Emotional Regulation in School and Family: Assessment and Intervention

Condition(s) studied

Investigational drug(s) / intervention(s)

EMOTIONAL REGULATION PROGRAMME: This programme works on early identification and implementation of strategies to improve self-awareness and facilitate children's emotions. This intervention is designed to be delivered in the educational setting by the tutor in the form of a learning situation with 8 sessions plus 1 family session. The topics covered are: * Embarking on an emotional journey * Recognising our emotions * Emotions have a voice * Identifying different emotions * How do I make decisions? * Emotion, action, and consequence * Learning to self-regulate * Celebrating our learning

Study summary

This project aims to investigate children's difficulties with emotional regulation in the school environment, to develop an early intervention programme for preschool children (5 years old) and their families, and to explore the relationship between emotional regulation and various risk and protective factors, including variables such as gender, age, socio-economic context, parenting styles, social skills and academic performance. Data analysis will facilitate the adaptation of the intervention to the needs of the school population.

Methodologically, the project will adopt a quasi-experimental design with control and experimental groups, using a convenience sample drawn from two schools in Tarragona. This design will make it possible to compare the effectiveness of the programme in improving children's emotional skills.

Eligibility

Primary outcome measure(s)

• Emotional Self-Control (BASC-3 Scores) — Baseline (Week 5), post-intervention (Week 15 and Week 45).
  Assessment of emotional self-control using the BASC-3, completed by parents/guardians and school staff. Higher scores indicate lower emotional self-control and greater difficulty in managing emotions effectively. BASC-3 scores range from 0 to 120, where higher scores reflect greater difficulties in emotional self-control.
• Emotional Regulation (BRIEF-P Scores) — Baseline (Week 5), post-intervention (Week 15 and Week 45).
  Assessment of emotional regulation using the BRIEF-P, completed by parents/guardians and school staff. Higher scores indicate greater emotional dysregulation, reflecting difficulties in managing and modulating emotional responses effectively. BRIEF-P scores range from 30 to 90, where higher scores reflect greater emotional dysregulation.

Trial sites (1)

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