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July 2019
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119 Reads
Objective 1: To examine the relationship between childhood anxiety difficulties and children’s use of ERstrategies (cognitive reappraisal and expressive suppression). Objective 2: To determine whether specific parenting responses (e.g. minimizing or punitive reactions) are differentially associated withchildren’suse of ERstrategies.
July 2019
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133 Reads
The C.A.R.E. Research Group is currently conducting a pilot study with a sample of elementary school students to validate the effectiveness of the intervention in reducing anxiety and improvingemotion regulation skills and academic performance.
July 2019
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89 Reads
The objectives of this study were to 1) determine whether social anxiety affects a child’s ability to engage in group learning, and 2) evaluate the effects of an emotion-regulation based intervention on reducing anxiety during group learning. Seventeen second-grade children were evaluated on a variety of measures including learning preferences, social skills and anxiety. Preliminary data indicate a tendency for socially anxious children to prefer learning new things independently. Moreover, stronger social skills with peers were associated with preference for group work. Future research will examine the observable behaviour of socially anxious children when performing group learning tas ks, in addition to measuring the effects of a CBT Classroom-Based Emotion Regulation Intervention Program on gr oup learning in children with elevated levels of social anxiety.
