A., Bergmeier, H., Vicary, D., Huang, T., Skouteris, H. (2018). Social and emotional learning associated with universal curriculum-based interventions in early childhood education and care centers: A systematic review and meta-analysis. JAMA Network Open, 1(8), e185727. https://doi.org/10.1001/jamanetworkopen.2018.5727
   PubMed Web of Science ®Google Scholar
• Bølstad, E., Havighurst, S. S., Tamnes, C. K., Nygaard, E., Bjørk, R. F., Stavrinou, M., & Espeseth, T. (2021). A pilot study of a parent emotion socialization intervention: Impact on parent behavior, child self-regulation, and adjustment. Frontiers in Psychology, 12, 730278. https://doi.org/10.3389/fpsyg.2021.730278
   PubMed Web of Science ®Google Scholar
• Buøen, E. S., Lekhal, R., Lydersen, S., Berg-Nielsen, T. S., & Drugli, M. B. (2021). Promoting the quality of teacher-toddler interactions: A randomized controlled trial of “Thrive by Three” in-service professional development in 187 Norwegian toddler classrooms. Frontiers in Psychology, 12, 778777. https://doi.org/10.3389/fpsyg.2021.778777
   PubMed Web of Science ®Google Scholar
• Campitelli, G., & Gobet, F. (2011). Deliberate practice: Necessary but not sufficient. Current Directions in Psychological Science, 20(5), 280–285. https://doi.org/10.1177/0963721411421922
   Web of Science ®Google Scholar
• Chu, R., Thabane, L., Ma, J., Holbrook, A., Pullenayegum, E., & Devereaux, P. J. (2011). Comparing methods to estimate treatment effects on a continuous outcome in multicentre randomized controlled trials: A simulation study. BMC Medical Research Methodology, 11(1), 21. https://doi.org/10.1186/1471-2288-11-21
   PubMedGoogle Scholar
• Cohen, J. (1988). Statistical power analysis for the behavioral sciences. Routledge.
   Google Scholar
• Curby, T. W., Zinsser, K. M., Gordon, R. A., Ponce, E., Syed, G., & Peng, F. (2021). Emotion-focused teaching practices and preschool children’s social and learning behaviors. Emotion, 22(8), 1869–1885. Advance online publication. https://doi.org/10.1037/emo0000988
   PubMed Web of Science ®Google Scholar
• Denham, S. A. (1998). Emotional development in young children. The Guilford Press.
   Google Scholar
• Denham, S. A., Bassett, H. H., & Miller, S. L. (2017). Early childhood teachers’ socialization of emotion: Contextual and individual contributors. Child & Youth Care Forum, 46(6), 805–824. https://doi.org/10.1007/s10566-017-9409-y
   Web of Science ®Google Scholar
• Denham, S. A., Bassett, H. H., & Wyatt, T. (2015). The socialization of emotional competence. In J. E. Grusec & P. D. Hastings (Eds.), Handbook of socialization: Theory and research (pp. 590–613). The Guildford Press.
   Google Scholar
• Denham, S. A., Bassett, H. H., & Zinsser, K. (2012). Early childhood teachers as socializers of young children’s emotional competence. Early Childhood Education Journal, 40(3), 137–143. https://doi.org/10.1007/s10643-012-0504-2
   Web of Science ®Google Scholar
• Durlak, J. A., Weissberg, R. P., Dymnicki, A. B., Taylor, R. D., & Schellinger, K. B. (2011). The impact of enhancing students’ social and emotional learning: A meta-analysis of school-based universal interventions. Child Development, 82(1), 405–432. https://doi.org/10.1111/j.1467-8624.2010.01564.x
   PubMed Web of Science ®Google Scholar
• Eisenberg, N., Cumberland, A., & Spinrad, T. L. (1998). Parental socialization of emotion. Psychological Inquiry, 9(4), 241–273. https://doi.org/10.1207/s15327965pli0904_1
   PubMed Web of Science ®Google Scholar
• Eriksen, L. C. (2018). Emosjonsveiledning i barnehage: en pilotstudie av et opplæringsprogram i emosjonsveiledning for barnehageansatte. Univeristy of Oslo. DUO Vitenskapsarkiv.
   Google Scholar
• Fabes, R. A., Eisenberg, N., & Bernzweig, J. (2000). The coping with children’s negative emotions scale: Teacher version. Arizona State University. http://ccnes.org.
