The impact of group psycho-education program on cognitive emotion regulation strategies in children
Cognitive emotion regulation strategies in children
Abstract
In this research, real experimental design with pre-test, post-test, and follow-up measurements were used. The research was carried out with 20 students attending the 5th and 6th grades of a secondary school in Istanbul. The program is found to cause an increase in the use of refocus on planning, positive reappraisal, and putting in the perspective strategies, and a decrease in the use of self-blame. This increase and decrease both remained persistent until the follow-up measurement. A decrease in the use of catastrophizing strategies was found and this decrease partially preserved its effect until the follow-up measurement. The program had no effect on the strategies of acceptance, rumination, and other-blame. The program led to an increase in the use of positive refocusing, however, this increase failed to maintain its effectiveness in the period until the follow-up measurement. The pilot study concluded that the developed program is effective on some strategies.
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