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Updated: May 24, 2026
08:09
Psychophysiological Assessment of the Effectiveness of Emotion Regulation Strategies in Childhood
Published on: February 11, 2017
Reducing developmental risk for emotional/behavioral problems: a randomized controlled trial examining the Tools for
Ann P Daunic1, Stephen W Smith, Cynthia W Garvan
1University of Florida, USA. adaunic@coe.ufl.edu
Journal of School Psychology
|March 6, 2012
Summary
This study shows that the Tools for Getting Along (TFGA) program improves social problem-solving skills in elementary students. TFGA helps reduce emotional and behavioral difficulties by enhancing self-regulation and pro-social choices.
Area of Science:
- Educational Psychology
- Developmental Psychology
- Clinical Psychology
Background:
- Cognitive-behavioral interventions in schools can mitigate risks for emotional and behavioral issues.
- Social problem-solving skills are crucial for healthy development in children.
- Existing research supports school-based programs for emotional and behavioral risk reduction.
Purpose of the Study:
- To evaluate the effectiveness of the Tools for Getting Along (TFGA) curriculum.
- To assess TFGA's impact on social problem-solving skills and emotional/behavioral difficulties in upper elementary students.
- To determine if universal delivery of TFGA reduces developmental risk for serious emotional or behavioral problems.
Main Methods:
- Randomized controlled trial involving 14 schools, 87 classrooms, and 1296 students.
- Analysis of pre- and post-intervention teacher and student self-report data.
- Multilevel modeling used to analyze data, with effect sizes calculated using Hedges' g.
Main Results:
- TFGA students demonstrated a more positive (g=.11) and rational (g=.16) problem-solving approach.
- Students with lower baseline scores showed significant improvements in problem-solving knowledge (g=1.54).
- Improvements were observed in teacher-rated executive functioning (g=.35-.32), proactive aggression (g=.20), trait anger (g=.17), and anger expression (g=.21).
Conclusions:
- The TFGA curriculum effectively enhances cognitive and emotional self-regulation in students.
- TFGA may reduce the risk of emotional and behavioral difficulties by fostering pro-social choices.
- Universal implementation of TFGA in schools shows promise for promoting positive child development.
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