Development Of Emotional Skills Research Articles

Implementasi Pendekatan Seni Kolase Dalam Menstimulasi Keterampilan Abad Ke-21 pada Anak Usia Dini

Developing children's 21st century skills through an arts approach is a creative and effective way to broaden horizons and experiences. Art can involve visuals, music, dance, theatre and various forms of creative expression. This study aims to analyse the collage art approach in stimulating 21st century skills at the kindergarten level. In this study using a field research method with a descriptive analysis qualitative approach. The results found in this study are 1). Visual communication skills, Collaboration, Building critical skills, Technology skills, Multidisciplinary skills, Social and emotional skills development. 2). The implications are creativity and innovation, problem solving and critical thinking, collaboration and communication, technological skills in the digital era, multidisciplinary understanding, Improved social and emotional skills. 3). The obstacles are limited resources, lack of time, lack of teacher knowledge and skills, and challenges in proper assessment.

ENHANCING INTERNATIONAL COMMUNICATION THROUGH MODERN APPROACHES TO TEACHING VISUAL ART IN KINDERGARTEN AND JUNIOR HIGH SCHOOL: EXPLORING LANDSCAPE THEMES AS EXAMPLES

This article examines the methodology of organizing classes on the updated program in kindergarten and junior high school, focusing on enhancing international communication through modern approaches to teaching visual art. The research specifically explores landscape themes as examples, aiming to stimulate creativity and promote understanding of different cultures and traditions. In recent years, innovative technology has emerged as an essential factor in improving the overall quality of education. The integration of these technologies into the teaching and learning process allows for the development of competitiveness among students, equipping them with all necessary skills to enter the global market. The study seeks to investigate the effectiveness of utilizing modern technology in teaching visual art, particularly in the context of landscape themes, and how it can foster cross-cultural understanding and communication. The article presents a comprehensive overview of the current state of visual art education in Kazakhstan, identifying key issues and challenges faced by educators and students alike. Additionally, it offers a thorough analysis of various style directions, techniques, and approaches used in teaching landscape themes in kindergarten and junior high school. The research encompasses both traditional and contemporary methods, highlighting their respective strengths and weaknesses and drawing on best practices from around the world to inform the development of a new, culturally inclusive curriculum. The presented research highlights the importance of childhood creativity and its impact on the development of cognitive, social, and emotional skills. The study emphasizes the need for educators to create an environment that encourages self-expression, experimentation, and critical thinking. By focusing on landscape themes, pupils can explore the cultural, historical, and geographical aspects of various regions and countries, broadening their understanding of the world and fostering empathy and appreciation for diversity. The article provides recommendations for implementing modern approaches to teaching visual art in kindergarten and junior high school. They include the adoption of interdisciplinary methods, collaboration between educators and artists, the integration of technology, and the establishment of international exchange programs. Additionally, the study highlights the significance of embracing innovation, technology, and cross-cultural understanding, the study hopes to pave the way for a more inclusive and globally connected education system that nurtures creativity and fosters international communication.

School connectedness: Comparison between adolescent students with emotional and behavioural disorders and general education students

Adolescents with emotional and behavioural disorders (EBD) continue to struggle in the school environment. They may have difficulty connecting to their school environment as their engagement in challenging behaviour may have led to frequent school removal and high rates of school dropout, resulting in a breakdown of their school connectedness. The purpose of this study was to evaluate levels of school connectedness for adolescents with EBD attending self-contained classrooms and compare them to adolescents in general education. The School Connectedness Questionnaire (SCQ), measuring school bonding, school attachment, school engagement, and school climate, was administered to 50 students with EBD and to 50 general education students ( n = 100). A multivariate analysis of variance (MANOVA) was conducted. The results indicated that of the four domains of school connectedness, students with EBD reported significantly higher levels of school climate. These youth also reported significant differences on four specific items representing three of the four construct domains. The results indicate that adolescents with EBD may experience school differently. Researchers should continue to examine specially designed programs for students with EBD that emphasise explicit behavioural and academic expectations and social and emotional skill development and its impact on school connectedness for adolescents with EBD.

