Resilience-Based Intervention with Underserved Children: Impact on Self-Regulation in a Randomized Clinical Trial in Schools

Brendan A. Rich*, Nina D. Shiffrin, Colleen M. Cummings, Melissa M. Zarger, Lisa Berghorst, Mary K. Alvord

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

Abstract

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.

Original languageEnglish (US)
Pages (from-to)30-53
Number of pages24
JournalInternational Journal of Group Psychotherapy
Volume69
Issue number1
DOIs
StatePublished - Jan 2 2019

ASJC Scopus subject areas

  • Clinical Psychology

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