Improving Implementation of Self-Regulation and Coping Strategies Among Children Who Have Experienced Trauma

Abstract

The purpose of this study was to investigate the relationship between students who have experienced trauma and their ability to implement coping and self-regulation strategies directly taught in social skills instruction. The measurement tool was a rating scale developed by the researcher. The scale was administered pre, post, and 30 days after post. Students self-rated in four areas: goal setting, attention control, emotional monitoring and implementing strategies. Parents rated the students on the four social skills using the same instrument. Teachers rated the students with the same instrument on the four social skills. The design was a one-group pre-post- 30 days after post. Sixteen students participated in the study. There were statistically significant mean gains from pre to post and from pre to 30 days after post in all four social skills. Ratings declined from post to 30 days afterwards by smaller amounts than the gains from the premeasures. Providing direct instruction to students in social skills resulted in significant gains in social skills according to self-ratings and concomitant ratings of students by parents and teachers.