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PubMed Publications| Keyword search (4,163 papers available) |  |
"Heath NL" Authored Publications:
| Title | Authors | PubMed ID | |
|---|---|---|---|
| 1 | Web-Based Formal Versus Informal Mindfulness Programs for University Students With and Those Without Recent Self-Injury: Randomized Controlled Trial | Petrovic J; Mettler J; Böke BN; Rogers MA; Hamza CA; Bloom E; Di Genova L; Romano V; Heath NL; | 41313154 PSYCHOLOGY |
| 2 | The effectiveness and acceptability of formal versus informal mindfulness among university students with and without recent self-injury: A randomized controlled trial | Petrovic J; Mettler J; Böke BN; Rogers MA; Hamza CA; Bloom E; Di Genova L; Romano V; Heath NL; | 39489621 PSYCHOLOGY |
| 3 | How we teach mindfulness matters: Adolescent development and the importance of informal mindfulness | Mettler J; Zito S; Bastien L; Bloom E; Heath NL; | 38876551 PSYCHOLOGY |
| 4 | Understanding the Needs of Primary School Teachers in Supporting Their Students' Emotion Regulation | Petrovic J; Mettler J; Argento A; Carsley D; Bloom E; Sullivan S; Heath NL; | 35578767 PSYCHOLOGY |
| Title: | Understanding the Needs of Primary School Teachers in Supporting Their Students' Emotion Regulation | ||||
| Authors: | Petrovic J, Mettler J, Argento A, Carsley D, Bloom E, Sullivan S, Heath NL | ||||
| Link: | https://pubmed.ncbi.nlm.nih.gov/35578767/ | ||||
| DOI: | 10.1111/josh.13191 | ||||
| Publication: | The Journal of school health | ||||
| Keywords: | emotion regulation; primary school; teacher training; | ||||
| PMID: | 35578767 | Category: | Date Added: | 2022-05-17 | |
| Dept Affiliation: |
PSYCHOLOGY
1 Department of Educational and Counselling Psychology, McGill University, Quebec, Canada. 2 Pedagogical Development and Innovation, John Abbott College, Quebec, Canada. 3 Student Wellness Hub, McGill University, Quebec, Canada. 4 Access Center for Students with Disabilities, Concordia University, Montreal, Canada. 5 Family and School Support and Treatment Team, Lester B. Pearson School Board, Dorval, Canada. |
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Description: |
Background: Accumulating evidence has underscored the importance of fostering children's emotion regulation (ER) within primary school settings and the role of teachers in such efforts. This study sought to assess the needs of teachers in supporting students' ER, through a better understanding of teachers' perceptions and use of healthy versus unhealthy ER strategies in the classroom. Methods: Primary school teachers (n = 212; 91% female) completed an online, researcher-developed needs assessment survey assessing their perceptions regarding the importance of ER instruction and challenges surrounding children's ER, as well as the perceived effectiveness and reported use of healthy and unhealthy ER strategies in the classroom. Results: Cochran's Q and chi-square analyses revealed misperceptions regarding the effectiveness of healthy and unhealthy strategies, as well as discrepancies between teachers' perceptions regarding the effectiveness of specific healthy strategies (eg, meditation) and their reported use of them. Conclusions: While teachers recognize the growing importance of fostering ER in the classroom, the present findings suggest that there is a need for more professional development regarding the effectiveness and implementation of ER strategies in the primary school context. Efforts should be made to provide teachers with concrete recommendations for the implementation of ER strategies in the classroom. |
