Promoting Emotional Well-Being Through School Mental Health Services (original) (raw)
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The purpose of this study was to determine whether a school-based emotion regulation group program or a community-based emotion regulation group program for children in grades one through six identified as at risk for emotional and behavioral problems is most effective in improving student functioning. Outcome measures included emotional awareness, emotional coping, expression management, self-efficacy with regard to managing emotions, selfesteem, academic performance, and behavioral infractions within the school system. Longitudinal data were analyzed using a repeated measures ANOVA and showed that the programs were equally effective in teaching children emotion regulation skills. For the most part, this learning was sustained at oneyear and two-year follow-ups.
Journal of Abnormal Child Psychology, 2010
A model for teaching children skills to strengthen emotional self-regulation is introduced, informed by the developmental concept of scaffolding. Adult modeling/instruction, role-play and in vivo coaching are tailored to children's level of understanding and skill to promote use of skills in reallife contexts. Two-hundred twenty-six kindergarten-3rd grade children identified with elevated behavioral and social classroom problems from a population-based screening participated in a waitlisted randomized trial of the Rochester Resilience Project derived from this model. In 14 lessons with school-based mentors, children were taught a hierarchical set of skills: monitoring of emotions; selfcontrol/reducing escalation of emotions; and maintaining control and regaining equilibrium. Mentors provided classroom reinforcement of skill use. Multi-level modeling accounting for the nesting of children in schools and classrooms showed the following effects at post-intervention: reduced problems rated by teachers in behavior control, peer social skills, shy-withdrawn and offtask behaviors (ES 0.31-0.47). Peer social skills improved for girls but not for boys. Children receiving the intervention had a 46% mean decrease in disciplinary referrals and a 43% decrease in suspensions during the 4-month intervention period. Limitations and future directions to promote skill transfer are discussed.
The Open Family Studies Journal, 2017
Background: This paper describes the impact upon well-being of pupils, staff, and families following the introduction of Emotion Coaching as a whole school approach. Objective: This paper’s objective is an attempt to redress the lack of published evidence about the use of Emotion Coaching in schools and to highlight how a school has been able to adopt a humanistic relational approach in a climate in which behaviorist principles are dominant in schools. Method: A case study approach using mixed methods was used. Data were examined from an outcomes model perspective where the benefits and changes intended from Emotion Coaching were the starting point. Perspectives from pupils, staff, and families were gained via interviews and structured questionnaires alongside quantitative measures of pupil academic progress and staff and pupil behavior. Results: Results indicate that Emotion Coaching improved the pupil’s ability to regulate their feelings and had a positive effect upon teacher-pupi...
Effects of a Preventive Intervention of Emotional Regulation in the School Context
Psicologia: Teoria e Pesquisa, 2020
In early childhood education, socio-emotional learning is not always considered with appropriate planning nor based on scientific evidence. Aiming to analyze impact of an Emotional Regulation (ER) Intervention in school achievement and social skills (SS), fifty-five children from public schools were evaluated by Raven's Coloured Progressive Matrices (CPM), School Achievement Test (TDE) and Social Skills Rating System (SSRS-BR). After nine 50-minute meetings addressing ER strategies, evaluation of SS by the teacher indicated improvement in all aspects of SS in Intervention Group (IG) and worsening of the self-control in Comparison Group (CG). Self-evaluation of SS showed that IG overcame the initial difference in assertiveness and problem avoidance. Results suggest that ER programs can bring benefits to the development of SS.
Assessing the Impact of an Emotion Regulation Booster Program for Elementary School-aged Children
The Journal of Primary Prevention, 2009
The purpose of this study was to determine whether children who participated in a booster program 3 years after completing an emotion regulation program show a greater increase between pretest and post-test in the development of emotion regulation skills than children in a comparison group. A booster program was implemented as a pilot project with seven children ages 12–14. The contrast group consisted of eight children ages 10–14. Results of the study showed that the booster group had significant increases on 4 of 10 outcome measures: emotional awareness, emotional expressiveness, number of identified body cues, and number of identified calming activities. The contrast group showed no significant pretest post-test changes on the outcomes measured. Editors’ strategic implications: Replication will be required with a larger sample size, but the emotion regulation results presented are encouraging. Program developers and evaluators will benefit from the authors’ discussion of the importance and role of booster programs.
Scandinavian Journal of Educational Research, 2019
Research on implementation of school-based transdiagnostic interventions, conducted by personnel from the municipal services is limited. We investigated facilitators and barriers regarding implementation of EMOTION, an intervention targeting symptoms of anxiety and depression in children 8-12 years. Trained health-and childcare professionals completed one questionnaire before (N = 63) and a separate questionnaire after running an EMOTION group (N = 66). Twelve of the group leaders were interviewed to provide additional information regarding implementation. Results indicated that factors such as a perceived need for the intervention and positive attitudes from the group leaders facilitated implementation. Hindering factors were related to time constraints, workload, unsupportive leaders, and lack of cooperation from the schools. Allocating resources to implementation specifically could promote future use of the program.
2019
Research on implementation of school-based transdiagnostic interventions, conducted by personnel from the municipal services is limited. We investigated facilitators and barriers regarding implementation of EMOTION, an intervention targeting symptoms of anxiety and depression in children 8-12 years. Trained healthand childcare professionals completed one questionnaire before (N = 63) and a separate questionnaire after running an EMOTION group (N = 66). Twelve of the group leaders were interviewed to provide additional information regarding implementation. Results indicated that factors such as a perceived need for the intervention and positive attitudes from the group leaders facilitated implementation. Hindering factors were related to time constraints, workload, unsupportive leaders, and lack of cooperation from the schools. Allocating resources to implementation specifically could promote future use of the program.
Emotions Regulations and Academic Performance of Elementary School-Aged Students
2020
Emotions regulations is the capacity that plays a necessary function in our routine lives and essential not only for the attainment of socialization but also necessary in achieving educational tasks. This research proposed to examine the association between the emotions regulations and academic achievement of elementary aged students. The quantitative research method was adopted to determine the results. The sample size of the study confined 209 students (boys & girls) of twelve elementary schools in district Bahawalnagar of Punjab Pakistan. The sample of the study utilized simple random sampling. A self-report questionnaire was used to collect the data from students regarding their emotions regulations. School records and Punjab Board Gazette (Punjab Examination Commission) was included to collect data of the study. Mean, standard deviation, and Pearson correlation techniques were applied to analyze the data. The results of the study explored that most of the respondents practice p...