Promoting emotional skills in early adolescents with mental health conditions in music therapy – a content analysis of focus group interviews

ABSTRACT Introduction Music therapy is actively used with early adolescents in relation to their emotional skill development. Yet, the conceptualization of emotional skills is typically not systematically addressed in therapeutic practice. This study examined music therapists’ views on the progress of emotional skills when working with early adolescents with mental health conditions. The study also explored what kind of methods the therapists use with the target group, and the applicability of a previously published conceptual model. Method We conducted a deductive-inductive content analysis of transcripts from four focus group interviews among 13 professional music therapists. Results The therapists concluded that the progress of the emotional skills of their clients can be seen both in daily functioning as well as the client’s functioning in therapy. The selection of therapy methods was broad and included both music-based and non-music-based methods. Therapists considered the presented conceptualization of emotional skills to be valid, but had difficulty examining their practices using all levels of the model. Several practical features were identified that were considered beneficial for the therapists in clinical practice. Discussion This study adds to knowledge about the progress of emotional skill development, working methods, and useful perspectives for working on emotional skills in early adolescents with mental health conditions. The conceptual model of emotional skills can offer a tool for helping music therapists define, observe and analyse emotional skills in the therapy context.

Enhanced electroencephalography effective connectivity in frontal low-gamma band correlates of emotional regulation after mindfulness training.

Practicing mindfulness, focusing attention on the internal and external experiences occurring in the present moment with open and nonjudgement stance, can lead to the development of emotional regulation skills. Yet, the effective connectivity of brain regions during mindfulness has been largely unexplored. Studies have shown that mindfulness practice promotes functional connectivity in practitioners, potentially due to improved emotional regulation abilities and increased connectivity in the lateral prefrontal areas. To examine the changes in effective connectivity due to mindfulness training, we analyzed electroencephalogram (EEG) signals taken before and after mindfulness training, focusing on training-related effective connectivity changes in the frontal area. The mindfulness training group participated in an 8-week mindfulness-based stress reduction (MBSR) program. The control group did not take part. Regardless of the specific mindfulness practice used, low-gamma band effective connectivity increased globally after the mindfulness training. High-beta band effective connectivity increased globally only during Breathing. Moreover, relatively higher outgoing effective connectivity strength was seen during Resting and Breathing and Body-scan. By analyzing the changes in outgoing and incoming connectivity edges, both F7 and F8 exhibited strong parietal connectivity during Resting and Breathing. Multiple regression analysis revealed that the changes in effective connectivity of the right lateral prefrontal area predicted mindfulness and emotional regulation abilities. These results partially support the theory that the lateral prefrontal areas have top-down modulatory control, as these areas have high outflow effective connectivity, implying that mindfulness training cultivates better emotional regulation.

Universal Screening in Early Childhood Populations: A Systematic Review

Early childhood is an important period for the development of social, emotional and behavioral (SEB) skills. Deficits in these skills often lead to negative outcomes; thus, early identification is essential for the provision of services. Unfortunately, only a fraction of students with deficits are identified and receive services. One cause of this is the methods used to identify students, such as teacher nominations which do not identify all students in need (Dowdy et al., 2013). Proactive practices, such as universal screening, are a more systematic way of identification. The purpose of this review was to examine commonly used early childhood screeners and their evidence base, effectiveness, and the feasibility and accessibility of their use in early childhood settings. This critical review analysed 18 screeners using Southam-Gerow & Prinstein’s (2014) review criteria for evidence-based treatments and a technical adequacy rubric based on Glover and Albers’ (2007) considerations for evaluating universal screening assessments. Of the 18 screening tools reviewed, four screeners are highly recommended based on their technical adequacy and usability within early childhood settings. These results highlight the need for further research in the evaluation of early childhood universal screeners.

Welcome to Our Class! Building Classroom Rapport to Support the Development of Social and Emotional Learning Skills

In this article, we describe practical, usable ways teachers can build rapport with students, particularly students with and at risk for emotional and behavioral disorders. By establishing rapport, teachers can increase the effectiveness of the social and emotional learning curriculum and interventions delivered. Specifically, the warm welcomes, transitions, emotion checks, two by 10, and optimistic closures strategies are described.

Clinical Research Updates.

Clinical Research Updates.

