A dialectical behaviour therapy (DBT) group has been conducted for a number of years at a public outpatient clinic for adolescents suffering with
emotional regulation difficulties and their families.
A son who has had
emotional regulation difficulties since he was 9 months old and a 2 - and a half year old daughter who just wants to please all day long.
Extra sessions include wetting and soiling, sexualized behavior, sibling and peer difficulties,
emotional regulation difficulties, and fears and anxieties.
Not exact matches
In other cases, kids may be wrestling with special
difficulties — like stressful life events,
emotional regulation problems, attention deficits, autistic symptoms, or hyperactivity.
Struggles,
difficulties, and deferred gratification are essential to the development of
emotional regulation, intimacy, self — discipline, and feelings of connection with the world around them.
Indeed, many consider the development of
emotional self -
regulation in particular to be one of the key processes in childhood behaviour problems.27, 28,29,30 For example, in characterizing the behaviour of children with early externalizing behaviour problems, there is often reference to a lack of control, under - control, or poor
regulation.29, 30 In characterizing the behaviour of children with internalizing disorders, there is often a discussion of over - control.12 Understanding the role of temperament in child development may be facilitated by examining the possible mediational effects of emerging self and emotion
regulation, and may provide a more proximal mechanism for the development of different forms of behavioural adjustment
difficulties characteristic of childhood.
Much of McClelland's research focuses on the important role of self -
regulation skills — the social and
emotional skills that help children pay attention, follow directions, stay on task, form healthy friendships and persist through
difficulty.
For example,
difficulties in
emotional / behavioral
regulation and social interaction are part and parcel with the unique challenges and perspectives some children bring into the classroom each day.
This study shows that infants and toddlers with self -
regulation difficulties (ie, problems with self - soothing, sleep,
emotional regulation, and attention) view more media at 2 years of age, independent of other important confounders.
Early diagnosis and intervention for children with FASD are thought to be key to preventing behavioural, mental health and learning
difficulties.36 — 38 However, Fitzroy Valley community members have reported that a current lack of diagnostic and intervention support for children with FASD impacts their children's ability to reach their full potential.14 Children with FASD need access to interventions which support their development of
emotional and behavioural
regulation skills.38 It is recognised that educators, alongside the family, play a crucial role in supporting children with FASD to improve life outcomes through contextually appropriate and evidence - based interventions.36 While there is limited evidence for strategies that can assist children affected by FASD, 2 particularly to improve self - regulation and executive functioning skills, 8 17 32 39 the Alert Program for Self - Regulation has evidence to suggest it is a promising interven
regulation skills.38 It is recognised that educators, alongside the family, play a crucial role in supporting children with FASD to improve life outcomes through contextually appropriate and evidence - based interventions.36 While there is limited evidence for strategies that can assist children affected by FASD, 2 particularly to improve self -
regulation and executive functioning skills, 8 17 32 39 the Alert Program for Self - Regulation has evidence to suggest it is a promising interven
regulation and executive functioning skills, 8 17 32 39 the Alert Program for Self -
Regulation has evidence to suggest it is a promising interven
Regulation has evidence to suggest it is a promising intervention.17 39
Cognitive Behavioral Therapy has proven to be extremely beneficial for children who suffer from anxiety, excessive worry and / or fears, or overall
difficulty with
emotional regulation.
CBT can be a tremendously effective form of treatment, especially for anxiety disorders, certain types of depression and
difficulties with
emotional regulation.
Children of mothers who are overprotective, overcritical or use harsh discipline tend to have poor emotion
regulation skills and are more susceptible to
emotional health
difficulties.
I am experienced in working with clients / relationships that are affected by
difficulties with
emotional intimacy, conflict resolution, trust, and
emotional regulation.
