Bullying Prevention in Preschoolers: Mindfulness-Based Interventions Effect on Emotion Regulation
Faculty Advisor Name
Elizabeth Richardson
Department
Department of Health Professions
Description
Abstract:
Background: While bullying was previously most prevalent in middle school, it is now being exhibited as early as preschool. Children who are unable to regulate their emotions are more aggressive and have more negative peer interactions as compared to those who can regulate their emotions. Studies have found that children who participate in mindfulness-based interventions (MBI) showed improvements in emotion regulation. Mindfulness increases inhibitory control, flexibility, and emotional regulation. Research suggests a need for further study in effective bullying prevention as many programs have failed to create a change. Therefore, the purpose of our study is to examine the effect of MBI on emotional regulation in preschoolers. We predict that teaching preschoolers mindfulness-based emotional regulation strategies will promote positive interactions with peers and therefore contribute to the prevention of bullying behaviors.
Methods: Participants included classroom teachers and parents/caregivers of preschool children who participated in virtual group programs conducted by OT graduate students. One group of children (control) participated in a program teaching emotion regulation strategies using the Zones of Regulation (Zones) program. The other group (experimental) participated in a program teaching emotion regulation strategies using the Zones program along with additional mindfulness-based activities. Both programs included one, 30-minute session per week over 4 consecutive weeks. Pre-test and post-test questionnaires, using a Likert scale and one open-ended question, were used to gather information from the teachers (n=2) and parents/caregivers (n=3-pre, n=4-post) about the language, strategies, and actions/behaviors related to emotion regulation that the children demonstrated.
Results: The control group teacher questionnaire showed students increased use of emotion regulation (Zones) language, increased use of mindfulness strategies, showed decreased positive behaviors, and no change in negative behaviors. No data was collected from the control group parents, as they chose not to participate. Results from the experimental group teacher questionnaire showed students increased use of emotion regulation (Zones) language, decreased use of mindfulness strategies, showed no change in positive behaviors, and showed decreased negative behaviors. The experimental group parent questionnaire showed students decreased use of emotion regulation (Zones) language, increased use of mindfulness strategies, showed decreased positive behaviors, and showed increased negative behaviors.
Conclusion: In conclusion, MBI showed no effect on emotion regulation in preschoolers. This could be due to the limitations which included limited parent/caregiver participation, language barriers, duration of the program, mode of program delivery (virtual only), and stressors due to the COVID-19 pandemic. Further research is recommended given evidence of the positive impact of MBI on emotion regulation supported in recent literature.
Bullying Prevention in Preschoolers: Mindfulness-Based Interventions Effect on Emotion Regulation
Abstract:
Background: While bullying was previously most prevalent in middle school, it is now being exhibited as early as preschool. Children who are unable to regulate their emotions are more aggressive and have more negative peer interactions as compared to those who can regulate their emotions. Studies have found that children who participate in mindfulness-based interventions (MBI) showed improvements in emotion regulation. Mindfulness increases inhibitory control, flexibility, and emotional regulation. Research suggests a need for further study in effective bullying prevention as many programs have failed to create a change. Therefore, the purpose of our study is to examine the effect of MBI on emotional regulation in preschoolers. We predict that teaching preschoolers mindfulness-based emotional regulation strategies will promote positive interactions with peers and therefore contribute to the prevention of bullying behaviors.
Methods: Participants included classroom teachers and parents/caregivers of preschool children who participated in virtual group programs conducted by OT graduate students. One group of children (control) participated in a program teaching emotion regulation strategies using the Zones of Regulation (Zones) program. The other group (experimental) participated in a program teaching emotion regulation strategies using the Zones program along with additional mindfulness-based activities. Both programs included one, 30-minute session per week over 4 consecutive weeks. Pre-test and post-test questionnaires, using a Likert scale and one open-ended question, were used to gather information from the teachers (n=2) and parents/caregivers (n=3-pre, n=4-post) about the language, strategies, and actions/behaviors related to emotion regulation that the children demonstrated.
Results: The control group teacher questionnaire showed students increased use of emotion regulation (Zones) language, increased use of mindfulness strategies, showed decreased positive behaviors, and no change in negative behaviors. No data was collected from the control group parents, as they chose not to participate. Results from the experimental group teacher questionnaire showed students increased use of emotion regulation (Zones) language, decreased use of mindfulness strategies, showed no change in positive behaviors, and showed decreased negative behaviors. The experimental group parent questionnaire showed students decreased use of emotion regulation (Zones) language, increased use of mindfulness strategies, showed decreased positive behaviors, and showed increased negative behaviors.
Conclusion: In conclusion, MBI showed no effect on emotion regulation in preschoolers. This could be due to the limitations which included limited parent/caregiver participation, language barriers, duration of the program, mode of program delivery (virtual only), and stressors due to the COVID-19 pandemic. Further research is recommended given evidence of the positive impact of MBI on emotion regulation supported in recent literature.
