Shahrooz Nemati; Rahim Badri gargari; Ali Gharadaghi; Samad Naji
Abstract
The current study's objective was to examine and assess emotion-based preventive programs in the setting of schools using a systematic review methodology. By conducting a systematic assessment of the literature and searching specialist databases using the terms "school-oriented social-emotional learning," ...
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The current study's objective was to examine and assess emotion-based preventive programs in the setting of schools using a systematic review methodology. By conducting a systematic assessment of the literature and searching specialist databases using the terms "school-oriented social-emotional learning," "prevention-oriented programs," "emotion-based programs," and "emotion-based preventative programs." To accomplish the research's objective, data from PubMed, Springer, Scopus, ProQuest, Elsevier, Science Direct, and Google Scholar from 1990 to 2022 were evaluated. After examining the databases, a number of reputable journals were manually searched to find and review more published publications (Hand Searching). The variables of emotion-based preventative programs were examined in the setting of the school in the research results connected to the Prisma model. Co-occurrence network clusters were created once the recovered data were entered into the analysis program for the software. Following identification, a number of papers were disqualified from further consideration after receiving their titles and abstracts reviewed. In the end, a handful of papers were selected as the final population of research based on their applicability to the study's subject. Programs for social and emotional learning have been applied as preventive treatments at the whole-school level in all studies. Based on the findings of this analysis, school-based emotional learning programs give kids the tools they need to deal with emotional dysregulation and develop effective coping mechanisms while also teaching children specific skills. As a result, it has been suggested that excitement-focused programs be used in elementary schools.
