https://doi.org/10.59132/viz/2022/6/6-9
Povzetek
Samoregulacija čustev je sposobnost posameznika, da nadzoruje lastno vedenje in čustva ter aktivnosti usmerja k želenemu cilju. Mladostniki z boljšimi sposobnostmi uravnavanja čustev so bolj zadovoljni z življenjem, medosebnimi odnosi, pri njih se redkeje pojavlja mladostniška psihopatologija. Zaradi pomembne vloge uravnavanja čustev pri vzdrževanju duševnega zdravja so pomembne preventivne oblike dela z mladostniki v šolah, s katerimi lahko s pomočjo metod univerzalne preventive zajamemo celotno populacijo otrok. V zadnjih desetletjih so se razvili številni preventivni modeli socialno- emocionalnega učenja v šolah, v tem prispevku pa bomo podrobneje predstavili predvsem metode za razvijanje uravnavanja čustev pri mladostnikih.
Abstract
School as Space for Learning Emotional Regulation in Adolescents
Emotional self-regulation is the ability of an individual to control one’s behaviour and emotions and to direct activities in pursuit of the desired goal. Adolescents with better emotional regulation skills are more satisfied with life and interpersonal relationships and less likely to develop adolescent psychopathology. Due to the critical role of emotional regulation in maintaining mental health, preventive forms of work with adolescents in schools are imperative, and universal prevention measures can be adopted to reach the entire population of children. Many prevention models of social-emotional learning in schools have developed over the last decades. This paper will focus on methods for developing emotional regulation in adolescents.