Intervención sobre regulación emocional en niños de estrato socioeconómico bajo en Medellín: Estudio de viabilidad

Abstract

Objective. The aim of this study was to assess the viability of an emotional regulation-based intervention in children from low socioeconomic status in Medellín. Method. Viability study, using quantitative and qualitative methods, with a preexperimental design with pre and post-assessments. The sample of this study consisted of fourteen students from low socioeconomic status from a public school in Medellín, between five and seven years old, the average age was 5.50 years (S.D=0.65). Five of the participants were boys (37.71%) and nine were girls (64.29%). The students answered the Emotion Regulation Questionnaire and their parents and teachers answered the Emotional Regulation Checklist (ERC) before and after the intervention. The program consisted in eight sessions, once a week of one and a quarter hour duration. Results. The results of the emotional regulation checklist (ERC) decreased significantly in one of the two subscales. (lability-negativity subscale) answered by parents before (Me= 31.00, RI=9.50) and after (Me= 26.50, RI=8.75) the intervention (z = -3.017, p < 0.005). In the other subscales no significant differences were found. The qualitative analysis of the Emotion Regulation Questionnaire showed an improvement in the emotional identification. There was also an increase in the internal strategies that they mentioned to use to calm the anger and the sadness, of which many were taught during the intervention. Conclusion. Statistically significant differences were only evidenced on one of the two subscales of the ERC. Qualitative changes were showed in the identification of emotions, as well as in the use of emotional regulation strategies. The intervention trial is viable despite the conditions of the context, for the next phase it is recommended to apply the parent’s questionnaires face-to-face, with a more appropriate vocabulary (preferably validated). It is important to involve parents, caregivers and teachers in this process, with the aim to achieve a greater impact. It is also important to design prospective studies that allow to assess the impact of this interventions in the long term.