Building Self-Control in Children
Type of Presentation
Poster Session
Location
University Library
Start Date
4-17-2024 11:45 AM
End Date
4-17-2024 1:15 PM
Description of Program
An analysis of 50 articles revealed an association between early risk factors for criminal behavior and violence exposure. The General Theory of Crime relies upon parental management for self-control development. However, parental management lacks in domestic violence situations. Educational management as intervention (e.g., SEL) may act as a mediating factor.
Abstract
According to the General Theory of Crime, children are at higher risk for criminal behavior when parents do not teach consequences for actions. Lack of consequential education leads to low self-control and low impulse control (Millar et al., 2019). Children whose lives are impacted by domestic violence experience increased adverse childhood experiences. Literature on the General Theory of Crime examines the role of the family as either a protective factor or risk factor of future criminal behavior. This research examines the need for educational management (e.g., social emotional learning) to increase self-control in children by utilizing curriculum-based intervention, regardless of prior traumatic experiences. Self-control is the result of a combination of protective factors. The interaction of protective factors builds a child’s ability to cope with adversity (Li & Bates, 2019). Learning to cope with manageable threats is critical for the development of self-control (Titterton & Taylor, 2018). Supportive relationships, including those forged in the school system, build key capacities such as the ability to plan, monitor, and regulate behavior that enable children to respond adaptively to adversity as well as thrive (Slaten et al., 2019). Age-appropriate, health-promoting activities can significantly improve the odds that an individual will recover from stress-inducing experiences (Post et al., 2019), further demonstrating the need to incorporate social emotional education in schools. Therefore, it is anticipated that final analysis is likely to illustrate a need for educational intervention in the lives of children exposed to violence in the home.
Faculty / Staff Sponsor
Dr. Alli Cipra
Building Self-Control in Children
University Library
According to the General Theory of Crime, children are at higher risk for criminal behavior when parents do not teach consequences for actions. Lack of consequential education leads to low self-control and low impulse control (Millar et al., 2019). Children whose lives are impacted by domestic violence experience increased adverse childhood experiences. Literature on the General Theory of Crime examines the role of the family as either a protective factor or risk factor of future criminal behavior. This research examines the need for educational management (e.g., social emotional learning) to increase self-control in children by utilizing curriculum-based intervention, regardless of prior traumatic experiences. Self-control is the result of a combination of protective factors. The interaction of protective factors builds a child’s ability to cope with adversity (Li & Bates, 2019). Learning to cope with manageable threats is critical for the development of self-control (Titterton & Taylor, 2018). Supportive relationships, including those forged in the school system, build key capacities such as the ability to plan, monitor, and regulate behavior that enable children to respond adaptively to adversity as well as thrive (Slaten et al., 2019). Age-appropriate, health-promoting activities can significantly improve the odds that an individual will recover from stress-inducing experiences (Post et al., 2019), further demonstrating the need to incorporate social emotional education in schools. Therefore, it is anticipated that final analysis is likely to illustrate a need for educational intervention in the lives of children exposed to violence in the home.