Titulo:
Impacto de las reglas de despliegue sobre la regulación emocional en una muestra de escolares.
.
Sumario:
El objetivo del estudio fue describir el patrón temporal de ira y de dos comportamientos con función reguladora (autotranquilización y manipulación de un objeto) en función de un entrenamiento para el uso de reglas de despliegue emocional (RDE) en una muestra de 12 niños (M= 9.5 años). Como efecto de la intervención se estabilizó la tasa de autotranquilización en participantes y grupos; la manipulación de objeto parece no tener una función reguladora. Los puntajes de uso de RDE no mostraron diferencias signifi cativas pre y post intervención, pero se discuten los cambios en autotranquilización y manipulación de objeto en función de patrones específi cos de uso de RDE.
Guardado en:
0123-9155
1909-9711
13
2010-07-01
79
90
Luis Flórez Alarcón, María Isabel Rendón - 2010
info:eu-repo/semantics/openAccess
http://purl.org/coar/access_right/c_abf2
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Impacto de las reglas de despliegue sobre la regulación emocional en una muestra de escolares. Impact of display rules on emotional regulation in a sample of school children. El objetivo del estudio fue describir el patrón temporal de ira y de dos comportamientos con función reguladora (autotranquilización y manipulación de un objeto) en función de un entrenamiento para el uso de reglas de despliegue emocional (RDE) en una muestra de 12 niños (M= 9.5 años). Como efecto de la intervención se estabilizó la tasa de autotranquilización en participantes y grupos; la manipulación de objeto parece no tener una función reguladora. Los puntajes de uso de RDE no mostraron diferencias signifi cativas pre y post intervención, pero se discuten los cambios en autotranquilización y manipulación de objeto en función de patrones específi cos de uso de RDE. The aim of this study was to describe the temporary pattern of anger and two regulatory behaviors (self-soothing, object manipulation) as a function of training in the use of emotional display rules (EDR) in a sample of 12 boys (M= 9.5 yearsold). As an outcome of,this intervention the rate of self-soothing amongst subjects and groups became stable whereas object manipulation seemed to have no regulatory function. Scores in EDR did not show signifi cant differences pre and post intervention, but changes in self-soothing and object manipulation are discussed in function of specifi c patterns of EDR enactment. Flórez Alarcón, Luis Rendón, María Isabel Emotional regulation Regulatory function Emotional display rules Anger Self-soothing Object manipulation Regulación emocional Función reguladora Reglas de despliegue emocional Ira Autotranquilización Manipulación de objeto Auto-tranquilização Função reguladora Manipulação de objetos Ira Regras de exibição emocional Regulação da emoção 13 2 Artículo de revista Journal article 2010-07-01T00:00:00Z 2010-07-01T00:00:00Z 2010-07-01 application/pdf Universidad Católica de Colombia Acta Colombiana de Psicología 0123-9155 1909-9711 https://actacolombianapsicologia.ucatolica.edu.co/article/view/372 https://actacolombianapsicologia.ucatolica.edu.co/article/view/372 spa https://creativecommons.org/licenses/by-nc-sa/4.0/ Luis Flórez Alarcón, María Isabel Rendón - 2010 79 90 Campos, J.J., Frankel, C.B. & Camras, L. (2004). On the nature of emotion regulation. Child Development, 75(2), 377-394. Campos, J., Mumme, D., Kermoian, R. & Campos, R. (1994). A funcionalist perpsective on the nature of emotion, Monographs of the Society for Research in Child Development: The Development of Emotion Regulation. Biological and Behavioral Considerations, 59(2/3), 284-303. Chaux, E. (2005). Agresión reactiva, agresión instrumental y el ciclo de la violencia. Revista de Estudios Sociales, 15, 47-58. Cole, P.M., Martin, S.E. & Dennis, T.A. (2004). Emotion