Your Child's Social and Emotional Well‐Being

Dacey, John S.; Fiore, Lisa B.; Brion‐Meisels, Steven

doi:10.1002/9781118976227

Cited by 6 publications

(3 citation statements)

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“…That are the social competencies of kindergarten pupils based on the relationships between children and parents, children and teacher, parent-parent (Saral & Acar, 2021); schools are increasingly viewed as important intermediaries that may assist address society's most pressing issues (Weare, 2013); play and development from birth to age eight years (Trawick-Smith, 2019); how preschoolers represent their brains in their interactions with schools and society (Bartoszeck & Bartoszeck, 2012); the relationship between children's observation competency and emotional well-being and participation (Klemm & Neuhaus, 2017); Children ages 4 to 16, Child's Social and Emotional Well-Being is a useful manual packed with tried-and-true techniques for fostering social and emotional learning (SEL) abilities. (Dacey et al, 2016); the Buddhist way of life for the early value development of children (Hauver, 2019); whether teacher-and child-managed academic activities were beneficial to the development of the children (De Haan et al, 2014).…”

Section: Implicaciones De La Investigaciónmentioning

confidence: 99%

Bibliometric Analysis of Living Values and its Education to Kindergarten Pupils

Hoang,

Dinh,

Pham

2024

RGSA

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Objective: The objective of this study is to investigate the importance and diversity of living values and living value education for preschool children are receiving research attention from many scientists around the world. Method: This study uses the quantitative bibliometric method with a Scopus database data source to find the characteristics of published data related to living values and living value education for kindergarten students. Results and Discussion: The findings indicate an increasing number of publications; developed countries dominate the number of publications; and higher education institutions are interested in living values and living value education for kindergarten students. Research Implications: There is a need for research in different directions, both on a large scale at the international level and in depth, on each issue of living values and living value education for today's kindergarten students. Originality/Value: This study contributes to the literature by providing an overview of living values and living value education for preschool children have been researched by researchers all over the world.

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Section: Implicaciones De La Investigaciónmentioning

confidence: 99%

Bibliometric Analysis of Living Values and its Education to Kindergarten Pupils

Hoang,

Dinh,

Pham

2024

RGSA

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“…SKY School's SEL curriculum is delivered by certi ed instructors via an interactive, in-person, peer support, multi-modality workshop. This workshop targets ve core SEL areas: self-management, self-awareness, social awareness, relationship skills and responsible decision-making (Dacey et al, 2016). Previous research demonstrates that such skill development enhances and promotes positive wellbeing and prosocial behaviors, and reduces the onset of mental health di culties (Dowling et al, 2019).…”

Section: Introductionmentioning

confidence: 99%

A Feasibility (pilot) Mixed Methods Study of an Innovative Non-Pharmacological Breath-Based Yoga and Social Emotional Intervention Program in an At-Risk Youth Sample in London, Canada

Vasudev

Ionson

Sathiaselan

et al. 2022

Preprint

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Background: Various service provision models for youth at risk of homelessness have been researched and implemented, including access to housing, physical and mental health resources, etc. However, even with these interventions we remain unaware regarding how best to manage symptoms of depression and anxiety and the rate of drug use in these populations primarily because of lack of feasibility data. Methods: This paper presents the results of a mixed-methods study in London, Canada, that examined the feasibility of implementing a biopsychosocial intervention, SKY Schools, in at-risk youth aged between 16-25 (n=49). The study also recorded qualitative responses about the program’s usefulness from the perspective of the service users. The SKY Schools intervention consisted of social-emotional learning combined with Sudarshan Kriya Yoga, a standardized yoga-based breathing exercise routine. The intervention program was divided into two phases; an active learning phase and a reinforcement phase. Results: The results demonstrated that it is feasible to conduct a definitive trial in this population due to a high retention rate (61.2%) and overall positive feedback. Conclusions: Future researchers may consider the feedback received when designing a randomized control trial to further assess efficacy and tolerability. Trial Registration: Trial registration: Clinicaltrials.gov, Identifier NCT02749240. Registered April 22, 2016, https://clinicaltrials.gov/ct2/show/NCT02749240

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“…The emotional regulation skills in question are those required to prevent, strengthen, protect, reduce, or increase the emotional stimulation to achieve a goal (Bridges et al, 2004; Gilpin et al, 2015; Gross & Thompson, 2007). Emotion regulation is, therefore, the ability to calm oneself when angry and to cheer oneself when sad (Dacey et al, 2016). Preschool children require adult support to develop such skills (Essau et al, 2017).…”

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confidence: 99%

Emotional regulation and aggression in children: The regulatory role of Turkish mothers' emotion socialization reactions

Soydan

Akalin

2022

Family Relations

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ObjectiveThe main aim of this research is to determine whether positive or negative maternal reactions in the field of emotional socialization play an intermediary role in the relationship between a child's emotional regulation skills and aggressive behavior.BackgroundPrevious findings show the effects of children's emotion regulation skills and parents' emotional socialization responses on aggressive behavior. However, researchers have not reported how children's emotion regulation skills influence maternal emotional socialization responses or investigated the mediating role of maternal emotional socialization responses on emotion regulation and aggressive behavior.MethodThe study was conducted with 285 mothers of 60‐ to 72‐month‐old children attending preschool. Research data were collected using the Children Aggression Scale—Parent Version, Dealing With Negative Emotions of Children, Emotional Regulation Checklist, Attachment Insecurity Screening Inventory, Parental Attitude Scale, and Child–Parent Relationship Scale.ResultsPositive and negative responses of mothers play a mediating role in the relationship between children's aggression and emotional regulation. Mothers' positive responses were effective in reducing the aggression level of children with a low level of emotional regulation. In addition, even if children's emotional regulation skills are low, positive responses are effective in reducing mothers' negative reactions and thus children's aggression levels.ImplicationsGiven the importance of promoting positive development in children, this study may have important implications for intervention and prevention programs. In particular, family‐based interventions that encourage mothers to use emotional socialization applications and education/techniques that encourage parents' emotional regulation strategies are recommended.

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Your Child's Social and Emotional Well‐Being

Cited by 6 publications

References 0 publications

Bibliometric Analysis of Living Values and its Education to Kindergarten Pupils

Bibliometric Analysis of Living Values and its Education to Kindergarten Pupils

A Feasibility (pilot) Mixed Methods Study of an Innovative Non-Pharmacological Breath-Based Yoga and Social Emotional Intervention Program in an At-Risk Youth Sample in London, Canada

Emotional regulation and aggression in children: The regulatory role of Turkish mothers' emotion socialization reactions

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