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A Systematic Review of Emotion Regulation Assessments in US Schools: Bridging the Gap Between Researchers and Educators

Many emotion regulation assessments have been developed for research purposes, but few are frequently used in schools despite the rapid growth of social and emotional learning programs with an explicit focus on emotion regulation in schools. This systematic review provides an overview of emotion regulation assessments that have been utilized with children and adolescents of grades 1–12 or ages 6–18 in school-based research or practice within the USA over the past two decades.

Source: Educational Psychology Review
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  • Imposter Syndrome Among Pre-service Educators and the Importance of Emotion Regulation

    This study examined the prevalence and impact of imposter syndrome (IS) on a sample of pre-service educators. The authors report a majority of pre-service educators experience IS; 93% experience moderate levels and 54% had frequent or severe levels of imposter thoughts, and further that IS was negatively associated with educator well-being. The paper explores implications of the findings for educational training and improving the experiences of pre-service educators.

    Source: Frontiers
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  • Readin’, Writin’, and Regulatin’ Emotions

    Third graders at P.S. 60 Alice Austen School (Staten Island,NY) use their emotion skills to help them be their best selves and educators create a learning environment where emotions matter. Take a closer look inside this RULER school in this New Yorker article.

    Source: The New Yorker
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  • The Development of Cognitive Reappraisal From Early Childhood Through Adolescence: A Systematic Review and Methodological Recommendations

    Cognitive reappraisal is an important emotion regulation strategy that shows considerable developmental change in its use and effectiveness. This paper presents a systematic review of the evidence base regarding the development of cognitive reappraisal from early childhood through adolescence and provides methodological recommendations for future research.

    Source: Frontiers
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  • A Systematic Review of Student Disability and Race Representation in Universal School-Based Social and Emotional Learning Interventions for Elementary School Students

    This paper presents a systematic review of elementary school universal school-based (USB) social and emotional learning (SEL) interventions from 2008 through 2020 for two groups of minoritized students in education research and practice: students with disabilities and/or minoritized racial identities. The authors discuss the limitations of findings, education research best practices, and the minimum reporting standards necessary to ensure ability and racially minoritized youth representation in future USB SEL research.

    Source: Sage Journals
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  • Cipriano & Pape: Building a Climate of Belonging in Schools Opens the Door for Robust — and Joyful — Teaching and Learning

    When done right, schools can foster healthy and positive development in their students. In this op-ed by Dr. Chris Cipriano, Director of Research at the Yale Center for Emotional Intelligence, and Dr. Barbara Pape, Sr. Director of the Learner Variability Project at Digital Promise, define strategies schools can use to nurture a sense of belonging for each student.

    Source: The 74
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  • How to discipline in the heat of a moment

    How parents discipline in the heat of the moment has a lasting impact on the emotional well-being of their children. Dr. Marc Brackett encourages parents to take the approach of a "compassionate emotion scientist" who seeks to understand the emotions behind why children are behaving a certain way.

    Source: Washington Post
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  • Yale Center for Emotional Intelligence Awarded the 2022 Horizons National Hero Award

    Since 2018, the Yale Center for Emotional Intelligence and Horizons National has worked together to implement the RULER approach in over 30 Horizon sites. Horizons National supports a network of out-of-school time academic and youth development programs bringing science, art, reading, math, field trips, swimming, and much more to students in communities where those experiences are not available or not equally accessible. The collaboration between YCEI and Horizons has helped thousands of students and their families use emotions wisely, build healthier relationships, and promote positive learning environments.

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  • YCSC Community Spotlight: Tangular Irby

    A spotlight on YCSC and Yale Center for Emotional Intelligence (YCEI) Program Manager Tangular Irby, MAT, who has been part of the YCSC community since the fall of 2020 when she started a part-time position as a RULER trainer and facilitator.

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