Measuring Emotion Dysregulation in Children with Attention-Deficit/Hyperactivity Disorder: Revisiting the Factor Structure of the Emotion Regulation Checklist (ERC)

2021 ◽  
Author(s):  
Melanie R. Silverman ◽  
Randi Bennett ◽  
Leah Feuerstahler ◽  
Jill Stadterman ◽  
Anthony Steven Dick ◽  
...  
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Emotion Regulation ◽  
Factor Structure ◽  
Attention Deficit ◽  
Emotion Dysregulation ◽  
Hyperactivity Disorder

Emotion Regulation and Attention Deficit Hyperactivity Disorder

2017 ◽  
pp. 113-128
Author(s):  
Blossom Fernandes ◽  
Roseann Tan-Mansukhani ◽  
Cecilia A. Essau
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Emotion Regulation ◽  
Executive Functions ◽  
Attention Deficit ◽  
Emotion Dysregulation ◽  
Clinical Implications ◽  
Emotional States ◽  
Hyperactivity Disorder ◽  
Prefrontal Cortical ◽  
The Relationship

Chapter 6 describes emotion dysregulation features which are associated with children and adolescents with Attention Deficit Hyperactivity Disorder (ADHD). In ADHD adaptive emotion regulation processes are impaired; this negatively impacts the individual’s ability to flexibly select, attend, and appraise emotionally evocative stimuli. This is identified as emotion dysregulation, which occurs when individuals fail to alter emotional states that affect behaviours necessary for achieving one’s goals. This review also examines the relationship between executive functions and emotion dysregulation in ADHD. Successful modulation of emotion occurs as a result of intact executive functions; however, ADHD is characterized by poor executive functions as a result of deficits in the prefrontal cortical networks. Along with describing neural mechanisms associated with ADHD, this review also focuses on the development of emotion dysregulation, clinical implications and current interventions.

scholarly journals Emotion Regulation via the Autonomic Nervous System in Children with Attention-Deficit/Hyperactivity Disorder (ADHD)

2011 ◽  
Vol 39 (6) ◽  
pp. 841-852 ◽  
Author(s):  
Erica D. Musser ◽  
Richard W. Backs ◽  
Colleen F. Schmitt ◽  
Jennifer C. Ablow ◽  
Jeffery R. Measelle ◽  
...  
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Nervous System ◽  
Emotion Regulation ◽  
Autonomic Nervous System ◽  
Attention Deficit ◽  
Autonomic Nervous ◽  
Hyperactivity Disorder

Module 9: Emotion Coaching

2020 ◽  
pp. 185-202
Author(s):  
Andrea Chronis-Tuscano ◽  
Kelly O’Brien ◽  
Christina M. Danko
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Emotion Regulation ◽  
Attention Deficit ◽  
Emotion Coaching ◽  
Acting Out ◽  
Children With Adhd ◽  
Hyperactivity Disorder ◽  
Periods Of Stress ◽  
Emotion Language

In Module 9, parents are introduced to their important role in helping their children with attention-deficit/hyperactivity disorder (ADHD) learn to regulate strong emotions. Parents are the child’s first teachers for how to regulate emotions and serve the role of “external regulator” for their children. Children with ADHD are more sensitive to their environments and look to their parents for signs of how to react to a situation or stressor. The goal is for parents to stay calm and collected, modeling effective emotion regulation for their child during periods of stress. When parents learn to be “emotion coaches,” they are more likely to consider the child’s emotions without judgment and decrease critical or invalidating responses. By serving as the child’s “emotion coach” (noticing, tolerating and labeling the child’s emotion), the child learns “emotion language” so that acting out in response to emotions is not necessary to express how they are feeling.

Forming first impressions of children: the role of attention-deficit/hyperactivity disorder symptoms and emotion dysregulation

2017 ◽  
Vol 59 (5) ◽  
pp. 556-564 ◽  
Author(s):  
Christine A. Lee ◽  
Richard Milich ◽  
Elizabeth P. Lorch ◽  
Kate Flory ◽  
Julie Sarno Owens ◽  
...  
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Attention Deficit ◽  
Emotion Dysregulation ◽  
First Impressions ◽  
Hyperactivity Disorder

scholarly journals Predicting Cognitive Emotion Regulation and Academic Achievement Based on Symptoms of Attention-Deficit/Hyperactivity Disorder

2021 ◽  
Vol 9 (1) ◽  
pp. 27-36
Author(s):  
Roghayeh Asadi Gandoman ◽  
Keyword(s):  
Academic Achievement ◽  
Attention Deficit Hyperactivity Disorder ◽  
Emotion Regulation ◽  
Academic Performance ◽  
Grade Point Average ◽  
Attention Deficit ◽  
Cognitive Emotion Regulation ◽  
Grade Point ◽  
Hyperactivity Disorder ◽  
Physical Problems

Objective: This study aimed to predict cognitive emotion regulation and academic achievement based on symptoms of attention-deficit/hyperactivity disorder. Methods: The present study has a correlational design. The study population consisted of students at the University of Bojnord, Bojnord City, Iran, in the academic year 2017-18. Of these students, 190 were selected by a convenience sampling method. Adult self-report short-form Conners’ scale and cognitive emotion regulation questionnaire were used for data collection. Academic performance was determined by the grade point average. Multivariate regression analysis was used for analysis. Results: The results showed that hyperactivity and physical problems could predict self-blame, and hyperactivity can predict other blame and rumination. The variables of hyperactivity, impulsivity, and physical problems were also able to predict the catastrophizing strategy. Among the variables studied, only inattention predicted grade point average change. Conclusion: Thus, the findings of the study suggest that some components of cognitive emotion regulation and academic performance can be predicted based on symptoms of attention-deficit/hyperactivity disorder.

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