A typical professional task as a means of forming foreign language communicative potential of a marine specialist

Annotation. The article deals with the problem of the foreign language communicative potential of marine specialists in a multicultural environment. It highlights the necessity of communicative potential formation when solving typical professional tasks and describes features and dynamics of its development at a maritime university. The experimental analysis involved a sample of 107 graduate cadets of the engineering department of Admiral Ushakov Maritime State University using the following diagnostic tools: questionnaires, tests, lingua-psychological trainings, business games. The analysis of the data shows that the foreign language communicative potential depends on the development of emotional and volitional stability skills and readiness to solve typical professional tasks.

Soft skills for employability: Exploring english graduates' awareness and practices in bangladesh

This study examined the soft skills for employability among English graduates in Bangladesh. It identified twelve fundamental soft skills, Communication, Interpersonal Skills, Self-Management, People Management, Collaboration, Emotional Intelligence, Time Management, Problem-Solving, Decision-Making, Critical Thinking, Leadership, Creativity, and 49 Sub-skills. To triangulate the data, the study utilized a student survey (N=323), in-depth interviews with teachers (N=18), focus group discussions with students (N=9), and secondary literature. The findings revealed that English graduates had a higher awareness of soft skills than their actual practice. The survey results showed a gap between soft skill awareness and practice, with participants ranking their overall skill level slightly above average. Emotional intelligence, leadership, people management, and interpersonal skills were rated the highest, while creativity, problemsolving, critical thinking, and communication received the lowest scores. The in-depth interviews and focus group discussions provided further insights into the soft skill experiences of English graduates. It was found that the large class sizes in NU colleges posed challenges for effective soft skills practices. However, self-directed learning was identified as an effective method for enhancing soft skill awareness and practice. Additionally, the English curriculum indirectly encouraged the development of emotional intelligence skills among literature and language students. Based on the findings, the study recommended incorporating soft skills training into the English curriculum and providing clear implementation guidelines. This would help boost the employability of English graduates in Bangladesh. The study's implications extend to educational policy and practice, providing valuable insights for improving graduates' employability and contributing to overall economic development in the country.

Mediating Role of Emotional Intelligence in the Relationship between Anxiety Sensitivity and Academic Burnout in Adolescents.

(1) Background: Increased stress and study overload during adolescence could be related to academic burnout. Anxiety sensitivity of students seems to affect burnout levels, while emotional intelligence enables emotion management under stressful conditions. The objective of this study is to analyze the roles of anxiety sensitivity and emotional intelligence in academic burnout. (2) Methods: In this quantitative cross-sectional study conducted in Spain, the sample comprised 1287 high school students aged 14 to 18 who filled out the Maslach Burnout Inventory-General Survey, the Spanish version adapted for high school students of the Anxiety Sensitivity Index-3, and Brief Emotional Intelligence Inventory. (3) Results: Anxiety sensitivity was significantly higher in cynicism and emotional exhaustion. Furthermore, the mediation analysis showed that high anxiety sensitivity directly affected student exhaustion, cynicism, and efficacy levels. These effects were mediated mainly through stress management but also through the effect of stress management on mood, both emotional intelligence factors. (4) Conclusions: The academic changes that occur during high school hinder engagement and performance. Promoting the development of emotional skills would enable young people to manage their emotions when they become overwhelming and diminish their lack of interest and exhaustion in the classroom.

How Mindfulness Strategies Can Support Social and Emotional Learning Skill Development for Elementary Grade Students With Emotional and Behavioral Disorders

The best social and emotional learning (SEL) curriculum can be difficult to implement when students with or at risk for emotional and behavioral disorders (EBD) are unregulated and unprepared to engage in instruction. Daily mindfulness practices can help students with and at risk for EBD regulate their emotions and behaviors and be prepared for instruction. In this article, we provide examples and models of how informal mindfulness strategies can be incorporated into the elementary classroom to support student SEL growth. We also address how SEL instruction can be intensified using explicit mindfulness intervention programs to help meet the needs of students with EBD.

