Trainee Experiences in School Emotion Regulation Intervention Training

Seven trainees participated in a two-phase preparation process for delivering a group-based emotion regulation program for adolescents. The qualitative study used reflexive thematic analysis on interview data to explore implementer experiences during experiential and pilot implementation phases. Findings highlight themes of training assessment, ownership of learning, relational safety, and anticipating contextual challenges.

Use Cases

• Analyze qualitative interview themes like 'critically assessing the training process' and 'valuing relationships' to understand trainee development pathways.
• Examine the 'experiential module' and 'pilot implementation phase' data to model factors influencing implementer readiness for school-based delivery.
• Study the themes 'anticipating challenges in the facilitator role' and 'moving toward ownership of learning' to inform the design of future training programs.

Strengths

• Qualitative data from seven trainee participants provides in-depth perspectives on a specialized training process.
• The study design includes two distinct data collection phases: post-experiential module interviews and a post-pilot group interview.
• Data is openly shared under a CC BY 4.0 license, facilitating reuse and analysis.

Limitations

• The dataset is a single 672.3 KB DOCX file containing qualitative text, not a structured tabular dataset for direct statistical analysis.
• The small sample size of seven trainees limits the generalizability of findings to broader populations.
• As a qualitative document, the data requires manual coding or text analysis techniques for systematic review.

Provenance

Source

Lorena Wenger via figshare

Collection Method

Qualitative design using reflexive thematic analysis of individual and group interviews.

Time Range

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Freshness

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Geography

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