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

Nathalia Santos Da Costa Vieira,Eder Moreira Raimundo,Denise Fabiane Ribeiro,Zilda Aparecida Pereira Del Prette,Amanda Margarida Oliveira,Lucas Cordeiro Freitas,Leonor Bezerra Guerra,Samantha Fernandes Silva,Sofia Carvalho Teodoro

doi:10.1590/0102.3772e3639

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.

Highlights

The Differential Emotions Theory (DET) corroborates the importance given to emotional learning by pointing out the critical role emotions have on the motivation of social and individual behaviors for adaptation, especially when they involve the interaction between the individual and the social environment (Izard et al, 2002)
School achievement and academic competence were similar among children of Comparison Group (CG) and Intervention Group (IG) at the beginning of the study
At 2nd evaluation, school achievement had improved for children in both schools, academic competence evaluated by the teachers was not better

Summary

Introduction

Many studies (Bywater et al, 2011; Domitrovich et al, 2017; Domitrovich & Greenberg, 2000; Faria et al, 2013; Hawkins et al, 2008; Izard et al, 2002; Lawson et al, 2018; Riggs et al, 2006; Wyman et al, 2010) have focused on preventive intervention programmes that help educational institutions to fulfill the wide role given to them which is to guarantee the emotional and social positive development, promoting individual’s formation and socialization (Riquelme & Munita, 2011) In this way, studies opt for socio-cognitive development programs in the beginning of childhood, justifying that pro-social children with strong family and school bonds define a positive developmental trajectory and with smaller rates of health risk behaviors (Hawkins et al, 2008). CASEL (2013) shows that social and emotional skills training facilitates the supportive relationships in educational contexts in a way that learning acquires a challenging, interesting, and meaningful nature

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