Emotional Arousal and Regulation: Further Evidence of the Validity of the “How I Feel” Questionnaire for Use With School‐Age Children

Ciucci, Enrica; Baroncelli, Andrea; Grazzani, I; Ornaghi, Veronica; Caprin, C

doi:10.1111/josh.12370

Cited by 16 publications

(10 citation statements)

References 45 publications

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“…Lower scores on the emotion control scale indicate less arousal indicating better control and regulation. Ciucci et al (2016) supported the reliability and validity of the scale and found good internal constancy of the subscales (Table 1).…”

Section: Methodssupporting

confidence: 63%

The Hopeful Minds Programme: A Mixed-method Evaluation of 10 School Curriculum Based, Theoretically Framed, Lessons to Promote Mental Health and Coping Skills in 8–14-year-olds

Kirby

Lyons

Mallett

et al. 2019

Child Care in Practice

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Snyder and colleagues (1994, 2000) pioneered the development of hope in terms of promoting goal-directed thinking, whereby the individual can find routes to goals (pathways thinking), and motivation to use them (agency thinking) (Snyder et al., 2002). As individuals learn to be more hopeful, they may be more able to make commitments, set goals, and work towards attaining them (Shorey et al., 2003). Research shows that hope exists uniquely beyond optimism and positive thinking (Feldman & Kubota, 2015). Since the creation of hope theory, there has been a growing body of research evaluating its role in wellbeing. Low hope is significantly related to negative outcomes: psychological distress (Snyder, LaPointe, Crowson, & Early, 1998); depressive symptoms (Kwon, 2000), poorer academic achievement; disengaged coping styles (Folkman, 2010) and tendencies to engage in self-doubt and negative rumination (Snyder, 1999). Low-hope and negative rumination has been linked to anxiety (Michael, 2000), low emotional regulation (ER), low selfesteem and low social support satisfaction in children and adolescents (Merkaš & Brajša-Žganec, 2011). Those higher in hopeful thinking show positive associations with perceived competence and self-efficacy (Davidson, Feldman, Margalit & 2012), increased confidence (Snyder, 2000), lower emotional distress (Gilman, Dooley, & Florell, 2006), greater use of engaged coping styles (Chang & DeSimone, 2001), and positive coping abilities such as problem solving (Snyder, 2000). Nevertheless, there remains some mixed reports, as a meta-analysis by Weis and Speridakos (2011) found no conclusive evidence that hope enhancement strategies alleviate psychological distress, although Klausner and colleagues (2002) found a hope-based intervention for older adults diagnosed with depression resulted in significant improvements on all measured outcomes (hope, anxiety, and family interactions). Using college students, Brown and colleagues (1999), found they experienced increases in levels of hope, academic performances and self-esteem on completion of a hope-based programme. There is a lack of longitudinal research on the impact of hope interventions (Ciarrochi, Heaven, & Davies, 2007), however one post-primary school study showed that students who had received a hope intervention showed significant increases in levels of hope, self-worth and life satisfaction up to 18 months after completion (Marques, Lopez, & Pais-Ribeiro, 2011). Considering relatively weak evidence base on the effectiveness of hope-based interventions in pre and early adolescent children (not just those at risk), a purposeful theoretically sound intervention was considered necessary. Further there are no curriculum-based programmes which explicitly teach children to develop an innate conceptualisation of hope and goal setting

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Section: Methodssupporting

confidence: 63%

The Hopeful Minds Programme: A Mixed-method Evaluation of 10 School Curriculum Based, Theoretically Framed, Lessons to Promote Mental Health and Coping Skills in 8–14-year-olds

Kirby

Lyons

Mallett

et al. 2019

Child Care in Practice

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“…Respondents are asked to rate on a 5-point scale ranging from 'not at all true of me' to 'very true of me', the extent to which statements such as 'I was in control of how often I felt happy' were true over the previous three months. A recent study by Ciucci et al (2016), further supported of the reliability and validity of the scale, and found good internal constancy of the three sub-scales; positive emotion (α = .87), negative emotion (α = .89), and emotion control (α = .84).…”

Section: Introductionmentioning

confidence: 61%

Developing Hopeful Minds: Can Teaching Hope Improve Well-being and Protective Factors in Children?

