Improving Self-Regulation: Resiliency Skills in the Classroom

Abstract

Purpose: The impact of daily living often results in unimaginable stress for children, which can be exhibited as lack of self-control. Children with decreased self-regulation are often not successful in school. Many schools do not have the resources needed to employ professionals who could provide programs to improve self-regulation. Creative programs that can be implemented into the classroom without disrupting the school day are needed. The current article describes a resiliency program that was implemented in a school setting to increase self-regulation. Method: This pilot project used descriptive statistics to analyze the feasibility of incorporating resiliency skills into an elementary school curriculum and the resulting impact on self-regulation among school-aged children. Results: Improvements were identified in self-esteem, compassion, and classroom behavior. Conclusion: Implementing resiliency skills into the curriculum can result in positive outcomes by improving self-regulation in school-aged children. [ Journal of Psychosocial Nursing and Mental Health Services, xx (xx), xx–xx.]