Effects of a Preventive Intervention of Emotional Regulation in the School Context-Reference-Cited by-同舟云学术

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

Published:2020 Issue: Volume:36 Page:
ISSN:1806-3446
Container-title:Psicologia: Teoria e Pesquisa
language:
Short-container-title:Psic.: Teor. e Pesq.

Author:

Vieira Nathalia Santos da Costa¹^ORCID,Prette Zilda Aparecida Pereira Del²^ORCID,Oliveira Amanda Margarida¹^ORCID,Ribeiro Denise Fabiane¹^ORCID,Silva Samantha Fernandes³^ORCID,Raimundo Eder Moreira³^ORCID,Teodoro Sofia Carvalho¹^ORCID,Freitas Lucas Cordeiro²^ORCID,Guerra Leonor Bezerra¹^ORCID

Affiliation:

1. Universidade Federal de Minas Gerais, Brazil

2. Universidade Federal de São Carlos, Brazil

3. Pontifícia Universidade Católica de Minas Gerais, Brazil

Abstract

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.

Publisher

FapUNIFESP (SciELO)

Subject

General Psychology

Link

http://www.scielo.br/pdf/ptp/v36/1806-3446-ptp-36-e3639.pdf

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