   Google Scholar
• Gilbert, L., Gus, L., & Rose, J. (2021). Emotion coaching with children and young people in schools: Promoting positive behavior, wellbeing and resilience. Jessica Kinsley Publishers.
   Google Scholar
• Gordon, M. (2003). Roots of empathy: Responsive parenting, caring societites. The Keio Journal of Medicine, 52(4), 236–243. https://doi.org/10.2302/kjm.52.236
   PubMedGoogle Scholar
• Gottman, J. M., & DeClaire, J. (1997). The heart of parenting: How to raise an emotionally intelligent child. Bloomsbury.
   Google Scholar
• Gratz, K. L., & Roemer, L. (2004). Multidimensional assessment of emotion regulation and dysregulation: Development, factor structure, and initial validation of the difficulties in emotion regulation scale. Journal of Psychopathology and Behavioral Assessment, 26(1), 41–54. https://doi.org/10.1023/B:JOBA.0000007455.08539.94
   Web of Science ®Google Scholar
• Greenberg, M. T., Domitrovich, C. E., Weissberg, R. P., & Durlak, J. A. (2017). Social and emotional learning as a public health approach to education. Child Development, 27(1), 13–32. https://doi.org/10.1353/foc.2017.0001
   Google Scholar
• Hamre, B. K., Pianta, R. C., Downer, J. T., DeCoster, J., Mashburn, A. J., Jones, S. M., Brown, J. L., Cappella, E., Atkins, M., Rivers, S. E., Brackett, M. A., & Hamagami, A. (2013). Teaching through interactions: Testing a developmental framework of teacher effectiveness in over 4,000 classrooms. The Elementary School Journal, 113(4), 461–487. https://doi.org/10.1086/669616
   PubMed Web of Science ®Google Scholar
• Haug, K. H., & Storø, J. (2013). Kindergarten — a universal right for children in Norway. International Journal of Child Care and Education Policy, 7(2), 1–13. https://doi.org/10.1007/2288-6729-7-2-1
   Google Scholar
• Havighurst, S. S., Duncombe, M., Frankling, E., Holland, K., Kehoe, C., & Stargatt, R. (2015). An emotion-focused early intervention for children with emerging conduct problems [Peer Reviewed]. Journal of Abnormal Child Psychology, 43(4), 749–760. https://doi.org/10.1007/s10802-014-9944-z
   PubMed Web of Science ®Google Scholar
• Havighurst, S. S., & Harley, A. E. (2013). Emotion coaching for early learning staff. Belonging: Early Years Journal, 2(1), 22–25.
   Google Scholar
• Havighurst, S. S., & Kehoe, C. E. (2017). The role of parental emotion regulation in parent emotion socialization: Implications for intervention. In K. Deater-Deckard & R. K. Panneton (Eds.), Parenting stress: Adaptive and maladaptive consequences for developmental well-being of children (pp. 285–307). Springer.
   Google Scholar
• Havighurst, S. S., & Kehoe, C. E. (2021). Tuning in to kids: An emotion coaching approach to working with parents. In J. Allen, D. Hawes, & C. Essau (Eds.), Family-based intervention for child and adolescent mental health: A core competencies approach (pp. 269–283). https://doi.org/10.1017/9781108682053.021
   Google Scholar
• Havighurst, S. S., Kehoe, C. E., Harley, A. E., Radovini, A., & Thomas, R. (2022). A randomized controlled trial of an emotion socialization parenting program and its impact on parenting, children’s behavior and parent and child stress cortisol: Tuning in to Toddlers. Behaviour Research and Therapy, 149, 104016. https://doi.org/10.1016/j.brat.2021.104016
   PubMed Web of Science ®Google Scholar
• Havighurst, S. S., Radovini, A., Hao, B., & Kehoe, C. E. (2020). Emotion-focused parenting interventions for prevention and treatment of child and adolescent mental health problems: A review of recent research. Current Opinion in Psychiatry, 33(6), 586–601. https://doi.org/10.1097/YCO.0000000000000647
   PubMed Web of Science ®Google Scholar
• Havighurst, S. S., Wilson, K. R., Harley, A. E., Kehoe, C., Efron, D., & Prior, M. R. (2013). “Tuning into kids”: Reducing young children’s behavior problems using an emotion coaching parenting program [Peer Reviewed]. Child Psychiatry and Human Development, 44(2), 247–264. https://doi.org/10.1007/s10578-012-0322-1
   PubMed Web of Science ®Google Scholar
• Havighurst, S. S., Wilson, K. R., Harley, A. E., Kehoe, C. E., & Havighurst, S. S. (2019). Dads tuning in to kids: A randomized controlled trial of an emotion socialization parenting program for fathers [Peer Reviewed]. Social Development, 28(4), 979–997. https://doi.org/10.1111/sode.12375
   Web of Science ®Google Scholar
• Havighurst, S. S., Wilson, K. R., Harley, A. E., Prior, M. R., & Kehoe, C. (2010). Tuning in to kids: Improving emotion socialization practices in parents of preschool children-findings from a community trial [Peer Reviewed]. Journal of Child Psychology and Psychiatry, 51(12), 1342–1350. https://doi.org/10.1111/j.1469-7610.2010.02303.x
   PubMed Web of Science ®Google Scholar
• Hirshberg, M., Flook, L., Enright, R., & Davidson, R. (2020). Integrating mindfulness and connection practices into preservice teacher education improves classroom practices. Learning and Instruction, 66, 101298. https://doi.org/10.1016/j.learninstruc.2019.101298
   Web of Science ®Google Scholar
• Housman, D., Denham, S. A., & Cabral, H. (2018). Building young children’s emotional competence and self regulation from birth: The begin to … ECSEL approach. International Journal of Emotional Education, 10(2), 5–25.
