Emocionalni život obitelji: roditeljske metaemocije, temperament djeteta i eksternalizirani i internalizirani problemi

Brajša‐Žganec, Andreja

doi:10.5559/di.23.1.02

Cited by 8 publications

(5 citation statements)

References 38 publications

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“…If a child does not learn how to appropriately recognise and sufficiently understand the emotions of people in their environment, it is in turn difficult for them to learn social norms, customs and rules of behaviour in their group. Regulation of emotions plays an important role in the process of socialisation, as the inability to regulate emotions influences children’s interaction with their environment and their learning of social norms and rules of behaviour (Brajša Žganec, 2003). Children who better understand others’ beliefs and emotions less often enter into conflicts with their friends and more frequently co-operate with them in diverse activities (Marjanovič-Umek and Fekonja Peklaj, 2008).…”

Section: Peer Relations and Aggressive Behaviourmentioning

confidence: 99%

“…Žužul (1989; in Brajša Žganec, 2003) defines aggressive behaviour as every action, performed to cause damage or injury of any kind to others regardless of whether the intention was fully realised or not. Children with highly aggressive behaviour belong to the group at risk of being rejected by their peers.…”

Section: Peer Relations and Aggressive Behaviourmentioning

confidence: 99%

“…While experiences in the family play one of the most important roles in a child’s social development, an increasing number of studies show that children’s peer play is also important (Brajša Žganec, 2003; Katz and McClellan, 2005). If children are rejected by their peers or are prevented in some other way from learning how to get by in society, an essential source of social information is lost (Katz and McClellan, 2005).…”

Section: Introductionmentioning

confidence: 99%

“…Friendships formed in the preschool period create a valuable context for learning and testing the skills that are crucial for a child’s social, cognitive, communication and emotional development (Guralnick et al., 2007; in Yu et al., 2011). Moreover, children look for social support from their friends to be more adept at coping with stress and changes in life, and to support their own cognitive and social development (Berndt, 1989; in Brajša Žganec, 2003).…”

Section: Introductionmentioning

confidence: 99%

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The impact of creative drama activities on aggressive behaviour of preschool children

Korošec

Zorec

2019

Research in Education

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This article presents the findings of a research study examining the impact of creative puppetry activities on aggressive behaviour in preschool children. The aim of creative drama was to allow for experiences that help children understand interpersonal relations, put themselves in another’s shoes and see alternative possibilities of behaving or acting in given situations. Play with a puppet in small groups offers children opportunities to establish pro-social peer interactions and learn socialisation skills including solving minor conflicts. The research was conducted with 22 preschool teachers in Slovenian preschools and first grades of elementary schools (including 460 children aged 4–7). The teachers completed a scale of social behaviour for each child in the group before introducing the puppetry activities and after concluding them, i.e. after three months of intense, daily creative work with puppets. The paired difference t-test showed that according to the teachers’ assessments after the three-month conduct of creative puppetry activities in the group, the frequency of the occurrence of aggressive behaviour in the total population was diminished, especially in the children who had the lowest scores in the initial assessment.

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Section: Peer Relations and Aggressive Behaviourmentioning

confidence: 99%

Section: Peer Relations and Aggressive Behaviourmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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The impact of creative drama activities on aggressive behaviour of preschool children

Korošec

Zorec

2019

Research in Education

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“…Parental meta-emotion refers to a parent's feelings and thoughts about their own emotions as well as the emotions of their child (Gottman, Fainsilber-Katz, & Hooven, 1996). Empirical work has demonstrated parent meta-emotions are influential to child outcomes, both directly as well as indirectly, via parenting behavior (Brajsa-Zganec, 2013;Fainsilber Katz, Maliken, & Stettler, 2012;Gottman et al, 1996;Loop & Roskam, 2016). In particular, parents who are emotionally aware of their own internal states are better able to regulate distress and can then more effectively model emotional expression to their children, helping to mitigate negative child behavioral reactions (Gottman et al, 1996;Hurrell, Houwing, & Hudson, 2017).…”

Section: Parental Meta-emotion Philosophymentioning

confidence: 99%

Examining the Emotional Experience of Mothers Completing an Evidence‐Based Parenting Intervention: A Grounded Theory Analysis

Wolford

Holtrop

2019

Family Process

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Parenting interventions are a well-established treatment for addressing child behavior problems that have also been shown to improve parent psychosocial health. Yet, little is known about how caregiver emotional experiences change over time during treatment. In response, the purpose of this study was to explore the emotional experiences of mothers following their participation in an evidence-based parenting intervention. Researchers conducted a secondary analysis of existing qualitative data. The study sample included semistructured interview data from 17 mothers who previously completed the GenerationPMTO parenting intervention. Data analysis followed the grounded theory approach and included a sequential process of open, axial, and selective coding using the constant comparative method. Findings indicate mothers progressed through three distinct, yet interrelated stages of emotional experience: Before PMTO, their experiences were characterized by parenting through crisis (Stage 1); during PMTO, they transitioned to crisis stabilization (Stage 2); and following PMTO, they described experiences of emerging recovery and resilience (Stage 3). Maternal emotional experiences in each stage occurred across three contextual realms: (a) the individual (intrapersonal) level, (b) the parent-child relationship level, and the broader systemic level. Results highlight the dynamic and evolving nature of maternal emotional experience throughout various stages of the intervention process and suggest how these experiences may be associated with promoting effective parenting practices and positive child outcomes.

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Emotional Competence During Childhood and Adolescence

Denham

2019

Handbook of Emotional Development

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Emocionalni život obitelji: roditeljske metaemocije, temperament djeteta i eksternalizirani i internalizirani problemi

Cited by 8 publications

References 38 publications

The impact of creative drama activities on aggressive behaviour of preschool children

The impact of creative drama activities on aggressive behaviour of preschool children

Examining the Emotional Experience of Mothers Completing an Evidence‐Based Parenting Intervention: A Grounded Theory Analysis

Emotional Competence During Childhood and Adolescence

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