Lessons about anger and sadness from emotion coaching.

2015 ◽  
pp. 231-243
Author(s):  
Leslie S. Greenberg
Keyword(s):  
Emotion Coaching

scholarly journals Integrating emotion into behaviourally-based parenting programmes: can this enhance outcomes for child conduct problems?

2021 ◽  
Author(s):  
◽  
Josie Hammington
Keyword(s):  
Conduct Problems ◽  
Standard Group ◽  
Triple P ◽  
Emotion Knowledge ◽  
Emotion Coaching ◽  
Post Intervention ◽  
Parenting Programme ◽  
Child Conduct Problems ◽  
Children's Emotion ◽  
Outcomes For Children

<p>The current pilot study aimed to integrate emotion focused elements into an already well-established parenting programme in the hope of improving outcomes for children with conduct problems (CPs). Thirty-six parents of children with conduct problems (aged 3-7 years) were randomly allocated to two versions of the Triple P parenting programme; standard Group Triple P (GTP) or a new Emotion-Enhanced Group Triple P programme (EEGTP) that taught parents to engage in an elaborative, emotion-rich conversational style when discussing past events with their children. As expected, child CPs significantly reduced across both conditions post-intervention. Additionally, parents in the EEGTP condition were using more emotion coaching statements with their children. However, these differences did not translate to changes in children’s emotion knowledge and further behavioural improvements. Theoretical implications of these findings, explanations reflecting on the nature by which emotion knowledge develops over time, and recommendations for future studies are discussed.</p>

Module 9: Emotion Coaching

2020 ◽  
pp. 185-202
Author(s):  
Andrea Chronis-Tuscano ◽  
Kelly O’Brien ◽  
Christina M. Danko
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Emotion Regulation ◽  
Attention Deficit ◽  
Emotion Coaching ◽  
Acting Out ◽  
Children With Adhd ◽  
Hyperactivity Disorder ◽  
Periods Of Stress ◽  
Emotion Language

In Module 9, parents are introduced to their important role in helping their children with attention-deficit/hyperactivity disorder (ADHD) learn to regulate strong emotions. Parents are the child’s first teachers for how to regulate emotions and serve the role of “external regulator” for their children. Children with ADHD are more sensitive to their environments and look to their parents for signs of how to react to a situation or stressor. The goal is for parents to stay calm and collected, modeling effective emotion regulation for their child during periods of stress. When parents learn to be “emotion coaches,” they are more likely to consider the child’s emotions without judgment and decrease critical or invalidating responses. By serving as the child’s “emotion coach” (noticing, tolerating and labeling the child’s emotion), the child learns “emotion language” so that acting out in response to emotions is not necessary to express how they are feeling.

Grow Online: feasibility and proof of concept study

2019 ◽  
Vol 15 (1) ◽  
pp. 25-42
Author(s):  
Ryan P. Chesnut ◽  
Melina Czymoniewicz-Klippel ◽  
Jennifer M. DiNallo ◽  
Daniel F. Perkins
Keyword(s):  
Well Being ◽  
Attrition Rate ◽  
Emotion Coaching ◽  
Preliminary Evaluation ◽  
Proof Of Concept ◽  
Structured Interviews ◽  
Content Type ◽  
Use Of Technology ◽  
Health Promoting ◽  
Care Information

Purpose Digitally delivered, parent-focused interventions (DD-PFIs) are viewed as an important method for supporting child well-being. Few DD-PFIs include health-promotion and general-parenting content, and only some are intended for a universal audience. The purpose of this paper is to focus on a preliminary evaluation of Grow Online, which was designed to address this gap. Design/methodology/approach A mixed-methods design, including pretests and posttests and semi-structured interviews, was employed to evaluate program feasibility and demonstrate proof of concept. Findings Feasibility findings were favorable, which indicates participants were satisfied with the program, liked the main program features, found the content helpful and had a positive experience using the website. Initial recruitment was strong, and engagement with the sessions was high; however, retention was poor with a 73.5 percent attrition rate. Significant pre- to post-changes were found on measures of over-reactive discipline, parenting efficacy, emotion coaching, coping socialization, child physical activity support, rewarding eating and child externalizing and internalizing behaviors. Research limitations/implications Study design and high attrition limit the ability to infer causality and generalize beyond the sample. Practical implications Providing support to parents through a universal health-promoting DD-PFI is viable, though issues involving retention need to be given full consideration. Originality/value Parents use of technology to access child care information is increasing, but most information online is not evidence-informed. Grow Online fills an important gap in the research and practice of DD-PFIs, and this study’s findings suggest a more rigorous evaluation is merited.

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