scholarly journals Can attachment predict core and comorbid symptoms of attention‐deficit/hyperactivity disorder beyond executive functions and emotion regulation?

2021 ◽  
Author(s):  
Matilda Anna Frick ◽  
Pernille Darling Rasmussen ◽  
Karin Cecilia Brocki
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Emotion Regulation ◽  
Executive Functions ◽  
Attention Deficit ◽  
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 Executive Functions and Emotion Regulation in Attention-Deficit/Hyperactivity Disorder and Borderline Intellectual Disability

2020 ◽  
Vol 9 (4) ◽  
pp. 986 ◽  
Author(s):  
Elena Predescu ◽  
Roxana Sipos ◽  
Cristina A. Costescu ◽  
Anamaria Ciocan ◽  
Diana I. Rus
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Emotion Regulation ◽  
Intellectual Disability ◽  
Executive Functions ◽  
Conduct Problems ◽  
Attention Deficit ◽  
Typical Development ◽  
Emotion Regulation Strategies ◽  
Hyperactivity Disorder ◽  
Regulation Strategies

The main objective of this study is to investigate the multiple relations and to determine the differences between executive functions (EFs), emotion regulation, and behavioral and emotional problems in children with attention-deficit/hyperactivity disorder (ADHD), borderline intellectual disability (ID), and typical development (TD). The sample included 85 children aged 6 to 11 years, 42 with typical development (TD), 27 with ADHD, and 16 with borderline ID. The results emphasized a positive correlation between adaptive emotion regulation strategies and EFs, and no significant relations between the maladaptive emotion regulation strategies and EFs. In addition, the executive function of planning correlated negatively with anxiety, ADHD symptoms, and conduct problems. The performance of both clinical groups regarding EFs was significantly lower than that of the TD group, and they differed significantly from each other only on visual attention. The presence of oppositional-defiant and conduct problems was higher in both clinical groups than in the TD group, and more anxiety symptoms were reported in children with ADHD. This study supports the idea that emotion regulation, Efs, and clinical symptoms are interconnected. It also profiles the deficits in cognitive functioning and emotion regulation in two clinical groups, thus helping future intervention programs.

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.

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