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

2020 ◽  
Vol 36 ◽  
Author(s):  
Nathalia Santos da Costa Vieira ◽  
Zilda Aparecida Pereira Del Prette ◽  
Amanda Margarida Oliveira ◽  
Denise Fabiane Ribeiro ◽  
Samantha Fernandes Silva ◽  
...  
Keyword(s):  
Public Schools ◽  
Social Skills ◽  
Emotional Regulation ◽  
Preventive Intervention ◽  
Scientific Evidence ◽  
School Achievement ◽  
School Context ◽  
Intervention Group ◽  
Self Control ◽  
Social Skills Rating System

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.

scholarly journals Adolescent Social Skills, Perception of Social Support and Motivation to Learn: the impact on School Performance

Psico-USF ◽  
2021 ◽  
Vol 26 (3) ◽  
pp. 533-543
Author(s):  
Humberto Claudio Passeri Medeiros ◽  
Adriana Benevides Soares ◽  
Marcia Cristina Monteiro
Keyword(s):  
Social Support ◽  
Public Schools ◽  
Social Skills ◽  
Elementary Education ◽  
School Performance ◽  
Preventive Intervention ◽  
Self Control ◽  
Motivation To Learn ◽  
The Social ◽  
The Impact

Abstract The aim of this study was to verify whether the School Performance variable can be explained by the Adolescent Social Skills (ASS), Motivation to Learn and Perception of Social Support constructs in groups of students that were with and without an age/grade discrepancy in Elementary School and in Acceleration classes. This study also aimed to compare the constructs in the groups. Participants were 500 students from public schools, aged 15 to 18 years, divided into two groups according to the school progression. The Social Skills Inventory for Adolescents, the Learning Motivation in Elementary Education Scale, the Social Support Appraisals Scale and the Class Council Maps of the participating institutions were used. For the data analysis, Multiple Linear Regression was performed and Student’s t-test. The results showed that Adolescent Social Skills, Motivation to Learn and the Perception of Social Support better explained the school performance of the regular progression students. When comparing the groups, the regular progression students presented higher mean scores in Empathy, Self-Control, Civility, Assertiveness, Social Development and in the overall total of the ASS scale. The same occurred when comparing the means of Perception of Social Support and Motivation to Learn of students with and without age/grade discrepancy. The data obtained can contribute to preventive intervention actions for academic competences and social skills, aiming at improving school performance and maintaining regular progression.

Social Skills and Emotional and Behavioral Traits of Preschool Children

2011 ◽  
Vol 39 (9) ◽  
pp. 1281-1287 ◽  
Author(s):  
Emel Arslan ◽  
Neslihan Durmuşoğlu-Saltali ◽  
Hasan Yilmaz
Keyword(s):  
Social Skills ◽  
Preschool Children ◽  
School Readiness ◽  
Family Involvement ◽  
Emotional Regulation ◽  
Positive Relationship ◽  
Rating Scale ◽  
Correlation Coefficients ◽  
Self Control ◽  
Behavioral Traits

We investigated the relationship between the emotional and behavioral traits and social skills of preschool children. The participants were 224 6-year-old children (115 female, 109 male). Data were collected using the Social Skills Evaluation Scale (Avcıoğlu, 2003) and the Preschool Behavioral and Emotional Rating Scale (Epstein, Synhorst, Cress, & Allen, 2009). Pearson product-moment correlation coefficients were determined. It was found that there was a positive relationship between interpersonal skills and emotional regulation, school readiness, social confidence, and family involvement. It was also found that there was a statistically significant positive relationship between verbal explanation, listening skills, and self-control and emotional regulation, school readiness, social confidence, and family involvement.

Implementation of a rhythm and movement intervention to support self-regulation skills of preschool-aged children in disadvantaged communities

2019 ◽  
Vol 47 (6) ◽  
pp. 800-820 ◽  
Author(s):  
Kate E. Williams ◽  
Donna Berthelsen
Keyword(s):  
Executive Function ◽  
School Readiness ◽  
Emotional Regulation ◽  
School Achievement ◽  
Self Regulation ◽  
Intervention Group ◽  
Control Group ◽  
Disadvantaged Communities ◽  
Path Analyses ◽  
Before And After

