Department of Psychiatry, University of Rochester School of Medicine and Dentistry, Rochester, NY, USA.
J Abnorm Child Psychol. 2010 Jul;38(5):707-20. doi: 10.1007/s10802-010-9398-x.
A model for teaching children skills to strengthen emotional self-regulation is introduced, informed by the developmental concept of scaffolding. Adult modeling/instruction, role-play and in vivo coaching are tailored to children's level of understanding and skill to promote use of skills in real life contexts. Two-hundred twenty-six kindergarten-3rd grade children identified with elevated behavioral and social classroom problems from a population-based screening participated in a wait listed randomized trial of the Rochester Resilience Project derived from this model. In 14 lessons with school-based mentors, children were taught a hierarchical set of skills: monitoring of emotions; self control/ reducing escalation of emotions; and maintaining control and regaining equilibrium. Mentors provided classroom reinforcement of skill use. Multi-level modeling accounting for the nesting of children in schools and classrooms showed the following effects at post-intervention: reduced problems rated by teachers in behavior control, peer social skills, shy-withdrawn and off-task behaviors (ES 0.31-0.47). Peer social skills improved for girls but not for boys. Children receiving the intervention had a 46% mean decrease in disciplinary referrals and a 43% decrease in suspensions during the 4-month intervention period. Limitations and future directions to promote skill transfer are discussed.
引入了一种教授儿童强化情绪自我调节技能的模式，该模式以发展性的支架概念为指导。成人示范/指导、角色扮演和现场指导根据儿童的理解水平和技能水平进行调整，以促进在现实生活情境中运用技能。从该模式中衍生出的罗切斯特韧性项目，对从基于人群的筛查中确定的 226 名幼儿园至 3 年级具有行为和社交课堂问题的儿童进行了等待名单随机试验。在与学校导师进行的 14 节课中，儿童们学习了一套层次化的技能：情绪监测；自我控制/减少情绪升级；以及保持控制和恢复平衡。导师提供了课堂上对技能使用的强化。考虑到儿童在学校和班级中的嵌套性的多层次建模显示了以下干预后的效果：教师在行为控制、同伴社交技能、害羞退缩和心不在焉行为方面的评分问题减少（ES 0.31-0.47）。女孩的同伴社交技能有所提高，但男孩没有。在 4 个月的干预期间，接受干预的儿童的纪律处分转介平均减少了 46%，停学减少了 43%。讨论了促进技能转移的局限性和未来方向。