regulation as a scientific construct: Methodological challenges and directions for child development research. Child Development, 75(2), 317-333. Dougherty, L.R. (2006). Children’s emotionality and social status: A meta-analytic review. Social Development, 15(3), 394-417. Eisenberg, N. & Spinrad, T.L. (2004). Emotion-related regulation: Sharpening the definition. Child Development, 75(2), 334-339. Ekman, P. & Friesen, W.V. (1975). Unmasking the face: A guide to recognizing emotions from facial expressions. Englewood Cliffs, NJ: Prentice-Hall. Garrido, L. (2006). Apego, emoción y regulación emocional. Implicaciones para la salud. Revista Latinoamericana de Psicología, 38(3), 493-507. Garside, R.B. & Klimes-Dougan, B. (2002). Socialization of discrete negative emotions: Gender differences and links with psychological distress. Sex Roles, 47(3/4), 372-397. Gnepp, J. & Hess, D.L.R. (1986). Children’s Understanding of Verbal and Facial Display Rules. Developmental Psychology, 22(1), 103-108. Graziano, P.A., Reavis, R.D., Keane, S.P. & Calkins, S.D. (2007). The role of emotion regulation in children’s early academic success. Journal of School Psychology, 45, 3–19. Hayes, S.C., Barlow, D.H. & Nelson-Gray, R.O. (1999). The scientist practitioner. Research and accountability in the age of managed care. Boston: Allyn and Bacon. Hayes, A.M., Laurenceau, J.F., Feldman, G., Strauss, J.L. & Cardaciotto, L. (2007). Change is not always linear: The study of nonlinear and discontinuous patterns of change in psychotherapy. Clinical Psychology Review, 27, 715–723. Johansson, P. & Høglend, P. (2007). Identifying mechanisms of change in psychotherapy: Mediators of treatment outcome. Clinical Psychology and Psychotherapy, 14, 1-9. Johnston, J.M. & Pennypacker, H.S. (1993). Strategies and tactics of behavioral research. New Jersey: Lawrence Erlbaum Associates. Jones, D., Abbey, B. & Cumberland, A. (1998). The development of display rule knowledge: Linkages with family expressiveness and social competence, Child Development, 69(4), 1209-1222. Juarez, F. (2003). Características comportamentales de la agresión y de la violencia. Implicaciones para la prevención. Acta Colombiana de Psicología, 9, 71-81. Kazdin, A.E. (2001). Métodos de investigación en psicología clínica (3ª Ed.). México: Pearson Educación. Ladd, G. (2006). Peer Rejection, Aggressive or Withdrawn Behavior, and Psychological Maladjustment from Ages 5 to 12: An Examination of Four Predictive Models. Child Development, 77(4), 822 – 846. Ladd, G.W. & Troop-Gordon, W. (2003). The Role of Chronic Peer Difficulties in the Development of Children’s Psychological Adjustment Problems. Child Development, 74(5), 1344 – 1367. McDowell, D.J. & Parke, R.D. (2005). Parental Control and Affect as Predictors of Children’s Display Rule Use and Social Competence with Peers. Social Development, 14(3), 440-457 Misailidi, P. (2006). Young children’s display rule knowledge: Understanding the distinction between apparent and real emotions and the motives underlying the use of disply rules. Social Behavior and Personality, 34(10), 1285-1296. Nesdale, D. & Lambert, A. (2007). Effects of experimentally manipulated peer rejection on children’s negative affect, self-esteem, and maladaptive social behavior. International Journal of Behavioral Development, 31(2), 115–122. Rendón, M.I. (2007). Regulación emocional y competencia social en la infancia. Diversitas, 3(2), 349-363. Rydell, A., Berlin, L. & Bohlin, G. (2003). Emotionality, emotion regulation, an adaptation among 5 to 8 year old children, Emotion, 3(1), 30-47. Saarni, C. (1984). An observational study of children’s attempts to monitor their expressive behavior, Child Development, 55(4), 1504-1513. Saarni, C. (1999). The development of emotional competence. New York: The Guilford Press. Thompson, R. (1994). Emotion regulation: A theme in