An exploration of the effectiveness of emotional regulation strategies on the well-being of teachers and early years practitioners

Abstract

Feedback from local authority early years services show that the emotional well‐being of Early Years Practitioners (EYPs) is at risk due to the intense emotional labour committed within early years practice. A systematic review (SR) was conducted to identify emotional regulation strategies which are most effective in improving emotional well‐being of EYPs. However, the initial stages of the SR revealed that there is a dearth of research in this area. Therefore, the SR question was adapted to investigate the effectiveness of emotional regulation strategies in improving teacher well‐being. Cognitive reappraisal and mindfulness were identified as the most effective strategies within the eight studies identified. Subsequent empirical research investigated the potential of a metaphorical model entitled ‘Chimp Management’ (Peters, 2012) to positively affect emotional well‐being in early years practice. The model provides a framework for emotional reflection and links closely with the effective strategies identified in the SR. Fifteen self‐selecting EYPs took part in semi‐structured interviews to discuss the emotional impact of their role. Participants then took part in a training course about the Chimp Management model. One month post‐training, practitioners were interviewed again to discuss how, when and why the model was useful or not useful in managing the emotional impact of their practice. Interpretative phenomenological analysis was used to analyse the interviews. Master themes from the pre‐training interviews comprised of emotional labour across personal, professional and organisational domains. Master themes for the post‐ training interviews surrounding the use of the Chimp model consisted of ‘self‐development and enjoyment’ and ‘selfii regulatory strategies. Implications for the potential of applying such models within EP practice are discussed.