Emotional awareness is a key component of children’s psychological, cognitive and social development in primary school, and it is a central element of learning. The emotional development aimed to achieve an emotional maturity can help children to manage the needs of their social and educational environments, to keep good relationships with peers, and express emotions in adaptive manners having a positive effect on scholastic integration and academic performance. The primary goal of this study was to evaluate the effectiveness of implementing a psychoeducational group intervention aimed to improve emotional health, quality of integration and children’s scholastic skills. This study is designed as a 4-year longitudinal study. A total of 200 children (94 Males; M Age = 7.22 years; SD = 0.97 years) from 8 different classes, completed the Pictures of Facial Affect (Ekman, 1972), the Drawn Stories Technique (Trombini, 1994), the Classroom Drawing (Quaglia, Saglione,1990), Colored Progressive Matrices (Raven, J. C. 1983). Group intervention based on different psychoeducational activities per year was provided to 4 classes and tests were administered at baseline and at retest both to the experimental groups and to the control groups every year. The mixed-model ANOVA revealed a significant main effect for POFA score over time (F = 6.24, p =.01) and between POFA and group (F = 4.82, p= .03) but no significant main effect has been found for classroom drawing over time (F= .81, p > .05) and between quality of integration and group intervention. These results suggest that intervention was successful to improve children emotional recognition but it has no a significant effect on scholastic integration probably for the complexity of scholastic environment. These findings support the importance of a psychoeducational program in school in promoting of emotional health but the relation of cognitive skills, emotional awareness and quality of integration require more observations.

The role of emotional awareness in primary school : examining the impact of group intervention in scholastic context / Piombo Marco Andrea, Alfano Pietro, Cianciolo Umberto Maria, Andrei Federica, Epifanio Maria Stella, Mancini Giacomo, Trombini Elena, La Grutta Sabina. - ELETTRONICO. - (2021), pp. 66-67. (Intervento presentato al convegno XXII NATIONAL CONGRESS ITALIAN PSYCHOLOGICAL ASSOCIATION CLINICAL AND DYNAMIC SECTION tenutosi a Lecce nel 17, 18, 19 settembre 2021) [10.13129/2282-1619/mjcp-3224].

The role of emotional awareness in primary school : examining the impact of group intervention in scholastic context

Piombo Marco Andrea;Andrei Federica;Mancini Giacomo;Trombini Elena;
2021

Abstract

Emotional awareness is a key component of children’s psychological, cognitive and social development in primary school, and it is a central element of learning. The emotional development aimed to achieve an emotional maturity can help children to manage the needs of their social and educational environments, to keep good relationships with peers, and express emotions in adaptive manners having a positive effect on scholastic integration and academic performance. The primary goal of this study was to evaluate the effectiveness of implementing a psychoeducational group intervention aimed to improve emotional health, quality of integration and children’s scholastic skills. This study is designed as a 4-year longitudinal study. A total of 200 children (94 Males; M Age = 7.22 years; SD = 0.97 years) from 8 different classes, completed the Pictures of Facial Affect (Ekman, 1972), the Drawn Stories Technique (Trombini, 1994), the Classroom Drawing (Quaglia, Saglione,1990), Colored Progressive Matrices (Raven, J. C. 1983). Group intervention based on different psychoeducational activities per year was provided to 4 classes and tests were administered at baseline and at retest both to the experimental groups and to the control groups every year. The mixed-model ANOVA revealed a significant main effect for POFA score over time (F = 6.24, p =.01) and between POFA and group (F = 4.82, p= .03) but no significant main effect has been found for classroom drawing over time (F= .81, p > .05) and between quality of integration and group intervention. These results suggest that intervention was successful to improve children emotional recognition but it has no a significant effect on scholastic integration probably for the complexity of scholastic environment. These findings support the importance of a psychoeducational program in school in promoting of emotional health but the relation of cognitive skills, emotional awareness and quality of integration require more observations.
2021
Mediterranean Journal of Clinical Psychology
66
67
The role of emotional awareness in primary school : examining the impact of group intervention in scholastic context / Piombo Marco Andrea, Alfano Pietro, Cianciolo Umberto Maria, Andrei Federica, Epifanio Maria Stella, Mancini Giacomo, Trombini Elena, La Grutta Sabina. - ELETTRONICO. - (2021), pp. 66-67. (Intervento presentato al convegno XXII NATIONAL CONGRESS ITALIAN PSYCHOLOGICAL ASSOCIATION CLINICAL AND DYNAMIC SECTION tenutosi a Lecce nel 17, 18, 19 settembre 2021) [10.13129/2282-1619/mjcp-3224].
Piombo Marco Andrea, Alfano Pietro, Cianciolo Umberto Maria, Andrei Federica, Epifanio Maria Stella, Mancini Giacomo, Trombini Elena, La Grutta Sabina
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Utilizza questo identificativo per citare o creare un link a questo documento: https://hdl.handle.net/11585/837353
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