Kirby¹,

Sweeney²,

Armour

et al. 2021

Child Care in Practice

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The present study examined the efficacy of Hopeful Minds, a 12 week hope based school intervention programme in a sample of 153 pre-and early-adolescent secondary school children (11-14 years) in the North West of Ireland. This study used a one-group, pretest-posttest design to determine whether participants experienced changes regarding their hope, well-being, and a range of known protective factors. Results from a Wilcoxin Signed Ranks test showed significant increases in children's hope scores post intervention. Resilience and adaptive coping skills of stoicism and social support seeking were also significantly improved. Although pre-post intervention improvements in well-being or emotional regulation/arousal scores were observed, results were non-significant. However, further analysis examined associations between hope and a range of well-being and protective factors using linear regression. Hope was found to be significantly associated with improvements in each of the wellbeing scores of anxiety, depression, resilience, positive emotion, reduced negative emotion, emotional control, stoicism, social support seeking and self-care. No associations were found between hope and rumination. This study builds upon the extant evidence for the implementation of the Hopeful Minds school based intervention. Further, the study demonstrates that teaching and thereby increasing hope has a significant positive impact on child and adolescent well-being and a range of protective factors; factors known to buffer against mental ill health and suicide. possible ways and planning routes to reach these goals and (c) agency thinking; the propensity to develop and sustain motivation to attain goals.Research suggests that people with higher levels of hope are able to cope better with stressful

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“…Alexithymia has been explained by some as dysfunctional emotional regulation (e.g., Taylor, 2000 ); however, it is more appropriate to view it as a disruption of the prerequisites for managing emotion. Those who have difficulty in identifying and naming their emotional states are consequently less well able to find effective strategies for managing them ( Ciucci et al, 2016 ; Sfärlea et al, 2019 ). Indeed, the literature has frequently reported an association between alexithymia and poor trait emotional intelligence (TEI).…”

Section: Introductionmentioning

confidence: 99%

Trait Emotional Intelligence and School Burnout Discriminate Between High and Low Alexithymic Profiles: A Study With Female Adolescents

et al. 2021

Self Cite

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Alexithymic traits, which entail finding it difficult to recognize and describe one’s own emotions, are linked with poor trait emotional intelligence (TEI) and difficulties in identifying and managing stressors. There is evidence that alexithymia may have detrimental consequences for wellbeing and health, beginning in adolescence. In this cross-sectional study, we investigated the prevalence and incidence of alexithymia in teenage girls, testing the statistical power of TEI and student burnout to discriminate between high- and low-alexithymic subjects. A sample of 884 female high school students (mean age 16.2 years, age range 14–19) attending three Italian academic-track high schools (social sciences and humanities curriculum) completed self-report measures of alexithymia, school burnout, and TEI. Main descriptive statistics and correlational analysis preceded the discriminant analysis. The mean alexithymia scores suggest a high prevalence of alexithymia in female adolescents; as expected, this trait was negatively correlated with TEI and positively associated with school burnout. Participants with high vs. low alexithymia profiles were discriminated by a combination of TEI and burnout scores. High scores for the emotionality and self-control dimensions of TEI were strongly associated with membership of the low alexithymia group; high scores for the emotional exhaustion dimension of school burnout were indicative of membership of the high alexithymia group. These findings suggest crucial focuses for educational intervention: efforts to reduce the risk of emotional exhaustion and school burnout should especially concentrate on enhancing emotional awareness and self-control skills, both strongly associated with low levels of alexithymia.

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Emotional Arousal and Regulation: Further Evidence of the Validity of the “How I Feel” Questionnaire for Use With School‐Age Children

Abstract: The HIF is a reliable and valid measure for research and school intervention promoting students' emotional and mental health.

Cited by 16 publications

References 45 publications

The Hopeful Minds Programme: A Mixed-method Evaluation of 10 School Curriculum Based, Theoretically Framed, Lessons to Promote Mental Health and Coping Skills in 8–14-year-olds

The Hopeful Minds Programme: A Mixed-method Evaluation of 10 School Curriculum Based, Theoretically Framed, Lessons to Promote Mental Health and Coping Skills in 8–14-year-olds

Developing Hopeful Minds: Can Teaching Hope Improve Well-being and Protective Factors in Children?

Trait Emotional Intelligence and School Burnout Discriminate Between High and Low Alexithymic Profiles: A Study With Female Adolescents

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