Date Presented 03/27/20
This efficacy study examined the impacts of an evidence-based stress-management program on emotional self-efficacy and well-being in elementary schoolchildren. Preliminary data collected from 176 fourth to sixth graders showed that emotional self-efficacy significantly correlated with and predicted life satisfaction. Age was unrelated to emotional self-efficacy; there was a significant difference between fourth grade and sixth grade in the emotional self-efficacy but not life satisfaction scales.
Primary Author and Speaker: Mei-Ling Lin
Additional Authors and Speakers: Alyse Nasser, Cayla Molina, Emma Smith, Kristina Millar
BACKGROUND: According to National Survey of Children’s Health, the number of children who do not receive treatment or counseling they need for a mental or behavioral condition is increasing every year (Child and Adolescent Health Measurement Initiative, 2019). Among the psychosocial conditions, anxiety disorder is the third prevalent mental disorder affecting children aged 3-17 years (Centers for Disease Control and Prevention [CDC], 2019). Occupational therapy practitioners are in an ideal position to implement evidence-based mental health promotion, prevention, and intervention programs at the school-wide level (Braveman, 2016; Hildenbrand and Lamb, 2013). There is still an urgent need to conduct intervention research to examine the relationship of mindfulness-based interventions and decreased adverse emotions and behaviors in response to stress and anxiety, and to support the effectiveness of school-based occupational therapy programs for children, youth, and family (AOTA, 2014; Gutman & Raphael-Greenfield, 2014).
PURPOSE: This efficacy study aimed to examine the impacts of an evidence-based stress management program on mental health and well-being in elementary schoolchildren. Specific questions include: 1) What is the relationship between emotional self-efficacy and life satisfaction? 2) Are there group differences in emotional self-efficacy and life satisfaction among 4th, 5th and 6th graders? 3) Does implementing an evidence-based stress management program in the school improve a child’s emotional self-efficacy and life satisfaction?
DESIGN: This study used quasi-experimental design with no control group and convenience sampling. All 4th to 6th graders in one elementary school in a US-Mexico border city participated in four 45-min lessons that included sensory- and mindfulness-based activities such as yoga, deep breathing, mandala coloring, and slime making. A total of 176 children, with parent permission, voluntarily completed the pre-program questionnaires.
METHOD: The Self-Efficacy Questionnaire for Children- Emotional domain (SEQC-E) and the Student Life Satisfaction Scale (SLSS) were distributed to study participants prior and following the prevention program. The total scores of SEQC and SLSS at two time points were computed and used to probe research questions.
PRELIMINARY RESULTS: 1) There was a moderate, positive correlation between self-rated emotional self-efficacy and life satisfaction (r= .48, p= .00). Emotional self-efficacy significantly predicted life satisfaction (F= 43.25, p= .00). 2) Results from analysis of variance and post-hoc analysis revealed a significant difference between 4th and 6th graders in the emotional self-efficacy (p= .04), with 6th graders reporting the lowest rating (M=23.61; SD=6.37).
CONCLUSION: The completion of this study contributes to the scientific evidence and clinical practice. This study reports elementary schoolchildren’s emotional self-efficacy and life satisfaction data using a predominantly Hispanic sample. The preliminary findings suggest that socio-emotional learning should be incorporated into elementary curriculum children’s perceived confidence and competence in terms of successfully dealing with negative emotions contribute to life satisfaction. In addition, children’s emotional self-efficacy will not grow as they move up to the next grade level. School-based OTs can collaborate with counselors to develop socio-emotional learning programs and/or identify and address mental health needs unique to each school.
References
Child and Adolescent Health Measurement Initiative (2019). “Title V Maternal and Child Health Services Block Grant Measures Content Map, 2017 and 2018 National Survey of Children’s Health”. Data Resource Center for Child and Adolescent Health, supported by Cooperative Agreement U59MC27866 from the U.S. Department of Health and Human Services, Health Resources and Services Administration (HRSA), Maternal and Child Health Bureau (MCHB). Available at www.childhealthdata.org, Revised 7/22/19.
American Occupational Therapy Association. (2014). Research opportunities in the area of mental health promotion, prevention, and intervention for children and youth. American Journal of Occupational Therapy, 68, 610–612. http://dx.doi.org/10.5014/ajot.2014.685001
Arbesman, M., Bazyk, S., & Nochajski, S. M. (2013). Systematic review of occupational therapy and mental health promotion, prevention, and intervention for children and youth. American Journal of Occupational Therapy, 67, e120–e130. http://dx.doi.org/10.5014/ajot.2013.008359
Data and Statistics on Children’s Mental Health | CDC. (n.d.). Retrieved October 21, 2019, from https://www.cdc.gov/childrensmentalhealth/data.html.
