Views of Teachers, Parents, and Counselors toward the Preschool Version of First Step to Success Early Intervention Program (FSS-PSV) in Preventing Antisocial Behaviors

This study aims to describe the views of teachers, parents, and FSS-PSV counselors on the Preschool Version of First Step to Success Early Intervention Program (FSS-PSV) in preventing antisocial behaviors; in addition, the implementation process and contributions from the program will also be outlined. The study was conducted in six different preschools in Eskisehir, Turkey. Participants of the study were 11 preschool teachers, 11 parents, and six FSS-PSV counselors. Data were collected through semi-structured interviews. Descriptive analysis was used in analyzing the data. As a result, children who were identified as target students of the FSS-PSV program revealed having antisocial/problem behaviors. These behaviors particularly involved physical aggression and incompetency in social skills. The majority of teachers and parents stated that those behaviors stemmed from family-related reasons. To cope with antisocial/problem behaviors, the teachers preferred to talk to a student about his/her behavior, use the in- and out-of-class break technique, and reward positive behaviors. Parents preferred talking to the child or punishing them. Qualitative findings of this study support the findings of studies on the effectiveness of FSS-PSV through quantitative methods in literature. Similarly, most of the participants in this study provided positive feedback on FSS-PSV, and changes were observed concerning the antisocial/problem behaviors of the children.Keywords: Preschool period * Antisocial behaviors * Prevention of antisocial behaviors * First Step to Success Early Intervention Program * Qualitative researchAlong with rapid growth and development in early childhood, some negative behaviors, including crying easily, shouting, raging and demonstrating unexpected reactions, might temporarily appear (Ozbey & Alisinanoglu, 2009; Wakschlag et al., 2007). In addition, some other behaviors such as sleeping, eating problems, disobedience, extravagancy, lying, stubbornness, aggressiveness, timidity, fear, thumb-sucking, nail-biting, eating things like soil and lime, and avoidance of social environments can be encountered during the preschool period (Aydogmus, 2010; Yavuzer, 2011, 2012; Yorukoglu, 2011). These behaviors might either be due to stress or they might be behaviors that disappear after the child learns what is appropriate behavior (Bailey, 2006). On the other hand, some behaviors that are accepted as a natural process of development might appear to be a more serious problem if they are repeated frequently (Bullis, Walker, & Sprague, 2001; Keenan & Wakschlag, 2002).Antisocial behaviors, also known as problem behaviors, are considered important in this framework. Regarding the classification and definition of antisocial behaviors, various behaviors and definitions exist within the literature. Inappropriate behaviors, behavioral disorders, unwanted behaviors, disorderly behavior, disruptive behaviors, and undisciplined behaviors could be cited as examples of antisocial behaviors. Walker, Colvin, and Ramsey (1995) defined antisocial behaviors as repetitive and consistent refusals to engage in behaviors that are accepted by various forms of society (e.g., family, school, and the local community) and set by social rules. Antisocial behaviors can also be viewed as aggression and/or behaviors in the form of mischievous and negative reactions (as cited in Walker et al., 1998a; Walker, Severson, Feil, Stiller, & Golly, 1998b).Most of the studies on antisocial behaviors assert that they might be observed during early childhood, and must be approached meticulously (Bullis et al., 2001; Domenech-Llaberi et al., 2008; Keenan & Wakschlag, 2002; Walker et al., 1998/a; Walker et al., 1998/b; Walker, Ramsey, & Gresham, 2005). Principally, some studies point out that in cases when antisocial behaviors (emotional, social, and behavioral problems) are seen in little children who would be at risk and are not responded to promptly, this would increase the probability of academic failure, grade repetition, and dropping out of school (Davenport, Hegland, & Melby, 2008; Webster-Stratton & Reid, 2004). …