Top

Published in:

01-09-2009 | Original Paper

Assessing the Impact of an Emotion Regulation Booster Program for Elementary School-aged Children

Authors: Angela Hammond, Anne Westhues, Alice Schmidt Hanbidge

Published in: Journal of Prevention | Issue 5/2009

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.

For mathematical purposes parents who had two children in the group answered for each child for a total of 24 responses; therefore, the percentages are based on these 24 responses.

Baer, R. A. (1989). Maintenance of child behavior change: What happens after the experimenters leave? Education and Treatment of Children, 12(2), 190–199.

Baker, T. L. (1999). Doing social research (3rd ed.). New York: McGraw-Hill.

Ball, K., Berch, D. B., Helmers, K. F., Jobe, J. B., Leveck, M. D., Marsiske, M., et al. (2002). Effects of cognitive training interventions with older adults: A randomized controlled trial. Journal of the American Medical Association, 288(18), 2271–2281.PubMedCrossRef

Botvin, G. J., Renick, N. L., & Baker, E. (1983). The effects of scheduling format and booster sessions on a broad-spectrum psychosocial approach to smoking prevention. Journal of Behavioral Medicine, 6(4), 359–379.PubMedCrossRef

Braukhaus, C., Hahlweg, K., Kroeger, C., Groth, T., & Fehm-Wolfsdorf, G. (2003). The effects of adding booster sessions to a prevention training program for committed couples. Behavioural and Cognitive Psychotherapy, 31(3), 325–336.CrossRef

Brenner, E. M., & Salovey, P. (1997). Emotion regulation during childhood: Developmental, interpersonal, and individual considerations. In P. Salovey & D. J. Sluyter (Eds.), Emotional development and emotional intelligence: Educational implications (pp. 168–192). New York: Basic.

Brown, J. L., Roderick, T., Lantieri, L., & Aber, J. L. (2004). The resolving conflict creatively program: A school-based social and emotional learning program. In J. E. Zins, R. P. Weissberg, M. C. Wang, & H. J. Walberg (Eds.), Building academic success on social and emotional learning: What does the research say? (pp. 76–93). New York: Teachers College.

Casey, R. J. (1996). Emotional competence in children with externalizing and internalizing disorders. In M. Lewis & M. W. Sullivan (Eds.), Emotional development in atypical children (pp. 161–184). Mahwah, NJ: Lawrence Erlbaum.

Chandler, C. L., Weissberg, R. P., Cowen, E. L., & Guare, J. (1984). Long-term effects of a school-based secondary prevention program for young maladapting children. Journal of Consulting and Clinical Psychology, 52(2), 165–170.PubMedCrossRef

Cicchetti, D., Ackerman, B. P., & Izard, C. E. (1995). Emotions and emotion regulation in developmental psychopathology. Development and Psychopathology, 7, 1–10.CrossRef

Cole, P. M., Zahn-Waxler, C., & Smith, K. D. (1994). Expressive control during a disappointment: Variations relational to preschoolers’ behaviour problems. Developmental Psychology, 30, 835–846.CrossRef

Coopersmith, S. (1981). Self-esteem inventories. Palo Alto: Consulting Psychologists.

DeLucia-Waack, J. L. (2006). Leading psychosocial groups for children and adolescents. Thousand Oaks: Sage.

Donaldson, S. I., Thomas, C. W., Graham, J. W., Au, J. G., & Hansen, W. B. (2000). Verifying drug abuse prevention program effects using reciprocal best friend reports. Journal of Behavioral Medicine, 23(6), 585–601.PubMedCrossRef

Eisenberg, N., Fabes, R. A., Guthrie, I. K., Murphy, B. C., Maszk, P., Holmgren, R., et al. (1996). The relations of regulation and emotionality to problem behavior in elementary school children. Development and Psychopathology, 8, 141–162.CrossRef

Eisenberg, N., Fabes, R. A., Shepard, S., Murphy, B. C., Guthrie, I. K., Jones, S., et al. (1997). Contemporaneous and longitudinal prediction of children’s social functioning from regulation and emotionality. Child Development, 68, 642–664.PubMedCrossRef

Elias, M. J. (2004). Strategies to infuse social and emotional learning. In J. E. Zins, R. P. Weissberg, M. C. Wang, & H. J. Walberg (Eds.), Building academic success on social and emotional learning: What does the research say? (pp. 113–134). New York: Teachers College.

Furey, W. M., & Basili, L. A. (1988). Predicting consumer satisfaction in parent training for noncompliant children. Behavior Therapy, 19, 555–564.CrossRef

Gilham, J. E., & Reivich, K. J. (1999). Prevention of depressive symptoms in schoolchildren: A research update. Psychological Science, 10(5), 461–462.CrossRef

Goleman, D. (1995). Emotional intelligence. New York: Bantam.

Greenberg, M. T., Domitrovich, C., & Bumbarger, B. (2001). The prevention of mental disorders in school-aged children: Current state of the field. Prevention and Treatment, 4, Article 1. Retrieved June 1, 2009 from http://80-journals.apa.org.

