Emotion Coaching - A Strategy for Promoting Behavioural Self-Regulation in Children/Young People In Schools: A Pilot Study

Abstract

Emotion coaching is a parenting style clinically observed in the USA which supports children's emotional self-regulation, social skills, physical health and academic success. A pilot study in a rural disadvantaged area in England sought to evaluate the effectiveness of training practitioners who work with children and young people in schools, early years settings and youth centres to apply emotion coaching strategies in professional contexts, particularly during emotionally intensive and behavioural incidents. The study rested on the premise that supportive adults can individually and collectively empower children and young people to build a repertoire of internal and external socio-emotional regulatory skills that promote prosocial behavior. A mixed method approach was adopted (n=127). The findings suggest the efficacy of adopting emotion coaching strategies to support behavioural management approaches and policies within settings across the age range. Data from school contexts are largely recorded here. The research is the first pilot in the UK that builds on and complements similar work being undertaken in the USA and Australia.

The Introduction of Emotion Coaching as a Whole School Approach in a Primary Specialist Social Emotional and Mental Health Setting: Positive Outcomes for All

“…Moreover, there lacks a study that investigated how concurrent EC implementation -at home and at school -is supportive for children. Rose et al are consistent with those found in parental clinical settings [34]: Adult's meta-emotion philosophy changed as a result of Emotion Coaching training, which enabled increased adult self-regulation. Disruptive behavior decreased and pro-social behavior increased in children and young people.…”

“…Gus, Rose and Gilbert [33] proposed Emotion Coaching as a universal, simple, low-cost strategy for educational settings. Emotion Coaching enhances adult's communication skills in relating effectively with children and young people about emotions and behavior [34]. It is an approach to support the development of emotional regulation in children through attuned relationships.…”

“…In England in educational and community settings, evidence for the use of Emotion Coaching is emerging. The bulk of evidence to date comes from Rose, McGuire-Snieckus and Gilbert [34]. No randomized trials or longitudinal studies have been conducted in a professional context.…”

“…The need for the use of rewards and sanctions in schools was reduced. Social and emotional competencies were increased and Rose et al [34] suggested that this related to an improvement in the children and young people's stress response system and an ability to process their emotional experiences. Other ways that emotional competencies may be increased by Emotion Coaching is through the use of language to label emotions [39].…”

The role of emotion regulation for coping with school-based peer-victimisation in late childhood

“…The implications of the study relate to victim-focused anti-bullying intervention programmes. For example, emotion coaching has been used in schools to help children self-regulate their own emotions (Katz et al, 2012), with recent UK-based research suggesting that this intervention programme promotes the development of emotional competencies and enhances relationships (Rose, McGuire-Snieckus, & Gilbert, 2015). The findings from the current study emphasise the importance of emotion coaching for children, in particular the development of skills that promote cognitive reappraisal of emotions.…”