Socio-emotional skills can play a crucial role in students career development. This study used a person-centered approach to explore socio-emotional skills (curiosity, optimism, empathy, sociability, ...and responsibility) profiles among 8° grade students (
N
= 310). We also explored the relations of these profiles with career exploration (self and environmental), perceived parental support (emotional support, instrumental assistance, career-related modeling, and verbal encouragement) and school achievement. Using Latent Profile Analysis (LPA), four distinct profiles emerged that differed in terms of level and shape, namely: Other and Task oriented profile, Socio-emotional Adaptive profile, Socio-emotional non-Adaptive profile, Self- Oriented profile. Our results show that the “Socio-emotional Adaptive” profile can be clearly differentiated from the “Socio-emotional non-Adaptive” profile given the higher values it presents regarding all the variables in study. However, the differences between the “Other and Task Oriented” profile and “Self-Oriented” profile (intermediate profiles) were analyzed and discussed from qualitative point-of-view and adopting an exploratory approach. Overall, the findings of this study indicate that socio-emotional profiles have the potential to account for variations in career behaviors and academic performance. These results provide valuable insights for the development and implementation of career-oriented interventions targeted at 8th grade students and their immediate relational environments.
AbstractResearch has shown that children with separation anxiety disorder often struggle with self-regulation and emotional regulation. The purpose of this study was to investigate the impact of ...group play therapy, specifically painting-based therapy, on the emotional skills of children with separation anxiety disorder. The study utilized a quasi-experimental design with a pre-test-post-test approach and a control group. The study population included all sixth-grade female students with separation anxiety disorder in Ghaemshahr city during the academic year 1400. Thirty children were selected for the study and randomly assigned to either the experimental or control group. Data were collected using the Separation Anxiety Questionnaire (March et al., 1997) and Zeiman's (2001) emotion management scale. The experimental group received ten 45-minute sessions of painting-based group play therapy, while the control group received no intervention. The data were analyzed using univariate and multivariate analysis of covariance. The results showed that painting-based group play therapy significantly improved the emotional skills of children with separation anxiety disorder (P<0.001). Based on these findings, it can be concluded that group play therapy based on painting is an effective treatment method for promoting mental health and preventing psychological problems in children with separation anxiety disorder.Extended Abstract Introduction Separation anxiety disorder is one of the types of anxiety disorders that can be indicative of anxiety disorders starting in childhood (Hoffman, Sterkenburg & Van Rensburg, 2019). This type of anxiety is so intense and serious that it prevents daily activities and causes severe disruption in a child's academic and social performance (Maltese & colleagues, 2018). If this anxiety continues until the end of childhood or adulthood, it can lead to an ineffective understanding of oneself and others (Tamman and colleagues, 2017). Additionally, separation anxiety disorder may be associated with various mental disorders and problems that can develop in adulthood, as reported by Agebati and colleagues (2020).Children with separation anxiety disorder consistently use maladaptive emotional regulation strategies and use adaptive emotional regulation strategies less. In fact, maladaptive emotional regulation in children can be an important factor in maintaining their separation anxiety (Naseri, Gasempour & Mahmoudimogadam, 1394). Children with anxiety disorders tend to use more maladaptive strategies compared to those without anxiety. Identifying efficient or ineffective patterns of emotional regulation can improve anxiety (Rodrigues et al., 2021). Schneider et al. (2018) concluded that emotion dysregulation can be a potential risk factor in the development of anxiety symptoms in children and adolescents. Play therapy has a positive effect on reducing separation anxiety and avoiding harm in children (Yazdani, 2018) and is an effective intervention in improving the psychological symptoms of children suffering from separation anxiety disorder (Sidi Andi, Najafi and Rahimian Bogar, 2014). One of the other therapeutic methods used to treat children's disorders is art therapy based on painting (Mohammadi and Radin, 2016). Painting is the spontaneous drawing of pictures that provides opportunities for non-verbal communication and expression (Erickson and Blok, 2013). The research of Malekpour, Vahedi and Mirnesab (2013) showed that the implementation of painting therapy program is effective in increasing the emotional regulation of elementary school boys. Nan, Hinz and Loesbrink (2021) found that art therapy is effective in reducing stress, depression and improving the level of emotions and improving general health. Mabing-Barz, Hestercht and Ponstine (2019) concluded that art therapy reduces anxiety and improves emotion regulation and executive functioning. In general, group play therapy training based on drawing can help children to deal with their anxiety. Also, the combination of these two treatments can be a safe and useful way to promote mental health and improve the child's emotional skills. Therefore, the aim of the present study is to determine the effect of group play therapy training based on drawing on the emotional skills of children with separation anxiety disorder. MethodThe current study used a semi-experimental design with a pre-test and post-test, and a control group. The population studied consisted of all female students who were in the sixth grade and had been diagnosed with separation anxiety disorder in Ghaemshahr city during the 2019 academic year. Thirty individuals were then selected and randomly assigned to either an experimental or control group, with 15 participants in each group. The control group did not receive any intervention, while the experimental group received group play therapy training based on drawing. The study aimed to determine the effectiveness of group play therapy training on reducing separation anxiety in young girls with separation anxiety disorder.Separation anxiety questionnaire: The separation anxiety questionnaire was developed by March et al. (1997) and contains 39 items. Mashhadi (2011) reported the