Caroline E Kerns
Biographic Data
| ID | 5131699 |
|---|---|
| NAME | Caroline E Kerns |
| GIVEN NAMES | Caroline E |
| FAMILY NAME | Kerns |
| SIGNATURE | KERNS C E |
| AFFILIATIONS | Northwestern University |
| ORCID | 0000-0003-2390-008X |
| VERIFIED | Yes |
| TOTAL WORKS | 4 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 4 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2018 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
The Impacts of Stress and Support on Early Childhood Educators’ Emotion-Focused Teaching Practices
Early childhood education (ECE) settings are key contexts through which young children develop foundational social and emotional skills. ECE educators play a critical role in this process by teaching children about emotions through emotion-focused teaching (EFT). As well, positive teacher-child relationships are associated with better developmental outcomes for children. However, educators’ own wellbeing can impact the extent to which they are ab…
Meeting the Relational and Developmental Needs of Young Children Exposed to Potentially Traumatic Events Through Trauma-Informed Care
This study examined the acceptability, feasibility, satisfaction, and preliminary effectiveness of the Ready to Learn Through Relationships (RLR) Program, a culturally-attuned and developmentally appropriate program designed to facilitate universal integration of trauma-informed care (TIC) in early childhood education (ECE) settings. Pre- and post-intervention surveys were administered to assess ECE professionals’ TIC knowledge, beliefs, and prac…
Comparative analysis of pediatric anxiety measures in clinical sample
A Preliminary Examination of the Link Between Maternal Experiential Avoidance and Parental Accommodation in Anxious and Non-anxious Children
No prominent works on this page.
A Preliminary Examination of the Link Between Maternal Experiential Avoidance and Parental Accommodation in Anxious and Non-anxious Children
Comparative analysis of pediatric anxiety measures in clinical sample
Meeting the Relational and Developmental Needs of Young Children Exposed to Potentially Traumatic Events Through Trauma-Informed Care
This study examined the acceptability, feasibility, satisfaction, and preliminary effectiveness of the Ready to Learn Through Relationships (RLR) Program, a culturally-attuned and developmentally appropriate program designed to facilitate universal integration of trauma-informed care (TIC) in early childhood education (ECE) settings. Pre- and post-intervention surveys were administered to assess ECE professionals’ TIC knowledge, beliefs, and prac…
The Impacts of Stress and Support on Early Childhood Educators’ Emotion-Focused Teaching Practices
Early childhood education (ECE) settings are key contexts through which young children develop foundational social and emotional skills. ECE educators play a critical role in this process by teaching children about emotions through emotion-focused teaching (EFT). As well, positive teacher-child relationships are associated with better developmental outcomes for children. However, educators’ own wellbeing can impact the extent to which they are ab…
Child and Adolescent Psychosocial and Emotional Development (3 works) · Clinical Psychology (3 works) · Psychology (3 works) · Anxiety (2 works) · Anxiety, Depression, Psychometrics, Treatment, Cognitive Processes (2 works) · Clinical Psychology (2 works) · Developmental psychology (2 works) · Psychiatry (2 works) · Accommodation (1 work) · Child Abuse and Trauma (1 work)