Sentences with phrase «teachers with emotional regulation»

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If the personality divide is breached by kids themselves, perhaps with a touch of encouragement from parents and teachers, the shy child can befriend a sensitive extrovert who coaxes her into new situations, and the aggressive kid can attach himself to a patient soul who teaches emotional regulation by example.

The Second Step Program helps teachers develop these skills in children as early as preschool and helps students enter kindergarten with executive - function, self - regulation, and social - emotional skills.

The main components are 1) teacher - guided learning and problem - solving in small groups in which children are stimulated to verbalize their plans and evaluate the problem solving, 2) peer collaboration in play and problem - solving, with children alternating the role of tutor, 3) the use of memory aids symbolizing social rules, such as attentive listening and waiting for one's turn; and 4) sociodramatic play to promote emotional self - regulation.

Chang and Davis (2009) provided a thorough discussion of teacher emotions and regulation of emotions in challenging teacher — student relationships that offers a basis to examine linkages between teachers» mental representations of relationships with individual students, emotional experiences, and coping strategies.

Specifically, two components of emotion regulation (poor emotional appraisal and self - regulation) significantly predicted burnout (Chan 2006), with effective emotion regulation predicting increased teacher self - efficacy (Chan 2004).

There is some evidence that global relationship orientations of teachers shape their daily emotional lives, which converges with notions from attachment scholars about the influence of attachment styles on emotion regulation (Cassidy 1994).

The ramifications of the relationship between pupil and teacher are not just confined to the school context; the relationship itself is considered an actual context of development (Hamilton & Howes, 1992; Kauffmann, Pullen, & Akers, 1986; Pianta, 1999), in which the teacher becomes for the child a «significant other» and, as such, can modify the operative models based on the attachment bond established with the mother, promoting new models of emotional and behavioral regulation (Cassidy, 1994; Pianta, 1999).

Children who have disorganized attachment with their primary attachment figure have been shown to be vulnerable to stress, have problems with regulation and control of negative emotions, and display oppositional, hostile - aggressive behaviours, and coercive styles of interaction.2, 3 They may exhibit low self - esteem, internalizing and externalizing problems in the early school years, poor peer interactions, unusual or bizarre behaviour in the classroom, high teacher ratings of dissociative behaviour and internalizing symptoms in middle childhood, high levels of teacher - rated social and behavioural difficulties in class, low mathematics attainment, and impaired formal operational skills.3 They may show high levels of overall psychopathology at 17 years.3 Disorganized attachment with a primary attachment figure is over-represented in groups of children with clinical problems and those who are victims of maltreatment.1, 2,3 A majority of children with early disorganized attachment with their primary attachment figure during infancy go on to develop significant social and emotional maladjustment and psychopathology.3, 4 Thus, an attachment - based intervention should focus on preventing and / or reducing disorganized attachment.

Teachers» Emotional and Behavioral Support and Preschoolers» Self - Regulation: Relations With Social and Emotional Skills During Play.