• Title/Summary/Keyword: Emotion coaching

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Validation of the Maternal Emotion Coaching Questionnaire for Mothers of Preschool Children (유아기 자녀를 둔 어머니의 정서코칭 평가도구 타당화)

  • Lim, JungHa;Park, Sungmin
    • Korean Journal of Childcare and Education
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    • v.18 no.4
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    • pp.1-16
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    • 2022
  • Objective: The purpose of this study is to test the psychometric properties of the Maternal Emotion Coaching Questionnaire (MECQ, Lim et al., 2018) in order to measure emotion coaching in mothers of preschoolers. Methods: A total of 316 preschoolers and their mothers participated in this study. Maternal emotion coaching was assessed by self-report and child emotion regulation ability was evaluated by the teacher. Data were analyzed with chi-square tests, reliability analysis, confirmatory factor analysis, latent profile analysis, and F-test. Results: Each item of the MECQ showed proper discriminative power. The MECQ and each subscale demonstrated adequate internal consistency and split-half reliability. Evidence of construct validity was provided by confirmatory factor analysis. The five-factor model including maternal attention, awareness, acceptance, empathy, and guidance showed a good fit. Results of the latent profile analysis revealed three profiles of emotion coaching: excellent, good, and poor. Preschoolers with mothers in the poor coaching profile showed significantly lower emotion regulation ability compared to those in the excellent or good coaching profiles, which suggested discriminative validity of the MECQ. Conclusion/Implications: The MECQ presents a reliable and valid tool to assess emotion coaching in mothers of preschool children and can thus be effectively used for mothers of preschoolers.

The Influence of Maternal-Acceptance Experiences During Childhood, Social-Supportive Level and Emotion-Coaching Reaction on Child Emotion-Regulation Strategies: Mediated-Moderation Effects (어머니의 아동기 수용 경험, 사회적 지지와 감정코칭 반응이 아동의 정서조절 방식에 미치는 영향: 매개된 조절효과 검증)

  • Oh, Ji-Hyun
    • Korean Journal of Child Studies
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    • v.37 no.4
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    • pp.101-115
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    • 2016
  • Objective: The study examined the mediated-moderation effect of social-support levels from maternal-acceptance experiences by the parents of origin to child emotion regulation strategies through an emotion-coaching reaction. Methods: The participants in this study were children (Grades 4-6) and their mothers. They completed questionnaires on Maternal Parenting Experiences Scale, Children's Emotion Regulation Scale, Emotion-Coaching Scale, and Social Supportive Level Scale. Data were analyzed via SEM. Results: The main findings were as follows. First, a mediating model showed that the relationship between maternal-acceptance experiences by the parents of origin and child emotion-regulation strategies was mediated by emotion-coaching reactions. Second, there was a moderation effect of social-supportive levels on the relationship between maternal-acceptance experiences from parents of origin and emotion-coaching reaction. Finally, social-supportive levels mediated the moderation effect of social-support level from maternal-acceptance experiences to child emotion-regulation strategies through emotion-coaching reaction. Conclusion: These results indicate that importance of maternal social-supportive level from owns spouse or friends. I discussed the implications of the intervention of parent counseling and parent education in this research.

A Qualitative Study on the Experience of Emotion Focused Psychology Coaching (정서중심심리코칭 경험에 관한 질적연구)

  • Kim, Hyun Jin;Jeong, Hyun-sub;Na, Eun Hye;Shin, Jin Young
    • The Journal of the Convergence on Culture Technology
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    • v.8 no.3
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    • pp.203-212
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    • 2022
  • The purpose of this study is to investigate the nature of the experience of Emotion Focused Psychology Coaching, and what kind of changes happened for the participants through the experience. For this, in-depth interviews were conducted with four participants who had experienced five sessions of Emotion Focused Psychology Coaching. The interviews were analyzed using the phenomenological analysis method of Colaizzi. Emotion Focused Psychology Coaching is a new coaching psychology model that combines Greenberg's Emotion-Focused Therapy (EFT) and the ICF Core Competencies. The findings show that prior to the experience of Emotion Focused Psychology Coaching, the participants had avoided or suppressed their emotions, which in turn prevented them from exploring effective interpersonal relationships or alternatives in their actions. On the other hand, after they experienced Emotion Focused Psychology Coaching, their perception of emotions, emotion regulation, emotional expression, empathy for the other, etc. were developed in adaptive ways and the participants could present effective alternatives.

