scholarly journals Hand model of the brain training as emotion regulation method for elementary school students

2021 ◽  
Vol 6 (4) ◽  
pp. 552-564
Author(s):  
Lita Patricia Lunanta ◽  
Reneta Kristiani ◽  
Aurelia Ardani
Keyword(s):  
Emotion Regulation ◽  
Online Mentoring ◽  
Brain Training ◽  
Negative Consequences ◽  
New Paradigm ◽  
School Students ◽  
Hand Model ◽  
Sense Of Security ◽  
Regulation Method ◽  
The Brain

In the era of the COVID-19 pandemic, learning from home comes with positive and negative consequences. The sense of security that children get from distance learning brings negative consequences where children need to adjust to a new paradigm. Problems around learning from home included mental health and emotional problems for students. This psychoeducation aimed to explain the emotion regulation process and how the brain worked in emotion processing. We conducted the program with a pre-survey and interviews with teachers and school principals. Furthermore, online mentoring and surveys to students accompanied by their parents. It is hoped that students could understand their emotions and the basic steps to regulate. The hand model of the brain is the model of the brain in hands to explain concretely the hierarchy and connection between different parts of the brain concerning emotions. This program got a positive response from the participants. Psychoeducation results show an increase in understanding and gave positive feedback that this program is effective and fit to what they needed.

Exploring Particular Facets of Cognitive Emotion Regulation and Their Relationships With Nonsuicidal Self-Injury Among Adolescents

Crisis ◽  
2019 ◽  
Vol 40 (4) ◽  
pp. 280-286 ◽  
Author(s):  
Nir Madjar ◽  
Nicole Segal ◽  
Gilad Eger ◽  
Gal Shoval
Keyword(s):  
Emotion Regulation ◽  
High School Students ◽  
Analysis Of Covariance ◽  
Depression Symptoms ◽  
Emotion Regulation Strategies ◽  
Cognitive Emotion Regulation ◽  
School Students ◽  
Self Injury ◽  
Regulation Strategies ◽  
Nonsuicidal Self Injury

Abstract. Background: Nonsuicidal self-injury (NSSI) has been found to be associated with poor emotion regulation. Aims: The goal of this study was to examine the association of multidimensional cognitive emotion regulation strategies with NSSI among adolescents and compare the different patterns of NSSI. Method: A sample of 594 high-school students (54.4% boys; mean age = 14.96 years), from five regional schools across Israel, were assessed for five facets of cognitive emotion regulation strategies (acceptance, refocus on planning, positive refocusing, putting into perspective, and positive reappraisal) and NSSI behaviors using validated scales. Participants were allocated into three groups: repetitive NSSI (more than six occasions of NSSI; 7.1%), occasional NSSI (at least one incident but less than six; 8.3%), and no NSSI (84.6%). Results: Analysis of covariance, controlling for gender and depression symptoms, revealed that students with NSSI reported higher levels of acceptance, but lower levels of refocus on planning and putting into perspective. Limitations: The study used a cross-sectional design, which was a limitation. Conclusion: These findings demonstrate that particular cognitive emotion regulation strategies differ substantially in their relationship with NSSI. Adolescents who focus on planning and putting stressful situations into perspective may have increased resilience, whereas adolescents who are accepting of negative events that have happened may be more prone to maladaptive coping behaviors.

The Good Sower: A Novel Approach to Teaching Sunday School

2021 ◽  
pp. 073989132199312
Author(s):  
Lisa Marie Anderson-Umana
Keyword(s):  
Daily Life ◽  
Sunday School ◽  
School Students ◽  
The Bible ◽  
Novel Approach ◽  
Approach To Teaching ◽  
The Brain

The problems related to Sunday school students not making the connection between Scripture and daily life and a superficial teaching of the Bible compelled the author to create a novel approach to teaching Sunday school called the “Good Sower.” The imagery of a “Good Sower” is used to teach volunteers how to teach the Bible. Based on solid research regarding how the brain learns, it serves as an overlay in conjunction with published curriculum.

scholarly journals Using Brain-Breaks® as a Technology Tool to Increase Attitude towards Physical Activity among Students in Singapore

