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Facilitating Emotional Self-Regulation in Preschool Children: Efficacy of the Early HeartSmarts Program in Promoting Social, Emotional and Cognitive Development

April 4, 2009

Developed by the Institute of HeartMath (IHM), the Early HeartSmarts (EHS) program is designed to train teachers to guide and support young children (3 -- 6 years old) in learning emotional self-regulation and key age-appropriate socioemotional competencies, with the goal of facilitating their emotional, social and cognitive development. This work reports the results of an evaluation study conducted to assess the efficacy of the EHS program in a pilot implementation of the program carried out during the 2006 -- 2007 academic year in schools of the Salt Lake City School District. The study was conducted using a quasi-experimental longitudinal field research design with three measurement moments (baseline and pre- and post-intervention panels) using The Creative Curriculum Assessment (TCCA) instrument, a teacher-scored, 50-item instrument measuring student growth in four areas of development -- social/emotional, physical, cognitive and language development. Children in nineteen preschool classrooms were divided into intervention and control group samples (N = 66 and 309, respectively; mean age = 3.6 years), in which classes in the former were specifically selected to target children of lower socioeconomic and ethnic minority family backgrounds. Overall, there is compelling evidence of the efficacy of the EHS program in increasing total psychosocial development and each of the four development areas measured by the TCCA: the results of a series of ANCOVAs found a strong, consistent pattern of significant differences on the development measures favoring preschool children who received the EHS program over those in the control group who did not.

Reducing Test Anxiety and Improving Test Performance in American's Schools: Summary of Results From The TestEdge National Demonstration Study Executive Summary

December 11, 2007

This Executive Summary provides an overview of the purpose, research methods, and major findings of the TestEdge National Demonstration Study, conducted by researchers at the Institute of HeartMath in collaboration with faculty and graduate students at Claremont Graduate University. The study's primary purpose was to investigate the efficacy of the TestEdge program in reducing stress and test anxiety and improving emotional well-being, quality of relationships, and academic performance in public school students.

Reducing Test Anxiety and Improving Test Performance in American's Schools: Summary of Results From The TestEdge National Demonstration Study

October 27, 2007

This study determined the correlates and consequences of stress and test anxiety in a large sample of students (980) and investigated the effects of HeartMath tools among 636 of them who were part of an experimental group compared to the other 344 who were in a control group. Teachers received instruction in the Resilient Educator(R), which is designed to boost teacher performance, strengthen resiliency and improve school relationships, and students participated in the TestEdge(R) program, which features tools for reducing stress and test anxiety, improving academic performance and enhancing emotional and relational competence.The study tested two major hypotheses:Enhanced competence in emotional management through learning and practicing the TestEdge tools would result in significant improvements in student emotional self-regulation and psychophysiological coherence. These changes would produce a marked reduction in test anxiety and generate a corresponding improvement in academic and test performance.There would be associated improvements in stress management, emotional stability, and overall student well-being, as well as improvements in classroom climate, organization and function.We found consistent evidence of positive effects from the intervention on the students at the intervention school when their stress levels, emotional stability and the results of other measures were compared with those of students at the control school. Students in the experimental group had acquired the ability to self-activate the coherent state prior to taking an important test. This ability to self-activate coherence was associated with significant reductions in test anxiety and corresponding improvements in measures of emotional disposition.

Impact of a Workplace Stress Reduction Program on Blood Pressure and Emotional Health in Hypertensive Employees

June 25, 2003

This study examined the impact of a workplace-based stress management program on blood pressure (BP), emotional health, and workplace-related measures in hypertensive employees of a global information technology company.

Impact of the HeartMath Self-Management Skills Program on Physiological and Psychological Stress in Police Officers

December 1, 1999

This study explored the impact on a group of police officers from Santa Clara County, California of the HeartMath stress and emotional self-management training, which provides practical techniques designed to reduce stress in the moment, improve physiological and emotional balance, increase mental clarity and enhance performance and quality of life.This study provides evidence that practical stress and emotional self-management techniques can reduce damaging physiological and psychological responses to both acute and chronic stress in police, and positively impact a variety of major life areas in a relatively short period of time. In particular, results show that application of these interventions can produce notable improvements in communication difficulties at work and in strained family relationships, two areas that are well recognized to be major sources of stress for police.