ERIC Number: EJ924289
Record Type: Journal
Publication Date: 2010-Jul
Pages: 14
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0091-0627
EISSN: N/A
Intervention to Strengthen Emotional Self-Regulation in Children with Emerging Mental Health Problems: Proximal Impact on School Behavior
Wyman, Peter A.; Cross, Wendi; Brown, C. Hendricks; Yu, Qin; Tu, Xin; Eberly, Shirley
Journal of Abnormal Child Psychology, v38 n5 p707-720 Jul 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 real life 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; self control/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following effects at post-intervention: reduced problems rated by teachers in behavior control, peer social skills, shy-withdrawn and off-task behaviors (ES 0.31-0.47).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.
Descriptors: Mentors, Intervention, Interpersonal Competence, Self Control, Emotional Response, Mental Disorders, Child Health, Skill Development, Developmental Stages, Scaffolding (Teaching Technique), Young Children, Behavior Problems, Antisocial Behavior, Reinforcement, Behavior Modification, Peer Relationship, Gender Differences, Program Effectiveness
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Publication Type: Journal Articles; Reports - Research
Education Level: Early Childhood Education; Elementary Education; Grade 1; Grade 2; Grade 3; Kindergarten
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A