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. 2021 Apr 27:12:579810.
doi: 10.3389/fpsyg.2021.579810. eCollection 2021.

The Effects of TIME-IN on Emotion Regulation, Externalizing, and Internalizing Problems in Promoting School Readiness

Henk Weymeis  1 , Karla Van Leeuwen  2 , Caroline Braet  1
Affiliations

The Effects of TIME-IN on Emotion Regulation, Externalizing, and Internalizing Problems in Promoting School Readiness

Henk Weymeis et al. Front Psychol. .

Abstract

Children's readiness for school is often threatened by the occurrence of both externalizing and internalizing problems. Previous research has shown that Positive Behavioral Interventions and Supports (PBIS) is particularly effective for fostering children's behavioral skills and reducing externalizing problems. However, whether PBIS can enhance children's emotional skills and reduce internalizing problems is less clear. Therefore, TIME-IN was developed, which extends PBIS by also including emotional support systems. It was tested whether TIME-IN was effective for (a) improving emotion regulation and (b) reducing depressive symptoms. Furthermore, it was tentatively explored whether TIME-IN is accompanied by more than natural fluctuations in both children's externalizing and internalizing problems. The effectiveness of TIME-IN was evaluated in a non-randomized study, in which an intervention group was compared with a matched control group. Both research questions were addressed in a sample consisting of 81 children between 8 and 12 years of age with special educational needs. Questionnaires for teachers (i.e., TRF), children (i.e., FEEL-KJ and CDI), and their parents (i.e., CBCL) were administered at the beginning (T0) and the end of the school year (T1) using multi-informant assessment. Only indicative evidence was found for the hypothesis that TIME-IN improved children's emotion regulation. Practical implications, strengths, and limitations were discussed. Clinical Trial Registration: This work was retrospectively registered at International Standard Registered Clinical/soCial sTudy Number (ISRCTN) registry ISRCTN54456609 (Weymeis, 2017). Registered 28 March 2017.

Keywords: emotion regulation strategies; externalizing problems; internalizing problems; school readiness; school-wide health care policy.

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Conflict of interest statement

Braet et al. (2013) translated the FEEL-KJ (Grob and Smolenski, 2005) and received an authorship fee for the official version. The remaining authors declare that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest.

Figures

Figure 1
Figure 1
TIME-IN study design. Study progress from enrollment, pre-test to post-test.
Figure 2
Figure 2
Study variables from baseline to T1 of the intervention and control groups. Only significant Time × Condition effects were found for adaptive and maladaptive emotion regulation.
See this image and copyright information in PMC

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