Co-regulation strategies were reported to create a safe, positive classroom climate and to help youth manage emotions¶

Claim · All claims
Evidence · 1 study (2 entries) · design r2 · 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is a peer-reviewed article with a DOI: it rests on a source with no registered publication record (a web page, book or unpublished report).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 6 design pages cite it; treat it as a lead to check, not an established finding.

Subclaims¶

q2 i? Facilitators described the strategies as helping create an environment where youth felt safe expressing themselves and asking questions. → Tingey 2023 q2 i? Youth reported that interactions with facilitators, especially breath to focus, helped them manage high emotions. → Tingey 2023 (2)

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 · r2

Section II.C qualitative findings; youth focus groups similarly described the classroom as "safe" and "a positive space", and facilitators credited breath to focus with setting the tone of the class.

"Facilitators described how the strategies helped them create a positive environment where youth felt safe expressing themselves, asking questions, and being open."

Tingey 2023 (2)¶

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 · r2

Youth focus group accounts in Section II.C; one student said breath to focus helps "to not get mad" and another described using the taught tools to reflect on emotions in the future.

"Many youth also talked about how their interactions with facilitators helped them manage situations when emotions were high."

Discussion¶

Learner Variables¶

• Affect Regulation — outcome: instruction changes it
• Executive Function — outcome: instruction changes it

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