Understanding Implementation and Effectiveness of Strong Start K-2 on Social-Emotional Behavior

2011 ◽  
Vol 40 (1) ◽  
pp. 63-71 ◽  
Author(s):  
Sara A. Whitcomb ◽  
Kenneth W. Merrell
Keyword(s):  
Emotional Behavior ◽  
Social Emotional ◽  
Strong Start

scholarly journals The Influence Of Single Parent Parenting Style On Social Emotional Development Women Student Of Al-Istiqamah Ngatabaru Modern Islamic Boarding School

2020 ◽  
Vol 2 (2) ◽  
pp. 21-36
Author(s):  
Beti Wulandari ◽  
Sagaf S. Pettalongi ◽  
Hamlan Hamlan
Keyword(s):  
Social Development ◽  
Parenting Style ◽  
Descriptive Analysis ◽  
Boarding School ◽  
Positive Influence ◽  
Single Parent ◽  
Emotional Behavior ◽  
Coefficient Of Determination ◽  
Social Emotional Development ◽  
Social Emotional

This study was conducted in al-istiqamah ngatabaru modern islamic boarding school with sample of 50 students. Data were gathered through  observation and questionnaires. The data were analysed  using  descriptive analysis approach.  The results showed that the parenting style applied by each parents of students in general can be said to be quite democratic, but none of the parents of students who apply pure democratic parenting. Under certain circumstances, parents are authoritarian and in another  circumstances parents are permissive. Based on the significant value of the Coefficients table, the significance value of 0,000 <0,05, then based on the known value of , while the Ttable value at the error level 5% = 2.011, thus the statement can be written that, tcount>  (18.254 <2.011 ), the degree of the influence of single parent parenting style on social emotional behavior women student of al-istiqamah ngatabaru modern islamic boarding school also can be known through the magnitude of coefficient of determination (R Square) is 0.871 or 87.1%. This means that 12.9% is influenced by other factors not included in this study. so it can be concluded that single parent parenting style (X) parenting variable influential to emotional social development variable (Y), the result is significant hypothesis that there is positive influence between parenting parent single parent to emotional social development santriwati pondok pesantren modern Al-istiqamah Ngatabaru.

How the Emotional Environment Shapes the Emotional Life of the Child

2021 ◽  
pp. 237273222110672
Author(s):  
Vanessa LoBue ◽  
Marissa Ogren
Keyword(s):  
Young Children ◽  
Emotion Understanding ◽  
Emotional Behavior ◽  
Social Emotional Development ◽  
Social Emotional ◽  
Emotional Life ◽  
Emotional Information ◽  
Emotional Environment ◽  
Vocal Expressions ◽  
Infants And Young Children

Emotion understanding facilitates the development of healthy social interactions. To develop emotion knowledge, infants and young children must learn to make inferences about people's dynamically changing facial and vocal expressions in the context of their everyday lives. Given that emotional information varies so widely, the emotional input that children receive might particularly shape their emotion understanding over time. This review explores how variation in children's received emotional input shapes their emotion understanding and their emotional behavior over the course of development. Variation in emotional input from caregivers shapes individual differences in infants’ emotion perception and understanding, as well as older children's emotional behavior. Finally, this work can inform policy and focus interventions designed to help infants and young children with social-emotional development.

scholarly journals The Impact of Group Drumming on Social-Emotional Behavior in Low-Income Children

2011 ◽  
Vol 2011 ◽  
pp. 1-14 ◽  
Author(s):  
Ping Ho ◽  
Jennie C. I. Tsao ◽  
Lian Bloch ◽  
Lonnie K. Zeltzer
Keyword(s):  
Youth Development ◽  
Low Income ◽  
School Counselor ◽  
Broad Band ◽  
Attention Problems ◽  
Emotional Behavior ◽  
Control Group ◽  
Social Emotional ◽  
Oppositional Defiant ◽  
The Impact

Low-income youth experience social-emotional problems linked to chronic stress that are exacerbated by lack of access to care. Drumming is a non-verbal, universal activity that builds upon a collectivistic aspect of diverse cultures and does not bear the stigma of therapy. A pretest-post-test non-equivalent control group design was used to assess the effects of 12 weeks of school counselor-led drumming on social-emotional behavior in two fifth-grade intervention classrooms versus two standard education control classrooms. The weekly intervention integrated rhythmic and group counseling activities to build skills, such as emotion management, focus and listening. The Teacher’s Report Form was used to assess each of 101 participants (n= 54 experimental,n= 47 control, 90% Latino, 53.5% female, mean age 10.5 years, range 10–12 years). There was 100% retention. ANOVA testing showed that intervention classrooms improved significantly compared to the control group in broad-band scales (total problems (P< .01), internalizing problems (P< .02)), narrow-band syndrome scales (withdrawn/depression (P< .02), attention problems (P< .01), inattention subscale (P< .001)), Diagnostic and Statistical Manual of Mental Disorders-oriented scales (anxiety problems (P< .01), attention deficit/hyperactivity problems (P< .01), inattention subscale (P< .001), oppositional defiant problems (P< .03)), and other scales (post-traumatic stress problems (P< .01), sluggish cognitive tempo (P< .001)). Participation in group drumming led to significant improvements in multiple domains of social-emotional behavior. This sustainable intervention can foster positive youth development and increase student-counselor interaction. These findings underscore the potential value of the arts as a therapeutic tool.

Sign in / Sign up

Export Citation Format

Share Document