Thus the younger the child the more likely the child is to suffer residual and pervasive problems following traumatic experiences such as witnessing family violence or being abused or neglected.21 Exposure to such experiences can alter a developing child's brain in ways that can result in a range of inter-related psychological,
emotional and social problems including: depression and anxiety; post traumatic stress disorder; problems with
emotional regulation; substance misuse; relationship
difficulties; and physical problems including cardiovascular disease, diabetes and stroke.22
AAI, Adult Attachment Interview; AFFEX, System for Identifying Affect Expression by Holistic Judgement; AIM, Affect Intensity Measure; AMBIANCE, Atypical Maternal Behaviour Instrument for Assessment and Classification; ASCT, Attachment Story Completion Task; BAI, Beck Anxiety Inventory; BDI, Beck Depression Inventory; BEST, Borderline Evaluation of Severity over Time; BPD, borderline personality disorder; BPVS - II, British Picture Vocabulary Scale II; CASQ, Children's Attributional Style Questionnaire; CBCL, Child Behaviour Checklist; CDAS - R, Children's Dysfunctional Attitudes Scale - Revised; CDEQ, Children's Depressive Experiences Questionnaire; CDIB, Child Diagnostic Interview for Borderlines; CGAS, Child Global Assessment Schedule; CRSQ, Children's Response Style Questionnaire; CTQ, Childhood Trauma Questionnaire; CTQ, Childhood Trauma Questionnaire; DASS, Depression, Anxiety, Stress Scales; DERS,
Difficulties in Emotion
Regulation Scale; DIB - R, Revised Diagnostic Interview for Borderlines; DSM, Diagnostic and Statistical Manual of Mental Disorders; EA,
Emotional Availability Scales; ECRS, Experiences in Close Relationships Scale; EMBU, Swedish acronym for Own Memories Concerning Upbringing; EPDS, Edinburgh Postnatal Depression Scale; FES, Family Environment Scale; FSS, Family Satisfaction Scale; FTRI, Family Trauma and Resilience Interview; IBQ - R, Infant Behaviour Questionnaire, Revised; IPPA, Inventory of Parent and Peer Attachment; K - SADS, Kiddie Schedule for Affective Disorders and Schizophrenia for School - Age Children; KSADS - E, Kiddie Schedule for Affective Disorders and Schizophrenia - Episodic Version; MMD, major depressive disorder; PACOTIS, Parental Cognitions and Conduct Toward the Infant Scale; PPQ, Perceived Parenting Quality Questionnaire; PD, personality disorder; PPVT - III, Peabody Picture Vocabulary Test, Third Edition; PSI - SF, Parenting Stress Index Short Form; RSSC, Reassurance - Seeking Scale for Children; SCID - II, Structured Clinical Interview for DSM - IV; SCL -90-R, Symptom Checklist 90 Revised; SCQ, Social Communication Questionnaire; SEQ, Children's Self - Esteem Questionnaire; SIDP - IV, Structured Interview for DSM - IV Personality; SPPA, Self - Perception Profile for Adolescents; SSAGA, Semi-Structured Assessment for the Genetics of Alcoholism; TCI, Temperament and Character Inventory; YCS, Youth Chronic Stress Interview; YSR, Youth Self - Report.
«My professional experience includes therapy with children, adolescents, individuals, couples and families who have sought help with a variety of issues including depression, anxiety, traumatic experiences, behavioral issues, eating disorders,
difficulty with emotion
regulation and
emotional expression, social deficits, issues related to educational or occupational functioning, relationship issues and
difficulty communicating.»
Specifically, negative
emotional reactivity has been found to predict both internalizing problems (e.g., anxiety, depression) and externalizing problems (e.g., aggression, rule - breaking).1 Fearfulness predicts internalizing problems, and self -
regulation difficulties predict externalizing problems.1 The large literature on parenting2 generally shows that high levels of warm and firm parenting are associated with positive child development.4
«After four nights of this... we were able to demonstrate that they actually had
difficulties with things like memory, paying attention,
emotional regulation; they actually changed how they viewed pictures — they tended to see things in a less positive light,» Corkum says.
The criteria for inhibited RAD were: (a) absence of a discriminated, preferred adult, (b) lack of comfort seeking for distress, (c) failure to respond to comfort when offered, (d) lack of social and
emotional reciprocity, and (f) emotion
regulation difficulties.
During a study to demonstrate the negative effects of sleep deprivation in children, Corkum found that, ``... We were able to demonstrate that they actually had
difficulties with things like memory, paying attention,
emotional regulation; they actually changed how they viewed pictures — they tended to see things in a less positive light... We're really concerned because this is a period when their brains are developing and skills are developing, and the impact that might have on the developing child could potentially be even more problematic as an adult.»
Lowered activity in these areas have been associated with states of detachment (e.g., numbing), reduced
emotional awareness, traits of alexithymia (
difficulties in identifying and describing feelings), and reduced emotion
regulation.
Indeed, many consider the development of
emotional self -
regulation in particular to be one of the key processes in childhood behaviour problems.27, 28,29,30 For example, in characterizing the behaviour of children with early externalizing behaviour problems, there is often reference to a lack of control, under - control, or poor
regulation.29, 30 In characterizing the behaviour of children with internalizing disorders, there is often a discussion of over - control.12 Understanding the role of temperament in child development may be facilitated by examining the possible mediational effects of emerging self and emotion
regulation, and may provide a more proximal mechanism for the development of different forms of behavioural adjustment
difficulties characteristic of childhood.
In other cases, kids may be wrestling with special
difficulties — like stressful life events,
emotional regulation problems, attention deficits, autistic symptoms, or hyperactivity.
Measures utilized include Maternal
Emotional Style Questionnaire (MESQ), Parent
Emotional Style Questionnaire (PESQ),
Difficulties in
Emotional Regulation Scale (DERS), General Health Questionnaire — 28 (GHQ), and the Eyberg Child Behavior Inventory 6 (ECBI).
Measures utilized include the
Difficulties in
Emotional Regulation Scale (DERS), the Maternal
Emotional Style Questionnaire (MESQ), Parent
Emotional Style Questionnaire (PESQ), the Peabody Picture Vocabulary Test — Third Edition (PPVT - III), the Eyberg Child Behavior Inventory 6 (ECBI), and the teacher report on the Sutter - Eyberg Student Behavior Inventory.
