| Autor: |
A.G. Bottaccioli, U. Mariani, R. Schiralli, M.G. Mari, M. Pontani, M. Bologna, P. Muzi, S.D. Giannoni, V. Ciummo, S. Necozione, V. Cofini, L. Chiariotti, M. Cuomo, D. Costabile, F. Bottaccioli |
| Jazyk: |
angličtina |
| Rok vydání: |
2023 |
| Předmět: |
|
| Zdroj: |
Comprehensive Psychoneuroendocrinology, Vol 14, Iss , Pp 100183- (2023) |
| Druh dokumentu: |
article |
| ISSN: |
2666-4976 |
| DOI: |
10.1016/j.cpnec.2023.100183 |
| Popis: |
Background: There is mounting evidence of the presence of chronic stress among children during primary school: girls and boys under the age of 15 years often experience anxiety, irritability and sleeping problems with negative consequences on scholastic climate and the spread of bullying and dropping out of school. The promotion of emotion regulation within school environment through innovative didactic methodologies represents a valuable tool for teachers and parents to reduce emotional distress and associated risk behaviours and to promote wellbeing. Aim: Our research aims to explore the psychological and biological consequences of teaching emotional training in an experimental group of Italian Primary School children. Methods: A sample of pupils (81 children aged between 6 and 8) was divided into an experimental group (33 subjects) and a control group (30 subjects). A further advanced group of 18 subjects, who have experienced the method in the previous school year, was also included. The experimental study lasted one school year (from October 2021 to May 2022). The following psychological tests were administered to all groups: TEC (Test of Emotion Comprehension) to measure the children's different emotional abilities and the Projective test (PT) 'A person in the rain', to identify the coping skills of children in a stressful condition. Morning salivary cortisol, IL-6 and TNF-alpha assays were conducted in all three groups. Psychological and biological tests were administered at the beginning of the study and at the end of the study. Results: The MR-Anova model for TEC score showed that there was not a significant group effect [Fgroup = 2.24, p = 0.114]. Pairwise comparisons showed that mean score significantly increased only in the Experimental group (pB |
| Databáze: |
Directory of Open Access Journals |
| Externí odkaz: |
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