Greenberg, M. T., Kusche, C. A., Cook, E. T., & Quamma, J. P. (1995). Promoting emotional competence in school-aged children: The effects of the PATHS curriculum. Development and Psychopathology, 7, 117–136.CrossRef

Greenberg, M. T., Kusche, C. A., & Riggs, N. (2004). The PATHS Curriculum: Theory and research on neuro-cognitive development and school success. In J. E. Zins, R. P. Weissberg, M. C. Wang, & H. J. Walberg (Eds.), Building academic success on social and emotional learning: What does the research say? (pp. 170–188). New York: Teachers College.

Grewal, D., Brackett, M., & Salovey, P. (2008). Emotion regulation in couples and families: Pathways to dysfunction and health. Washington, DC: American Psychological Association.

Gross, J. J. (1998). The emerging field of emotion regulation: An integrative review. Review of General Psychology, 3(2), 271–299.CrossRef

Gross, J. J. (1999). Emotion regulation: Past, present, future. Cognition and Emotions, 13(5), 551–573.CrossRef

Gumora, G., & Arsenio, W. F. (2002). Emotionality, emotion regulation, and school performance in middle school children. Journal of School Psychology, 40(5), 395–413.CrossRef

Harris, P. L. (1989). Children and emotion. New York: Blackwell.

Hawkins, J. D., Smith, B. H., & Catalano, R. F. (2004). Social development and social and emotional learning. In J. E. Zins, R. P. Weissberg, M. C. Wang, & H. J. Walberg (Eds.), Building academic success on social and emotional learning: What does the research say? (pp. 135–150). New York: Teachers College.

Hoagwood, K., & Erwin, H. D. (1997). Effectiveness of school-based mental health services for children: A 10-year research review. Journal of Child and Family Studies, 6(4), 435–451.CrossRef

Hunter, L. (2004). The value of school-based mental health services. In K. E. Robinson (Ed.), Advances in school-based mental health interventions: Best practices and program models (pp. 1–10). Kingston, NJ: Civic Research Institute.

Izard, C. E., Fine, S., Schultz, D., Mostow, A., Ackerman, B. P., & Youngstrom, E. (2001). Emotion knowledge and social behaviour and academic competence in children at risk. Psychological Science, 12(1), 18–23.PubMedCrossRef

Izard, C. E., Trentacosta, C. J., King, K. A., & Mostow, A. J. (2004). An emotion-based prevention program for Head Start children. Early Education and Development, 15(4), 407–422.CrossRef

Jeynes, W. (2005). A meta-analysis of the relation of parental involvement to urban elementary school student academic achievement. Urban Education, 40(3), 237–269.CrossRef

Kam, C. M., Greenberg, M. T., & Kusche, C. A. (2004). Sustained effects of the PATHS curriculum on the school and psychosocial adjustment of children in special education. Journal of Emotional and Behavioral Disorders, 12(2), 66–78.CrossRef

K-W Counselling Services. (2001). S.T.E.A.M. facilitators’ manual. Primary (6–8 years)/Junior (9–11 years). Waterloo, ON: K-W Counselling Services.

K-W Counselling Services. (2002). S.T.E.A.M. teacher facilitator’s manual. Waterloo, ON: K-W Counselling Services.

Lane, G. G., White, A. E., & Henson, R. K. (2002). Expanding reliability generalization methods with KR-21 estimates: A RG study of the Coopersmith Self-Esteem Inventory. Educational and Psychological Measurement, 62, 685–711.CrossRef

Langinvainio, H. (1986). Children under stress. Psychiatria Fennica, 17(Suppl), 247–252.

Lochman, J. E. (1992). Cognitive-behavioral intervention with aggressive boys: Three year follow-up and prevention effects. Journal of Consulting and Clinical Psychology, 60(3), 426–432.PubMedCrossRef

Maurer, M., Brackett, M. A., & Plain, F. (2004). Emotional literacy in the middle school: A 6-step program to promote social emotional and academic learning. New York: Dude.

Nelson, G., Westhues, A., & MacLeod, J. (2003). A meta-analysis of longitudinal research on preschool intervention programs for children. Prevention and Treatment, 6. Retrieved June 1, 2008 from www.journals.apa.org/prevention.

Palys, T. (1997). Research decisions: Quantitative and qualitative perspective (2nd ed.). Toronto: Harcourt Brace Jovanovich.

Penza-Clyve, S., & Zeman, J. (2002). Initial validation of the emotion expression scale for children (EESC). Journal of Clinical Child and Adolescent Psychology, 31(4), 540–547.PubMed

Pierre, T. L., Kalteider, D. L., Mark, M. M., & Aikin, K. J. (1992). Drug prevention in a community setting: A longitudinal study of the relative effectiveness of a three-year primary prevention program in boys and girls clubs across the nation. American Journal of Community Psychology, 20(6), 673–706.

