American Journal of Nursing Research
ISSN (Print): 2378-5594 ISSN (Online): 2378-5586 Website: http://www.sciepub.com/journal/ajnr Editor-in-chief: Apply for this position
Open Access
Journal Browser
Go
American Journal of Nursing Research. 2019, 7(6), 922-931
DOI: 10.12691/ajnr-7-6-3
Open AccessArticle

The Effectiveness of Psycho-educational Program on Emotional Regulation and Problem-Solving among Preparatory School Students

Sabah M Ebrahem1, and Safaa Ibrahem Shattla1

1Psychiatric& Mental Health Nursing, Faculty of Nursing, Menoufia University, Egypt

Pub. Date: September 15, 2019

Cite this paper:
Sabah M Ebrahem and Safaa Ibrahem Shattla. The Effectiveness of Psycho-educational Program on Emotional Regulation and Problem-Solving among Preparatory School Students. American Journal of Nursing Research. 2019; 7(6):922-931. doi: 10.12691/ajnr-7-6-3

Abstract

“Improving emotional regulation and problem-solving in youth are very important to decrease the risk of substance abuse, violence, and decreased health costs”. The aim of the study was to evaluate the effectiveness of the psycho-educational program on emotional regulation and problem-solving among preparatory school students. A quasi-experimental research one group pre-test and post-test design was used to achieve the aim of the study. This study was carried out at two preparatory schools, one at Quasna and one at Ebnhas, Menoufia Governorate, Egypt. A purposive sample of 130 students was selected from the above-mentioned settings. Three tools were used to collect the data of the study 1) A constructed interview questionnaire to assess socio-demographic characteristics of the students and their parents 2) Emotional regulation strategies questionnaire 3) Problem-solving scale. The main findings of this study revealed that there was a statistically significant increase in the mean values of all subscales and total score of emotional regulation strategies and problem-solving post-program than pre-program in the studied participants at p-value (0.001). There was a significant positive correlation between the percent increase in emotional regulation strategies and percent increase in problem-solving in the studied participants (r=0.48; p<0.001). It was concluded that the psycho-educational program had a great effect in improving emotional regulation strategies and problem-solving skills among the students. Recommendation: Generalize the application of the psycho-educational program to all preparatory schools to improve their emotional regulation and problem-solving skills.

Keywords:
emotional regulation problem-solving preparatory school students

Creative CommonsThis work is licensed under a Creative Commons Attribution 4.0 International License. To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/

References:

[1]  Dingle, G., Hodges, J. and Kunde, A. (2016). Tuned in Emotion Regulation Program Using Music Listening: Effectiveness for Adolescents in Educational Settings; 122-131.
 
[2]  Hassan H. (2016). Call for psychosocial well-being among pregnant women associated with medical disorder in Beni-Suef governorate. IOSR Journal of Nursing and Health Science; 5(2): 81-94.
 
[3]  Young, K., Sandman, C. and Craske, M. (2019). Positive and Negative Emotion Regulation in Adolescence: Links to Anxiety and Depression. Brain Sci; 76 (9): 1-20.
 
[4]  Gross, J. and Thompson R. Emotion regulation: conceptual foundations. In: J. J. Gross (2007). Handbook of emotion regulation. (ed.); New York: The Guilford Press; pp. 3-24.
 
[5]  Webb, T., Miles, E. and Sheeran, P. (2012). Dealing with Feeling: A Meta-Analysis of the Effectiveness of Strategies Derived From the Process Model of Emotion Regulation. American Psychological Association, Psychological Bulletin; 138 (4): 775-808.
 
[6]  Gross, J. (2015). Emotion regulation: Current status and future prospects. Psychological Inquiry; 26, 1-26.
 
[7]  Aldao, A. Hoeksema, S. and Schweizer, S. (2010). Emotion-regulation strategies across psychopathology: A meta-analytic review. Clinical Psychology Review; 30: 217-237.
 
[8]  Bandhana and Sharma D. (2012). Emotional Intelligence, Home Environment and Problem Solving Ability of Adolescents: Indian streams Research journal; 1-4.
 
[9]  Hooda, M., Devi, R. (2014). Problem Solving Ability: Significance for Adolescents. Scholarly research journal for interdisciplinary students; 2(4): 1773-1777.
 
[10]  Shrestha, P. (2017). Psychological Steps Involved in Problem Solving in Psyche study, November 17, https://www.psychestudy.com/cognitive/thinking/psychological-steps-problem-solving.
 
[11]  Hassan H. (2019). The Impact of Evidence-Based Nursing as The Foundation for Professional Maternity Nursing Practices. Open Acc J Repro & Sexual Disord.; 2(2): 195-197. OAJRSD. MS. ID. 000135.
 
[12]  Hassan H. (2019). Integrative Nursing Science in Women’s Pre-conceptional Wellness. International Journal of Health and Biological Sciences, 2(1): 17-18.
 
