Stress Inoculation Therapy

Although the study above showed that preschool may not effect or build self-regulatory skills in children, a fascinating longitudinal study conducted by Henry et al. (1999) hypothesized that staying in school would actually protect those with poor self-regulatory abilities. Utilizing longitudinal data collected from 1037 participants at ages, 3, 5, 7, 9, 11, 13, 15, 18, and 21. Researchers analyzed, education, lack of control, SES at birth, and participants IQ. At the same time, a self-report of delinquency was obtained at ages 18 and 21. Criminal convictions were also analyzed. As a result of this data, it was found that school did in fact protect males with poor self-regulation but not females. Interestingly, male participants self-report

This often involves teachers helping students rephrase maladaptive thought patterns into questions that can provide a helpful and positive answer. This also requires much classroom behavioral recording and developing possible extrinsic rewards or token economies for good behavior. This type of intervention may involve Albert Ellis’ (1989) ABCD model, which is part of rational emotive behavior therapy. This involves identifying a trigger, describing your belief about the trigger, and then the consequence of that belief. This shows students that A does not cause C. Their beliefs cause the consequence. This step by step process can help students learn to regulate their emotions in a healthy way. This can also be achieved by modifying the classroom structure and environment when teaching students about self-monitoring and goal setting. Good, McCaslin, and Reyes (1992) make an excellent observation when stating that working to obtain external rewards and good grades, only compliance may be gained instead of independence and internal motivation. This type of intervention involves students creating their own goals and work on reaching them, which requires much intrinsic

Their results proved that the play condition positively effects self-regulation and learning processes. These results are usually seen with creativity and during problem solving and not in recalling information. In an earlier study conducted by Whitebread et al (2009), 16 preschool aged children were studied, in order to determine the difference between a taught condition and play condition. In addition, a spatial task was added utilizing a magnetic shape game. In the play condition, children were to play with the magnetic board game and then take part in an educational task. The taught group was taught how to use the magnetic game and then they took part in the task. The play group was found to have a higher persistence, originality, and level of involvement during the matching task when compared to the taught group. These results are consistent with the abundance of research of the benefits of play as it relates to self- regulation with