A qualitative study of the emotion regulation experiences of children and adolescents with intellectual disabilities: "Because it helps my brain to calm down"

被引：0

作者：

Girgis, Mary ^{[1
]}

Paparo, Josephine ^{[2
]}

Kneebone, Ian ^{[1
]}

机构：

[1] Univ Technol Sydney, Grad Sch Hlth, Ultimo, Australia

[2] Macquarie Univ, Sch Psychol Sci, Sydney, Australia

来源：

JOURNAL OF INTELLECTUAL & DEVELOPMENTAL DISABILITY | 2025年

关键词：

Children and adolescents; emotion regulation; intellectual disability; individual perspectives; autism spectrum disorder; SPECTRUM DISORDER; AUTISM; PREVALENCE; PEOPLE;

D O I：

10.3109/13668250.2025.2474197

中图分类号：

G76 [特殊教育];

学科分类号：

040109 ;

摘要：

Background: Children and adolescents with intellectual disabilities are prone to developing emotion dysregulation difficulties. The process model of emotion regulation may offer a comprehensive structure by which to understand this phenomenon.Method: Seventeen children and adolescents with intellectual disabilities participated in semi-structured interviews on their experience of emotion regulation. Reflexive thematic analysis was used to analyse the data obtained.Results: The applicability of the process model of emotion regulation for children and adolescents with intellectual disabilities was confirmed. Additional themes and sub-themes relevant to the model were also identified. Discrepancies in emotion regulation experiences were noted between autistic and non-autistic children and adolescents with intellectual disabilities.Conclusions: The process model was found to be relevant to children and adolescents with intellectual disabilities. The identified themes and sub-themes could guide the development of outcome measures founded on the model for this population.

引用

页数：12

共 41 条

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