Harry Adynski , Cathi Propper , Linda Beeber , John H. Gilmore , Baiming Zou , Hudson P. Santos Jr
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引用次数: 0
Abstract
Emotional regulation involves managing attention, affect, and behavior, and is essential for long-term health and well-being, including positive school adjustment. The purpose of this secondary data analysis from the Durham Child Health and Development Study was to explore how parent and teacher reported emotional regulation behaviors related to school adjustment outcomes (social skills, academic performance, and academic achievement) during early childhood. Parent and teacher reports on emotional regulation behaviors showed mixed concordance, however they correlated with critical aspects of school adjustment. Clinical and practical implications are discussed, including the role of psychiatric nurses in promoting positive emotional regulation and school adjustment outcomes across settings.
情绪调节涉及注意力、情感和行为的管理，对于长期的健康和幸福（包括积极的学校适应）至关重要。这项来自《达勒姆儿童健康与发展研究》（Durham Child Health and Development Study）的二手数据分析旨在探讨家长和教师报告的情绪调节行为与幼儿期学校适应结果（社交技能、学业表现和学业成绩）之间的关系。家长和教师报告的情绪调节行为显示出不同的一致性，但它们与学校适应的关键方面相关。本文讨论了临床和实际意义，包括精神科护士在促进积极的情绪调节和跨环境的学校适应结果方面的作用。
期刊介绍：
Archives of Psychiatric Nursing disseminates original, peer-reviewed research that is of interest to psychiatric and mental health care nurses. The field is considered in its broadest perspective, including theory, practice and research applications related to all ages, special populations, settings, and interdisciplinary collaborations in both the public and private sectors. Through critical study, expositions, and review of practice, Archives of Psychiatric Nursing is a medium for clinical scholarship to provide theoretical linkages among diverse areas of practice.
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