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

• Autor(a) principal: Vieira, Nathalia Santos da Costa
• Data de Publicação: 2021
• Outros Autores: Del Prette, Zilda Aparecida Pereira, Oliveira, Amanda Margarida, Ribeiro, Denise Fabiane, Silva, Samantha Fernandes, Raimundo, Eder Moreira, Teodoro, Sofia Carvalho, Freitas, Lucas Cordeiro, Guerra, Leonor Bezerra
• Tipo de documento: Artigo
• Idioma: eng
• Título da fonte: Psicologia (Universidade de Brasília. Online)
• Texto Completo: https://periodicos.unb.br/index.php/revistaptp/article/view/21990
• topic: Emotional regulation, Preventive intervention, Social skills, School achievement, Academic competence; Regulação emocional, Intervenção preventiva, Habilidades sociais, Desempenho acadêmico, Competência acadêmica

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.