Skip to main content Accessibility help
×
Home

2937 – Emotion Regulation in ADHD Children in Face©-Perspective: From Theory Through Research to Facilitating Adjustment of Cognition and Emotion

  • S. Celestin-Westreich (a1) and L.-P. Celestin (a2)

Abstract

Background:

Clinical and neuroscientific insights suggest that emotion regulation (ER) is a core challenge for children with Attention Deficit Hyperactivity Disorder (ADHD). Relatively few empirical studies yet explicitly address ADHD children's ER. The conceptual and practical underpinnings of ER for ADHD youth's wellbeing also remain to be fully established. Objectives and aims: To assess basic and contextual emotion recognition in children with ADHD. To advance conceptual and practical insights into ADHD children's emotional development.

Method:

Operationalising the FACE©-model (Facilitating Adjustment of Cognition and Emotion), an ongoing research compares children with ADHD and matched non-referred controls (currently n = 68, ages 7–12, mean age 10, 80% boys) on ER components, including facial (FER) and verbal emotion recognition, Theory-Of-Mind, attentional, and behavioural functioning.

Results:

A subsample of ADHD children (n = 15) with comorbid learning problems and autism spectrum symptoms (ASS) made significantly more FER errors (t (26) = -2,578, p = 0,016), especially for happiness and anger, and doubted more their choices (t (26) = -2,147, p = 0,041). Another subsample of learning disordered ADHD children without ASS (n = 20) did not differ in basic FER compared to controls (n = 20) but was less efficient in contextualising emotions, especially anxiety, and in Theory of Mind. ADHD children's behavioural problems were inversely proportional to their emotion recognition skills.

Conclusions:

Children with ADHD as a group appear differentially inclined to experience emotion processing difficulties compared to peers. Fine-grained FACE© risk-resiliency mapping helps identifying individual ADHD children in need of training in emotional adjustments to routine contextual demands.

Copyright

2937 – Emotion Regulation in ADHD Children in Face©-Perspective: From Theory Through Research to Facilitating Adjustment of Cognition and Emotion

  • S. Celestin-Westreich (a1) and L.-P. Celestin (a2)

Metrics

Full text views

Total number of HTML views: 0
Total number of PDF views: 0 *
Loading metrics...

Abstract views

Total abstract views: 0 *
Loading metrics...

* Views captured on Cambridge Core between <date>. This data will be updated every 24 hours.

Usage data cannot currently be displayed.

2937 – Emotion Regulation in ADHD Children in Face©-Perspective: From Theory Through Research to Facilitating Adjustment of Cognition and Emotion

  • S. Celestin-Westreich (a1) and L.-P. Celestin (a2)
Submit a response

Comments

No Comments have been published for this article.

×

Reply to: Submit a response


Your details


Conflicting interests

Do you have any conflicting interests? *