Rieber, R. W., & Robinson, D. K. (Eds.), in collaboration with Bruner, J., Cole, M., Glick, J., & Ratner, C. (2004). The essential Vygotsky. New York: Kluwer/Plenum.

Salovey, P., Rothman, A. J., Detweiler, J. B., & Steward, W. T. (2000). Emotional states and physical health. American Psychologist, 55, 110–121.PubMedCrossRef

Schaps, E., Battistich, V., & Solomon, D. (2004). Community in school as key to student growth: Findings from the Child Development Project. In J. E. Zins, R. P. Weissberg, M. C. Wang, & H. J. Walberg (Eds.), Building academic success on social and emotional learning: What does the research say? (pp. 189–205). New York: Teachers College.

Schinke, S., Brounstein, P., & Gardners, S. (2002). Science-based prevention program and principles. Rockville, MD: Substance and Mental Health Services Administration.

Shields, A., & Cicchetti, D. (2001). Parental maltreatment and emotion dysregulation as risk factors for bullying and victimization in middle childhood. Journal of Clinical Child Psychology, 30(3), 349–363.PubMedCrossRef

Shields, A., Dickstein, S., Seifer, R., Giusti, L., Magee, K., & Spritz, B. (2001). Emotion competence and early school adjustment: A study of preschoolers at risk. Early Education and Development, 21(1), 73–96.CrossRef

Smith, M. C. (2001). Social and emotional competencies: Contributions to young African American children’s peer acceptance. Early Education and Development, 12(1), 49–72.CrossRef

Thompson, R. A. (1994). Emotion regulation: A theme in search of a definition. In N. A. Fox (Ed.), The development of emotion regulation: Biological and behavioral consideration. Monographs of the Society of Research in Child Development, Vol, 59, pp. 25–52.

Thompson, R. A., & Calkins, S. D. (1996). The double-edged sword: Emotion regulation for children at risk. Development and Psychopathology, 8, 163–182.CrossRef

Trentacosta, C. J., & Izard, C. E. (2007). Kindergarten children’s emotion competence as a predictor of their academic competence in first grade. Emotion, 7(1), 77–88.PubMedCrossRef

Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.

Wentzel, K., & Wigfield, A. (1998). Academic and social motivational influences on students’ academic performance. Educational Psychology Review, 10, 155–175.CrossRef

Westhues, A., Schmidt Hanbidge, A., Gebotys, B., & Hammond, A. (2009). Comparing the effectiveness of school-based and community-based delivery of an emotional regulation skills program for children. School Social Work Journal, 42(1), 74–95.

Whisman, M. A. (1990). The efficacy of booster maintenance sessions in behavior therapy: Review and methodological critique. Clinical Psychology Review, 10, 155–170.CrossRef

Wilson, S. J., & Lipsey, M. W. (2006a). The effects of school-based social information processing interventions on aggressive behavior. Part I: Universal programs. Retrieved May 14, 2009, from http://db.c2admin.org/docpdf/Wilson_SocInfoProc_UnivProg_review.pdf.

Wilson, S. J., & Lipsey, M. W. (2006b). The effects of school-based social information processing interventions on aggressive behavior. Part II: Selected/indicated pull-out programs. Retrieved May 14, 2009, from http://db.c2admin.org/doc-pdf/Wilson_SocInfoProc_PullOutProg_review.pdf.

Zeman, J., Shipman, K., & Suveg, C. (2002). Anger and sadness regulation: Predictions to internalizing and externalizing symptoms in children. Journal of Clinical Child and Adolescent Psychology, 3(31), 393–398.

Title: Assessing the Impact of an Emotion Regulation Booster Program for Elementary School-aged Children
Authors: Angela Hammond
Anne Westhues
Alice Schmidt Hanbidge
Publication date: 01-09-2009
Publisher: Springer US
Published in: Journal of Prevention / Issue 5/2009
Print ISSN: 2731-5533
Electronic ISSN: 2731-5541
DOI: https://doi.org/10.1007/s10935-009-0188-6

Keynote webinar | Spotlight on medication adherence

Springer Medicine

Assessing the Impact of an Emotion Regulation Booster Program for Elementary School-aged Children

Abstract

Keynote webinar | Spotlight on medication adherence

Springer Medicine

Abstract

Please log in to get access to this content

Other articles of this Issue 5/2009

Long-Term Protective Factor Outcomes of Evidence-based Interventions Implemented by Community Teams Through a Community–University Partnership

Using a Nonparametric Bootstrap to Obtain a Confidence Interval for Pearson’s r with Cluster Randomized Data: A Case Study

Computeen: A Randomized Trial of a Preventive Computer and Psychosocial Skills Curriculum for At-Risk Adolescents

Psychological Distress as a Barrier to Preventive Healthcare Among U.S. Women

Predicting High School Truancy Among Students in the Appalachian South

Pilot Study to Gauge Acceptability of a Mindfulness-Based, Family-Focused Preventive Intervention