A study of a prevention program designed to address young children's social and emotional competencies, both externalizing and internalizing problems, emotion recognition, and social problem solving, that includes an examination of intervention's comparative effects for both low- and moderate-risk children and for high-risk children and screened for both social competence and emotional competence development, based on data from 28 teachers and 204 children from urban preschools in Romania and 156 of their parents