This will help them in developing long-term strategies that are useful in their later life stages. Schools need to adopt preventive and supportive measures and programs that would strengthen children's competence and ability to control their emotions. Emotional control strategies should begin from preschool to high school education. This implies that teachers need to provide sets of socio-emotional skills for their students who will help them create good relationships, good communication, and sensitivity to the needs of other people.
Teachers must apply strategies matching with the students' ability to control stress. They can do this by focusing on the ones promoting improved performance besides controlling and regulating their emotions and behaviors. Unfortunately, teacher-coaching strategy is decreasing especially in the developing countries. In order to counter this problem, many preventive intervention programs are developed to help children achieve interpersonal skills and emotional competence. Greenberg (1994) supports the Alternative Thinking Strategies (PATHS) in promoting child socio-emotional learning. This strategy focuses on the protective factors in order to facilitate the child's development. PATHS also reduce emotional and behavioral problems because it...
Research on the effectiveness of PATHS shows that children trained on PATHS are more developed in terms with empathy and self-control compared to controlled children (Greenberg, 2006).
PATHS developed a curriculum for preschooler and elementary-age children. The curriculum included aspects like self-control, emotional understanding, and problem-solving skills among others. Teachers and administrators recommend this strategy. Conclusively, child behavior grows because of molding by caretakers, parents, and teacher. Emotional and behavioral challenges are best solved by the Cognitive-Behavioral therapy.
References
Greenberg, M.T. (2006). Promoting resilience in children and youth: preventive interventions and their interface with neuroscience. Annals of the New York Academy of Sciences, 1094, 139 -- 150
Webster-Stratton, C., & Reid, M.J. (2004). Strengthening social and emotional competence in young children -- the foundation for early school readiness and success: Incredible years classroom social skills and problem-solving curriculum. Infants & Young Children: An Interdisciplinary Journal of Special Care Practices, 17, 96…