The Importance of Role Play and Artistic-Plastic Activities in the Preschoolers Self-Knowledge and Emotional Expressivity Development

The preschool period becomes a favorable ground for the development of emotional and social skills. We consider that the educational and family environment play an important role in the development of these competencies. Emotional and social skills play an important role in the child's further development. A good ability to understand emotions, self-knowledge, the environment in which and how they occur develops empathy and at the same time allows the preschooler to relate effectively to those around him, to respond appropriately to the emotions of others and to adapt more easily to the social environment. The main purpose of this research refers to the increased efficiency of both the role play and the artistic-plastic activities in the socio-emotional development of preschoolers. By introducing role-playing games in the didactic activity through stories and artistic-plastic activities, educational actions are initiated, the results of which are recorded and processed in order to demonstrate their value. The results of this study showed that the use of artistic and plastic activities as well as role play contributed to managing their own emotions, to understanding the need to respect the feelings and feelings of others, developing the ability to relate to others, improving skills, communication and self-expression in the development of self-confidence, the development of confidence in individual abilities, the development of self-control identifying possible solutions to problems such as anger, disappointment, sadness.

Critical life course interventions for children and adolescents to promote mental health.

Abstract Childhood and adolescence are key developmental periods in the life course for addressing mental health, and there is ample evidence to support significant, increased investment in mental health promotion for this group. However, there are gaps in evidence to inform how best to implement mental health promotion interventions at scale. In this review, we examined psychosocial interventions implemented with children (aged 5–10 years) and adolescents (aged 10–19 years), drawing on evidence from WHO guidelines. Most psychosocial interventions promoting mental health have been implemented in school settings, with some in family and community settings, by a range of delivery personnel. Mental health promotion interventions for younger ages have prioritised key social and emotional skills development, including self-regulation and coping; for older ages, additional skills include problem-solving and interpersonal skills. Overall, fewer interventions have been implemented in low- and middle-income countries. We identify cross-cutting areas affecting child and adolescent mental health promotion: understanding the problem scope; understanding which components work; understanding how and for whom interventions work in practice; and ensuring supportive infrastructure and political will. Additional evidence, including from participatory approaches, is required to tailor mental health promotive interventions to diverse groups’ needs and support healthy life course trajectories for children and adolescents everywhere.

Emozioni e meta-emozioni nei contesti formativi

This paper aims to provide an overview of the debate around emotions and meta-emotions in order to work on formative strategies that encourage the development of emotional and meta-emotional skills. Acquiring said skills is essential, for the educators, to deal with problems such as emotional illiteracy and alexithymia involving large sections of the young population. In the second part of this paper, we present an empirical research concerning the links between music and poetry. Specifically, it is an experience of listening to music and writing a poem that ended with completing a meta-emotional notebook, by the participants, whose writings were studied and analysed with the NVivo software.

Developmental Coordination Disorders (DCD) and Interactive Games: A Literature Review

Children with deficits or delays in visual-motor coordination skills experience difficulties in acquiring academic skills, participating in school activities as well as in social relationships. Valid and early detection of visual-motor difficulties and their treatment through intensive and effective intervention programs have been shown to bring about significant improvements in the functioning of children with DCD. The purpose of this literature review was to examine the effectiveness of intervention programs that involve the use of interactive games to deal with visual-motor coordination difficulties in preschool, school and adolescent children. The method used was the search of the relevant literature in databases (Google Scholar, PubMed, Plos One, Taylor & Francis, Science Direct, EKT & IKEE, etc.) with keywords in the title and the text of the abstract (video games intervention and DCD, computer games, virtual games, active games, exergames, rehabilitation and DCD, Wii intervention for DCD, etc.), in order to identify and display articles that would be relevant to the topic under consideration as much as possible. 105 bibliographic references (93 scientific articles, 9 conference proceedings and 3 diploma theses) have emerged from the initial search carried out with the aim of a systematic review of the existing literature. After removing studies involving tablet games for people over the age of 18 and for children who did not have DCD, 36 studies were finally reviewed. The results showed, in their majority, a positive effect of interactive games for the elimination of visual-motor difficulties already at preschool age. There have been studies that have shown a positive effect on the social and emotional development of children. Children seem to have a lot of fun using the interactive toys. Of course, the contribution of interactive games to the normalization of DCD has not yet been investigated in depth and more thorough research is needed in the direction of the type, the time frame, the frequency of the activity as well as the training of the special educators and therapists. Future researches on the implementation of programs with interactive games could focus on: a) the long-term effect on preschool, school children and adolescents with DCD problems, b) the combination with physical activity and sports, and c) the development of children's social and emotional skills.