For example,
difficulties in
emotional / behavioral
regulation and social interaction are part and parcel with the unique challenges and perspectives some children bring into the classroom each day.
within their families when biological parents, who are 1 out 4 likely to also have ADHD, have
difficulty with their own
emotional regulation and explosive interactions between parent and child escalate out of control and 2.
As the person continues to experience stress, the brain will continue to be impacted and may lead the person to experience
difficulties with memory, attention, and
emotional regulation.
Children who have disorganized attachment with their primary attachment figure have been shown to be vulnerable to stress, have problems with
regulation and control of negative emotions, and display oppositional, hostile - aggressive behaviours, and coercive styles of interaction.2, 3 They may exhibit low self - esteem, internalizing and externalizing problems in the early school years, poor peer interactions, unusual or bizarre behaviour in the classroom, high teacher ratings of dissociative behaviour and internalizing symptoms in middle childhood, high levels of teacher - rated social and behavioural
difficulties in class, low mathematics attainment, and impaired formal operational skills.3 They may show high levels of overall psychopathology at 17 years.3 Disorganized attachment with a primary attachment figure is over-represented in groups of children with clinical problems and those who are victims of maltreatment.1, 2,3 A majority of children with early disorganized attachment with their primary attachment figure during infancy go on to develop significant social and
emotional maladjustment and psychopathology.3, 4 Thus, an attachment - based intervention should focus on preventing and / or reducing disorganized attachment.
She addresses concerns such as behavioral problems, mood /
emotional regulation, trauma / abuse, anxiety, impulsivity, depression, eating disorder behaviors, body image concerns, social / relationship
difficulties, low self - esteem and daily stress.
Different deficits affect these two groups, so that conduct problems without CU may be associated with
difficulties in
emotional self -
regulation, whereas conduct problems with CU is more likely to be related to
difficulties in the development of conscience [11].
Moreover major
difficulties were shown to be linked to maladaptive familial characteristics, such as specific deficits in the
emotional regulation within the parental couple and a neglectful parenting style perceived by the offspring (Gatta et al., 2016a).
To conclude, although knowledge on emotion
regulation difficulties within families with an AD is growing, it is of great importance to gain more insight into dyadic
emotional processes of parent - child dyads unfolding in the moment that are related to child and parent AD.
These observed differences in neurological activity, consistent with the dual systems model, contribute to increased
emotional volatility and
difficulty with emotion
regulation that increases during adolescence, which ultimately manifests as increased risk for SUDs and comorbid psychopathology (e.g., [29 • •, 36]-RRB-.
A sample of 16 clinically anxious children (age 8 — 12, eight girls / boys) was assessed for emotion understanding (Test of Emotion Comprehension), anxiety (Screening for Child Anxiety Related
Emotional Disorders - Revised and Anxiety Disorder Interview Schedule), emotion dysregulation (
Difficulties in Emotion
Regulation Scale) and attachment security (Security Scale).
Additionally, we asked whether a better
emotional understanding in children would be associated with less anxiety, fewer emotion
regulation difficulties, as well as more secure attachment relationships with parents, as suggested, in theory, by the literature.
Parents can discuss their experiences of interacting with their infants (who may have
difficulties with responsivity and
regulation), their sense of competence, and their own
emotional needs as they discover additional ways of reading and sensitively responding to their vulnerable babies.
If the FEEL - KJ reveals weaknesses in emotion
regulation, it seems useful to also administer the Difficulties in Emotion Regulation Scale (DERS)[45] as this instrument was developed to measure the underlying processes that result in problems with emotion regulation (e.g., «Lack of Emotional Awareness, «Limited Access to Emotion Regulation Strategie
regulation, it seems useful to also administer the
Difficulties in Emotion
Regulation Scale (DERS)[45] as this instrument was developed to measure the underlying processes that result in problems with emotion regulation (e.g., «Lack of Emotional Awareness, «Limited Access to Emotion Regulation Strategie
Regulation Scale (DERS)[45] as this instrument was developed to measure the underlying processes that result in problems with emotion
regulation (e.g., «Lack of Emotional Awareness, «Limited Access to Emotion Regulation Strategie
regulation (e.g., «Lack of
Emotional Awareness, «Limited Access to Emotion
Regulation Strategie
Regulation Strategies»).
The dysregulation of emotions may be studied at all different levels of emotion experience, cognition and
regulation, such as
emotional dynamics (Silk et al. 2003), emotion knowledge (e.g., not knowing that one may experience different emotions at the same time and believing that
emotional experiences can not be modulated; e.g., Meerum - Terwogt and Olthof 1989),
difficulties with the use of emotion
regulation strategies (e.g., distraction, cognitive reinterpretation; Gross and Thompson 2007), and meta - emotion experiences (e.g., nonacceptance of
emotional responses; Gratz and Roemer 2004).
Given the high rates of
emotional difficulties (Ooi et al. 2011; Totsika et al. 2011), psychopathology (Brereton et al. 2006; Dickerson et al. 2011), and externalizing and internalizing problems (Maskey et al. 2013) in children with ASD, these findings support the need for interventions targeting the underlying deficits in emotion
regulation abilities (Gross and Thompson 2007; Mazefsky et al. 2013; Rieffe et al. 2011; Weiss 2014).