Beyond Behaviors: Using Brain Science and Compassion to Understand and Solve Children's Behavioral Challenges

Hwang, Barrington; Williamson, Edwin

doi:10.1016/j.jaac.2021.08.002

Cited by 2 publications

(5 citation statements)

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“…In any case, it is fundamental to advance research that contemplates interventions aimed at addressing the problem of the high prevalence of emotional and behavioral problems in schoolchildren and the difficulty teachers have in dealing with them. In this sense, it is suggested that new studies consider the development and evaluation of interventions that associate social-emotional learning (CASEL, 2017;Delahooke, 2019) and ACC, especially the cognitive model, as well as the FAVA program, in view of its results. It is also suggested to use materials that measure automatic thoughts, because it has been observed that functional modification of teachers' distorted thoughts through self-monitoring can be a driver for adherence to contingency management.…”

Section: Discussionmentioning

confidence: 99%

“…The program consists of an intervention proposal based on social-emotional learning (CASEL, 2017;Delahooke, 2019) and ACC, including the principles of behavior modification through positive interaction practices (Barkley, 2013;Sugai, 2000). Table 1 presents the description of the contents included in the intervention in each module, as well as its objectives.…”

Section: Facilitando O Convívio Com Alunos -Fava´s Programmentioning

confidence: 99%

“…In view of this, it was developed the program named FAcilitando o conVívio com Alunos (FAVA), which consists of an intervention proposal of transtheoretical nature, based on social-emotional learning (CASEL, 2017;Delahooke, 2019) and on ACC, including the behavior modification principles through positive practices of interaction (Barkley, 2013, Sugai, 1999. Despite the clinical models for behavioral modification and promotion of emotional and behavioral health involving the parents, adaptations for the school context have proven to be effective, even with some necessary care being highlighted, such as the efforts to count on an experienced coordinator to train the school team and to promote effective practices in coexisting with the students (LaForett et al, 2019), which was aimed at with FAVA.…”

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confidence: 99%

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Teaching Effectiveness and Children Emotional/Behavioral Difficulties: Outcomes from FAVA Program

Fava

Andretta

Marin

2022

Psic.: Teor. e Pesq.

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Through a quasi-experimental design, the results of FAcilitando o conVívio com Alunos - FAVA´s program for elementary school teachers, were evaluated, aiming at promoting teaching effectiveness and reducing child behavior problems, as measured by Teacher’s Effectiveness Beliefs Scale and Strengths and Difficulties Questionnaire, respectively. The FAVA contemplated psychoeducation about cognitive model, socioemotional development and behavior modification. The comparison between experimental groups (GE1 that received complete intervention and GE2 that did not have the cognitive model) and comparison group showed the promotion of teaching staff effectiveness (GE2) and the reduction in the perception of child behavioral difficulties (GE1). The contribution of the cognitive model and socioemotional learning in interventions with teachers is emphasized.

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Section: Discussionmentioning

confidence: 99%

Section: Facilitando O Convívio Com Alunos -Fava´s Programmentioning

confidence: 99%

mentioning

confidence: 99%

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Teaching Effectiveness and Children Emotional/Behavioral Difficulties: Outcomes from FAVA Program

Fava

Andretta

Marin

2022

Psic.: Teor. e Pesq.

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“…scale identified individuals' positive or negative responses to vexing anger situations [36]. The adjusted version of the scale consisted of 34 items distributed on six domains: the direct expression of anger, represented by items (1,7,13,16,22,25,28); emphasis, represented by items (14, 21,24,29,32,34); search for social support, represented by items (2,8,15,20,26,31); dissipation of anger, represented by items (3,6,9,17,30); avoidance, represented by items (10,12,18,19); and tapering, represented by items (11,4,23,27,33).…”

Section: Second: Strategies For Coping With the Anger Scalementioning

confidence: 99%

“…This may hinder their growth and their psychological and academic development. It may also result in increased personal conflict and discomfort, emotional and physical abuse, increased crime, a loss of concentration, a sense of insecurity, and a lack of social interactions [1].…”

Section: Introductionmentioning

confidence: 99%

Strategies of coping with anger as a state and a trait among female students

Bany Yassien,

Melhem,

Albadarneh

et al. 2023

Obraz. nauka

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Introduction. University students often encounter many difficult situations that may provoke their anger and thus make them less capable of controlling themselves and their behaviours. This will possibly hinder their growth and psychological and academic development, leading to more personal conflict and discomfort, emotional and physical abuse, increased crime, feelings of insecurity, a lack of concentration, and less social interaction.Aim. This study aims to examine coping strategies with anger as a state and trait in light of “Social status” and “Achievement level” variables.Methodology and research methods. A quantitative method was employed to analyse the data. The sample for the study consisted of 256 female students from Al-Balqa Applied University (BAU), randomly chosen. Two scales were used to collect data: 1) the anger scale as a state and as a trait, including 30 items (15 items measure anger as an emotional state that varies in its intensity, and 15 items measure anger as an emotional trait); 2) the anger coping strategies scale, containing 34 items divided into six domains to identify the different ways of individuals’ positive or negative responses to the irritating situations of anger (direct expressions of anger, emphasis, search for social support, dissipation of anger, avoidance, and tapering).Results. The results revealed statistically significant differences due to social status and achievement level, whereas there were no statistically significant differences in the coping strategies for anger due to social status. They also showed that seeking social support is the prevailing coping strategy.Scientific novelty. The study is one of the few in the Arab World that looked at the relationship between anger as a state or trait and coping strategies in a sample of female students based on their social status and level of achievement. It helps enrich the theoretical literature on anger and researchers’ and students’ knowledge by clarifying the relationship of the discussed variables with each other.Practical significance. The practical significance of the study can be observed in two aspects. First, the research findings can draw the attention of educational officials by highlighting the relationships between anger as a state and anger as a trait, as well as the coping strategies employed by female students. This knowledge can lead to developing programmes to reduce anger among female students. Second, the study can contribute to developing coping methods that positively impact the social and academic adaptation of female students.

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Beyond Behaviors: Using Brain Science and Compassion to Understand and Solve Children's Behavioral Challenges

Cited by 2 publications

References 1 publication

Teaching Effectiveness and Children Emotional/Behavioral Difficulties: Outcomes from FAVA Program

Teaching Effectiveness and Children Emotional/Behavioral Difficulties: Outcomes from FAVA Program

Strategies of coping with anger as a state and a trait among female students

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