Teachers’ social and emotional competences: Educative social skills and emotional regulation evaluation
DOI:
https://doi.org/10.5935/2175-3520.20200011Keywords:
Competence, Educators, Emotions, Emotion regulation, Social skillsAbstract
One of the factors that contributes to the improvement in students’ academic performance and socioemotional skills, as well as to the improvement in the classroom climate and quality of the teacher-student relationship has been the teachers’ socioemotional skills. In this study, the socio-emotional skills of teachers were evaluated, by investigating the associations between educational social skills and emotional regulation. This research has the participation of 69 primary school teachers, from the 1st to the 6th year of the public school system in a county in the metropolitan region of Porto Alegre. The instruments used were a questionnaire of socio-demographic data, the Scale of Difficulties of Emotional Regulation (DERS) and the Inventory of Social Educational Skills (IHSE-Prof). As for the difficulties in emotional regulation, teachers presented scores similar to other studies with non-clinical populations. In the scores of educational social skills, this sample showed a higher frequency of skilled behaviors in approving and valuing behaviors, giving instructions for activities and disapproving, restricting and correcting behaviors. The associations between emotional regulation and educational social skills points to the importance of clarity and emotional awareness for the skills of giving instructions, approving and disapproving behaviors. Understanding that these three skills require the teacher to be clear and aware of his /her emotions in order to be able to express what he/she wants with clarity through instructions, approvals and disapprovals of his/hers students’ behaviors. Which points to the importance of addressing content that promotes awareness and emotional clarity and educational social skills in teacher education.References
Berking, M., & Whitley, B. (2014). Emotion Regulation: Definition and Relevance for Mental Heath. In Affect Regulation Training: A Practioners’ Manual (pp. 5–18). doi: 10.1007/978-1-4939-1022-9
Collaborative for Academic, Social, and Emotional Learning [CASEL]. (2017). Educating Hearts. Inspiring Minds. Retrieved from http://www.casel.org/
Corrêa, C. I. M. (2008). Habilidades sociais e educação: programa de intervenção para professores de uma escola pública. Tese de Doutorado, Universidade Estadual Paulista, Marília. Retrieved from https://goo.gl/SN1wmU
Coutinho, J., Ribeiro, E., Ferreirinha, R., & Dias, P. (2010). Versão portuguesa da Escala de Dificuldades de Regulação Emocional e sua relação com sintomas psicopatológicos. Rev Psiq Clín., 37,145-51.
Del Prette, A., Del Prette, Z. A. P., Torres, A. C., & Pontes, A. C. (1998). Efeitos de uma intervenção sobre a topografia das habilidades sociais de professores. Psicologia Escolar e Educacional, 2, 11-22. doi: 10.1590/
S1413-85571998000100002
Del Prette, Z. A. P. & Del Prette, A. (2013). Inventário de habilidades Sociais Educativas – versão Professor (IHSEProf): Dados psicométricos preliminares. Relatório não publicado disponível com os autores.
Del Prette, Z. A. P., & Del Prette, A. (2008). Um sistema de categorias de habilidades sociais educativas. Paidéia, 18(41), 517–530.
Del Prette, Z.A.P., & Del Prette, A. (2005). Psicologia das habilidades sociais na infância: Teoria e prática. Petrópolis: Editora Vozes.
Denham, S. A. (1998). Emotional development in young children.
New York: The Guilford Press.
Denham, S. A., Basset, H. H., & Zinsser, K. (2012). Early childhood teachers as socializers of young children’s emotional competence. Early Childhood Educ J, 40, 137–143. 10.1007/s10643-012-0504-2
Diehl, L., & Marin, A. H. (2016). Adoecimento mental em professores brasileiros: revisão sistemática da literatura. Estudos Interdisciplinares Em Psicologia, 7(2), 64. 10.5433/2236-6407.2016v7n2p64
Fowler, J. C., Allen, J. G., Hart, J. M., Szlykh, H., Ellis, T. E., Frueh, B. C., ... Oldham, J. M. (2014). Intensive inpatient treatment improves emotion-regulation capacities among adults with severe mental illness.
