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Lisaingo, Simon

University of British Columbia

Challenges are important for learning. Research on self- and emotion regulation describes the effective and adaptive beliefs, strategies, and supportive contexts that help students in schools overcome small and big challenges at school and in life. Conjoint behavioural consultation, in which parents and teachers work with a consultant to address challenging behaviour, has been demonstrated as an effective intervention for externalizing problems (e.g., non-compliance, hyperactivity) but has not been widely applied to students with internalizing problems (e.g., anxiety, depression). There is a need to integrate contemporary research with effective models of intervention to best support students with significant difficulties regulating their emotions. The current study explored the development of a collaborative, consultative intervention for young adolescents with emerging emotional and behavioural difficulties in schools and at home. Rich and in-depth descriptions of five case studies, each involving a student with their parent(s) and a teacher, are presented. The researcher was also the consultant for each case. Data included questionnaires, interviews with parents, teachers, and students, home and school observations, and daily rating forms. The descriptions provide insight into the processes involved in the young adolescents’ development of emotion regulation. Eight cross- case themes were identified that represented key individual and contextual characteristics and key intervention components and processes: personalizing supports based on strengths and needs; considering motivation for and about change; reconciling context and relationships; viewing emotion regulation as more than coping; building and bridging trust; providing support and an outside perspective; collaborating to create opportunities for growth; and facilitating awareness, understanding, and insights. This study makes unique contributions to research on self- and emotion regulation and conjoint behavioural consultation.

Text

2022-04-26

Attribution-NonCommercial-NoDerivatives 4.0 International

http://hdl.handle.net/2429/81402

School and Applied Child Psychology

University of British Columbia

UBCV

http://creativecommons.org/licenses/by-nc-nd/4.0/