2021 ◽  
Vol 11 (6) ◽  
pp. 784
Author(s):  
Govindasamy Balasekaran ◽  
Ahmad Arif Bin Ibrahim ◽  
Ng Yew Cheo ◽  
Phua Kia Wang ◽  
Garry Kuan ◽  
...  
Keyword(s):  
Physical Activity ◽  
Mixed Model ◽  
School Curriculum ◽  
Control Group ◽  
School Students ◽  
Mixed Model Analysis ◽  
Before And After ◽  
Brain Breaks ◽  
Student's Attitudes ◽  
The Brain

The purpose of this study was to investigate the effects of classroom-based Brain Breaks® Physical Activity Solution in Southeast Asia Singaporean primary school students and their attitude towards physical activity (PA) over a ten-week intervention. A total of 113 participants (8–11 years old) were randomly assigned to either an experimental (EG) or a control group (CG), with six classes to each group; the Brain Breaks® group (EG: six classes) and the Control group (CG: six classes). All EG members participated in a Brain Breaks® video intervention (three–five min) during academic classes and the CG continued their lessons as per normal. The student’s attitudes towards PA in both research conditions were evaluated using the self–reported Attitudes toward Physical Activity Scale (APAS), applied before and after intervention. The effects of the intervention on APAS scores were analysed using a mixed model analysis of variance with Time as within-subject and Group as between-subject factors. The analysis revealed evidence in support of the positive effect of classroom video interventions such as Brain Breaks® on student’s attitudes toward benefits, importance, learning, self-efficacy, fun, fitness, and trying to do their personal best in PA. The Brain Breaks® intervention provided a positive significant impact on students in Singapore. This study also revealed that interactive technology tools implemented into the school curriculum benefit students in terms of health and education.

Confirmatory Factor Analyses of the Difficulties in Emotion Regulation Scale (DERS) in a Turkish Adolescent Sample

2015 ◽  
Vol 31 (1) ◽  
pp. 12-19 ◽  
Author(s):  
Dilek Sarıtaş-Atalar ◽  
Tülin Gençöz ◽  
Ayça Özen
Keyword(s):  
Emotion Regulation ◽  
High School Students ◽  
Concurrent Validity ◽  
Factor Analyses ◽  
School Students ◽  
Confirmatory Factor Analyses ◽  
Difficulties In Emotion Regulation ◽  
Confirmatory Factor ◽  
Adolescent Sample ◽  
Age Appropriate

The aim of the present study was to explore the psychometric properties of the Difficulties in Emotion Regulation Scale (DERS) among Turkish adolescents. A total of 595 high school students (300 females and 295 males) whose ages ranged between 14 and 17 years participated in the study, and were administered the DERS, the Positive and Negative Affect Schedule (PANAS), and the Childhood Depression Inventory (CDI). Confirmatory factor analyses supported the six-factor structure of the DERS among adolescents. In addition, results indicated sound internal consistency as well as concurrent validity. It is concluded that the DERS is a valid age-appropriate measure for investigating emotion regulation difficulties in adolescents.

Developmental Timing of Stress Effects on the Brain

2018 ◽  
pp. 560-584
Author(s):  
Keira B. Leneman ◽  
Megan R. Gunnar
Keyword(s):  
Developmental Stages ◽  
Physiological Stress ◽  
Emotional Health ◽  
Rapid Change ◽  
Negative Consequences ◽  
Stress Effects ◽  
Physiological Stress Response ◽  
Infancy And Early Childhood ◽  
The Brain

The physiological stress response integrates endocrine, autonomic, and neural structures and pathways to respond and adapt to an organism’s environment. This integration is dynamic throughout development, with certain periods of rapid change for each system. With the introduction of chronic stress, physiological responses that may be adaptive in the immediate context can have long-term consequences for physical and emotional health, influencing systems differently depending upon developmental status at the time of stress exposure. From the nonhuman literature, prenatal, infancy, and adolescence are developmental stages that seem especially sensitive to major stress exposures. Human studies are less conclusive. Although much work has been done on prenatal stress and certain stressors (e.g., deprivation) during infancy and early childhood, more work is needed that addresses the challenges of isolating periods of environmental insults as well as carefully considering how prior developmental and subsequent experiences moderate exposure to major stress conditions at different points in development. Information on the transition from childhood to adolescence is especially sparse. A more comprehensive understanding of these developmental processes will enable a more targeted approach to ameliorating negative consequences of stress with both prevention and intervention.

Sign in / Sign up

Export Citation Format

Share Document