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Examples of practices used to support students in developing appropriate responses to stress, and building healthy attachment capacities include: establishment of clear and consistent classroom expectations, self-regulation strategies (e.g., mindfulness techniques), classroom regulation strategies (e.g., "brain breaks"), academic accommodations ...
Distress tolerance is an emerging construct in psychology that has been conceptualized in several different ways. Broadly, however, it refers to an individual's "perceived capacity to withstand negative emotional and/or other aversive states (e.g. physical discomfort), and the behavioral act of withstanding distressing internal states elicited by some type of stressor."
Psychodynamic models of emotional and behavioral disorders originated in a Freudian psychoanalytic theory which posits that emotional damage occurs when the child's need for safety, affection, acceptance, and self-esteem has been effectively thwarted by the parent (or primary caregiver).
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Psychological trauma (also known as mental trauma, psychiatric trauma, emotional damage, or psychotrauma) is an emotional response caused by severe distressing events, such as bodily injury, sexual violence, or other threats to the life of the subject or their loved ones; indirect exposure, such as from watching television news, may be extremely distressing and can produce an involuntary and ...
Classroom management is the process teachers use to ensure that classroom lessons run smoothly without disruptive behavior from students compromising the delivery of instruction. It includes the prevention of disruptive behavior preemptively, as well as effectively responding to it after it happens.
Utilizing disciplinary actions can be an opportunity for the class to reflect and learn about consequences, instill collective values, and encourage behavior that is acceptable for the classroom. Recognition of the diversity of values within communities can increase understanding and tolerance of different disciplinary techniques. [3]
Rumination, an example of attentional deployment, [20] is defined as the passive and repetitive focusing of one's attention on one's symptoms of distress and the causes and consequences of these symptoms. Rumination is generally considered a maladaptive emotion regulation strategy, as it tends to exacerbate emotional distress.