search of defi nition. Monographs of the Society for Research in Child Development. The Development of Emotion Regulation: Biological and Behavioral Considerations, 59(2/3), 25-52. Underwood, M., Coie, J. & Herbsman, C. (1992). Display rules for anger and aggression in school-age children, Child Development, 63(2), 366-380. Underwood, M.K. & Bjornstad, G.J. (2001). Children’s emotional experience of peer provocation: The relation between observed behavior and self-reports of emotions, expressions, and social goals. International Journal of Behavioral Development, 25(4), 320–330. Velásquez, F.A. (2009). Regulación Emocional, Norma Subjetiva y Perspectivas para el Diseño de un Programa de Aprendizaje Socioemocional para Escolares. Boletín Electrónico de Salud Escolar, 5(1), 103-114. Recuperado el 5 de febrero de 2010de: http://www.tipica.org. Von Salisch, M. (2001). Children’s emotional development: Challenges in their relationships to parents, peers, and friends. International Journal of Behavioral Development, 25(4), 310-319. Zaalberg, R., Manstead, A.S. & Fisher, A.H. (2004). Relations between emotions, display rules, social motives, and facial behavior. Cognition and Emotion, 18(2), 183-207. https://actacolombianapsicologia.ucatolica.edu.co/article/download/372/378 info:eu-repo/semantics/article http://purl.org/coar/resource_type/c_6501 http://purl.org/coar/resource_type/c_2df8fbb1 http://purl.org/redcol/resource_type/ART info:eu-repo/semantics/publishedVersion http://purl.org/coar/version/c_970fb48d4fbd8a85 info:eu-repo/semantics/openAccess http://purl.org/coar/access_right/c_abf2 Text Publication |
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UNIVERSIDAD CATÓLICA DE COLOMBIA |
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https://nuevo.metarevistas.org/UNIVERSIDADCATOLICADECOLOMBIA/logo.png |
| country_str |
Colombia |
| collection |
Acta Colombiana de Psicología |
| title |
Impacto de las reglas de despliegue sobre la regulación emocional en una muestra de escolares. |
| spellingShingle |
Impacto de las reglas de despliegue sobre la regulación emocional en una muestra de escolares. Flórez Alarcón, Luis Rendón, María Isabel Emotional regulation Regulatory function Emotional display rules Anger Self-soothing Object manipulation Regulación emocional Función reguladora Reglas de despliegue emocional Autotranquilización Manipulación de objeto Auto-tranquilização Função reguladora Manipulação de objetos Regras de exibição emocional Regulação da emoção |
| title_short |
Impacto de las reglas de despliegue sobre la regulación emocional en una muestra de escolares. |
| title_full |
Impacto de las reglas de despliegue sobre la regulación emocional en una muestra de escolares. |
| title_fullStr |
Impacto de las reglas de despliegue sobre la regulación emocional en una muestra de escolares. |
| title_full_unstemmed |
Impacto de las reglas de despliegue sobre la regulación emocional en una muestra de escolares. |
| title_sort |
impacto de las reglas de despliegue sobre la regulación emocional en una muestra de escolares. |
| title_eng |
Impact of display rules on emotional regulation in a sample of school children. |
| description |
El objetivo del estudio fue describir el patrón temporal de ira y de dos comportamientos con función reguladora (autotranquilización y manipulación de un objeto) en función de un entrenamiento para el uso de reglas de despliegue emocional (RDE) en una muestra de 12 niños (M= 9.5 años). Como efecto de la intervención se estabilizó la tasa de autotranquilización en participantes y grupos; la manipulación de objeto parece no tener una función reguladora. Los puntajes de uso de RDE no mostraron diferencias signifi cativas pre y post intervención, pero se discuten los cambios en autotranquilización y manipulación de objeto en función de patrones específi cos de uso de RDE.
