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Themenschwerpunkt

Förderung der emotionalen Entwicklung bei Jugendlichen: Langfristige Wirksamkeit des Präventionsprogrammes „Emotionstraining in der Schule“

Published Online:November 01, 2019https://doi.org/10.1024/1661-4747/a000395

Abstract

Zusammenfassung. Es wird die langfristige Effektivität des Präventionsprogrammes „Emotionstraining in der Schule“ bei Fünft-, Sechst- und Siebtklässlern evaluiert. Es wurde erwartet, dass die Schülerinnen und Schüler direkt nach Abschluss des Trainings sowie über einen Zeitraum von sechs Monaten nach Trainingsende Verbesserungen in den Selbsteinschätzungen des Emotionsbewusstseins, der Empathiefähigkeit und der Anwendung von Emotionsregulationsstrategien zeigen. Zusätzlich wurde erwartet, dass sich die depressive Symptomatik im Selbsturteil in diesen Zeiträumen reduziert. Daten lagen von 149 Jugendlichen im Alter von 10 bis 13 Jahren (M = 11.69 Jahre, SD = 0.73; 51.7 % weiblich) zu drei Erhebungszeitpunkten vor. Es wurden Varianzanalysen mit Messwiederholungen berechnet. Die Analysen zeigten, dass sich das Emotionsbewusstsein nach Trainingsende signifikant verbesserte, und dieser Effekt über einen Zeitraum von sechs Monaten stabil blieb. Die Schülerinnen und Schüler gaben direkt nach dem Training keine Verbesserung in der depressiven Symptomatik an, jedoch nahm die Symptomatik zum Follow-up-Zeitraum signifikant ab. Verbesserungen in der Empathiefähigkeit und in der adaptiven Emotionsregulation blieben auf den Trainingszeitraum beschränkt. Die Ergebnisse weisen darauf hin, dass sich die Teilnahme am Emotionstraining bis zu sechs Monate nach Trainingsende positiv auf das Emotionsbewusstsein auswirkt und dass erst deutlich nach Interventionsende ein Effekt auf die depressive Symptomatik auftritt.


Emotional development during the transition to adolescence: Long-term-effects of the prevention program “Emotion Training with Students”

Abstract. The aim of the study was to examine the long-term effects of the prevention program “Emotion Training with students”. Immediately and after a period of six months after the end of the training, students were expected to report an increase in emotion awareness, empathy, and emotion regulation strategies, as well as a decrease in self-reported depressive symptomatology. Data were collected from 149 adolescents (age: 10 – 13 years, m = 11.69, SD = 0.73, 51.7 % female) at three different measuring times (pre, post and six-month follow-up) which were analyzed with ANOVA for repeated measurements. The results showed an increase in emotional awareness between pre- and posttest which remain stable six months after. Students did not report any change in depressive symptoms immediately after training's completion, however symptoms were reported to decrease significantly six months after. Empathy and emotion regulation strategies only improved between pre- and posttest. The results indicate that the Emotion Training with Students solely has long term positive effects on emotion awareness. Improvements in depressive symptomatology show up in the long term.

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