HEINEN, Marina et al. Effects of Child Regulation Work on Socioemotional Competencies of Children in the School Environment. Estud. pesqui. psicol. []. 2022, 22, 3, pp.1203-1222.   06--2024. ISSN 1808-4281.  https://doi.org/10.12957/epp.2022.69839.

This study aimed to evaluate the effects of the Child Regulation Work on socioemotional skills, behavior problems and on scores of symptoms of anxiety and depression in children aged 7 to 9 years. This is a quasi-experimental study, in which the experimental group was compared with the waiting list group, before and after the intervention in the school environment. Those responsible answered the Social Skills Rating System and the Emotional Regulation Checklist. Children answered the Social Skills Rating System, Screen for Child Anxiety Related Emotional Disorders and Children Depression Inventory. Significant results were identified in increase of social skills and levels of emotional regulation, and a significant decrease in behavior problems and symptoms of anxiety and depression, in the experimental group. The significant difference between the groups occurred only in levels of social skills and emotional regulation scores. Given the results, it is concluded that the Child Regulation Work can be a proposal for the prevention of emotional and behavioral problems at school.

: prevention; childhood; school environment; social skills.

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