|
| description_eng |
The aim of this study was to describe the temporary pattern of anger and two regulatory behaviors (self-soothing, object manipulation) as a function of training in the use of emotional display rules (EDR) in a sample of 12 boys (M= 9.5 yearsold). As an outcome of,this intervention the rate of self-soothing amongst subjects and groups became stable whereas object manipulation seemed to have no regulatory function. Scores in EDR did not show signifi cant differences pre and post intervention, but changes in self-soothing and object manipulation are discussed in function of specifi c patterns of EDR enactment.
|
| author |
Flórez Alarcón, Luis Rendón, María Isabel |
| author_facet |
Flórez Alarcón, Luis Rendón, María Isabel |
| topic |
Emotional regulation Regulatory function Emotional display rules Anger Self-soothing Object manipulation Regulación emocional Función reguladora Reglas de despliegue emocional Autotranquilización Manipulación de objeto Auto-tranquilização Função reguladora Manipulação de objetos Regras de exibição emocional Regulação da emoção |
| topic_facet |
Emotional regulation Regulatory function Emotional display rules Anger Self-soothing Object manipulation Regulación emocional Función reguladora Reglas de despliegue emocional Autotranquilización Manipulación de objeto Auto-tranquilização Função reguladora Manipulação de objetos Regras de exibição emocional Regulação da emoção |
| topicspa_str_mv |
Regulación emocional Función reguladora Reglas de despliegue emocional Autotranquilización Manipulación de objeto Auto-tranquilização Função reguladora Manipulação de objetos Regras de exibição emocional Regulação da emoção |
| citationvolume |
13 |
| citationissue |
2 |
| publisher |
Universidad Católica de Colombia |
| ispartofjournal |
Acta Colombiana de Psicología |
| source |
https://actacolombianapsicologia.ucatolica.edu.co/article/view/372 |
| language |
spa |
| format |
Article |
| rights |
https://creativecommons.org/licenses/by-nc-sa/4.0/ Luis Flórez Alarcón, María Isabel Rendón - 2010 info:eu-repo/semantics/openAccess http://purl.org/coar/access_right/c_abf2 |
| references |
Campos, J.J., Frankel, C.B. & Camras, L. (2004). On the nature of emotion regulation. Child Development, 75(2), 377-394. Campos, J., Mumme, D., Kermoian, R. & Campos, R. (1994). A funcionalist perpsective on the nature of emotion, Monographs of the Society for Research in Child Development: The Development of Emotion Regulation. Biological and Behavioral Considerations, 59(2/3), 284-303. Chaux, E. (2005). Agresión reactiva, agresión instrumental y el ciclo de la violencia. Revista de Estudios Sociales, 15, 47-58. Cole, P.M., Martin, S.E. & Dennis, T.A. (2004). Emotion regulation as a scientific construct: Methodological challenges and directions for child development research. Child Development, 75(2), 317-333. Dougherty, L.R. (2006). Children’s emotionality and social status: A meta-analytic review. Social Development, 15(3), 394-417. Eisenberg, N. & Spinrad, T.L. (2004). Emotion-related regulation: Sharpening the definition. Child Development, 75(2), 334-339. Ekman, P. & Friesen, W.V. (1975). Unmasking the face: A guide to recognizing emotions from facial expressions. Englewood Cliffs, NJ: Prentice-Hall. Garrido, L. (2006). Apego, emoción y regulación emocional. Implicaciones para la salud. Revista Latinoamericana de Psicología, 38(3), 493-507. Garside, R.B. & Klimes-Dougan, B. (2002). Socialization of discrete negative emotions: Gender differences and links with psychological distress. Sex Roles, 47(3/4), 372-397. Gnepp, J. & Hess, D.L.R. (1986). Children’s Understanding of Verbal and Facial Display Rules. Developmental Psychology, 22(1), 103-108. Graziano, P.A., Reavis, R.D., Keane, S.P. & Calkins, S.D. (2007). The role of emotion regulation in children’s early academic success. Journal of School Psychology, 45, 3–19. Hayes, S.C., Barlow, D.H. & Nelson-Gray, R.O. (1999). The