CHANGES OF 1ST GRADE SCHOOL CHILDREN’S EMOTIONAL AND SOCIAL COMPETENCES IN TANZPRO-BIODANZA INTERVENTION GROUP
DOI:
https://doi.org/10.17770/sie2016vol1.1528Keywords:
dance, elementary school children, emotional competence, emotion regulation, intervention, saliva cortisol, social competence, TANZPRO-BiodanzaAbstract
The aim of this study is to investigate changes of 1st grade school children’s (age 6 -7) emotional and social competences in TANZPRO-Biodanza intervention group. In total 22 sessions were carried out during the school year 2014 / 2015 - from the beginning of October, 2014 until the end of May, 2015. The Emotion Questionnaire (Rydell et al., 2003) parents’ version was used to evaluate emotional competence – emotionality and emotion regulation. Prosocial scale, Internalizing and Externalizing scale of The Strengths and Difficulties Questionnaire (SDQ, Goodman,1997) parents‘ versions were used to measure social competence, i.e., prosocial behaviour and nonexistence of behavioural problems. Testing was performed in 3 time points – before intervention, after 10 sessions, and after intervention. Pre and post intervention results of social and emotional competence revealed different changes of experimental (n = 10) and control (n = 9) group pupils. Experimental group pupils showed statistically significant improvement in emotion regulation outcomes, prosocial and internalizing behaviour, but control group pupils showed decrease in emotion regulation outcomes and increase of internalizing behaviour. Both between-group and within- group analysis indicated, that internalizing behaviour results have most pronounced changes. Repeated measures ANOVA and Post hoc test with Bonferroni adjustment revealed statistically significant time effect for experimental group pupils (F(2,18)=4.81, p=0.02, η2=0.35) and tendency level with 90% probability for control group pupils (F(2,16)=3.40, p=0.06, η2=0.30). Saliva cortisol showed decrease in pre and post levels, in some sessions achieving level of significance.Downloads
References
Āboltiņa, L. (2011). Bērnu ar dažādu attīstību sociālā adaptācija vispārizglītojošās skolas 1. klasē. Latvijas Universitātes raksti.759. sējums. Pedagoģija un skolotāju izglītība. Latvijas Universitāte, 2011, 8-19.
Adam, E.K. & Kumari M. (2009). Assessing salivary cortisol in large-scale, epidemiological research. Psychoneuroendocrinology, 2009; 34 (10): 1423–1436.
Adam, E.K. (2012). Emotion-Cortisol Transactions occur over multiple Time Scales in Development: Implications for Research on Emotion and the Development of Emotional Disorders. Monographs of the Society for Research in Child Development, 2012, Vol. 77 Issue 2, p17-27.
Blair, B.L., Perry, N.B., O’Brien, M., Calkins, S.D., Keane, S.P., Shanahan, L. (2015). Identifying Developmental Cascades Among Differentiated Dimensions of Social Competence and Emotion Regulation. Developmental Psychology, 2015, Vol. 51, No. 8, 1062–1073.
Brendgen, M. (2014). The Interplay Between Genetic Factors and the Peer Environment in Explaining Children’s Social Adjustment. Introduction to the Special Issue. Merrill-Palmer Quarterly, Vol . 60, No. 2, 101–109.
Cohen, J. (1988). Statistical power analysis for the behavioral sciences. Hillsdale, NJ: Erlbaum.
Černova, E. (2008). Pirmskolas sākumskolas pedagoģiskā procesa pēctecība. Daugavpils Universitāte. Metodisko materiālu „Obligātās pirmsskolas un sākumskolas izglītības izvērtējums un pilnveides iespējas” izstrāde. Datu analīze. Daugavpils, 2008, 39 – 67.
Deans, J., & Cohrssen, C. (2015). Young children dancing mathematical thinking. Australian Journal of Early Childhood, Volume 40, Number 3, September 2015.
Escobar, M., Alarcón, R., Blanca, M.J., Fernández-Baena, F.J., Rosel, J.F., & Trianes, M.V. (2013). Daily Stressors in School-Age Children: A Multilevel Approach. School Psychology Quarterly, 2013, Vol. 28, No. 3, 227–238.
Fraser, M.W., Galinsky, M.J., Smokowski, P.R., Day, S.H., Terzian, M.A., Rose, R.A., & Guo, S. (2005). Social Information-Processing Skills Training to Promote Social Competence and Prevent Aggressive Behavior in the Third Grade. Journal of Consulting and Clinical Psychology, 2005, Vol. 73, No. 6, 1045–1055.
Goodman, R. (1997). The Strengths and Difficulties Questionnaire: A Research Note. Journal of Child Psychology and Psychiatry, 38, 581-586.
Goodman, A., Lamping, D., & Ploubidis, G.B. (2010). When to Use Broader Internalising and Externalising Subscales Instead of the Hypothesised Five Subscales on the Strengths and Difficulties Questionnaire (SDQ):Data from British Parents, Teachers and Children. Journal of abnormal child psychology, 38 (8). pp. 1179-91.
Gross, J. J. (1998). The emerging field of emotion regulation: An integrative review. Review of General Psychology, 1998, Vol. 2, No. 5,271-299.
Gross, J.J. (2002). Emotion regulation: Affective, cognitive, and social consequences. Psychophysiology, 39 (2002), 281–291.
Izard, C.E. (2002). Translating Emotion Theory and Research Into Preventive Interventions. Psychological Bulletin, 2002, Vol. 128, No. 5, 796–824.
Jaeger, B., & Vogelsang, K. (2011). Evaluation des Interventionsprogrammes TANZPRO - Biodanza für Kinder im Grundschulalter. Unveröffentlichte Diplomarbeit [Evaluation of TANZPRO-Biodanza for children in the pre school. Unpublished Diploma thesis]. Leipzig: University Leipzig.
