{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,5,22]],"date-time":"2026-05-22T03:06:21Z","timestamp":1779419181680,"version":"3.53.1"},"reference-count":33,"publisher":"Wiley","issue":"3","license":[{"start":{"date-parts":[[2026,5,1]],"date-time":"2026-05-01T00:00:00Z","timestamp":1777593600000},"content-version":"vor","delay-in-days":120,"URL":"http:\/\/onlinelibrary.wiley.com\/termsAndConditions#vor"},{"start":{"date-parts":[[2026,1,1]],"date-time":"2026-01-01T00:00:00Z","timestamp":1767225600000},"content-version":"tdm","delay-in-days":0,"URL":"http:\/\/doi.wiley.com\/10.1002\/tdm_license_1.1"}],"funder":[{"DOI":"10.13039\/100017950","name":"Shanghai Municipal Health Commission","doi-asserted-by":"publisher","award":["GWV\u201010.1\u2010XK19"],"award-info":[{"award-number":["GWV\u201010.1\u2010XK19"]}],"id":[{"id":"10.13039\/100017950","id-type":"DOI","asserted-by":"publisher"}]},{"DOI":"10.13039\/100017950","name":"Shanghai Municipal Health Commission","doi-asserted-by":"publisher","award":["GWV I\u201011.1\u201033"],"award-info":[{"award-number":["GWV I\u201011.1\u201033"]}],"id":[{"id":"10.13039\/100017950","id-type":"DOI","asserted-by":"publisher"}]},{"DOI":"10.13039\/501100003399","name":"Science and Technology Commission of Shanghai Municipality","doi-asserted-by":"publisher","award":["20Y11906400"],"award-info":[{"award-number":["20Y11906400"]}],"id":[{"id":"10.13039\/501100003399","id-type":"DOI","asserted-by":"publisher"}]}],"content-domain":{"domain":["onlinelibrary.wiley.com"],"crossmark-restriction":true},"short-container-title":["Child"],"published-print":{"date-parts":[[2026,1]]},"abstract":"<jats:title>ABSTRACT<\/jats:title>\n                  <jats:sec>\n                    <jats:title>Background<\/jats:title>\n                    <jats:p>The mental health development of preschool children has garnered increasing societal attention. However, empirical studies on mental health curriculum programs for preschool children in China remain limited. This study aims to evaluate interventions suitable for emotion regulation and stress coping strategies among preschool children and to provide a reference for early intervention that promotes their mental well\u2010being.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Methods<\/jats:title>\n                    <jats:p>This study was designed as a cluster randomised controlled trial conducted in two public kindergartens in Shanghai. Preschool children from middle and senior classes were recruited. To minimise classroom contamination, cluster randomisation was performed to assign classes to either the intervention group or the waiting\u2010list control group. The intervention group received a 10\u2010week Child Emotion and Stress Intervention Program (CESIP), delivered once weekly for 30\u2009min, while the control group continued their regular kindergarten curriculum during the study period and did not receive any CESIP\u2010related training or activities. Parents or caregivers completed the Strengths and Difficulties Questionnaire (SDQ) and the Inventory of Callous\u2013Unemotional Traits (ICU) at baseline (pre\u2010intervention) and immediately after the intervention (post\u2010intervention). Group differences in changes from pre\u2010 to post\u2010intervention were examined using a difference\u2010in\u2010differences (DID) framework, operationalised through the group\u2010by\u2010time interaction term.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Results<\/jats:title>\n                    <jats:p>\n                      A total of 211 children (intervention group:\n                      <jats:italic>n<\/jats:italic>\n                      \u2009=\u200997; waiting\u2010list control group:\n                      <jats:italic>n<\/jats:italic>\n                      \u2009=\u2009114) completed both assessments. DID analyses showed no significant group differences in changes across SDQ subscales (all\n                      <jats:italic>p<\/jats:italic>\n                      \u2009&gt;\u20090.05). In contrast, compared with the waiting\u2010list control group, the intervention group demonstrated significantly greater reductions in ICU uncaring scores (DID estimate\u2009=\u2009\u22120.16, 95% CI [\u22120.31, \u22120.01],\n                      <jats:italic>p<\/jats:italic>\n                      \u2009=\u20090.039) and ICU total scores (DID estimate\u2009=\u2009\u22120.11, 95% CI [\u22120.20, \u22120.01],\n                      <jats:italic>p<\/jats:italic>\n                      \u2009=\u20090.035).\n                    <\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Conclusions<\/jats:title>\n                    <jats:p>The CESIP intervention did not produce differential effects on behavioural difficulties but was associated with significant improvements in callous\u2013unemotional traits, particularly uncaring characteristics, among preschool children. These findings suggest that classroom\u2010based emotion and stress interventions may be beneficial for specific aspects of emotional development in early childhood.<\/jats:p>\n                  <\/jats:sec>","DOI":"10.1111\/cch.70289","type":"journal-article","created":{"date-parts":[[2026,5,2]],"date-time":"2026-05-02T03:21:43Z","timestamp":1777692103000},"update-policy":"https:\/\/doi.org\/10.1002\/crossmark_policy","source":"Crossref","is-referenced-by-count":0,"title":["A Study Exploring an Intervention for Emotion Regulation and Stress Coping in Preschool Children"],"prefix":"10.1111","volume":"52","author":[{"given":"Shanshan","family":"Wang","sequence":"first","affiliation":[{"name":"Department of Medical Psychology Xinhua Hospital Affiliated to Shanghai Jiao Tong University School of Medicine  Shanghai China"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"ORCID":"https:\/\/orcid.org\/0009-0001-9661-882X","authenticated-orcid":false,"given":"Meihui","family":"Qiu","sequence":"additional","affiliation":[{"name":"Department of Medical Psychology Xinhua Hospital Affiliated to Shanghai Jiao Tong University School of Medicine  Shanghai China"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Jingyi","family":"Wu","sequence":"additional","affiliation":[{"name":"Department of Medical Psychology Xinhua Hospital Affiliated to Shanghai Jiao Tong University School of Medicine  Shanghai China"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Jiahui","family":"Wu","sequence":"additional","affiliation":[{"name":"Department of Medical Psychology Xinhua Hospital Affiliated to Shanghai Jiao Tong University School of Medicine  Shanghai China"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"ORCID":"https:\/\/orcid.org\/0000-0002-0108-9479","authenticated-orcid":false,"given":"Jingsong","family":"Zhang","sequence":"additional","affiliation":[{"name":"Department of Medical Psychology Xinhua Hospital Affiliated to Shanghai Jiao Tong University School of Medicine  Shanghai China"}],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"311","published-online":{"date-parts":[[2026,5,1]]},"reference":[{"key":"e_1_2_12_2_1","doi-asserted-by":"publisher","DOI":"10.1176\/appi.books.9780890425596"},{"key":"e_1_2_12_3_1","doi-asserted-by":"publisher","DOI":"10.1176\/appi.ajp.2020.20030343"},{"key":"e_1_2_12_4_1","doi-asserted-by":"publisher","DOI":"10.1177\/1359104515621961"},{"issue":"2","key":"e_1_2_12_5_1","first-page":"76","article-title":"Identification of Preschool Children With Mental Health Problems in Primary Care: Systematic Review and Meta\u2010Analysis","volume":"29","author":"Charach A.","year":"2020","journal-title":"Journal of the American Academy of Child & Adolescent Psychiatry"},{"key":"e_1_2_12_6_1","doi-asserted-by":"publisher","DOI":"10.1177\/1359104520945390"},{"key":"e_1_2_12_7_1","volume-title":"Emotional Development in Young Children","author":"Denham S. 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