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Showing 1 to 15 of 98 results Save | Export
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Piquero, Alex R.; Rocque, Michael – New Directions for Child and Adolescent Development, 2020
Researchers have long known that self-control, or impulse control, is important for a variety of life outcomes, including health, education, and behavior. In criminology, the most popular perspective on self-control argues that it is a multidimensional trait that is relatively stable after about age 8. Some work, however, has shown that in fact,…
Descriptors: Self Control, Intervention, Delinquency, Crime
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Ridgley, Lisa M.; DaVia Rubenstein, Lisa; Callan, Gregory L. – Psychology in the Schools, 2020
Current theoretical and operational definitions of underachievement require that students show sustained suppressed academic achievement. Yet, early detection may allow for effective intervention before underachievement becomes a chronic issue. While existing identification procedures were not designed to detect underachievement before low…
Descriptors: Academically Gifted, Underachievement, Self Control, Independent Study
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Moores, Lisa; Button, Pam; Fawcett, Emily; Whelan, Beth – Journal of College Student Psychotherapy, 2022
As significant numbers of university students report high levels of stress, post-secondary institutions are seeking accessible mental health and wellness supports. The outreach program presented integrates therapy dogs, therapeutic horticulture, and art making interventions. Over 170 participants completed questionnaires surveying demographic…
Descriptors: Stress Management, College Students, Outreach Programs, Program Effectiveness
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Karla Dhungana Sainju; Akosua Kuffour; Lisa Young; Niti Mishra – International Journal of Bullying Prevention, 2022
Bullying literature notes that aside from the dyadic relationship of target and perpetrator, there are other participant roles in the bullying process including those that reinforce the perpetrator and those that stand up for the target. Most examinations of bullying roles have relied on self-reported data, which suffer from key limitations such…
Descriptors: Social Media, Computer Mediated Communication, Bullying, Victims
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Eisenberg, Nancy – Developmental Psychology, 2020
This special issue consists of 20 articles that focus on issues related to Eisenberg and colleagues' (Eisenberg, Cumberland, & Spinrad, 1998; Eisenberg, Spinrad, & Cumberland, 1998) model of emotion socialization processes and its relevance for understanding a range of aspects of children's socioemotional functioning. The various papers…
Descriptors: Self Control, Child Development, Socialization, Social Development
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Virgin, Ashley S.; Pitzel, Allyson; Jolivette, Kristine; Sanders, Sara – Journal of Correctional Education, 2021
Emotional regulation (ER) is essential for youth in juvenile justice facilities (JJFs) so that they can be equipped to identify, process, and resolve complex emotions and stress. Emotions such as anxiety, anger, depression, jealousy, resentment, and disappointment are difficult emotions for any youth to identify and acknowledge, but these emotions…
Descriptors: Emotional Response, Self Control, Juvenile Justice, Institutionalized Persons
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Durrani, Huma – Art Therapy: Journal of the American Art Therapy Association, 2019
Art therapy has the potential to address some of the core symptoms of autism spectrum disorder (ASD) by promoting sensory regulation, supporting psychomotor development, and facilitating communication. The multisensory nature of art materials and the relational aspect of art making lends itself to the treatment of the challenges inherent in ASD…
Descriptors: Art Therapy, Intervention, Autism, Pervasive Developmental Disorders
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Sealy, Martinique Ann; Rudasill, Kathleen Moritz; Barrett, Jentry S.; Eum, Jungwon; Adams, Nicole; Hinrichs, Angela; McClowry, Sandee – Grantee Submission, 2021
Temperament is a contextual and biological trait that influences how an individual interacts with the environment. Although scholars have organized and prioritized different dimensions of temperament, in this chapter we focus on temperament dimensions that are most salient to--and how they are exhibited in--early childhood classrooms. Temperament…
Descriptors: Elementary School Students, Primary Education, Personality Traits, Elementary School Teachers
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What Works Clearinghouse, 2021
The "Promoting Alternative THinking Strategies (PATHS®)" program is a curriculum that aims to promote emotional and social competencies and to reduce aggression and behavior problems in elementary school children. "PATHS"® is delivered through short lessons given two to three times a week over the school year. The program is…
Descriptors: Program Evaluation, Thinking Skills, Emotional Development, Social Development
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Gross, Jacquelyn T.; Cassidy, Jude – Developmental Psychology, 2019
In recent years, an increased interest in the importance of children's ability to regulate emotions in socially adaptive ways has driven considerable research on the development of emotion regulation. A widely studied emotion regulation strategy known as "expressive suppression" (ES), in which a person attempts to conceal…
Descriptors: Emotional Response, Self Control, Social Adjustment, Correlation
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Berger, Emily; D'Souza, Levita; Miko, Amy – Educational and Developmental Psychologist, 2021
Objective: This narrative review aimed to draw on the literature regarding school interventions for students with autism spectrum disorder and exposed to trauma. Method: However, because of the paucity of literature in this area, the intention of this review was also to explore possible intersections between trauma-informed school practices and…
Descriptors: Intervention, Autism, Pervasive Developmental Disorders, Students with Disabilities
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Hajal, Nastassia J.; Paley, Blair – Developmental Psychology, 2020
Parents' behaviors--particularly their emotion socialization behaviors (ESBs)--drive children's emotion socialization (Eisenberg, Cumberland, & Spinrad, 1998). We propose that a major next step in the effort to promote healthy emotional development is to improve the field's understanding of the most proximal contributor to parent ESBs:…
Descriptors: Parent Influence, Emotional Response, Self Control, Emotional Development
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Moore, Darren A.; Russell, Abigail E.; Matthews, Justin; Ford, Tamsin J.; Rogers, Morwenna; Ukoumunne, Obioha C.; Kneale, Dylan; Thompson-Coon, Jo; Sutcliffe, Katy; Nunns, Michael; Shaw, Liz; Gwernan-Jones, Ruth – Review of Education, 2018
Non-pharmacological interventions for attention-deficit/hyperactivity disorder are useful treatments, but it is unclear how effective school-based interventions are for a range of outcomes and which features of interventions are most effective. This paper systematically reviews randomised controlled trial evidence of the effectiveness of…
Descriptors: Attention Deficit Hyperactivity Disorder, Intervention, Program Effectiveness, Children
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French, Daniel D. – Preventing School Failure, 2019
Despite over 50 years of research and discussion concerning school-based interventions for students with emotional and behavioral disorders (EBD), a discernible consensus regarding the core elements of intervention for this student population remains elusive. This discordance is seen by many as an obstacle to the proper design, dissemination, and…
Descriptors: Intervention, Emotional Disturbances, Behavior Disorders, Special Education
Bierman, Karen L.; Sanders, Michael T. – Journal of Emotional and Behavioral Disorders, 2021
Social-cognitive and emotional factors as well as behavior problems contribute to the social difficulties experienced by many students with or at high risk for emotional and behavioral disorders (EBDs). The way that teachers and peers treat and respond to these students can either mitigate or exacerbate their challenges in establishing and…
Descriptors: Social Development, Emotional Development, Behavior Problems, At Risk Students
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