Title: Impacto de las reglas de despliegue sobre la regulación emocional en una muestra de escolares
Other Titles: Impact of display rules on emotional regulation in a sample of school children
Impacto da implantação das regras de regulamento emocional em uma amostra de escolares
Authors: Flórez Alarcón, Luis
Rendón, María Isabel
Keywords: REGULACIÓN EMOCIONAL
FUNCIÓN REGULADORA
REGLAS DE DESPLIEGUE EMOCIONAL
IRA
AUTOTRANQUILIZACIÓN
MANIPULACIÓN DE OBJETO
Issue Date: Dec-2010
Publisher: Facultad de Psicología. Universidad Católica de Colombia
Citation: Flórez Alarcón, L., & Isabel Rendón, M. (2010). Impacto de las reglas de despliegue sobre la regulación emocional en una muestra de escolares. Acta Colombiana de Psicología, 13(2), 79-90. Recuperado de http://editorial.ucatolica.edu.co/ojsucatolica/revistas_ucatolica/index.php/acta-colombiana-psicologia/article/view/372
Abstract: 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 significativas pre y post intervención, pero se discuten los cambios en autotranquilización y manipulación de objeto en función de patrones específicos de uso de RDE.
Bibliography References: Bridges, L.J., Denhamn, S.A. y Ganiban, J. (2004). Definitional issues in emotion regulation research. Child Development, 75(2), 340-345.

Campos, J.J., Frankel, C.B. y Camras, L. (2004). On the nature of emotion regulation. Child Development, 75(2), 377-394.

Campos, J., Mumme, D., Kermoian, R. y 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. y 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. y Spinrad, T.L. (2004). Emotion-related regulation: Sharpening the definition. Child Development, 75(2), 334-339.

Ekman, P. y 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. y 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. y 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. y 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. y 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. y 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. y Høglend, P. (2007). Identifying mechanisms of change in psychotherapy: Mediators of treatment outcome. Clinical Psychology and Psychotherapy, 14, 1-9.

Johnston, J.M. y Pennypacker, H.S. (1993). Strategies and tactics of behavioral research. New Jersey: Lawrence Erlbaum Associates.

Jones, D., Abbey, B. y 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. y 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. y 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. y 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. y 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 definition. 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. y Herbsman, C. (1992). Display rules for anger and aggression in school-age children, Child Development, 63(2), 366-380.

Underwood, M.K. y 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. y Fisher, A.H. (2004). Relations between emotions, display rules, social motives, and facial behavior. Cognition and Emotion, 18(2), 183-207.
URI: http://repository.ucatolica.edu.co/handle/001/155
ISSN: 0123-9155
metadata.dc.relation.ispartof: Acta Colombiana de Psicología, Vol. 13, no. 2 (jul.-dic. 2010); p. 79-90
Appears in Collections:Acta Colombiana de Psicología

Files in This Item:
File Description SizeFormat 
v13n2a08.pdfArtículo original1.15 MBAdobe PDFThumbnail
View/Open


This item is protected by original copyright



Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.