CLASSROOM CONTEXTS AS THE FRAMEWORK FOR ASSESSING SOCIAL-EMOTIONAL ADJUSTMENT: A NATIONAL STUDY IN TRINIDAD AND TOBAGO

2016 ◽  
Vol 53 (6) ◽  
pp. 626-640 ◽  
Author(s):  
Paul A. Mcdermott ◽  
Marley W. Watkins ◽  
Anna Rhoad Drogalis ◽  
Jessica L. Chao ◽  
Frank C. Worrell ◽  
...  
Keyword(s):  
Trinidad And Tobago ◽  
Emotional Adjustment ◽  
National Study ◽  
Social Emotional

scholarly journals Preschool children's views on emotion regulation: Functional associations and implications for social-emotional adjustment

2009 ◽  
Vol 33 (3) ◽  
pp. 243-252 ◽  
Author(s):  
Tracy A. Dennis ◽  
Deborah A. Kelemen
Keyword(s):  
Emotion Regulation ◽  
Negative Emotions ◽  
Emotional Adjustment ◽  
Emotion Regulation Strategies ◽  
Social Emotional ◽  
Intentional Control ◽  
Maternal Report ◽  
Effective Strategies ◽  
Regulation Strategies ◽  
Children’S Views

Previous studies show that preschool children view negative emotions as susceptible to intentional control. However, the extent of this understanding and links with child social-emotional adjustment are poorly understood. To examine this, 62 3- and 4-year-olds were presented with puppet scenarios in which characters experienced anger, sadness, and fear. Forty-seven adults were presented with a parallel questionnaire. Participants rated the degree to which six emotion-regulation strategies were effective in decreasing negative emotions. Results showed that even the youngest preschoolers viewed cognitive and behavioral distraction and repairing the situation as relatively effective; compared to adults, however, preschoolers favored relatively “ineffective” strategies such as venting and rumination. Children also showed a functional view of emotion regulation; that effective strategies depend on the emotion being regulated. All participants favored repairing a negative situation to reduce anger and behavioral distraction to reduce sadness and fear. Finally, the more children indicated that venting would reduce negative emotions, the lower their maternal report of social skills. Findings are discussed in terms of functional emotion theory and implications of emotion-regulation understanding for child adjustment.

Mainstreaming Students with Mild Handicaps: Academic and Social Outcomes

1983 ◽  
Vol 53 (4) ◽  
pp. 519-569 ◽  
Author(s):  
Nancy A. Madden ◽  
Robert E. Slavin
Keyword(s):  
Special Education ◽  
Social Acceptance ◽  
Emotional Adjustment ◽  
Individualized Instruction ◽  
Full Time ◽  
Social Emotional ◽  
Part Time ◽  
And Behavior ◽  
Resource Support ◽  
Regular Classes

This paper reviews research on the effects of placing students with mild academic handicaps in full-time special education classes, part-time regular classes with resource support, and full-time regular classes. It also reviews research on the effects of programs designed to improve the achievement, social-emotional adjustment, and social acceptance of academically handicapped students by their nonhandicapped classmates. Methodologically adequate studies of placements of academically handicapped students indicate few consistent benefits of full-time special education on any important outcomes. The research favors placement in regular classes using individualized instruction or supplemented by well-designed resource programs for the achievement, self-esteem, behavior, and emotional adjustment of academically handicapped students. Experimental research indicates that cooperative learning and individualized instruction programs can improve the self-perceptions and behavior of mainstreamed academically handicapped students and acceptance by their nonhandicapped classmates.

scholarly journals Toddlers’ Differential Susceptibility to the Effects of Coparenting on Social–Emotional Adjustment

2016 ◽  
Vol 41 (2) ◽  
pp. 228-237 ◽  
Author(s):  
Lauren E. Altenburger ◽  
Sarah N. Lang ◽  
Sarah J. Schoppe-Sullivan ◽  
Claire M. Kamp Dush ◽  
Susan Johnson
Keyword(s):  
Emotional Development ◽  
Externalizing Behavior ◽  
Assessment Tool ◽  
Emotional Adjustment ◽  
Negative Affectivity ◽  
Differential Susceptibility ◽  
Hierarchical Regression ◽  
Social Emotional Development ◽  
Social Emotional ◽  
Development Data

