Effects of a Preventive Intervention of Emotional Regulation in the School Context

Effects of a Preventive Intervention of Emotional Regulation in the School Context

Abstract 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 sch...

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Bibliographic Details
Main Authors: Nathalia Santos da Costa Vieira, Zilda Aparecida Pereira Del Prette, Amanda Margarida Oliveira, Denise Fabiane Ribeiro, Samantha Fernandes Silva, Eder Moreira Raimundo, Sofia Carvalho Teodoro, Lucas Cordeiro Freitas, Leonor Bezerra Guerra
Format: Article
Language:English
Published: Universidade de Brasília 2021-01-01
Series:Psicologia: Teoria e Pesquisa
Subjects:
emotional regulation
preventive intervention
social skills
school achievement
academic competence
Online Access:http://www.scielo.br/scielo.php?script=sci_arttext&pid=S0102-37722020000100408&tlng=en
Description
Summary:Abstract 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.
ISSN:1806-3446

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