A study on behavior response of child by emotion coaching of teacher based on emotional recognition technology (감성인식기술 기반 교사의 감정코칭이 유아에게 미치는 반응 연구)

  • Choi, Moon Jung;Whang, Min-Cheol
    • Journal of the Korea Convergence Society
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    • v.8 no.7
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    • pp.323-330
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    • 2017
  • Emotion in early childhood has been observed to make an important effect on behavioral development. The teacher has coached to develop good behavior based on considering emotional response rather than rational response. This study was to determine significance of emotional coaching for behavior development according emotion recognized by non-verbal measurement system developed specially in this study. The participants were 44 people and were asked to study in four experimental situation. The experiment was designed to four situation such as class without coaching, behavioral coaching, emotion coaching, and emotion coaching based on emotional recognition system. The dependent variables were subjective evaluation, behavioral amplitude, and HRC (Heart Rhythm Coherence) of heart response. The results showed the highest positive evaluation, behavioral amplitude, and HRC at emotion coaching based on emotional recognition system. In post-doc analysis, the subjective evaluation showed no difference between emotion coaching and system based emotion coaching. However, the behavioral amplitude and HRC showed a significant response between two coaching situation. In conclusion, quantitative data such as behavioral amplitude and HRC was expected to solve the ambiguity of subjective evaluation. The emotion coaching of teacher using emotional recognition system was can be to improve positive emotion and psychological stability for children.

A Study of Child Emotion Regulation by the Cluster of Mother's Reaction to Children's Negative Emotion (아동의 부정적 정서표현에 대한 어머니 반응 유형의 군집에 따른 아동의 정서조절 능력 차이 검증)

  • Kim, Jiyoun;Oh, Ji-Hyun
    • Korean Journal of Childcare and Education
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    • v.13 no.3
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    • pp.39-54
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    • 2017
  • Objective: The purpose of this study was to examine natural groupings of the sub-factors of mother's reaction to children's negative emotions. The natural groupings were as follows; the emotion-coaching-reaction, the emotion-minimizing-reaction and oversensitive reaction. In addition, this paper also investigated individual differences in children's emotion regulation by clusters of sub-factors of mother's reaction to children's negative emotions. Methods: The subjects of this study consisted of 318 children. The data were analyzed using cluster analysis and one-way ANOVA. Results: The results suggested four proper clusters, according to the characteristics of mother's reaction to children's negative emotions. Cluster 1 was categorized as 'child centered-emotion coaching', cluster 2 was categorized as 'oversensitive-emotion coaching comorbid', cluster 3 was categorized as 'acception-emotion minimizing confused' and cluster 4 was categorized as 'emotion minimizing-unsupporting.' Additionally, the differences between Emotion regulations in each cluster showed distinct points of interest. In terms of the maladaptive emotion regulation, cluster 3 showed the highest level followed by cluster 4. And cluster 1 and 2 showed the lowest level. Conclusion/Implications: The results of this study helped to find a deeper understanding of the operation of specific clusters of mother's reaction to children's negative emotion and children's emotion regulation.

The Effect of Emotion Coaching Group Counseling Program on Subjective Well-being and Interpersonal Rtions of University Students (감정코칭 집단상담 프로그램이 대학생의 주관적 안녕감과 대인관계에 미치는 효과)

  • Kim, Hee-Eun;Lee, Ho-Joon
    • Journal of Digital Convergence
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    • v.14 no.12
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    • pp.625-632
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    • 2016
  • The purpose of this study is to verify the effect of group counseling program through emotion coaching on the subjective well-being and interpersonal relationship of university students. The study subjects were 24 students at J university, and 12 students were assigned to experimental group and control group respectively. The emotion coaching group counseling program was conducted for two hours, once a week, ten times in all. The subjective well-being and interpersonal relationship test was conducted before and after the test, and the degree of effectiveness was examined through covariance analysis. As a result of the study, the group counseling program of emotional coaching showed meaningful results in subjective well-being and sub-factors such as life satisfaction and positive emotion. In addition, significant differences were found in communication, openness, and sensitivity among sub-factors of interpersonal relationship. The results of this study were as followed. First, the emotional coaching group counseling program improves subjective well-being by improving life satisfaction and positive emotion, and it was proved that it improves the communication in interpersonal relationship, and helps others to understand and openly communicate.

The Mediating Effects of Children's Resilience by Gender on the Relationships between Mother's Reactions to Children's Negative Emotions and Children's Emotional Intelligence (아동의 부정적 정서표현에 대한 어머니 반응과 아동의 정서지능 간 관계 : 성별에 따른 탄력성의 매개효과)

  • Oh, Ji-Hyun
    • Korean Journal of Child Studies
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    • v.35 no.4
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    • pp.61-78
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    • 2014
  • The study examined the pathways from maternal reactions to children's negative emotions to children's emotion intelligence through children's resilience by gender. The participants in this study comprised 413 elementary school 4th-6th graders (of which 214 were boys, and 199 were girls). They completed questionnaires on maternal reactions to children's negative emotions, children's resilience and levels of children's emotional intelligence. Data were analyzed by means of T-test and structural equation modeling. In the case of the male group, it was found that maternal emotion coaching, when done indirectly, but not directly, had an influence on their levels of emotional intelligence. On the other hand, in the case of the female group, it was found that emotion coaching, when done indirectly, as well as directly, had an influence on their levels of emotional intelligence. Therefore, these results indicate that children's resilience mediated the effects of maternal emotion coaching on emotional intelligence. It also found that there are distinct pathways from maternal reactions to children's negative emotions to emotion intelligence through resilience by gender.

