Using co-regulation strategies helped facilitators and youth build warm, trusting relationships¶

Claim · All claims
Evidence · 1 study · design r3 · q2
Currency · newest study 2023 · not yet checked against its sources · not reviewed by a person
Evidence quality · No study behind this claim is a peer-reviewed article with a DOI: it rests on a source with no registered publication record (a web page, book or unpublished report). It is kept because 3 design pages cite it; treat it as a lead to check, not an established finding.

Subclaims¶

q2 i? Facilitators and youth consistently described how the strategies helped build warm and trusting relationships, with welcoming activities (sheets, greets, meets) and praise cited as key tools. → Tingey 2023

Evidence¶

Tingey 2023¶

Tingey, L., R. Piatt, A. Hennigar, C. O'Callahan, S. Weaver, and H. Zaveri. (2023). The Sexual Risk Avoidance Education National Evaluation: Using Co-regulation in Youth Programs. OPRE Report 2023-281, Washington, DC: Office of Planning, Research and Evaluation, Administration for Children and Families, U.S. Department of Health and Human Services. https://www.acf.hhs.gov/opre

q2 · i? · design · r3

Section II.C qualitative findings from facilitator interviews and youth focus groups across the nine sites; both groups "consistently described" relationship building, with meets, greets, sheets, and name use giving youth a sense of being cared for as individuals.

"Facilitators and youth consistently described how using the co-regulation strategies helped them build warm and trusting relationships."

Discussion¶

Related Claims¶

• Facilitators reported that co-regulation strategies strengthened their facilitation and made their interactions with youth more intentional — related
• Co-regulation strategies were reported to create a safe, positive classroom climate and to help youth manage emotions — related
• Positive Greetings At The Door Improve Engagement — related
• Implementation of co-regulation strategies was shaped by classroom context, facilitator experience and mindset, and varied in ease across strategies — related
• School-level constraints prevented two of nine sites from using the four-part written praise strategy — related
• Trusting teacher-evaluator relationships lessened evaluation anxiety and encouraged teachers to welcome and use REACH feedback — related
• Social dynamics — trust, friendship, openness, and rudeness — shape the effectiveness of dialogic interactions — related
• Participants and school staff reported improved attendance and reduced tardiness among Compass Care students — related
• Educator social-emotional competency and wellbeing contribute to warm student-teacher relationships and to trusted adults who model stress management for students — related
• Antecedent-focused emotion regulation strategies are linked to higher-quality teacher-student interactions and better classroom management — related
• School designs supporting caring, continuous student-teacher relationships better address trauma and strengthen achievement than traditional factory-model schools — related
• Compass Care participants reported increased student self-advocacy and confidence in asking for help — related
• Compass Care participants reported trusting relationships with staff that improved students' comfort, safety, and emotional expression at school — related