TY - JOUR
T1 - Resilience-Based Intervention with Underserved Children
T2 - Impact on Self-Regulation in a Randomized Clinical Trial in Schools
AU - Rich, Brendan A.
AU - Shiffrin, Nina D.
AU - Cummings, Colleen M.
AU - Zarger, Melissa M.
AU - Berghorst, Lisa
AU - Alvord, Mary K.
N1 - Funding Information:
This research was supported in part by funding from the Group Foundation for Advancing Mental Health.
Publisher Copyright:
©, Copyright © The American Group Psychotherapy Association, Inc.
PY - 2019/1/2
Y1 - 2019/1/2
N2 - Resilience and emotion regulation are crucial for optimal psychosocial functioning in children. This study assessed whether a group-based intervention, the Resilience Builder Program (RBP), improved student report of emotion regulation when administered in elementary schools. Sixty-seven students aged 9–12 years (M = 10.50, SD =.74; 82.1% male, 98.5% ethnic/racial minority) were randomly assigned to receive the RBP intervention immediately or following a semester delay. Participants reported their emotional control using the How I Feel scale. Students who received the RBP reported a significant increase in their emotional control and a significant decrease in negative emotion compared to those students in the delayed treatment sample who had not yet received the intervention. Further, students indicated a strongly positive perception of the therapy.
AB - Resilience and emotion regulation are crucial for optimal psychosocial functioning in children. This study assessed whether a group-based intervention, the Resilience Builder Program (RBP), improved student report of emotion regulation when administered in elementary schools. Sixty-seven students aged 9–12 years (M = 10.50, SD =.74; 82.1% male, 98.5% ethnic/racial minority) were randomly assigned to receive the RBP intervention immediately or following a semester delay. Participants reported their emotional control using the How I Feel scale. Students who received the RBP reported a significant increase in their emotional control and a significant decrease in negative emotion compared to those students in the delayed treatment sample who had not yet received the intervention. Further, students indicated a strongly positive perception of the therapy.
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U2 - 10.1080/00207284.2018.1479187
DO - 10.1080/00207284.2018.1479187
M3 - Article
C2 - 38449213
AN - SCOPUS:85049770656
SN - 0020-7284
VL - 69
SP - 30
EP - 53
JO - International Journal of Group Psychotherapy
JF - International Journal of Group Psychotherapy
IS - 1
ER -