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Title:Učinek delavnic regulacije čustev pri mladostnikih s čustvenimi in vedenjskimi težavami
Authors:ID Močnik, Darija (Author)
ID Bakračevič, Karin (Mentor) More about this mentor... New window
Files:.pdf MAG_Mocnik_Darija_2020.pdf (1,26 MB)
MD5: D71F07DE6482B0FF25B307056BE073C3
PID: 20.500.12556/dkum/af37c697-cd00-4b3e-8c6c-8a41ea7d0c8e
 
Language:Slovenian
Work type:Master's thesis/paper
Typology:2.09 - Master's Thesis
Organization:FF - Faculty of Arts
Abstract:V magistrski nalogi smo želeli preveriti učinek delavnic regulacije čustev pri mladostnikih s čustvenimi in vedenjskimi težavami, ki bivajo v mladinskem domu. Učinek delavnic smo želeli preveriti na populaciji, za katero velja, da ima slabšo kontrolo impulzov in posledično težje regulira čustvene odzive. Preverjali smo učinek delavnic na dimenzijah prepoznavanja in razumevanja, izražanja in poimenovanja ter upravljanja in uravnavanja čustev. Regulacija čustev ima vpliv tudi na depresijo, anksioznost in stres, zato smo vključili tudi te konstrukte. Naš vzorec je sestavljalo 18 mladostnikov od 10. do 16. leta starosti z vedenjskimi in čustvenimi težavami, vsi pa bivajo v istem mladinskem domu. Udeleženci so bili razdeljeni v kontrolno (N = 9) in eksperimentalno (N = 9) skupino. Eksperimentalna skupina je bila deležna 8-tedenskega treninga regulacije čustev, ki smo ga oblikovali na podlagi Grossovega (2007) Procesnega modela regulacije čustev, kontrolna skupina pa je bila med tem neaktivna. Za preverjanje učinkov naše delavnice smo pred in po izvedbi treninga med udeležence razdelili lestvico depresivnosti, anksioznosti in stresa DASS-21 ter vprašalnik emocionalne kompetentnosti ESCQ. Učinek delavnic smo preverili s pomočjo statističnih analiz, kjer rezultati ANOVE za mešan načrt niso pokazali statistično pomembne interakcije čas x skupina za naše merjene spremenljivke. Na podlagi dobljenih rezultatov ne moremo sklepati na učinek naših delavnic na prepoznavanje in razumevanje, izražanje in poimenovanje, upravljanje in uravnavanje čustev ter na raven depresivnosti, anksioznosti in stresa.
Keywords:regulacija čustev, mladostniki, čustvene in vedenjske težave, mladinski dom
Place of publishing:Maribor
Publisher:[D. Močnik]
Year of publishing:2020
PID:20.500.12556/DKUM-76245 New window
UDC:159.922.7-053.6(043.2)
COBISS.SI-ID:20337667 New window
NUK URN:URN:SI:UM:DK:SIWHMZIR
Publication date in DKUM:21.07.2020
Views:1966
Downloads:316
Metadata:XML DC-XML DC-RDF
Categories:FF
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Licences

License:CC BY-NC-ND 4.0, Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International
Link:http://creativecommons.org/licenses/by-nc-nd/4.0/
Description:The most restrictive Creative Commons license. This only allows people to download and share the work for no commercial gain and for no other purposes.
Licensing start date:01.05.2020

Secondary language

Language:English
Title:The effect of emotional regulation workshops on adolescents with emotional and behavioral problems
Abstract:In the master’s thesis, we wanted to test the effect of emotion regulation workshops on adolescents with emotional and behavioral problems, who live in a youth care center. We wanted to test the effect of the workshops on the population, which is considered to have poorer impulse control and has difficulties with regulating emotional responses. We examined the effect of the workshops on dimensions of recognizing and understanding, expressing and naming, and managing and regulating emotions. Emotion regulation influences depression, anxiety, and stress, too. According to that, we included these constructs in our examination as well. Our sample consisted of 18 adolescents from 10 to 16 years of age with behavioral and emotional problems. All of them are residing in the same youth care center. Participants were divided into a control group (N = 9) and an experimental group (N = 9). The experimental group received 8 weeks of emotion regulation training, which was based on Gross’s (2007) Process Model of Emotion Regulation. Meanwhile, the control group was inactive. To test the effect of our workshop, we distributed the DASS-21 (The Depression, Anxiety, and Stress Scale) and the ESCQ (Emotional Skills and Competence Questionnaire) questionnaires to participants before and after the training. The effect of the workshop was verified by statistical analyses, in which the ANOVA results for the mixed plan did not show a statistically significant interaction of time x group for our measured variables. According to the obtained results, we cannot conclude that our workshops have an impact on identifying and understanding, expressing and naming, managing and regulating emotions, and on the level of depression, anxiety and stress.
Keywords:emotion regulation, adolescents, emotional and behavioral problems, youth care center


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