Using social and emotional learning paradigms to inform a therapeutic intervention for preschool-aged children and their parents

Abstract

ABSTRACT Early intervention for young children who struggle with emotional dysregulation can prevent future social, emotional, and behavioural problems and promote healthier trajectories. Although existing interventions address these areas, there are few that focus explicitly on the acquisition of targeted social and emotional skills within a developmentally appropriate framework. To address this gap, a novel social and emotional learning intervention (SEL-I) for children identified with mental health concerns and their parents is introduced. An overview of the intervention theory, structure, and initial pilot implementation with five children, aged four to six, is provided. Participants in this phase had high rates of session attendance, treatment satisfaction, and SEL-I skill use. Initial results indicate good adherence and behavioural outcomes and improved social and emotional skill attainment. This suggests the need for the additional study and development of SEL-informed therapy interventions to prevent and reduce impairing social and emotional development, especially for young children with additional risk factors.