reliability of this tool using Cronbach's alpha of 0.81 and a favorable face validity. Pirzadi (2017) reported a higher reliability coefficient for this questionnaire via Cronbach's alpha, with a value of 0.80.Emotion Management Questionnaire: It was completed by Ziman et al. in 2001 and consists of 38 questions graded on a three-point Likert scale. Hashmipour and Mohammadi's research (2017) found a reliability coefficient of 0.73 and 0.86 using two-halves and retesting, respectively, for this scale.Group play therapy based on drawing: The intervention program used in this research was a combined package of drawing therapy (Zadeh Mohammadi, 2007; quoted by Rezaei et al., 2014) and play therapy (Mohammed Ismail, 2010; quoted by Yazdani, 2018). ResultsThe sample of students participating in the study was matched in terms of age, sex, and educational level. Post testM±SDPre testM±SDGroupVariablePost testM±SDPre testM±SDGroupVariable81/1±47/2450/3±13/20ExperimentSadness04/2±80/222±00/18ExperimentAnger66/2±07/2296/3±67/21Control14/3±13/1940/3±87/18Control22/5±33/8360/7±80/66ExperimentEmotion Management (total score)77/1±00/2361/3±20/27ExperimentAnxiety09/7±60/7196/9±93/69Control88/2±53/2893/3±53/27ControlTable 1 presents the means and standard deviations of the research variables in both the control and experimental groups. To test the research hypothesis, the Multivariate covariance Analysis test was employed. Box and Levin's test and the test of effects between subjects indicated that the assumptions of the covariance analysis were met.The results of the Multivariate covariance Analysis, as presented in Table 2, indicate a statistically significant difference between the experimental and control groups in the component of emotion management. DiscutionThe aim of this study was to investigate the effect of group play therapy based on drawing on improving the emotional skills of children with separation anxiety disorder. The findings suggest that emotional dysregulation leads to difficulties with identifying, understanding, accepting, and adjusting emotions, and can result in a person being cognitively and emotionally helpless and confused. Drawing-based group play therapy training aims to improve the control of negative emotions in children with separation anxiety disorder, which can be effective in reducing it along with other treatments. Artistic activities have also been found to encourage healthy activities, emotional regulation, and the integration of the child's brain. This can help to reduce behavioral and emotional problems. Final ResultsIn general, it can be concluded that group play therapy training based on drawing improves emotional skills. Since children with separation anxiety disorder have difficulty in regulating their emotions as well as in recognizing and describing their emotions, this causes problems in interpersonal relationships and interaction with others; therefore, group play therapy training based on drawing helps children to increase their emotional skills and also reduces their anxiety and worry.
The transition from preschool to primary school can be a complex period for children. A good level of cognitive readiness in childhood gives them the ability to cope with learning challenges in ...future schooling. Diligo 2.0 is an agent-based game developed for Android devices aimed at monitoring two of the main skills related to school readiness in five-year-old children, namely geometric skills, and emotional skills. Diligo 2.0 also evaluates children’s psychological and behavioural aptitude for engaging in slow and fast thinking activities. Given the innovative scope of Diligo 2.0 in terms of the survey method employed and how the app is used, this research project aims to verify the tool's usability in the preschool context. This paper presents the structure of the Diligo 2.0 usability assessment process involving teachers and children.
This research examined the relationships between students' academic performance and their social and emotional skills in China, as well as the mediation pathways from the perspective of connectedness ...and social cognitive theory. A sample of 5,703 fourth to sixth graders from less affluent areas was investigated in a large-scale survey. The results indicated that students' academic performance had salient positive connections with their socio-emotional skills. Structural equation modeling results revealed that both students' perception of themselves (self-efficacy) and their relation with key persons (teacher-student relationship) played mediated roles in the association between academic achievement and social and emotional skills with the indirect path accounting for 66.66% of the total effect. This study highlights the important role of socioemotional skills in academic performance and suggests the need for further research to develop effective strategies and interventions for socioemotional development in Chinese students.
Introduction: Depressive disorder is associated with various consequences such as psychological distress and social isolation, whichtheir removing is of importance. Aim: The present study was ...conducted with the aim of determining the effectiveness of socialemotional skills training on psychological disturbance and social isolation in adolescents with depressive symptoms by modulating coping styles. Method: This research is a semi-experimental type. Its statistical population was formed by male students suffering from depression disorder in Baneh city with an age range of 16-18 years in 2020. 30 students were targeted and screening method selected as a statistical sample based on the results of the Lazarus and Folkman coping styles scale and divided into two groups of 15 people (excitement-oriented and problem-oriented) were divided. The questionnaires used in this research included Beck Depression Questionnaire and Depression, Anxiety and Stress Questionnaire and Social Isolation Questionnaire. SPSS version 20 software and multivariate covariance analysis were used for data analysis. Results: The results of data analysis using multivariate analysis of covariance showed that social-emotional skills training was effective in improving psychological disturbance and social isolation. Also, coping styles moderate the effect of social-emotional skills training in psychological disturbance and signs of social isolation (P<0.05). Conclusion: The findings of this study showed that teaching emotional and social skills to adolescents with symptoms of depression was useful and reduces psychological disturbance and social isolation, and the type of coping styles was also effective in these changes. It is suggested to include social-emotional skills training in the treatment program of adolescents with depression.