Borderline Personality Disorder and Emotion Dysregulation, 1(1), 19. 10.1186/2051-6673-1-19
Gratz, K. L., & Roemer, L. (2004). Multidimensional assessment of emotion regulation: Development, factor structure, and initial validation of the Difficulties in Emotion Regulation Scale. Journal of Psychopathology
and Behavioral Assessment, 26(1), 41–54. 10.1023/B:JOBA.0000007455.08539.94
Jennings, P. A. (2011). Promoting Teachers’ Social and Emotional Competencies to Support Performance and Reduce Burnout. In: Cohan, A., & Honigsfeld, A. Breaking the Mold of Preservice and Inservice Teacher
Education: Innovative and Successful Practices for the 21st
Century. Washington: Rowman and Littlefield. 133–144.
Jennings, P. A., & Greenberg, M. T. (2009). The Prosocial Classroom: Teacher Social and Emotional Competence in Relation to Student and Classroom Outcomes. Source: Review of Educational Research, 79(1), 491–525. 10.3102/0034654308325693
Justo, A. R., Santos, A. P., & Andretta, I. (2017). Programas de prevenção na Infância. In: Caminha, R.M., Caminha, M.G. & Dutra, C.A. A prática cognitiva na infância e na adolescência (pp. 59-76). Novo Hamburgo: Sinopsys.
Linehan, M. M. (2015). DBT Skills Training Handouts and Worksheets, Second Edition. New York: The Guilford Press.
Morris, C. A. S., Denham, S. A., Bassett, H. H., & Curby, T. W. (2013). Relations among Teachers’ Emotion Socialization Beliefs and Practices, and Preschoolers’ Emotional Competence. Early Education and Development, 24(7), 979–999. 10.1080/10409289.2013.825186
Neacsiu, A.D. (2012). Treatment Mechanism for Emotion Dysregulation Across Mood and Anxiety Disorders. Tese de Doutorado, University of Washington, Washington, EUA. Retrieved from: https://goo.gl/fLn5HA
Roeser, R. W., Skinner, E., Beers, J., & Jennings, P. A. (2012). Mindfulness Training and Teachers’ Professional Development: An Emerging Area of Research and Practice. Child Development Perspectives, 6(2), 167–173.
doi: 10.1111/j.1750-8606.2012.00238.x
Rosin-Pinola, A. R. (2009). Programa de Habilidades Sociais Educativas: impacto sobre o repertório de professores e de alunos com necessidades educacionais especiais. Tese de Doutorado, Universidade de São Paulo, Ribeirão Preto. Retrieved from https://goo.gl/TH3xXc
Sampieri, R. H., Collado, C. F., & Lucio, M. P. B. (2013). Metodologia de Pesquisa. Tradução de Daisy Vaz de Moraes. Porto Alegre: Penso.
Santos, C. (2007). Estatística Descritiva - Manual de Autoaprendizagem. Lisboa: Edições Sílabo.
Thompson, R. A. (1994). Emotion Regulation: a Theme in Search of Definition. Monographs of the Society for Research in Child Development, 59(2-3), 25-52. 10.1111/j.1540-5834.1994.tb01276.x
Vila, E. M. (2005). Treinamento de Habilidades sociais em grupo com professores de crianças com dificuldade de aprendizagem: Uma análise sobre procedimentos e efeitos da intervenção. Dissertação de Mestrado, Universidade Federal de São Carlos, São Carlos. Retrieved from:
Wolz, I., Agüera, Z., Granero, R., Jiménez-Murcia, S., Gratz, K. L., Menchón, J. M., ... Fernández-Aranda, F. (2015). Emotion regulation in disordered eating: Psychometric properties of the difficulties in emotion regulation scale among spanish adults and its interrelations with
personality and clinical severity. Frontiers in Psychology, 6(JUN), 1–13. 10.3389/fpsyg.2015.00907
Zinsser, K. M., Bailey, C. S., Curby, T. W., Denham, S. a, & Bassett, H. H. (2013). Exploring the predictable classroom: preschool teacher stress, emotional supportiveness, and students’ social-emotional behavior
in private and Head Start classrooms. NHSA Dialog: The
Research-to-Practice Journal for the Early Childhood Field, 16(2), 90–108. 10.5455/ijavms.151
Zinsser, K. M., Denham, S. A., Curby, T. W., & Shewark, E. A. (2015). Practice what you preach: Teachers’ perceptions of emotional competence and emotionally supportive classroom practices. Early Education and Development, 9289(August 2015), 1–21. 10.1080/10409289.2015.1009320
Downloads
Published
Issue
Section
License
Os autores concedem à revista todos os direitos autorais referentes aos trabalhos publicados. Os conceitos emitidos em artigos assinados são de absoluta e exclusiva responsabilidade de seus autores.
