Emotional Regulation: Considerations for School-Based Group Interventions
Abstract
School-based professionals have entered the 21st century with a heightened call to address the emotional and behavioral concerns of youth. While cognitive-behavioral therapies and psychoeducational groups have demonstrated moderate effects with children and adolescents, there is little available research to assist clinicians in refining treatments specific to child characteristics. This research protocol was developed to serve as evidence of targeted efficacy of a popular school-based prosocial group intervention while simultaneously investigating the relationship between emotional regulation and multiple developmental aspects of at-risk youth including intrapsychic, behavioral, and social-cognitive variables. The findings provide valuable information for refining goals for similar programs.
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Cognitively-oriented interventions have been found to produce positive outcomes improving self-control.
“Still other studies have found that cognitively-oriented interventions produce positive outcomes improving self-control (Augustyniak, Brooks, Rinaldo, Bogner, & Hodges, 2009;Lemberger & Clemens, 2012;Liber, De Boo, Huizenga, & Prins, 2013;Piquero et al., 2010;Stoltz et al., 2012;Wilson & Lipsey, 2006;Wilson & Lipsey, 2007).”
From Evaluating the Zones of Regulation® intervention to improve the self-control of elementary students (2020) · cites this paper as Augustyniak, Brooks, Rinaldo, Bogner, & Hodges, 2009
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Evaluating the Zones of Regulation® intervention to improve the self-control of elementary students
Ochocki, S., Frey, A. J., Patterson, D. A., Herron, F., Beck, N., & Dupper, D. R. (2020) · International Journal of School Social Work · doi:10.4148/2161-4148.1046 · Cited by 7 · see citing works
- Authors
- Augustyniak, K. M., Brooks, M., Rinaldo, V. J., Bogner, R., & Hodges, S.
- Affiliations
- Niagara University
- Venue
- The Journal for Specialists in Group Work
- Publisher
- Informa UK Limited
- Published
- 2009-10-13
- Volume
- 34
- Issue
- 4
- Pages
- 326-350
- ISSN
- 0193-3922
- 1549-6295
- Cited by
- 3
- References
- 0
- Language
- en
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