[13]  Delaney, K., Cooper, J. And Nshemerewire, S. (2018). The practice of Child Mental Health Nurses. In Rey JM (ed), IACAPAPe-Textbook of Child and Adolescent Mental Health. Geneva: International Association for Child and Adolescent Psychiatry and Allied Professions: 1023-1029.
 
[14]  Twohig, P., Woidneck, R. and Crosby M. (2013). Newer generations of CBT for Anxiety Disorders. In Simos,G& Hofmann,G (Eds.), CBT for Anxiety Disorders: APractitioner Book. United Kingdom: Wiley-Blackwell: 978-994.
 
[15]  Lak, N., Bademli, K. and Canbaz, M. (2018). The effects of Anger Management Education on Adolescents’ Manner of Displaying Anger and Self-Esteem: A randomized Controlled Trail. Archives of psychiatric Nursing, Elsevier Journal; 32: 75-81.
 
[16]  Mowafy, M., Ahmed, D., Halawa, E. and Emad El Din, M. (2015). Prevalence and Predictors of Emotional and Behavioral Problems among Rural School Egyptian Adolescents; The Egyptian Journal of Community Medicine; 33 (1): 1-15.
 
[17]  Bradizza, M., Brown, C., Ruszczyk U., et al. (2017). Difficulties in Emotion Regulation in Treatment-Seeking Alcoholics with and without Co-occurring Mood and Anxiety Disorders. Addict Behav; 80: 6-13.
 
[18]  Kemperman, I. Russ, M. and Shearin, E. (1997). Self-Injurious Behavior and Mood Regulation in Borderline Patients. J Pers Disord; 11(2): 146-157.
 
[19]  Lavender, J., Wonderlich, S., Engel, S., et al. (2015). Dimensions of emotion dysregulation in anorexia nervosa and bulimia nervosa: A conceptual review of the empirical literature. Clin Psychol Rev; 40: 111-122.
 
[20]  Gratz, L., Tull, T., Levy, R. (2014). Randomized Controlled Trial and Uncontrolled 9-Month Follow-Up of an Adjunctive Emotion Regulation Group Therapy for Deliberate Self-harm among Women with Borderline Personality Disorder. Psychol Med; 44: 2099-112.
 
[21]  Ritschel, A., Lim, E., and Stewart, M. (2015). Trans diagnostic Applications of DBT for Adolescents and Adults. Am. J. Psychother; 69, 111-128.
 
[22]  Murray, D. and Rosanbalm, K. (2017). Promoting Self-Regulation in Adolescents and Young Adults: A Practice Brief. OPRE Report #2015-82. Washington, DC: Office of Planning, Research, and Evaluation, Administration for Children and Families, U.S. Department of Health and Human Services.
 
[23]  Salloum, H. Emotional Regulation Strategies and Its Relationship with Problem Solving. (2015). A Comparison Study on A sample Of the Students Of secondary Stage and the Students of Undergraduate Stage in Damascus city. Damascus University Faculty of Education. Psychological Concealing Department. A Dissertation to have a master degree in mental health of children and adolescents; 23-28.
 
[24]  Goldin, P., Lee, I., Ziv, M., Jazaieri, H., Heimberg, R. and Gross, J. (2014). Trajectories of Change in Emotion Regulation and Social Anxiety during Cognitive-Behavioral Therapy for Social Anxiety Disorder. Behaviour Research and Therapy; 56, 7-15.
 
[25]  Lopes, P., Mestre, J., Messier, M., Guil, R., Kremenitzer, J. and Salovey, P. (2012). The role of Knowledge and Skills for Managing Emotions in Adaptation to School: Social Behavior and Misconduct in the Classroom. American Educational Research Journal; 49(4), 710-742.
 
[26]  Narimani, M., Ariapooran, S., Abolghasemi, A., and Ahadi, B. (2011). The comparison of the effectiveness of mindfulness and emotion regulation training on mental health in chemical weapon victims (Persian). Journal of Clinical Psychology; 2(4), 61-72.
 
[27]  Sheppes, G., Scheibe, S., Suri, G. and Gross, J. (2011).Emotion-regulation choice. Psychol. Sci.; 22, 1391-1396.
 
[28]  Westhues, A., Hanbidge, A., Gebotys, R. and Hammond (2009). A.Comparing the Effectiveness of School-Based and Community-Based Delivery of an Emotional Regulation Skills Program for Children. School Social Work Journal; 34 (1).
 
[29]  Ramaiya, M. (2018). Pilot Evaluation of a Brief Emotion Regulation Intervention for Secondary School Students in Post-Earthquake Nepal. A thesis submitted in partial fulfillment of the requirements for the degree of Master of Science. University of Washington; 41-45.
 
[30]  Wyman, P., Cross, W., Hendricks Brown, C., Q Xin, T., and Elberly, S. (2010). Intervention to strengthen emotional self-regulation in children with emerging mental health problems: Proximal impact on school behavior. Journal of Abnormal Child Psychology; 38(5): 707-720.
 
