An Examination of Emotion Regulation and Associated Factors in Attention Deficit-Hyperactivity Disorder

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.

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Module 9: Emotion Coaching

Supporting Caregivers of Children with ADHD ◽

10.1093/med-psych/9780190940119.003.0010 ◽

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.

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Attention-Deficit/Hyperactivity Disorder (ADHD) and Emotion Regulation Over the Life Span

Current Psychiatry Reports ◽

10.1007/s11920-019-1003-6 ◽

2019 ◽

Vol 21 (3) ◽

Cited By ~ 10

Author(s):

Hanna Christiansen ◽

Oliver Hirsch ◽

Björn Albrecht ◽

Mira-Lynn Chavanon

Keyword(s):

Attention Deficit Hyperactivity Disorder ◽

Emotion Regulation ◽

Life Span ◽

Attention Deficit ◽

Hyperactivity Disorder

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The heterogeneity of attention-deficit/hyperactivity disorder symptoms and conduct problems: Cognitive inhibition, emotion regulation, emotionality, and disorganized attachment

British Journal of Developmental Psychology ◽

10.1111/bjdp.12136 ◽

2016 ◽

Vol 34 (3) ◽

pp. 371-387 ◽

Cited By ~ 20

Author(s):

Tommie Forslund ◽

Karin C. Brocki ◽

Gunilla Bohlin ◽

Pehr Granqvist ◽

Lilianne Eninger

Keyword(s):

Attention Deficit Hyperactivity Disorder ◽

Emotion Regulation ◽

Conduct Problems ◽

Attention Deficit ◽

Disorganized Attachment ◽

Cognitive Inhibition ◽

Hyperactivity Disorder

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

Practice in Clinical Psychology ◽

10.32598/jpcp.9.1.705.1 ◽

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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Attention Deficit/Hyperactivity Disorder and Associated Factors Among Children Attending Pediatric Outpatient Departments of West Shewa Zone Public Hospitals, Central Ethiopia

Psychology Research and Behavior Management ◽

10.2147/prbm.s285065 ◽

2021 ◽

Vol Volume 14 ◽

pp. 1077-1090

Author(s):

Misael Benti ◽

Adamu Birhanu Bayeta ◽

Haji Abu

Keyword(s):

Attention Deficit Hyperactivity Disorder ◽

Attention Deficit ◽

Associated Factors ◽

Public Hospitals ◽

Central Ethiopia ◽

Hyperactivity Disorder ◽

Outpatient Departments

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Co-morbidity of attention deficit hyper activity disorder and associated factors among children with seizure disorder attending pediatric seizure clinic a cross-sectional study at Gondar University hospital (2016), northwest, Ethiopia

10.21203/rs.3.rs-204774/v1 ◽

2021 ◽

Author(s):

Haregewoin Mulat Sebhat ◽

Niguse Muluneh ◽

Tewodros Eyasu

Keyword(s):

Attention Deficit Hyperactivity Disorder ◽

Family History ◽

Attention Deficit ◽

Associated Factors ◽

Cross Sectional Study ◽

Sectional Study ◽

Cross Sectional ◽

Hyperactivity Disorder ◽

Co Morbidity ◽

Epileptic Children

Abstract BackgroundWhen attention deficit Hyperactivity Disorder (ADHD) presents in epileptic children, it makes the treatment complicated and the prognosis poor. Hence, understanding the magnitude of ADHD and associated factors would be important to have a policy intention towards these people and to design appropriate interventions. Therefore, the current study was conducted to determine co-morbidity of attention deficit hyperactivity disorder (ADHD) and associated factors in children with seizure disorders.Methods A hospital based cross-sectional study was conducted by taking 260children who had follow ups in the pediatric seizure clinic. The systematic random sampling technique was used to recruit participants. A structured, pretested and interviewer administered questionnaire which included questions on associated factors and standard disruptive behavioural disorder (DBD) rating scale was used to collect data. Data were coded, entered and cleaned by using the Epi-Data version 3.1 and exported to SPSS version 20 for further analysis. The multivariate binary logistic regression was used to cheek the association between independent and dependent variables. Variables with significant associations were identified on the basis of OR, with a 95%CI and p-value of < 0.05 and considered as statistically significant.ResultThe prevalence of ADHD among epileptic children was found to be 115(44.2%),with a confidence interval of (38.1-50.5),out of which only 3(2.6%) were detected as having mental health problems by the clinician. The predominant subtype was inattentive type 96(61.1%). Factors significantly associated with ADHD were male sex (AOR = 2.70 CI: 1.46-4.97), family history of seizure disorder (AOR=2.42CI:1.26-4.65), family history mental illnesses (AOR=4.14 CI: 1.76-9.68), sudden onset of seizure (AOR=2.37 CI: 1.32-4.27) and uncontrolled seizure (AOR=2.55 CI: 1.41-4.61). Conclusion Attention deficit hyperactivity disorder was common among children with seizure disorders in the study area. Therefore, interventions that would address such factors would help to overcome further complications.

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