   Web of Science ®Google Scholar
• Hukkelberg, S., Keles, S., Ogden, T., & Hammerstrøm, K. (2019). The relation between behavioral problems and social competence: A correlational meta-analysis. BMC Psychiatry, 19(1). https://doi.org/10.1186/s12888-019-2343-9
   PubMed Web of Science ®Google Scholar
• Izard, C. E., Trentacosta, C. J., King, K. A., & Mostow, A. J. (2004). An emotion-based prevention program for head start children. Early Education and Development, 15(4), 407–422. https://doi.org/10.1207/s15566935eed1504_4
   Google Scholar
• Jespersen, J. E., Hardy, N. R., & Morris, A. S. (2021). Parent and peer emotion responsivity styles: An extension of Gottman’s emotion socialization parenting typologies. Children, 8(5), 319. https://doi.org/10.3390/children8050319
   PubMedGoogle Scholar
• Jones, D. E., Greenberg, M., & Crowley, M. (2015). Early social-emotional functioning and public health: The relationship between kindergarten social competence and future wellness. American Journal of Public Health, 105(11), 2283–2290. https://doi.org/10.2105/AJPH.2015.302630
   PubMed Web of Science ®Google Scholar
• Jugovac, S., O’Kearney, R., Hawes, D. J., & Pasalich, D. S. (2022). Attachment- and emotion-focused parenting interventions for child and adolescent externalizing and internalizing behaviors: A meta-analysis. Clinical Child and Family Psychology Review, 25(4), 754–773. https://doi.org/10.1007/s10567-022-00401-8
   PubMed Web of Science ®Google Scholar
• Kaufman, E. A., Xia, M., Fosco, G., Yaptangco, M., Skidmore, C. R., & Crowell, S. E. (2015). The difficulties in emotion regulation scale short form (DERS-SF): Validation and replication in adolescent and adult sampless. Journal of Psychopathology and Behavioral Assessment, 38(3), 443–455. https://doi.org/10.1007/s10862-015-9529-3
   Web of Science ®Google Scholar
• Kehoe, C. E., Havighurst, S. S., & Harley, A. E. (2014). Tuning in to teens: Improving parent emotion socialization to reduce youth internalizing difficulties [Peer Reviewed]. Social Development, 23(2), 413–431. https://doi.org/10.1111/sode.12060
   Web of Science ®Google Scholar
• Krugly, A. (2019). Want to increase CLASS® scores? Improve your organizational culture. Teachstone. http://info.teachstone.com/blog/increase-class-scores-improve-org-culture
   Google Scholar
• Kunnskapsdepartementet. (2017). Lærelyst - tidlig innsats og kvalitet i skolen (Meld. St. 21 (2016-2017)). Regjeringen.no. https://www.regjeringen.no/no/dokumenter/meld.-st.-21-20162017/id2544344/?ch=1
   Google Scholar
• Kusche, C., & Greenberg, M. T. (1994). The PATHS curriculum.
   Google Scholar
• La Paro, K. M., Hamre, B. K., & Pianta, R. C. (2012). Classroom assessment scoring system: Manual Toddler. Teachstone Training LLC.
