About this paper

Appears in:
Pages: 7952-7956
Publication year: 2015
ISBN: 978-84-608-2657-6
ISSN: 2340-1095

Conference name: 8th International Conference of Education, Research and Innovation
Dates: 18-20 November, 2015
Location: Seville, Spain

ENHANCING THE CAPACITY FOR EMOTION REGULATION IN STUDENTS WITH INTELLECTUAL DISABILITIES

Given the important role that emotion regulation plays in personal, academic and professional areas, it is essential to incorporate teaching methods to develop emotional skills in everyday educational practice. This is particularly relevant for students with special educational needs. In line with this, we have developed a teaching project to study the effects of educational psychodrama on the capacity for emotion regulation in children with intellectual disabilities.

The educational psychodrama is a particularly appropriate teaching methodology to enhance socio-emotional abilities. The dramatic play is used to integrate different aspects involved in learning situations. Educational psychodrama is mainly based on the dynamics of communication; it will be facilitated and directed towards educational preset objectives. In socio-emotional education, psychodrama is a way to promote personal growth. It allows developing spontaneity and integrating body pulses, emotions, feelings, thinking and self-control.

The participants in this study included 3 students with intellectual disabilities. All participants were recruited in a special education school depending on the public network of the city of Zaragoza (Spain). Children ranged in age from 14 to 16 years old (M= 15; SD =1.15). All children with intellectual disabilities who participated in this study had significant individual changes affecting the whole curriculum. The program includes different working session developed in daily classroom routine for five consecutive months. The results of each participant in the natural context of class (before and during the program implemented) were recorded by a scale of emotional management based on Izard's differential emotions scale list. The design for the assessment of an effective treatment implementation is the so called multiple baseline design, in terms of statistical meaning. The results of the study show an improvement in the ability of self-regulation in the participants from the first session of the program. The findings of this study therefore support the notion that structured interventions based on educational psychodrama may be useful in the classroom to develop social and emotional skills in students with intellectual disabilities. Educational psychodrama facilitates key aspects in behavior control such as: emotional regulation, introspection and appropriate expression of emotions.
@InProceedings{BRAVOALVAREZ2015ENH,
author = {Bravo-{\'{A}}lvarez, M.A. and Escolano-P{\'{e}}rez, E. and Acero-Ferrero, M.},
title = {ENHANCING THE CAPACITY FOR EMOTION REGULATION IN STUDENTS WITH INTELLECTUAL DISABILITIES},
series = {8th International Conference of Education, Research and Innovation},
booktitle = {ICERI2015 Proceedings},
isbn = {978-84-608-2657-6},
issn = {2340-1095},
publisher = {IATED},
location = {Seville, Spain},
month = {18-20 November, 2015},
year = {2015},
pages = {7952-7956}}
TY - CONF
AU - M.A. Bravo-Álvarez AU - E. Escolano-Pérez AU - M. Acero-Ferrero
TI - ENHANCING THE CAPACITY FOR EMOTION REGULATION IN STUDENTS WITH INTELLECTUAL DISABILITIES
SN - 978-84-608-2657-6/2340-1095
PY - 2015
Y1 - 18-20 November, 2015
CI - Seville, Spain
JO - 8th International Conference of Education, Research and Innovation
JA - ICERI2015 Proceedings
SP - 7952
EP - 7956
ER -
M.A. Bravo-Álvarez, E. Escolano-Pérez, M. Acero-Ferrero (2015) ENHANCING THE CAPACITY FOR EMOTION REGULATION IN STUDENTS WITH INTELLECTUAL DISABILITIES, ICERI2015 Proceedings, pp. 7952-7956.
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