Prehospital ambulance work is a healthcare arena hitherto neglected by sociologists of health and illness. This is unfortunate because it is an interesting and dynamic area, and in contrast to most ...healthcare sectors, it is male dominated. Via ethnographic fieldwork, this article examines the particular caring practices and socio‐emotional skills that ambulance staff use in practising prehospital care work. The empirical analysis outlines six recurring prehospital practices: medicine work, machine work, scene management, becalming work, communication work and bodywork. Each practice represents a different element of prehospital care practice and is best understood as a repertoire, as many different assemblages of these care practices can work effectively in prehospital situations. The article concludes that despite institutionalised blue‐collar masculinity, numeric dominance and scarce formal education in ambulance psychology, male ambulance staff are generally proud and reflexive care practitioners.
Abstract
This study presents the findings of Let's Be Friends (Shaanxi), Trial 2 (LBF2), which is a second test of the school‐based intervention. Let's Be Friends (LBF) is designed to promote social ...competence and prevent maladaptive behaviour by strengthening the social information processing (SIP) skills of third‐grade children in rural China. A cluster‐matched design with random sampling was used in LBF2. Two rural counties in China were selected by purposive sampling (one is the treatment site, and another is the control site). Nine treatment schools (
n
= 343) were selected by random sampling. Fifteen control schools (
n
= 369) were selected by using vector‐norm matching. All children of the third grade, ages 8–10, in the treatment schools received 12 sessions of LBF2 intervention. Skill‐level Activity Scale and the Carolina Child Checklist–Teacher Form were employed to measure children's SIP skills and aggressive behaviour. LBF2 promoted the improvement of study children's SIP skills and effectively improved children's authority acceptance. LBF has the potential to be applied in China.
This study aimed to examine the impact of implementing an innovative Social-Emotional Skills Training Program in physical education classes at youth schools. This study used two surveys: the Schutte ...Self-Report Inventory (otherwise known as the Emotional Intelligence Scale) and the Social Skills Rating System (student form). The analysis included 104 youth school students (Mage = 16.91; SD = 1.12), who were randomly selected from two youth schools in the Kaunas region. Four classes were randomly assigned into an experimental (
n
= 49) and a control (
n
= 55) group. The experimental group participated in the Social-Emotional Skills Training Program. The intervention was targeted at the following social-emotional skills: empathy, cooperation, assertion, self-control, optimism, ability to understand and analyze emotions, appraisal, and utilization of emotions. The modified physical education classes were conducted by the physical education teacher, who was instructed by the researcher. Repeated measures multivariate ANOVA was used to analyze the effects of the Social-Emotional Skills Training Program. During the experiment, the applied training procedures had a statistically significant effect on the social-emotional skills of the experimental group of youth school students. Thus, the findings demonstrate that this program (for enhancing social-emotional skills of youth school students) positively impacted the social-emotional skills of the students. These results highlight the need to consider social-emotional skills training factors when interpreting the level of social-emotional skills among youth school students.
We examine changes in inequality in socio-emotional skills very early in life in two British cohorts born 30 years apart. We construct comparable scales using two validated instruments for the ...measurement of child behaviour and identify two dimensions of socio-emotional skills: ‘internalising’ and ‘externalising’. Using recent methodological advances in factor analysis, we establish comparability in the inequality of these early skills across cohorts, but not in their average level. We document for the first time that inequality in socio-emotional skills has increased across cohorts, especially for boys and at the bottom of the distribution. We also formally decompose the sources of the increase in inequality and find that compositional changes explain half of the rise in inequality in externalising skills. On the other hand, the increase in inequality in internalising skills seems entirely driven by changes in returns to background characteristics. Lastly, we document that socio-emotional skills measured at an earlier age than in most of the existing literature are significant predictors of health and health behaviours. Our results show the importance of formally testing comparability of measurements to study skills differences across groups, and in general point to the role of inequalities in the early years for the accumulation of health and human capital across the life course.
Occupational sex segregation is a key driver of the gender gap in earnings. Using data from 11,691 aspiring agribusiness entrepreneurs in Nigeria, this article explores factors that drive sectoral ...choice, gender differences in the choice decision, and especially the role played by norms around gender roles. When given a choice of 11 agricultural value chains in a government program, we find the majority (54 percent) of the applicants chose to enter into the poultry value chain, and women were more likely to choose poultry than men. This article finds evidence of more restrictive gender norms in Northern Nigeria states, which lowers women's likelihood of entering into agricultural value chains where the potential for profit may be higher. The gender bias in sectoral choice is also attributed to differences in work experience especially in agricultural activities and in the chosen value chain, as well as in land ownership. Women with more experience in male‐dominated agricultural value chains exhibit lower self‐efficacy, which could reflect the challenges they face when deviating from social norms to operate within nontraditional value chains.
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