Self-regulation skills are an important predictor of school readiness and early school achievement. Research identifies that experiences of early stress in disadvantaged households can affect young children’s brain architecture, often manifested in poor self-regulatory functioning. Although there are documented benefits of coordinated movement activities to improve self-regulation, few interventions have focused exclusively on music and rhythmic activities. This study explores the effectiveness of a preschool intervention, delivered across 8 weeks, which focused on coordinated rhythmic movement with music to improve self-regulation and executive function. The study involved 113 children across three preschools in disadvantaged communities. The intervention group received 16 sessions of a rhythm and movement program over 8 weeks, whereas the control group undertook the usual preschool program. Executive functions were directly assessed, and teachers reported on children’s self-regulation before and after the intervention. Path analyses found positive intervention effects for emotional regulation reported by teachers and, for boys, on the measure of shifting in the executive function assessment. Teacher-reported cognitive and behavioral regulation also improved in one research site. These early findings suggest that a rhythm and movement intervention has the potential to support the development of self-regulation skills in preschool; however, further research is required.

scholarly journals Intervention in social skills and bullying

2018 ◽  
Vol 71 (3) ◽  
pp. 1085-1091 ◽  
Author(s):  
Jorge Luiz da Silva ◽  
Wanderlei Abadio de Oliveira ◽  
Diene Monique Carlos ◽  
Elisangela Aparecida da Silva Lizzi ◽  
Rafaela Rosário ◽  
...  
Keyword(s):  
Experimental Study ◽  
Social Skills ◽  
Poisson Regression ◽  
Random Effect ◽  
Intervention Group ◽  
Interpersonal Problems ◽  
Self Control ◽  
Emotional Expressiveness ◽  
Cognitive Behavioral Intervention ◽  
Quasi Experimental

ABSTRACT Objective: to verify if the improvement of social and emotional skills reduces bullying victimization in 6th grade students 12 months after the end of the intervention. Method: Quasi-experimental study with 78 students who were bullying victims. A cognitive behavioral intervention based on social skills was conducted with the intervention group. The eight sessions addressed politeness, making friendships, self-control, emotional expressiveness, empathy, assertiveness and solution of interpersonal problems. Data were analyzed using Poisson regression with random effect. Results: Quasi-experimental study with 78 students who were bullying victims. A cognitive behavioral intervention based on social skills was conducted with the intervention group. The eight sessions addressed politeness, making friendships, self-control, emotional expressiveness, empathy, assertiveness and solution of interpersonal problems. Data were analyzed using Poisson regression with random effect. Conclusion: Social skills are important in anti-bullying interventions and can be the basis for intersectoral interventions in the health area, aimed at favoring the empowerment of victims by improving their social interactions and quality of life in school.

scholarly journals Impact and clinical significance of a preventive intervention for disruptive boys

2007 ◽  
Vol 191 (5) ◽  
pp. 415-419 ◽  
Author(s):  
Rachel Boisjoli ◽  
Frank Vitaro ◽  
Éric Lacourse ◽  
Edward D. Barker ◽  
Richard E. Tremblay
Keyword(s):  
Clinical Significance ◽  
Preventive Intervention ◽  
Community Sample ◽  
School Achievement ◽  
Intervention Group ◽  
Antisocial Behaviour ◽  
Control Group ◽  
Disruptive Behaviour ◽  
Intention To Treat ◽  
Long Term Impact

BackgroundMany intervention programmes have attempted to reduce disruptive behaviour problems during early childhood to prevent maladjustment during adolescence and adulthood.AimsTo assess the long-term impact and clinical significance of a 2-year multicomponent preventive intervention on criminal behaviour and academic achievement, using intention-to-treat analyses.MethodTargeted disruptive–aggressive boys considered to be at risk of later criminality and low school achievement (n=250), identified from a community sample (n=895), were randomly allocated to an intervention or a control group. The rest of the sample (n=645) served as the low-risk group. The intervention was multimodal and aimed at boys, parents and teachers. Official data measured both outcomes.ResultsSignificantly more boys in the intervention group (13%; P<0.05) completed high-school graduation and generally fewer (11%; P=0.06) had a criminal record compared with those allocated to the control group.ConclusionsThe results suggest that early preventive intervention for those at high risk of antisocial behaviour is likely to benefit both the individuals concerned and society.

