Emotion regulatory processes of children aged 7-11 and their parents and the effectiveness of the online basic emotion regulatory skills program

In this study, it is aimed to contribute to the development of basic emotion regulation skills of primary school children by examining the emotion regulation processes of 7-11 age group children and their parents. In this context, the study was planned in two stages. In the first stage, emotion regulation processes were revealed by using qualitative data collection tools based on the views of primary school children and their parents (parents). In the first stage of this research, the interview method was preferred because it aims to explore the phenomenon of emotion regulation from the eyes of children and parents and to obtain in-depth information. In the second stage of the study, one-group repeated measurements design, which is one of the experimental designs, was used. Before the first interviews, the children were evaluated by applying the emotional skills and self-control skills sub-scales of the Social Skills Assessment Scale, the Well-Being Scale for Children and the Parent Form of the Children's Well-Being Scale . After the interview, basic emotion regulation skills training was given to children. The effectiveness of the training given with repeated measurements performed at two-week intervals was examined using quantitative methods. In addition, the experiences of the children and their parents' observations regarding the emotion regulation techniques used were also examined by interview method. Content analysis technique was used in the analysis of the qualitative data collected in the first and second stages of this study. Maxqda 2020 software was used in the analysis of the data. SPSS 22 package program was used in the analysis of the quantitative data obtained from the study. In line with the research findings, the emotion regulation processes of the children were examined under 12 themes, and the emotion regulation processes of the mother and father participants were examined under 15 themes. When the emotion regulation strategies used by the child participants were examined, it was seen that they mostly used the distraction strategy. However, when the way in which the child participants formed their emotion regulation strategies was examined, it was seen that the most repeated code was 'modelling the mother'. When the emotion regulation strategies used by the mother participants were examined, it was seen that they mostly used the distraction strategy. When the emotion regulation strategies used by the father participants were examined, it was seen that they mostly used the situation change strategy. In the interviews about the effectiveness of the online basic emotion regulation skills program, the opinions of the child participants were mostly gathered under the code of "relaxation/soothing", while the opinions of the parent participants were mostly gathered under the code of "change in emotional reactions". In addition, when the quantitative findings of the study are examined, it is seen that there is a statistically significant difference between the pretest-posttest scores, pretest-follow-up test scores and follow-up test-posttest scores obtained from the Children's Quality of Life Scale. It is seen that there is a statistically significant difference between the pretest-posttest scores and the pretest-follow-up test scores obtained from the Child Quality of Life Scale for Parents. On the other hand, it was determined that there was no statistically significant difference between the follow-up test and post-test scores. It is seen that there is a statistically significant difference between the pretest-posttest scores, pretest-follow-up test scores and follow-up test-posttest scores obtained from the subscales of the Social Skills Assessment Scale. Keywords: emotion regulation, children, parents