View in EDS HTML Full Text PDF Full Text

Preparing children to cope with earthquakes: Building emotional competence.

Saved in:
Bibliographic Details
Title: Preparing children to cope with earthquakes: Building emotional competence.
Authors: Raccanello, Daniela, Vicentini, Giada, Rocca, Emmanuela, Hall, Rob, Burro, Roberto
Source: British Journal of Psychology. Nov2023, Vol. 114 Issue 4, p871-907. 37p.
Subjects: Well-being, Safety, Clinical trials, Comparative studies, Pre-tests & post-tests, Natural disasters, Intellect, Research funding, Psychological adaptation, Emotions in children, School children, Educational outcomes
Geographic Terms: Italy
Abstract: Natural disasters, including earthquakes, can have a traumatic impact on children's psychological wellbeing and development. The efficacy of interventions aimed at enhancing children's socio‐emotional learning has been documented in the literature. At the same time, these techniques are the key for training children for possible future disasters by enhancing their knowledge about behavioural preparedness and emotional competence. However, research on evidence‐based training programs on earthquakes combining digital and traditional activities is scarce. We tested the efficacy of a 10‐unit training program for primary school children, developed within the Emotional Prevention and Earthquakes in Primary School (PrEmT) project. The program aimed at increasing knowledge of and metacognition about earthquakes, safety behaviours, emotions, and coping strategies, through digital (using the web‐application HEMOT®, Helmet for EMOTions, developed ad‐hoc) and traditional activities (completing paper‐and‐pencil tasks). The participants were 548 second and fourth‐graders from Italian schools. They were divided into an experimental group (participating in the training program) and a control group. Both groups participated in pretests and posttests to evaluate changes in their knowledge of training‐related contents. For ethical reasons, we also measured children's wellbeing. Generalized linear mixed models indicated an improvement in the experimental group's knowledge and metacognition about earthquakes, safety behaviours, emotions, and coping strategies after the training program, compared to the control group. Children's general wellbeing did not deteriorate during participation in the project. The results documented the efficacy of the evidence‐based training program developed within the PrEmT project. The program provides a preventive method for enhancing earthquake‐related resilience that could be generalized to other kinds of disasters. [ABSTRACT FROM AUTHOR]
Copyright of British Journal of Psychology is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
Full text is not displayed to guests.
FullText Links:
  – Type: pdflink
Text:
  Availability: 1
Header DbId: pbh
DbLabel: Psychology and Behavioral Sciences Collection
An: 172913779
AccessLevel: 6
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Preparing children to cope with earthquakes: Building emotional competence.
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Raccanello%2C+Daniela%22">Raccanello, Daniela</searchLink><br /><searchLink fieldCode="AR" term="%22Vicentini%2C+Giada%22">Vicentini, Giada</searchLink><br /><searchLink fieldCode="AR" term="%22Rocca%2C+Emmanuela%22">Rocca, Emmanuela</searchLink><br /><searchLink fieldCode="AR" term="%22Hall%2C+Rob%22">Hall, Rob</searchLink><br /><searchLink fieldCode="AR" term="%22Burro%2C+Roberto%22">Burro, Roberto</searchLink>
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="JN" term="%22British+Journal+of+Psychology%22">British Journal of Psychology</searchLink>. Nov2023, Vol. 114 Issue 4, p871-907. 37p.
– Name: Subject
  Label: Subjects
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Well-being%22">Well-being</searchLink><br /><searchLink fieldCode="DE" term="%22Safety%22">Safety</searchLink><br /><searchLink fieldCode="DE" term="%22Clinical+trials%22">Clinical trials</searchLink><br /><searchLink fieldCode="DE" term="%22Comparative+studies%22">Comparative studies</searchLink><br /><searchLink fieldCode="DE" term="%22Pre-tests+%26+post-tests%22">Pre-tests & post-tests</searchLink><br /><searchLink fieldCode="DE" term="%22Natural+disasters%22">Natural disasters</searchLink><br /><searchLink fieldCode="DE" term="%22Intellect%22">Intellect</searchLink><br /><searchLink fieldCode="DE" term="%22Research+funding%22">Research funding</searchLink><br /><searchLink fieldCode="DE" term="%22Psychological+adaptation%22">Psychological adaptation</searchLink><br /><searchLink fieldCode="DE" term="%22Emotions+in+children%22">Emotions in children</searchLink><br /><searchLink fieldCode="DE" term="%22School+children%22">School children</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+outcomes%22">Educational outcomes</searchLink>
– Name: SubjectGeographic
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Italy%22">Italy</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Natural disasters, including earthquakes, can have a traumatic impact on children's psychological wellbeing and development. The efficacy of interventions aimed at enhancing children's socio‐emotional learning has been documented in the literature. At the same time, these techniques are the key for training children for possible future disasters by enhancing their knowledge about behavioural preparedness and emotional competence. However, research on evidence‐based training programs on earthquakes combining digital and traditional activities is scarce. We tested the efficacy of a 10‐unit training program for primary school children, developed within the Emotional Prevention and Earthquakes in Primary School (PrEmT) project. The program aimed at increasing knowledge of and metacognition about earthquakes, safety behaviours, emotions, and coping strategies, through digital (using the web‐application HEMOT®, Helmet for EMOTions, developed ad‐hoc) and traditional activities (completing paper‐and‐pencil tasks). The participants were 548 second and fourth‐graders from Italian schools. They were divided into an experimental group (participating in the training program) and a control group. Both groups participated in pretests and posttests to evaluate changes in their knowledge of training‐related contents. For ethical reasons, we also measured children's wellbeing. Generalized linear mixed models indicated an improvement in the experimental group's knowledge and metacognition about earthquakes, safety behaviours, emotions, and coping strategies after the training program, compared to the control group. Children's general wellbeing did not deteriorate during participation in the project. The results documented the efficacy of the evidence‐based training program developed within the PrEmT project. The program provides a preventive method for enhancing earthquake‐related resilience that could be generalized to other kinds of disasters. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
  Label:
  Group: Ab
  Data: <i>Copyright of British Journal of Psychology is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=pbh&AN=172913779
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1111/bjop.12661
    Languages:
      – Code: eng
        Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 37
        StartPage: 871
    Subjects:
      – SubjectFull: Well-being
        Type: general
      – SubjectFull: Safety
        Type: general
      – SubjectFull: Clinical trials
        Type: general
      – SubjectFull: Comparative studies
        Type: general
      – SubjectFull: Pre-tests & post-tests
        Type: general
      – SubjectFull: Natural disasters
        Type: general
      – SubjectFull: Intellect
        Type: general
      – SubjectFull: Research funding
        Type: general
      – SubjectFull: Psychological adaptation
        Type: general
      – SubjectFull: Emotions in children
        Type: general
      – SubjectFull: School children
        Type: general
      – SubjectFull: Educational outcomes
        Type: general
      – SubjectFull: Italy
        Type: general
    Titles:
      – TitleFull: Preparing children to cope with earthquakes: Building emotional competence.
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Raccanello, Daniela
      – PersonEntity:
          Name:
            NameFull: Vicentini, Giada
      – PersonEntity:
          Name:
            NameFull: Rocca, Emmanuela
      – PersonEntity:
          Name:
            NameFull: Hall, Rob
      – PersonEntity:
          Name:
            NameFull: Burro, Roberto
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 11
              Text: Nov2023
              Type: published
              Y: 2023
          Identifiers:
            – Type: issn-print
              Value: 00071269
          Numbering:
            – Type: volume
              Value: 114
            – Type: issue
              Value: 4
          Titles:
            – TitleFull: British Journal of Psychology
              Type: main
ResultId 1