The effect of reality therapy based emotion regulation program on the emotion regulation skills and emotional intelligence of primary school students

The aim of this study is to examine the effect of a reality therapy-based psychoeducation program designed for emotion regulation skills on the emotion regulation skills and emotional intelligence of primary school students. The research group consists of 20 students attending the 4th grade of primary school. In the study, a 2x3 experimental design with pre-test, post-test and follow-up measurements was used with experimental and control groups. The data of the research were divided into pre-test, post-test and follow-up test scores of the experimental and control groups "Emotion Regulation Scale for Children" and "Bar-On Emotional Scale". It was collected through the "Intelligence Scale-Child and Adolescent Form". While a reality therapy-based emotional regulation skills psychoeducation program was applied to the experimental group, no application was applied to the control group. Independent groups T-test was used to examine whether emotion regulation and emotional intelligence pre-test and post-test scores differed according to the experimental and control groups. Whether the emotion regulation total scores and emotional intelligence total scores of the experimental and control groups differed according to the pre-test and post-test were examined with the dependent groups T-test. According to the findings, the emotion regulation scores of the experimental group showed significant differences in the pre-test, post-test and follow-up tests. The emotional intelligence scores of the experimental group do not show a significant difference in the pre-test, post-test and follow-up tests. It was concluded that the program was effective in increasing the emotion regulation skills of primary school students. Key Words: Emotion Regulation Skills, Emotional Intelligence, Reality Therapy, Psychoeducation, Primary School Students