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

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.

Bibliographic Details

Main Authors:	Vieira,Nathalia Santos da Costa, Prette,Zilda Aparecida Pereira Del, Oliveira,Amanda Margarida, Ribeiro,Denise Fabiane, Silva,Samantha Fernandes, Raimundo,Eder Moreira, Teodoro,Sofia Carvalho, Freitas,Lucas Cordeiro, Guerra,Leonor Bezerra
Format:	Digital revista
Language:	English
Published:	Instituto de Psicologia, Universidade de Brasília 2020
Online Access:	http://old.scielo.br/scielo.php?script=sci_arttext&pid=S0102-37722020000100408
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