[31]  Nesayan, A., Hosseini, B., and Asadi Gandomani, R. (2017). The Effectiveness of Emotion Regulation Skills Training on Anxiety and Emotional Regulation Strategies in Adolescent Students. Journal of Practice in Clinical Psychology; 5(4), 263-270.
 
[32]  Lavanya , T., and Manjula , M.(2017). Emotion regulation and psychological problems among Indian college youth. Indian J Soc Psychiatry; 33: 312-8.
 
[33]  Karreman, A., Vingerhoets, AJ. (2012). Attachment and wellbeing: the mediating role of emotion regulation and resilience. Person Ind. Diff; 53: 8216.
 
[34]  Daunic, A., Smith, S., Garvan, C., Barber, B., Becker, M., Peters, C., Taylor, G.., Van Loan, C., Li,W., and Naranjo, A. (2012). Reducing developmental risk for emotional/behavioral problems: A randomized controlled trial examining the Tools for Getting Along curriculum. Journal of School Psychology; 50: 149-166.
 
[35]  Cote, D., Pierce, T., Higgins, K., Miller, S., Tandy, R. and Sparks, S. (2010). Increasing skill performances of problem solving in students with intellectual disabilities. Education and Training in Autism and Developmental Disabilities; 45(4): 512-524.
 
[36]  Kuang-Chao,y., Szu-Chun, F and Kuen-Yi, L .(2015). Enhancing Students' Problem-Solving Skills through Context-Based Learning International Journal of Science and Mathematics Education; 13 (6): 1377-1401 Ministry of Science and Technology, Taiwan.
 
[37]  Arroio, A. (2010). Context based learning: A role for cinema in science education. Science Education International; 21(3), 131-143.
 
[38]  Salami, O, Aremu, O. Relationship between Problem-Solving Ability and Study Behaviour among School-going Adolescents in Southwestern Nigeria. (2006).Electron J Res Educ Psychol ; 4:1 39-54.
 
[39]  Lau, Y. (2014). Factors Affecting The Social Problem-Solving Ability of Baccalaureate Nursing Students. Nurse Educ. Today; 34: 121-6.
 
[40]  Fowler, J.(2013). Advancing Practice: From Staff Nurse to Nurse Consultant. Part 7: Problem solving. Br J Nurs. 2013; 22: 419.
 
[41]  Moattari , M., Soltani, S., Mousavi-Nasab ,M. and Ayattollahi, A. (2006). The effect of Problem Solving on Self-Concept in Shiraz Nursing Students. IR J Educ Med Sci;5: 147-55.
 
[42]  King, B., Gregory, P., Schlundt , G., Garton , R., Fielder, T. and Snow, C. (2007). The effect of problem-solving training on the counseling skills of telephonic nurse care managers. J Nurses Staff Dev; 23:229-37.
 
[43]  Hassan, H., Sheha, E., & Nasr, E. (2016). Level of Stress Among Pregnant Women with Heart Problems. International Journal of Research-GRANTHAALAYAH; 4(7): 220-230.
 
[44]  Basaran, S., Yıldırım, Z. and Gokdag, C. (2016). The Relationship between Emotion Regulation and Problem Solving: The Mediating Role of Cognitive Flexibility. Conference Paper. The 46th European Association of Behavioral and Cognitive Therapies Congress, At Sweden.
 
[45]  Schmidt, S., Tinti, C., Levine, L. and Testa, S. (2010). Appraisals, Emotions and Emotion Regulation: An integrative approach. Motiv. Emotion; 34(1): 63-72.
 
[46]  Chinaveh, M. (2013). The effectiveness of problem-solving on coping Skills and Psychological Adjustment. Department of Psychology, Arsenjan Branch, Islamic Azad University, Iran. Social and Behavioral Sciences 84; 4-9 1877-0428. Published by Elsevier Ltd.
 
[47]  Neumann, A. and Koot, M. (2010). Emotion Regulation Difficulties in Adolescents: Associations with Parenting and Mother-Adolescent Relationship Quality; 62-75.
 
[48]  Soric, Izabela. Penezic. Zvjezdan, Buric, Irena, (2011). Big Five Personality Traits, Cognitive Appraisals and Emotion Regulation Strategies as Predictors of Achievement Emotions. Psychological Topics; (2): 325-349.
 
[49]  Rachel, D. and Gundanna, S. (2018). The Relationship between Religiosity and Emotion Regulation among Christian High School Students in Bangalore. 12th PARIS International Conference on Marketing, Education, Humanities & Social Sciences (MEHSS-18) Sept. 17-19, Paris (France).
 
[50]  Zimmermann, P. and Iwanski, A.(2014). Emotion regulation from early adolescence to emerging adulthood and middle adulthood: Age differences, gender differences, and emotion-specific developmental variations. Int. J. Behav. Dev; 38, 182-194.
 
[51]  Girdhar, M. (2014). Problem Solving Ability of Adolescents With Respect To The Locus of Control, Gender and Locality, Department of Educational studies, Faculty of Education, Jamia, Milia Islamia, New Delhi, India; 1-12.