Kourkouta, L., Rarra, A., Mavroeidi, A., & Prodromidis, K. (2014). The contribution of dance on children's health. Prog Health Sci 2014, Vol 4, No1 Contribution dance children's health, 229 – 232.
Levine, A., Zagoory-Sharon, O., Feldman, R., Lewis, J.G., & Weller, A. (2007). Measuring cortisol in human psychobiological studies. Physiology & Behavior (2007) 43–53(2007) 43–53 .
Lobo, Y.B. & Winsler, A. (2006). The Effects of a Creative Dance and Movement Program on the Social Competence of Head Start Preschoolers. Social Development, 15, 3, 2006, 501 – 519.
Magdalena, S.M. (2013). Social and emotional competence - predictors of school adjustment. Procedia - Social and Behavioral Sciences, 76 ( 2013 ) 29 – 33.
McGarry, L.M. & Russo, F.A. (2011). Mirroring in Dance/Movement Therapy: Potential mechanisms behind empathy enhancement. The Arts in Psychotherapy, 38 (2011) 178– 184.
Reinke, W.M., Stormont, M., Herman, K.C., Puri, R., & Goel, N. (2011). Supporting Children’s Mental Health in Schools:Teacher Perceptions of Needs, Roles, and Barriers. School Psychology Quarterly, 2011, Vol. 26, No. 1, 1–13.
Ronen, T., Rahav, G., & Moldawsky, A. (2007). Aggressive behavior among Israeli elementary school students and associated emotional/behavioral problems and self-control. School Psychology Quarterly, 2007, Vol. 22, No. 3, 407–431.
Rydell, A.-M., Berlin, L., & Bohlin, G. (2003). Emotionality, Emotion Regulation, and Adaptation Among 5- to 8-Year-Old Children. Emotion, 2003, Vol. 3, No. 1, 30–47.
Slopen, N., McLaughlin, K.A., & Shonkoff, J.P. (2014). Interventions to Improve Cortisol Regulation in Children: A Systematic Review. Pediatrics, 2014 Feb; 133(2): 312–326.
Sowden, P.T., Clements, L., Redlich, C., & Lewis, C. (2015). Improvisation Facilitates Divergent Thinking and Creativity: Realizing a Benefit of Primary School Arts Education. Psychology of Aesthetics, Creativity, and the Arts, 2015, Vol. 9, No. 2, 128 –138.
Spinrad, T.L., Eisenberg, N., Cumberland, A., Fabes, R.A., Valiente, C., Shepard, S.A., Reiser, M., Losoya, S.H., & Guthrie, I.K. (2006). Relation of Emotion-Related Regulation to Children’s Social Competence: A Longitudinal Study. Emotion, 2006, Vol. 6, No. 3, 498–510. APA
Stueck, M. (2007). Entwicklung und empirische Überprüfung eines Belastungsbewältigungskonzepts für den Lehrerberuf. Habilitation. Fakultät für Biowissenschaften der Universität Leipzig.
Stueck, M., Villegas, A, Perche, F., & Balzer, H.-U. (2007). Neue Wege zum Stressabbau im Lehrerberuf: Biodanza und Yoga als körperorientierte Verfahren zur Reduktion psycho-vegetativer Spannungszustände. Ergomed, 03/2007, 68-75.
Stueck, M., Villegas, A., Luzzi, C. & Torro, R. (2010). TANZPRO-Biodanza® Programme for Children (unpublished materials).
Stueck, M. (2011) The concept of systemrelated stress reduction (SYSRED) in educational fields. Problems of Education in the 21st Century, Volume 29, 2011, 119 – 134.
Stueck, M., Villegas, A., Schoenichen, C., Bauer, K., Tofts, P., & Sack, U. (2013). Effects of an evidence based dance program (TANZPRO-Biodanza) for kindergarten children aged four to six on immuneglobuline A, testosterone and heart rate. Problems of Education in the 21st Century, Volume 56, 2013, 128 – 143.
Stueck, M., Villegas, A., Lahn, F., Baue,r K., Tofts, P., & Sack U. (2015). Evidence based Biodanza for kindergarten children (TANZPRO-Biodanza): reporting on changes of cortisol levels and emotion recognition. Journal of Body, Movement and Dance in Psychotherapy (accepted, in print).
Štuks, M., Vilegasa, A., & Svence, G. (2013). Biodejas metodes metodoloģiskais raksturojums un pētījumi. Deja, kustība, ķermenis. Rakstu krājums. Rīga, „Drukātava”, 2013, 170 – 184.
Terbug, D., Morgan, B. & Van Honk, J. (2009). The testosterone–cortisol ratio: A hormonal marker for proneness to social aggression. International Journal of Law and Psychiatry, 32 (2009) 216–223.
Trentacosta, C.J., Izard, C.E., Mostow, A.J., & Fine, S.E. (2006). Children’ s Emotional and Attentional Competence in Early Elementary School. School Psychology Quarterly, Vol. 21, No. 2, 2006, pp. 148-170.
Vaughan Sallquist, J.V., Eisenberg, N., Spinrad, T.L., Reiser, M., Hofer, C., Zhou, Q., Liew, J., & Eggum, N. (2009). Positive and Negative Emotionality: Trajectories Across Six Years and Relations With Social Competence. Emotion, 2009, Vol. 9, No. 1, 15–28.
Vitaro, F., Boivin, M., Brendgen, M., Girard, A., & Dionne G. (2012). Social Experiences in Kindergarten and Academic Achievement in Grade 1: A Monozygotic Twin Difference Study. Journal of Educational Psychology, 2012, Vol. 104, No. 2, 366–380.