The paper reports on a study which tested whether infants high in negative affectivity are differentially susceptible to observed coparenting behavior in relation to their subsequent social–emotional development. Data came from a longitudinal study of 182 US dual-earner, primiparous couples and their infant children. At nine-months postpartum, child negative affectivity was reported by mothers and fathers and supportive and undermining coparenting behavior were assessed from mother-father-infant observations. At 27-months mothers reported on toddlers’ externalizing behavior and dysregulation using a clinical assessment tool designed to identify competencies and areas of concern in toddlers’ social–emotional development. Hierarchical regression analyses revealed partial support for the differential susceptibility hypothesis. Specifically, infants high in negative affectivity had lower levels of dysregulation when embedded in a more supportive coparenting context, and higher levels of dysregulation when embedded in a less supportive coparenting context. In contrast, supportive coparenting behavior was not relevant for the dysregulation of infants initially low in negative affectivity.

The role of school counsellors in children’s adjustment to preschool education

2021 ◽  
pp. 1-15
Author(s):  
Sema Öngören
Keyword(s):  
Social Adjustment ◽  
Sampling Method ◽  
School Adjustment ◽  
Emotional Adjustment ◽  
Preschool Education ◽  
Social Emotional ◽  
School Counsellors ◽  
The Family ◽  
Behavioural Adjustment ◽  
Group Guidance

Abstract This research aims to examine the practices of school counsellors working in preschool education towards children’s school adjustment in academic, social, emotional, and behavioural dimensions. The research is a qualitative study with participants consisting of 30 school counsellors working in preschool education. The participants were determined using the criterion sampling method, which is a purposeful sampling method. The data were collected using an interview form with four questions. These data were analysed by content analysis method. It was revealed that the counsellors carried out various practices in academic, social, emotional, and behavioural areas for the adjustment of children to school. It was found that academic adjustment activities were cooperation with the family, individual guidance, and behaviour assessment. Social adjustment activities were social skills activities, group guidance, peer support, and individual guidance. Emotional adjustment activities were individual guidance and cooperation with the family. Behavioural adjustment activities were group guidance, cooperation with the family, individual guidance, school rules, and behaviour assessment.

Supportive and Stressful Relationships With Teachers, Peers and Family and Their Influence on Students' Social/Emotional and Academic Experience of School

2007 ◽  
Vol 17 (2) ◽  
pp. 126-147 ◽  
Author(s):  
Rosalind Murray-Harvey ◽  
Phillip T. Slee
Keyword(s):  
Academic Performance ◽  
Psychological Health ◽  
Emotional Adjustment ◽  
South Australia ◽  
Path Model ◽  
Academic Experience ◽  
Social Emotional ◽  
Important Indicator ◽  
Perceived Relationships

AbstractJudgments about the quality of students' experience of school generally focus on their academic performance and indeed this is an important indicator but closer attention needs to be paid to equally important, more broadly based outcomes that include social/emotional adjustment as they also are shown to impact on students' lives at, and beyond school. In this study, students' academic performance and social/emotional adjustment were informed by data collected from both students and teachers. Teachers of years 5 to 9 students in 58 separate classes across 21 South Australia schools reported on randomly selected students in each of their classes yielding data for 888 students who themselves reported through a questionnaire on (a) the extent to which they perceived relationships with family, peers and teachers as sources of stress or support at school; (b) their psychological health; (c) coping strategies; (d) experience of bullying and victimisation; (e) their academic performance; and (f) feelings about and sense of belonging to school. Data were used to estimate direct and indirect effects of a path model of hypothesised influences on students' social/emotional adjustment to school. The model fit the data well. The quality of a student's experience of school is most accurately represented by the inter-relationship of both academic and social/emotional outcomes which are influenced in large part by the quality of the relationships (supportive or stressful) among students, not only with peers and families but also with teachers who exert just as strong, and a sometimes stronger influence, on students' wellbeing.

Sign in / Sign up

Export Citation Format

Share Document