Supporting the capacity for self regulation and the development of emotional intelligence in children, young people and their families

我们正在提供一个在线教育干预，名为**智慧大脑智心**(2017)，教授自我调节、压力管理和情绪健康。它有两个流，目标是不同年龄段的儿童、他们的家庭和我们的社区，以防止由日冕大流行引发的压力、焦虑和创伤的发作。关键思想与自我调节情绪/生理唤醒有关，使用有趣、吸引人和易于遵循的活动。心理学家支持孩子和家庭一起学习材料并将其付诸实践：复习问题、关键词汇、活动工作表。实践者通过积极参与学习技能、运动活动和游戏来巩固学习并将其付诸实践。每堂课结束时，都会播放一段基于学习的情景视频，强调本单元的关键思想。行动任务是在两次会议之间作为“家庭作业”布置的，以巩固参与者所学到的知识，并向实践者证明他们已经成功地实现了前几次会议的目标。Bothe等人。(2014)研究了与我们的类似的校本压力管理和自我调节计划的有效性。这项研究显示，与接受评估的对照小学生相比，在该计划完成后，焦虑情绪立即显著下降，并进行了一年的随访。我们希望将这一计划提供给与世隔绝的人、那些可能无法获得精神健康服务的人，或者那些当时不被视为风险优先级的人。我们的目标是通过情绪调节来教授情绪智力，以减少个人重返工作和学校时的创伤发展。Criswell，Sherman和Krippner(2018)实施了类似的生物-心理-社会方法，通过教授未来在面对压力源时的弹性的技能来减少成年人的创伤后应激障碍(PTSD)症状。在完成该计划的26名成年人中，只有一人在三个月后被诊断为创伤后应激障碍。现在，最重要的是让我们的社区参与并支持一个可访问的计划。除了神经反馈、认知行为治疗和家庭治疗外，这个项目还教授了一种生活的核心能力，进一步确保了我们“围绕孩子”的方法。

We are offering an online educational intervention called **Smart Brain Wise Heart** (2017) to teach self-regulation, stress management and emotional well-being. It has two streams to target children of different ages, their families, and our communities to prevent the onset of stress, anxiety and trauma triggered by the Corona pandemic.The key ideas relate to the self-regulation of emotional / physiological arousal using activities that are fun, engaging and easy to follow. A psychologist supports the child and family to engage with the learning material and put it into practice together: review questions, key vocabulary, activity worksheets.Practitioners use active participation to learn skills, movement activities and games to consolidate the learning and put it into practice. Each session ends with a learning based scenarios video that reinforces the key ideas from the unit. Action assignments are given as "homework" in between sessions to consolidate what participants have learnt and demonstrate to the practitioner that they have successfully achieved the goals of the previous sessionThe success of such programmes has already been extensively researched and developed. Bothe et al. (2014) studied the effectiveness of a school- based stress management and self- regulation programme similar to ours. The study showed a significant decrease in anxiety immediately after the completion of the programme and one year follow up in comparison with the control primary school children assessed.We wish to offer this programme to people in isolation, those who may not have access to mental health services or those who are not considered a risk priority at the time. We aim to teach emotional intelligence through emotional regulation to reduce the development of trauma when individuals return to work and school. Criswell, Sherman and Krippner (2018) implemented a similar bio-psycho-social approach to reduce Post Traumatic Stress Disorder (PTSD) symptoms in adults by teaching skills for future resilience in the face of stressors. Of the 26 adults that completed the programme only one returned to a PTSD diagnosis at a three month follow up.It is now paramount to engage and support our communities with a programme that is accessible. along neurofeedback, cognitive behaviour therapy and family therapy this programme teaches a core competency for life, further ensuring our "wrap around the child" approach.