Assessing the impact of an emotion regulation booster program for elementary school-aged children.

The Journal of Primary Prevention Pub Date : 2009-09-01 Epub Date: 2009-08-12 DOI:10.1007/s10935-009-0188-6

Angela Hammond, Anne Westhues, Alice Schmidt Hanbidge

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引用次数: 14

Abstract

The purpose of this study was to determine whether children who participated in a booster program 3 years after completing an emotion regulation program show a greater increase between pretest and post-test in the development of emotion regulation skills than children in a comparison group. A booster program was implemented as a pilot project with seven children ages 12-14. The contrast group consisted of eight children ages 10-14. Results of the study showed that the booster group had significant increases on 4 of 10 outcome measures: emotional awareness, emotional expressiveness, number of identified body cues, and number of identified calming activities. The contrast group showed no significant pretest post-test changes on the outcomes measured. EDITORS' STRATEGIC IMPLICATIONS: Replication will be required with a larger sample size, but the emotion regulation results presented are encouraging. Program developers and evaluators will benefit from the authors' discussion of the importance and role of booster programs.

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评估情绪调节促进计划对小学学龄儿童的影响。

本研究的目的是确定在完成情绪调节项目3年后参加强化项目的儿童在测试前和测试后是否比对照组儿童在情绪调节技能的发展方面表现出更大的增长。在7名12-14岁的儿童中实施了一项促进方案作为试点项目。对照组由8名10-14岁的儿童组成。研究结果表明，助推器组在10项结果测量中的4项有显著增加:情绪意识、情绪表达、识别身体线索的数量和识别镇静活动的数量。对照组在测得的结果上没有显着的测前测后变化。编辑的策略含义:需要更大样本量的复制，但提出的情绪调节结果是令人鼓舞的。项目开发人员和评估人员将受益于作者对促进项目的重要性和作用的讨论。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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The Journal of Primary Prevention

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