About this srcd poster session

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Panel information
Panel 16. Prevention and Interventions

Abstract

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Children with Social, Emotional and Behavioral Difficulties (SEBD) are in a worrying situation in the general education environment, have difficulty adapting to the environment, are excluded to varying degrees, and lack effective support. Many studies have pointed out that self-efficacy has a significant impact on children's social，emotion，behavior，physical and mental health, well-being, and quality of life, especially in the rehabilitation of special populations. There is a consensus that improving self-efficacy can effectively improve children's SEBD. However, the lack of empirical research has left it unvalidated. Therefore, it is particularly important and urgent to study the relationship between self-efficacy and SEBD, and how to alleviate SEBD by improving self-efficacy.

Methods
Based on a township kindergarten, 39 SEBD children were selected from 1861 children by means of questionnaire survey, observation and interviews,and they were divided into intervention group (n=20) and non-intervention group (n=19) by natural grouping method (parents and teachers who followed the intervention and parents and teachers did not follow the intervention).
The SELF-EFFICACY intervention model was constructed . The family support program (F-Belp) and class support program (C-Belp) focusing on improving the self-efficacy of children with SEBD were embedded, and intervention experiments were carried out through intervention groups and non-intervention groups.The intervention group received a 10-month intervention on the basis of regular kindergarten education, and the non-intervention group received regular education.
The scores of the Family Parenting Environment Scale, Self-Efficacy Scale, Classroom Adaptation Skills, and the Strengths and Difficulties Questionnaire were compared between the two groups before and after the intervention.

Results
The difficulty score of the Strengths and Difficulties questionnaire in the intervention group was lower than that before intervention (P<0.01), and there was no significant change in the non-intervention group before and after intervention. The scores of prosocial behavior, classroom adaptation skills and self-efficacy in the intervention group were higher than those before intervention (all P<0.01), while there were no significant changes in prosocial behavior,classroom adaptation skills and self-efficacy in the non-intervention group before and after intervention. The score of the family nurturing environment questionnaire in the intervention group was higher than that before intervention (P<0.01), and there was no significant change in the non-intervention group before and after intervention.

Conclusion
The construction and application of the SELF-EFFICACY intervention model and the support programmes(F-Belp and C-Belp) embedded in it can improve SEBD children's self-efficacy, prosocial behavior and classroom adaptability, improve the family nurturing environment, and reduce the occurrence of SEBD.

Author information

Author	Role
Ms. Juan Zhao, Zhejiang University	Presenting author
Qinmei Xu, Zhejiang University	Non-presenting author

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