Emotion regulation in children and adolescents with intellectual disabilities

Girgis, Mary

Emotion regulation in children and adolescents with intellectual disabilities

Girgis, Mary

Permalink

Publication Type:: Thesis
Issue Date:: 2025-03

Open Access

Copyright Clearance Process

Recently Added
In Progress
Open Access

This item is open access.

Adobe PDF

Download ThesisAdobe PDF (17.3 MB)

View statistics

Full metadata record

Field	Value	Language
dc.contributor.author	Girgis, Mary
dc.date.accessioned	2025-09-12T02:12:01Z
dc.date.available	2025-09-12T02:12:01Z
dc.date.issued	2025-03
dc.identifier.uri	http://hdl.handle.net/10453/189784
dc.description	University of Technology Sydney. Graduate School of Health.	en_US.UTF-8
dc.description.abstract	Children and adolescents with intellectual disabilities often experience emotion regulation difficulties. To comprehensively grasp their experiences, the process model of emotion regulation, might be applied. This model highlights five opportunities for emotion regulation: situation selection, situation modification, attentional deployment, cognitive change, and response modulation. The relevance of the process model has been examined in various populations, but its applicability to this demographic remains unknown. This dissertation aimed to address this gap. The methodology followed international guidelines for determining construct relevance. First, a systematic review of validated process model-based instruments for this population identified 10 measures aligned with the process model, but found none assessed all five domains. Second, a service provider survey (N = 122) confirmed the model’s practical relevance and the need for validated measurement instruments. Third, thematic analysis of the perspectives of children and adolescents (N = 17), teachers (N = 29), and parents (N = 20) supported the model’s applicability but suggested expanding the situation modification domain to better reflect their experiences. The process model largely encompasses the emotion regulation experiences of this population, but suitable measures are unavailable. These studies provide the basis from which process model-based instruments can be developed for this demographic.	en_US.UTF-8
dc.format	Thesis (PHD)
dc.language.iso	en	en_US.UTF-8
dc.relation	https://opus.lib.uts.edu.au/bitstream/10453/189784/1/thesis_CR.pdf
dc.rights	info:eu-repo/semantics/openAccess
dc.rights	The author owns the copyright in this thesis including all reproduction and reuse rights for the work. The work may not be altered without the permission of the copyright owner. Attribution is essential when quoting or paraphrasing from this thesis.
dc.rights	©2025 Mary Girgis
dc.rights	au.edu.uts.lib/cph
dc.title	Emotion regulation in children and adolescents with intellectual disabilities	en_US.UTF-8
dc.type	Thesis
utslib.copyright.status	open_access	*

Abstract:

Children and adolescents with intellectual disabilities often experience emotion regulation difficulties. To comprehensively grasp their experiences, the process model of emotion regulation, might be applied. This model highlights five opportunities for emotion regulation: situation selection, situation modification, attentional deployment, cognitive change, and response modulation. The relevance of the process model has been examined in various populations, but its applicability to this demographic remains unknown. This dissertation aimed to address this gap. The methodology followed international guidelines for determining construct relevance. First, a systematic review of validated process model-based instruments for this population identified 10 measures aligned with the process model, but found none assessed all five domains. Second, a service provider survey (N = 122) confirmed the model’s practical relevance and the need for validated measurement instruments. Third, thematic analysis of the perspectives of children and adolescents (N = 17), teachers (N = 29), and parents (N = 20) supported the model’s applicability but suggested expanding the situation modification domain to better reflect their experiences. The process model largely encompasses the emotion regulation experiences of this population, but suitable measures are unavailable. These studies provide the basis from which process model-based instruments can be developed for this demographic.

Please use this identifier to cite or link to this item:

http://hdl.handle.net/10453/189784