Group Work with Preschool Children: Effect on Emotional Awareness and Behavior∗

∗Accepted under the editorship of Donald E. Ward, Ph.D.

Abstract

Aggression and defiant behavior in preschool children have been linked to lower self-esteem (Scott, 1998), and a lack of core social and emotional competencies (Giles & Heyman, 2004). This study concerned the implementation and evaluation of an educational/guidance group with one preschool class. The intervention focused on self esteem, emotional awareness, and appropriate social skills. Effects were measured using the Emotional Identification Measure (EIM), and the Achenbach Child Behavior Checklist: Caregiver-Teacher Report Form for Ages 2–5 (CBC). Results indicated that emotional awareness and positive coping behaviors were increased from pre-intervention to post-intervention and generally maintained through follow-up evaluation.

Keywords:

• group
• preschool children
• self-esteem
• social skills

The authors would like to offer special acknowledgement to teacher Karen Magee and principal Tracey Mulvenon for their support in the project.

Notes

Note. N = 15.

∗p < .05, two tailed.

∗∗p < .01, two tailed.

Note. N = 15.

∗Accepted under the editorship of Donald E. Ward, Ph.D.

Additional information

Notes on contributors

Angie D. Waliski

Angie D. Waliski, PhD, LPC, NCC works for Ozark Guidance community mental health center in Springdale, Arkansas assisting children age birth to 6 and their families.

Laurie A. Carlson

Laurie A. Carlson, Ph.D., NCC, NCSC, is an associate professor in the counseling and career development program at Colorado State University in Fort Collins, Colorado.