   Google Scholar
• Leyva, D., Weiland, C., Barata, M., Yoshikawa, H., Snow, C., Treviño, E., & Rolla, A. (2015). Teacher–child interactions in Chile and their associations with prekindergarten outcomes. Child Development, 86(3), 781–799. https://doi.org/10.1111/cdev.12342
   PubMed Web of Science ®Google Scholar
• Little, R. J. A. (1988). A test of missing completely at random for multivariate data with missing values. Journal of the American Statistical Association, 83(404), 1198–1202. https://doi.org/10.1080/01621459.1988.10478722
   Web of Science ®Google Scholar
• Luo, L., Reichow, B., Snyder, P., Harrington, J., & Polignano, J. (2020). Systematic review and meta-analysis of classroom-wide social–emotional interventions for preschool children. Topics in Early Childhood Special Education, 42(1), 4–19. https://doi.org/10.1177/0271121420935579
   Web of Science ®Google Scholar
• Major, E. F., Dalgard, O. S., Mathisen, K. S., Nord, E., Ose, S., Rognerud, M., & Aarø, L. E. (2011). Bedre føre var. Psykisk helse: Helsefremmende og forebyggende tiltak og anbefalinger. Folkehelseinstituttet.
   Google Scholar
• Marsick, V. J., & Watkins, K. E. (1997). Chapter 17: Lessons from informal and incidental learning. In J. Burgoyne & M. Reynolds (Eds.), Management learning: Integrating perspectives in theory and practice. SAGE Publications Ltd. https://doi.org/10.4135/9781446250488.n18
   Google Scholar
• Mayo, E. (1933). The human problems of an industrial civilization. MacMillan.
   Google Scholar
• Meyer, D. K. (2009). Entering the emotional practices of teaching. In P. A. Schutz & M. Zambales (Eds.), Introduction to advances in teacher emotion research: The impact on teachers’ lives (pp. 73–91). Springer.
   Google Scholar
• Morris, A. S., Silk, J. S., Steinberg, L., Terranova, A. M., & Kithakye, M. (2010). Concurrent and longitudinal links between children’s externalizing behavior in school and observed anger regulation in the mother–child dyad. Journal of Psychopathology and Behavioral Assessment, 32(1), 48–56. https://doi.org/10.1007/s10862-009-9166-9
   Web of Science ®Google Scholar
• Olson, S. L., Lopez Duran, N., Lunkenheimer, E. S., Chang, H., & Sameroff, A. J. (2011). Individual differences in the development of early peer aggression: Integrating contributions of self-regulation, theory of mind, and parentin. Development and Psychopathology, 23(1), 253–266. https://doi.org/10.1017/S0954579410000775
   PubMed Web of Science ®Google Scholar
• Payton, J., Weissbergm Roger, P., Durlak, J. A., Dymnicki, A. B., Taylor, R. D., Schellinger, K. B., & Pachan, M. (2008). The positive impact of social and emotional learning for kindergarten to eighth-grade students.
   Google Scholar
• Pianta, R. C., La Paro, K. M., & Hamre, B. K. (2008). Classroom assessment scoring system: Manual pre-K. Teachstone Training LLC.
   Google Scholar
• Piper, B. J., Gray, H. M., Raber, J., & Birkett, M. A. (2014). Reliability and validity of brief problem monitor, an abbreviated form of the child behavior checklist. Psychiatry and Clinical Neurosciences, 68(10), 759–767. https://doi.org/10.1111/pcn.12188
   PubMed Web of Science ®Google Scholar
• Raver, C. C. (2002). Emotions matter: Making the case for the role of young children’s emotional development for early school readiness. Social Policy Report/Society for Research in Child Development, 16(3), 1–20. https://doi.org/10.1002/j.2379-3988.2002.tb00041.x
   Google Scholar
• Rose, J., McGuire-Snieckus, R., & Gilbert, L. (2015). Emotion Coaching - a strategy for promoting behavioural self-regulation in children/young people in schools: A pilot study. The European Journal of Social and Behavioural Sciences, 13(2), 130–157. https://doi.org/10.15405/ejsbs.159
   Google Scholar
• Sabey, C. V., Charlton, C. T., Pyle, D., Lignugaris-Kraft, B., & Ross, S. W. (2017). A review of classwide or universal social, emotional, behavioral programs for students in kindergarten. Review of Educational Research, 87(3), 512–543. https://doi.org/10.3102/0034654316689307
   Web of Science ®Google Scholar