Promote Positive Behaviors in Preschoolers by Implementing an Innovative Educational Program for the Training and Development of Social and Emotional Skills (DeCo-S.E.).

The purpose of our research is to determine emotional and behavioural modelling in an emotionally safe environment in a group of kindergarten preschoolers, following the application of an innovative curriculum project, designed and implemented for the first time, Educational Program for the training and development of social and emotional skills (DeCo-S.E.). Eighteen teachers, involved in the research, were divided into two samples: the experimental group (EG) consisting of 10 preschool teachers who were trained to take up the DeCo-S.E. program, and the control group (GC) including eight preschool teachers who applied the classic educational strategies. The DeCo-S.E. program is aimed at developing social and emotional skills (emotion identification, frustration tolerance), reducing behavior problems, and solving problems with peers as part of the training process. The study also included 142 children in their last year at kindergarten, aged X ± SD 5.87 ± 2.87 years old, divided into two groups: the EG consisting of 74 children to whom the experimental program was implemented and the GC comprising 72 children who did not take part in the training program. In the present study, we applied only the Preschool and Kindergarten Behavior Scales for Teachers (PKBS-2) questionnaire to children in the pre- and post-experimental phases. The results were processed with the statistical software SPSS 22. The analysis of the scores of the questionnaire applied to the children highlighted a significant improvement in EG on both scales. The study reveals the effectiveness of the Development of social and emotional skills programs in preschool children has proven its effectiveness by reducing undesirable/maladaptive behaviours and positively developing socio-emotional skills in preschool children.

FRIDA, a Framework for Software Design, Applied in the Treatment of Children with Autistic Disorder

The “FRIDA” framework is a guide for the agile development of accessible software for users with Autism Spectrum Disorder (ASD), as a tool for strengthening emotional and social skills in the treatment of autism. It is based on the use of accessible software for the development of emotional and social skills, and designed with a focus on the user with intellectual disabilities. A mixed quasi-experimental study is carried out with three focus groups: children with ASD, expert therapists in ASD treatments and software designers adapting the Design Thinking model for the co-creation of the functional characteristics of the software and its use in therapies. The findings and results show that using FRIDA facilitates the agile design of accessible apps by reducing their development time by 94% and increasing their usability level by more than 90%. This facilitates the treatment of people with ASD, especially in the development of emotional self-recognition skills and social adaptation. The experience applied collaborative design thinking models and agile software design methodologies, articulating knowledge between software developers, therapists, and families of users with ASD. Users were characterized separately, and the functionalities required for the software that would be developed and linked in the treatment of autism were identified.

Life skills development and transfer amongst socially vulnerable adults through sports: a systematic review

ABSTRACT This systematic review aims to provide an overview of the current knowledge regarding life skills development (LSD) and life skills transfer (LST) in sports programs serving adults in a socially vulnerable position. It identifies factors influencing LSD and LST in these sports programs, as well as possible differences in this regard between the various subgroups of social vulnerability. Potentially relevant studies were identified by searches of five databases, complemented by backward and forward snowballing. The 26 articles included reported the development of cognitive, emotional and/or social skills amongst socially vulnerable adults through participation in a sports program. In 20 studies, transfer was reported for at least one of the life skills developed. Potential factors that may influence the process of LSD and LST were related to the individual, the staff, the program design, the inherent demands of sport, a safe environment and social cohesion. Some differences in LSD and LST were found between subgroups of social vulnerable adults. However, because some subgroups were hardly represented, a comparison was difficult to make. This review showed that sports programs have the potential to help socially vulnerable adults develop and transfer life skills. Recommendations for future research are given.

Manitos a Trabajar” learning workshops for the Luis Ulpiano de la Torre Educational Unit.

It has been scientifically proven that the first years of life are crucial to promote the development of cognitive, affective, emotional, motor and language skills in infants, therefore, initial education plays a decisive role in this area; Thinking about this, the present research aims to promote the use of learning environments in Initial Education through the application of pedagogical workshops to teachers and children. As for the study, it was mixed type and the level of research was descriptive with a field, pre-experimental design. The result of its implementation reflected that initially the children had 53% psycho-academic progress and at the end they reached 93% progress.