Adaptation of an Intervention to Promote Children’s Emotional Socialization in the School Context
DOI:
https://doi.org/10.37444/issn-2594-5343.v10i1.597Keywords:
Intervention adaptation, Child emotional development, School-based intervention program, Emotional socialization at school, Teacher trainingAbstract
This study aimed to describe the adaptation process of the Living Emotions intervention program, originally developed for parent groups, to the early childhood education context, with the aim of fostering emotional socialization practices between teachers and students. This is a methodological study of intervention adaptation conducted in three stages: (1) needs assessment, aimed at identifying teacher–student interaction situations relevant to the program objectives; (2) reformulation of the intervention objectives based on the identified demands; and (3) adaptation of the sessions and materials from the original manual. The process allowed the preservation of the program’s core elements while incorporating strategies, activities, and resources tailored to the school context. The main modifications included the incorporation of everyday teaching situations, the reformulation of examples and group dynamics, and the adaptation of the language and materials used. It is concluded that the adaptation expanded the applicability of the program to the educational context, providing support for interventions aimed at promoting emotional socialization and strengthening conversations about emotions in the school environment.
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