• Schindler, H. S., Kholoptseva, J., Oh, S. S., Yoshikawa, H., Duncan, G. J., Magnuson, K. A., & Shonkoff, J. P. (2015). Maximizing the potential of early childhood education to prevent externalizing behavior problems: A meta-analysis. Journal of School Psychology, 53(3), 243–263. https://doi.org/10.1016/j.jsp.2015.04.001
   PubMed Web of Science ®Google Scholar
• Schulz, K. F., Altman, D. G., Moher, D., & Group, F. T. C. (2010). CONSORT 2010 statement: Updated guidelines for reporting parallel group randomised trials. British Medical Journal, 340, c332. https://doi.org/10.1136/bmj.c332
   PubMed Web of Science ®Google Scholar
• Silkenbeumer, J., Schiller, E. M., Holodynski, M., & Kärtner, J. (2016). The role of co-regulation for the development of social-emotional competence. Journal of Self-Regulation and Regulation, 17–32. https://doi.org/10.11588/JOSAR.2016.2.34351
   Google Scholar
• Spinrad, T. L., Eisenberg, N., Gaertber, B., Popp, T., Smith, C., & Kupfer, A. (2007). Relations of maternal socialization and toddlers’ effortful control to children’s adjustment and social competence. Developmental Psychology, 43(5), 1170–1186. https://doi.org/10.1037/0012-1649.43.5.1170
   PubMed Web of Science ®Google Scholar
• Spivak, A. L., & Farran, D. C. (2016). Predicting first graders’ social competence from their preschool classroom interpersonal context. Early Education and Development, 27(6), 735–750. https://doi.org/10.1080/10409289.2016.1138825
   Web of Science ®Google Scholar
• Statistics Norway. (2021a). Barnehager, https://www.ssb.no/utdanning/barnehager/statistikk/barnehager
   Google Scholar
• Statistics Norway. (2021b). Ansatte i barnehager og skole, https://www.ssb.no/utdanning/barnehager/statistikk/ansatte-i-barnehage-og-skole
   Google Scholar
• Statistics Norway. (2021c). Lønn, https://www.ssb.no/arbeid-og-lonn/lonn-og-arbeidskraftkostnader/statistikk/lonn
   Google Scholar
• Swartz, R. A., & McElwain, N. L. (2012). Preservice teachers’ emotion-related regulation and cognition: Associations with teachers’ responses to children’s emotions in early childhood classrooms. Early Education & Development, 23(2), 202–226. https://doi.org/10.1080/10409289.2012.619392
   Web of Science ®Google Scholar
• Taylor, R. D., Oberle, E., Durlak, J. A., & Weissberg, R. P. (2017). Promoting positive youth development through school-based social and emotional learning interventions: A meta-analysis of follow-up effects. Child Development, 88(4), 1156–1171. https://doi.org/10.1111/cdev.12864
   PubMed Web of Science ®Google Scholar
• Thelin, K. (2020). Creating a reflective space in higher education: The case of a Swedish course for professional principals. Learning and Teaching, 13(3), 1–17. https://doi.org/10.3167/latiss.2020.130302
   Google Scholar
• UNICEF. (2008) . The child care transition: A league table of early childhood education and care in economically advanced countries. U. I. R. Centre.
   Google Scholar
• Webster-Stratton, C., Reid, M. J., & Stoolmiller, M. (2008). Preventing conduct problems and improving school readiness: Evaluation of the IncredibleYears teacher and child training programs in high-risk schools. Journal of Child Psychology and Psychiatry, 49(5), 471–488. https://doi.org/10.1111/j.1469-7610.2007.01861.x
   PubMed Web of Science ®Google Scholar
• West, B. T., Welch, K. B., & Galecki, A. T. (2007). Linear mixed models. A practical guide using statistical software. Chapman Hall/CRC.
   Google Scholar
• Wilson, K. R., Havighurst, S. S., & Harley, A. E. (2012). Tuning in to Kids: An effectiveness trial of a parenting program targeting emotion socialization of preschoolers [Peer Reviewed]. Journal of Family Psychology, 26(1), 56–65. https://doi.org/10.1037/a0026480
   PubMed Web of Science ®Google Scholar
• Zachrisson, H. D., & Dearing, E. (2015). Family income dynamics, early childhood education and care, and early child behavior problems in Norway. Child Development, 86(2), 425–440. https://doi.org/10.1111/cdev.12306
   PubMed Web of Science ®Google Scholar
• Zhang, Z., & Yuan, K. H. (2018). Practical statistical power analysis using webpower and R (Eds). ISDSA Press.
   Google Scholar