Social Skills as Predictors of Cognitive Failure, Attention Deficits and Psychological Maladjustment in School Children

2021 ◽  
pp. 140-151
Keyword(s):  
Social Skills ◽  
School Children ◽  
Personality Assessment ◽  
Inverse Correlation ◽  
Self Control ◽  
Attention Deficits ◽  
Hierarchical Regression ◽  
Social Skills Rating System ◽  
Cognitive Failure ◽  
Psychological Maladjustment

Poor social skills are linked with presence of cognitive and attention difficulties as well as poor social functioning and presence of cognition disturbances. Present research aimed to explore poor social skills as predictors of cognitive failure, attention deficits and psychological maladjustment in school children. Sampleincluded 200 students (100 girls & 100 boys) of class 4 & 5 with the meanage= 10.12(SD= 1.37).Social Skills Rating System, The Cognitive Failure Questionnaire, Attention Deficits Questionnaire (child version) and Personality Assessment Questionnaire were used to assess social skills, cognitive failure, attention deficits and psychological adjustment respectively.Results revealed significant inverse correlation of different social skills i.e., assertion, empathy, cooperation and self-control with cognitive failure, attention deficits and psychological maladjustment (p<0.01) Whereas cognitive failure, attention deficits had positive correlation with psychological maladjustment (p<0.01). Hierarchical regression analyses showed social skills deficits emerged as significant predictors of cognitive failures, attention deficits and psychological maladjustment in school children.

Report1: Impact of Covid-19 on young people aged 13-24 in the UK- preliminary findings

2020 ◽  
Author(s):  
Liat Levita ◽  
Jilly Gibson Miller ◽  
Todd K. Hartman ◽  
Jamie Murphy ◽  
Mark Shevlin ◽  
...  
Keyword(s):  
Mental Health ◽  
Young People ◽  
Emotional Regulation ◽  
Health Anxiety ◽  
Self Control ◽  
Social Risk ◽  
Need For Support ◽  
The Uk ◽  
Social Recovery ◽  
The Impact

COVID-19 has led to an unprecedented disruption of normal social relationships and activities, which are so important during the teen years and young adulthood, and to education and economic activity worldwide. The impact of this on young people’s mental health and future prospects may affect their need for support and services, and the speed of the nation’s social recovery afterwards. This study focused on the unique challenges facing young people at different points during adolescent development, which spans from the onset of puberty until the mid-twenties. Although this is an immensely challenging time and there is a potential risk for long term trauma, adolescence can be a period of opportunity, where the teenagers’ brain enjoys greater capacity for change. Hence, the focus on young people is key for designing age-specific interventions and public policies, which can offer new strategies for instilling resilience, emotional regulation, and self-control. In fact, adolescents might be assisted to not only cope, but excel, in spite of the challenges imposed by this pandemic. Our work will feed into the larger societal response that utilizes the discoveries about adolescence in the way we raise, teach, and treat young people during this time of crisis. Wave 1 data has already been collected from 2,002 young people aged 13-24, measuring their mental health (anxiety, depression, trauma), family functioning, social networks, and resilience, and social risk-taking at the time of the pandemic. Here we present a preliminary report of our findings, (Report 1). Data collected 21/4/20- 29/4/20 - a month after the lockdown started).

The Effect of Cognitive Remediation Therapy on Social Skills in Institutionalized Elderly Patients with Schizophrenia

2017 ◽  
Vol 12 (3) ◽  
pp. 182-186 ◽  
Author(s):  
Fatemeh Mohammadi ◽  
Yadollah Abolfathi Momtaz ◽  
Seyedeh Ameneh Motalebi ◽  
Shahnaz Boosepasi
Keyword(s):  
Social Skills ◽  
Elderly Patients ◽  
Behavioral Problems ◽  
Psychiatric Patients ◽  
Intervention Group ◽  
Cognitive Remediation ◽  
Control Group ◽  
Cognitive Remediation Therapy ◽  
Chi Square ◽  
Institutionalized Elderly

Background: There are limited scientific investigations on cognitive remediation in elderly patients with schizophrenia. The present study was aimed to examine the efficacy of cognitive remediation therapy on social skills in institutionalized elderly patients with schizophrenia. Methods: The study employed a randomized clinical trial. A total of 60 institutionalized elderly patients with schizophrenia from Razi Psychiatric Hospital, Tehran were selected and randomly allocated into two equal groups (control and intervention). The intervention group attended to cognitive remediation therapy for 8 weeks. The Evaluation of Living Skills Scale for psychiatric patients was used for data collection. The Chi Square, independent and paired t-tests using SPSS, version 22, were employed to analyze the data. Results: The mean age of 60 elderly patients participated in the study was 65.25 &#177; 4.19 years. No significant differences were found between two groups at baseline. However, independent t-tests showed significant differences between the intervention and the control group in social skills after implementation of intervention. Additionally, the results of paired t-tests revealed significant improvements in intervention group on communication skills (t=5.50, p<0.001), behavioral problems with others (t=5.44, p<0.001), and self-care (t=4.70, p<0.001). No significant differences were observed from pretest to post test in control group. Conclusion: The results of the present study may support the efficacy of cognitive remediation therapy on social skills of elderly patients with schizophrenia.