scientist practitioner. Research and accountability in the age of managed care. Boston: Allyn and Bacon. Hayes, A.M., Laurenceau, J.F., Feldman, G., Strauss, J.L. & Cardaciotto, L. (2007). Change is not always linear: The study of nonlinear and discontinuous patterns of change in psychotherapy. Clinical Psychology Review, 27, 715–723. Johansson, P. & Høglend, P. (2007). Identifying mechanisms of change in psychotherapy: Mediators of treatment outcome. Clinical Psychology and Psychotherapy, 14, 1-9. Johnston, J.M. & Pennypacker, H.S. (1993). Strategies and tactics of behavioral research. New Jersey: Lawrence Erlbaum Associates. Jones, D., Abbey, B. & Cumberland, A. (1998). The development of display rule knowledge: Linkages with family expressiveness and social competence, Child Development, 69(4), 1209-1222. Juarez, F. (2003). Características comportamentales de la agresión y de la violencia. Implicaciones para la prevención. Acta Colombiana de Psicología, 9, 71-81. Kazdin, A.E. (2001). Métodos de investigación en psicología clínica (3ª Ed.). México: Pearson Educación. Ladd, G. (2006). Peer Rejection, Aggressive or Withdrawn Behavior, and Psychological Maladjustment from Ages 5 to 12: An Examination of Four Predictive Models. Child Development, 77(4), 822 – 846. Ladd, G.W. & Troop-Gordon, W. (2003). The Role of Chronic Peer Difficulties in the Development of Children’s Psychological Adjustment Problems. Child Development, 74(5), 1344 – 1367. McDowell, D.J. & Parke, R.D. (2005). Parental Control and Affect as Predictors of Children’s Display Rule Use and Social Competence with Peers. Social Development, 14(3), 440-457 Misailidi, P. (2006). Young children’s display rule knowledge: Understanding the distinction between apparent and real emotions and the motives underlying the use of disply rules. Social Behavior and Personality, 34(10), 1285-1296. Nesdale, D. & Lambert, A. (2007). Effects of experimentally manipulated peer rejection on children’s negative affect, self-esteem, and maladaptive social behavior. International Journal of Behavioral Development, 31(2), 115–122. Rendón, M.I. (2007). Regulación emocional y competencia social en la infancia. Diversitas, 3(2), 349-363. Rydell, A., Berlin, L. & Bohlin, G. (2003). Emotionality, emotion regulation, an adaptation among 5 to 8 year old children, Emotion, 3(1), 30-47. Saarni, C. (1984). An observational study of children’s attempts to monitor their expressive behavior, Child Development, 55(4), 1504-1513. Saarni, C. (1999). The development of emotional competence. New York: The Guilford Press. Thompson, R. (1994). Emotion regulation: A theme in search of defi nition. Monographs of the Society for Research in Child Development. The Development of Emotion Regulation: Biological and Behavioral Considerations, 59(2/3), 25-52. Underwood, M., Coie, J. & Herbsman, C. (1992). Display rules for anger and aggression in school-age children, Child Development, 63(2), 366-380. Underwood, M.K. & Bjornstad, G.J. (2001). Children’s emotional experience of peer provocation: The relation between observed behavior and self-reports of emotions, expressions, and social goals. International Journal of Behavioral Development, 25(4), 320–330. Velásquez, F.A. (2009). Regulación Emocional, Norma Subjetiva y Perspectivas para el Diseño de un Programa de Aprendizaje Socioemocional para Escolares. Boletín Electrónico de Salud Escolar, 5(1), 103-114. Recuperado el 5 de febrero de 2010de: http://www.tipica.org. Von Salisch, M. (2001). Children’s emotional development: Challenges in their relationships to parents, peers, and friends. International Journal of Behavioral Development, 25(4), 310-319. Zaalberg, R., Manstead, A.S. & Fisher, A.H. (2004). Relations between emotions, display rules, social motives, and facial behavior. Cognition and Emotion, 18(2), 183-207. |
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