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Evidence Based Program

At Blue Skies, my emotional regulation program is grounded in evidence-based practices:


Twenty years of extensive studies show that social and emotional competences are essential skills for children’s success.


  1. Behavior Analysis: I apply principles from Applied Behavior Analysis (ABA) to understand the underlying causes of emotional challenges and develop targeted interventions.

  2. Yoga and Mindfulness: Research has shown that yoga and mindfulness practices can significantly improve emotional regulation, reduce stress, and increase overall well-being in children.

  3. Parent Involvement: Studies consistently emphasize the crucial role of parental involvement in children's emotional development. Our program empowers parents to be active participants in their child's growth.


I continually stay updated with the latest research to ensure that my approach remains effective, scientifically sound, and tailored to the unique needs of each child and family.

  1. Graziano PA, Reavis RD, Keane SP, Calkins SD. The role of emotion regulation in children’s early academic success. Journal of School Psychology. Published online February 2007:3-19. 

  2. Schore AN. Affect Regulation and the Origin of the Self. 1st ed. Routledge; 2015.

  3. McLaughlin KA, Sheridan MA, Tibu F, Fox NA, Zeanah CH, Nelson CA III. Causal effects of the early caregiving environment on development of stress response systems in children. Proc Natl Acad Sci USA. Published online April 20, 2015:5637-5642. 

  4. Saarni C, Campos JJ, Camras LA, Witherington D. Emotional Development: Action, Communication, and Understanding. Handbook of Child Psychology. Published online June 1, 2007. 

  5. Parke RD. Progress, Paradigms, and Unresolved Problems: A Commentary on Recent Advances in Our Understanding of Children’s Emotions. Merrill-Palmer Quarterly. 1994;40(1):157-169.

  6. Farley JP, Kim-Spoon J. The development of adolescent self-regulation: Reviewing the role of parent, peer, friend, and romantic relationships. Journal of Adolescence. Published online June 2014:433-440. 

  7. Petrides KV, Sangareau Y, Furnham A, Frederickson N. Trait Emotional Intelligence and Children’s Peer Relations at School. Social Development. Published online August 2006:537-547. 

  8. Rothbart MK, Sheese BE, Rueda MR, Posner MI. Developing Mechanisms of Self-Regulation in Early Life. Emotion Review. Published online April 2011:207-213. 

  9. Gross JJ. The Emerging Field of Emotion Regulation: An Integrative Review. Review of General Psychology. Published online September 1998:271-299. 

  10. Harris PL. Children’s understanding of the link between situation and emotion. Journal of Experimental Child Psychology. Published online December 1983:490-509. 

  11. Goldin PR, McRae K, Ramel W, Gross JJ. The Neural Bases of Emotion Regulation: Reappraisal and Suppression of Negative Emotion. Biological Psychiatry. Published online March 2008:577-586. 

  12. Zins, J. E., Weissberg, R. P., Wang, M. C., & Walberg, H. J. (Eds.). Building academic success on social and emotional learning: What does the research say? New York, NY: Teachers College Press.

  13. Payton, J. W., Weissberg, R. P., Durlak, J.A., Dymnicki, A.B., Taylor, R.D., Schellinger, K.B., & Pachan, M. The positive impact of social and emotional learning for kindergarten to eighth-grade students: Findings from three scientific reviews. Chicago, IL: Collaborative for Academic, Social, and Emotional Learning.

  14. Qualter, P., Whiteley, H.E., Hutchinson, J.M. and Pope, D.J. (2007) Supporting the Development of Emotional Intelligence Competencies to Ease the Transition from Primary to High School. Educa- tional Psychology in Practice, Vol. 23 (1). pp. 79–95.

  15. Mayer, J. D., Roberts, R. D. & Barsade, S. G (2008). Human Abilities: Emotional Intelligence. Annual Review of Psychology, 59: 507-36.

  16. Denham SA, Blair KA, DeMulder E, Levitas J, Sawyer K, Auerbach-Major S. 2003. Preschool emotional competence: pathway to social competence. Child Dev. 74:238–56

  17. Qualter, P., Gardner, K.J., Whitely, H.E. Emotional Intelligence: Review of Research and Educational Implications. Pastoral Care.