The Effect of Emotion Coaching Program using Animation on Infant's Peer Competence and Communication with Teachers in charge (애니메이션을 활용한 감정코칭 프로그램이 유아의 또래 유능성과 담임교사와의 의사소통에 미치는 영향)

  • Yun, Soojin;Tak, Jinkook
    • The Korean Journal of Coaching Psychology
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    • v.4 no.2
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    • pp.27-56
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    • 2020
  • The purpose of the study is to investigate the effect of an emotion coaching program using animation(the program) on infant peer competence and communication with teachers in charge (teachers). To this end, 30 infants aged 5 years residing in the Seoul area were selected to form 15 experimental groups and 15 control groups. An emotional coaching program using animation for 15 children aged 5 years in the experimental group was conducted 7 times a week for 50 minutes each. The main contents of the program were organized to name the emotions of children aged 5 years old through various emotion scenes, to recognize my emotions and to empathize with the emotions of others. To verify the effectiveness of the program, peer competence and communication with the classroom teacher (social competency test) were conducted before, after, and after (4 weeks after the end of coaching). As a result, both peer competence and communication with the classroom teacher were significant. And the program continuity was verified. Finally, the implications and limitations of the study through the results of this study, and suggestions for future research were discussed.

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The Relationships between Maternal Meta-Emotion Philosophy, Adolescent's Psychological Adjustment and Depression : The Moderating Effects of Mother-Adolescent Communication Time (어머니 상위정서양육방식과 청소년 자녀의 심리적 적응 및 우울감의 관계 : 모-자녀 대화시간의 조절효과를 중심으로)

  • Nahm, Eun Young;Park, So Eun
    • Korean Journal of Child Studies
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    • v.35 no.6
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    • pp.153-170
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    • 2014
  • The purpose of this study was to examine the moderating effects of mother-adolescent communication time on the relationship between maternal meta-emotion philosophy, adolescent psychological adjustment and depression. The participants for this study comprised 181 first and second grade high school students and their mothers, residing in Seoul. The results of the analyses indicated that, (a) maternal disapproving is negatively correlated to adolescents' positive world views, and that maternal laissez-faire is also negatively correlated to adolescents' emotional responsiveness. However, a positive correlation is revealed between maternal emotion-coaching and adolescents' positive self-esteem. (b) It is evident that adolescents' emotional responsiveness is influenced by maternal laissez-faire, and that adolescents' positive self-esteem is influenced by emotion-coaching. It also indicated that mother-adolescent communication time is influenced by dismissing as well as laissez-faire meta-emotion philosophy. (c) It revealed that mother-adolescent communication time, in part, has a meaningful moderating effect on the relationship between meta-emotion philosophy and adolescent depression. Therefore, the present study indicates that even if maternal disapproving, laissez-faire, or dismissing is practiced, adolescent depression levels decrease as mother-adolescent time lengthens.

The Effect of Mother's Reactions to Children's Negative Emotions on Children's Peer Relations : The Mediating Role of Children's Empathy and Emotional Regulation Types (아동의 부정적 정서표현에 대한 어머니 반응이 또래관계에 미치는 영향에서 아동의 공감과 정서조절 방식의 매개효과)

  • Oh, Ji-Hyun
    • Korean Journal of Child Studies
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    • v.36 no.2
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    • pp.17-37
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    • 2015
  • The study examined the pathways from maternal reactions to children's negative emotions to children's peer relations through children's empathy and emotional regulation. The participants in this study comprised 463 elementary school 4th-6th graders. They completed questionnaires on maternal reactions to children's negative emotions, levels of children's empathy, maladaptive emotion regulation types and skill levels of children's peer relations. Data were analyzed by means of structural equation modeling. It was found that in the case of maternal emotion coaching reactions, when done indirectly, as well as directly, had an influence on their levels of peer relations. On the other hand, in the case of over-sensitive maternal reactions, when done indirectly, but not directly, had an influence on their levels of peer relations. Therefore, these results indicate that children's empathy mediated the effects of maternal emotion coaching and over-sensitive reactions on peer relations. It also found that there are distinct pathways from maternal reaction types to children's negative emotions to peer relations through empathy and maladaptive emotion regulation types.