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ERIC Number: ED307049
Record Type: Non-Journal
Publication Date: 1989
Pages: 68
Abstractor: N/A
Reference Count: N/A
Improving Stress-Related Behavioral Indicators in the Preschool Classroom through Prevention and Intervention.
Warm, Rochelle
The director of a child care facility implemented a practicum designed to assist preschool children with coping strategies. Of a class of 26 children, 8 males and 5 females were physically aggressive; 9 males and 5 females were verbally aggressive; and several children were antisocial, or exhibited withdrawal, disturbed, or immature behaviors. The primary goal of the intervention was to reduce behavioral indicators of stress in the classroom. A three-phase solution strategy was attempted. Intervention included the use of bibliotherapy involving parents and their children, in-service workshops that familiarized teachers with stress management techniques, and implementation of the Developing Understanding of Self and Others (DUSO) affective education curriculum. Practicum evaluation data indicated positive outcomes. Children began to request the DUSO program on a daily basis and continued to request it after the intervention. Related materials are provided in 13 appendices containing statistical graphs, survey and evaluation forms and a sample of the weekly log. (RH)
Publication Type: Dissertations/Theses - Practicum Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A