The “SOBC Model” and the “Process Model of Emotion Regulation” are very comprehensive blueprints for reviewing why, when and how we deploy what strategies and teach “emotional regulation skills”.
“For example, in the case of a primary three student who loves playing online games with his iPad to the extent as commented by the maternal grandmother to be addicted. The student had been frequently using the iPad at “non-screen areas” of the school and during lessons especially in mother tongue and science periods.
He has been caught using the device under his table a few times instead of doing his worksheets. Student refused to comply despite repeated prompts and warnings by teachers to keep the device in his bag. Student shouted vulgarities at teachers, threw his stationeries and stormed out of the classroom after being reprimanded; and the device confiscated by the teacher. He sometimes hits his head against the wall or door when he is unhappy or frustrated and says things like “My life sucks…!” Student feels that friends are laughing at him for getting scolded by teachers all the time. He also feels that he is not good in his studies as he often cannot spell what he wants to write.”
The following show the use of the framework in mapping out the intervention strategies defining 'What the student can do" and "What others can do" when supporting the student.
Reference:
Scanlon, C. L. (2010). Emotion regulation in children: a guide for teachers. Rusia: University of Pittsburgh.
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