Targeting classrooms' emotional climate and preschoolers' socioemotional adjustment: Implementation of the Chicago School Readiness Project

Christine P. Li-Grining*, C. Cybele Raver, Darlene Jones-Lewis, Sybil Madison-Boyd, Jaclyn Lennon

*Corresponding author for this work

Research output: Contribution to journalArticle

3 Scopus citations

Abstract

Children living in low-income families are more likely to experience less self-regulation, greater behavior problems, and lower academic achievement than higher income children. To help prevent children's later socioemotional and academic difficulties, the Chicago School Readiness Project (CSRP) team implemented a clustered, randomized controlled trial (RCT) in early childhood programs with Head Start funding. Head Start sites were randomly assigned to receive CSRP services, which were offered as part of a multicomponent, classroom-based mental health intervention. Here, we provide an overview of the CSRP model, its components, and a descriptive portrait of its implementation. In so doing, we address various aspects of the implementation of three of its components: (1) the training of teachers, (2) MHCs' coaching of teachers, and (3) teachers' behavior management of children. We conclude with a discussion of factors potentially related to the implementation of CSRP and directions for future research.

Original languageEnglish (US)
Pages (from-to)264-281
Number of pages18
JournalJournal of Prevention and Intervention in the Community
Volume42
Issue number4
DOIs
StatePublished - Oct 13 2014

Keywords

  • Implementation
  • Intervention
  • Preschool
  • School readiness

ASJC Scopus subject areas

  • Social Psychology

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