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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.
ACKNOWLEDGMENTS
The authors thank the families who participated in this study, and the school counselors, psychologists, teachers, and administrators who provided invaluable assistance.
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Brendan A. Rich
Brendan A. Rich is an Associate Professor in the Department of Psychology at the Catholic University of America. Nina D. Shiffrin is a Licensed Psychologist at Alvord, Baker & Associates, LLC. Colleen M. Cummings is a Licensed Psychologist at Alvord, Baker & Associates, LLC. Melissa M. Zarger is a Clinical Research Coordinator at Alvord, Baker & Associates, LLC. Lisa Berghorst is a Licensed Psychologist at Alvord, Baker & Associates, LLC and Cognitive Behavioral Growth, LLC. Mary K. Alvord is a Licensed Psychologist at Alvord, Baker & Associates, LLC.