  18. Cherniss, C., Extein, M., Goleman, D., & Weissberg, R.P. Emotional Intelligence: What Does the Research Really Indicate? Educational Psychologist. 41(4), 239-245.

  19. Mavroveli, S. & Sánchez-Ruiz, M.J. (2011). Trait emotional intelligence influences on academic achievement and school behavior. British Journal of Educational Psychology. 81, 112–134.

  20. MacCann, C., Fogarty, G.J., Zeidner, M., & Roberts, R.D. (2011). Coping mediates the relationship between emotional intelligence (EI) and academic achievement. Contemporary Educational Psychology, 36: 60–70.

  21. Nelis, D., Quoidbach, J., Mikolajczak, M., Hansenne, M., (2009). Increasing emotional intelligence: (How) is it possible? Personality and Individual Differences 47: 36–41.

  22. Denham, S. A., & Weissberg, R. P. (2004). Social-emotional learning in early childhood: What we know and where to go from here. In E. Chesebrough, P. King, T. P. Gullotta, & M. Bloom (Eds.), A blueprint for the promotion of prosocial behavior in early childhood (pp. 13-50). New York: Kluwer Academic/ Plenum Publishers.

  23. Domitrovich, C. E., Moore, J. E., Thompson, R. A, & the CASEL Preschool to Elementary School Social and Emotional Learning Assessment Workgroup. (2012). Interventions that promote social-emotional learning in young children. In R. C. Pianta, W. S. Barnett, L. M. Justice, & S. M. Sheridan (Eds.),Handbook of early childhood education (pp. 393-415). New York: Guilford Press.

  24. Durlak, J. A., & Weissberg, R. P. (2011). Promoting social and emotional development is an essential part of students’ education. Human Development , 54, 1-3.

  25. Durlak, J. A., Weissberg, R. P., Dymnicki, A. B., Taylor, R. D., & Schellinger, K. (2011). The impact of enhancing students' social and emotional learning: A meta-analysis of school-based universal interventions. Child Development , 82, 405-432.

  26. Elias, M. J., Kranzler, A., Parker, S. J., Kash, V. M., & Weissberg, R. P. (2014). The complementary perspectives of social and emotional learning, moral education, and character education. In L. Nucci, T. Krettenauer, & D. Narvaez (Eds.), Handbook of moral and character education, (2nd ed.) (pp.272-289), New York: Taylor & Francis/Routledge.

  27. Greenberg, M. T., Weissberg, R. P., O 'Brien, M. U., Zins, J. E., Fredericks, L., Resnik, H., & Elias, M. J. (2003). Enhancing school-based prevention and youth development through coordinated social, emotional, and academic learning. American Psychologist, 58, 466-474.

  28. Mart, A., Dusenbury, L., & Weissberg, R. P. (2011). Social, emotional, and academic learning: Complementary goals for school-family partnerships. In S. Redding, M. Murphy, & P. Sheley (Eds.),Handbook of family and community engagement (pp. 37-43). Academic Development Institute, Lincoln, IL.

  29. Payton, J. W., Graczyk, P. A., Wardlaw, D. M., Bloodworth, M., Tompsett, C. J., & Weissberg, R. P. (2000). Social and emotional learning: A framework for promoting mental health and reducing risk behavior in children and youth. Journal of School Health, 70, 179-185.

  30. Schonert-Reichl, K. A., & Weissberg, R. P. (2014). Social and emotional learning: Children. In Gullotta, T. P., & Bloom, M. (Eds.). Encyclopedia of Primary Prevention and Health Promotion Part II. (2nd ed.), New York: Springer.

  31. Zins, J. E., Bloodworth, M. R., Weissberg, R. P., & Walberg, H. J. (2004). The scientific base linking emotional learning to student success and academic outcomes. In J. E. Zins, R. P. Weissberg, M. C. Wang, & H. J. Walberg (Eds., Building academic success on social and emotional learning: What does the research say? (pp. 3-22). New York, NY: Teachers College Press.

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