Perinatal Risk Factors for Emotional Problems in Preschool

In the past, serious emotional problems for preschool children were believed to be of too low prevalence to warrant professional attention. Only recently has researched begun to focus on preschool children to examine these emotional problems. Among the research pointing to the importance of psychological adjustment at this early age is the finding that the presence of an emotional problem is the strongest predictor for a later emotional problem (Prior, Smart, Sanson & Oberklaid, 2001). Further, emotional disturbances that remain untreated are related to further problems in adulthood, whereas interventions after early detection are relatively successful. (Harland, Reijneveld, Brugman, Verloove-Vanbrick, and Vernhulst, 2002) The current study examines emotional handicap and severe emotional disturbance ascribed in preschool. Emotional Handicap (EH) and Severe Emotional Disturbances were identified based on the diagnostic criteria specified in the Florida Statutes and State Board of Education Rules (Florida Department of Education, 2002). Emotional Handicap was defined as a condition resulting in persistent and consistent maladaptive behavior which exists to a marked degree and which interferes with the student’s own learning process. EH may include, but is not limited to, any of the following characteristics: an inability to build or maintain satisfactory relationships with peers or teachers, inappropriate types of behavior or feelings under normal circumstances, a general pervasive mood of unhappiness or depression or a tendency to develop physical symptoms or fears associated with personal or school problems. This definition also includes a more severe display of emotional problems indicated as Severe Emotional Disturbances (SED).