scholarly journals Scaling standards-aligned instruction through teacher leadership: methods, supports, and challenges

2021 ◽  
Vol 8 (1) ◽  
Author(s):  
Amy Cassata ◽  
Elaine Allensworth
Keyword(s):  
Public Schools ◽  
Teacher Leadership ◽  
Collective Efficacy ◽  
Teacher Leaders ◽  
Contextual Factors ◽  
Collaborative Work ◽  
School Context ◽  
School Level ◽  
Instructional Change ◽  
Teacher Leader

Abstract Background The Common Core Standards for Mathematics and Next Generation Science Standards were adopted by states with the goal of preparing students with knowledge and skills needed for college, careers, and citizenry. Adopting these standards necessitated considerable changes in instructional practice. While teacher leadership is known to be important for instructional change, there is little research that articulates the processes through which that influence occurs, and how contextual factors constrain or support those processes. This paper provides a case study of efforts in the Chicago Public Schools to promote widespread instructional change around standards reform through a teacher leader model using retrospective from 2013 to 2017 interviews with 16 math and science teacher leaders serving grades 6–12, along with quantitative analysis of district-wide data showing patterns of change and professional learning. It builds off prior research to articulate a framework of how teacher leaders promote instructional change. Findings There were five patterns of teacher leader action: inspiring others, sharing with colleagues, working in collaboration, advocating for change, and providing individual support, and an interplay between teacher actions and school-level contextual factors, with some contextual factors more important than others for different types of actions. In particular, sharing and collaborative work were facilitated in schools with designated collaboration time, trusting relationships, and colleagues who were also trained and knowledgeable about the new standards. The degree of collective efficacy the teacher leaders felt seemed to be driven mostly by the presence of other knowledgeable change agents in the school. Conclusions and implications The study adds to the existing literature on teacher leadership by articulating the mechanisms through which teachers exert influence around instructional improvement of their school peers and providing examples of each. Further, the study illustrates how these mechanisms are facilitated or constrained by the larger school context. Together, the articulation of mechanisms and contexts, along with illustrative examples, provides a guide for supporting instructional change through teacher leadership in schools and districts.

scholarly journals Knowledge and Practices of Back Care, Experience in Colombian Children

2021 ◽  
Vol 8 ◽  
pp. 2333794X2110234
Author(s):  
Sonia Carolina Mantilla Toloza ◽  
Carlos Alberto Jaimes Guerrero ◽  
Piedad Rocio Lerma Castaño
Keyword(s):  
Education Program ◽  
School Context ◽  
Intervention Group ◽  
First Grade ◽  
The Body ◽  
Control Group ◽  
Preventive Strategy ◽  
Grade School ◽  
Knowledge And Practice ◽  
Back Care

Early back care has become the preventive strategy to mitigate bad postural habits and musculoskeletal alterations that trigger inadequate postural patterns in the body schema. The objective was to determine the knowledge and practice of back care in first-grade school children after applying an educational intervention for back care. Quasi-experimental study with pre-test and post-tests in a sample of 71 first grade school students. Knowledge and practices for back care were evaluated before and after of the intervention. During 5 weeks, a program of education for back care was developed in the intervention group, formed by concepts about anatomy, physiology, alterations of the spine, adoption of appropriate postures and movements in school life and the execution of adequate movements learned. Simultaneously, physical exercises based on aerobic work, strengthening and stretching the back muscles were carried out with the children in the control group. A linear regression model and a two-level hierarchical model were applied to estimate the effect of the intervention. After the execution of the back care education program, a better score was found in the knowledge and practice questionnaire, which was different between the intervention group and the control group (1.72 95% CI 1.21-2.24). The development of an education program generated a change in the score of the questionnaire on knowledge of back care in the intervnetion group, which suggests the implementation of these strategies in the school context during early childhood, contributing to the prevention of back disorders and deficiencies

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