Social Emotion Regulation Research Articles

Case report: Balancing acts: How ADHD and Asperger syndrome complement each other in an individual's life

This case report explores the unique life experiences of an individual diagnosed with both Attention Deficit Hyperactivity Disorder (ADHD) and Asperger Syndrome, highlighting how these two conditions can complement each other. The individual, referred to as Alex, demonstrates how ADHD's impulsivity and hyperactivity can balance Asperger Syndrome's need for routine and predictability, and vice versa. This dual diagnosis presents both challenges and strengths in social interactions, cognitive abilities, and emotional regulation. Alex's case illustrates that the impulsivity and creativity driven by ADHD can be balanced by the structured thinking and focused attention associated with Asperger Syndrome. This interplay creates a dynamic balance that enhances overall functioning and productivity. The report emphasizes the importance of personalized management strategies that leverage the complementary aspects of both conditions, suggesting that understanding these interactions can lead to better support and improved outcomes for individuals with similar diagnoses. The findings of this case report have implications for clinical practice, highlighting the need for tailored therapeutic approaches that consider the unique strengths and challenges presented by coexisting ADHD and Asperger Syndrome.

An online survey of educators’ views regarding iPad practices for enhancing the social communication and emotional regulation of pupils with autism in special and mainstream schools

An online survey of educators’ views regarding iPad practices for enhancing the social communication and emotional regulation of pupils with autism in special and mainstream schools

Potential applications of humanoid robotic touch for social regulation of emotion: evidence from ECG and fNIRS

ABSTRACT Human-robot touch interaction plays an essential role in emotional support and human mental health support. The role of therapeutic robots such as Paro in mental support has been widely investigated. However, the impact of humanoid robotic touch on the social regulation of users’ emotions is still unknown. Therefore, a mixed experiment was conducted with the type of touch (grip versus contact) as the between-subjects factor and the presence of touch during movie reception (with versus without touch) as the within-subjects factor. The subjective perception of emotion, ECG, and fNIRS signals were collected during the experiment. The results showed that robot touch regulates subjectively positive emotions, reduces HR, increases HRV, and helps suppress the brain activity on the right DLPFC. No main effect of touch type was found on the regulation effect of subjective emotions, autonomic responses, and central nervous responses. The study provides subjective and neurophysiological evidence for the great potential of humanoid robotics for the social regulation of emotion.

Technology-Based Interventions for Autism Spectrum Disorder: A Systematic Review

Introduction: Autism Spectrum Disorder (ASD) is a neurodevelopmental disorder characterized by deficits in social communication and repetitive behaviors. Its prevalence has steadily increased, with the CDC reporting a rise from 1 in 100 children in 2006 to 1 in 44 in the United States by 2021. ASD manifests in a spectrum of symptoms, requiring tailored interventions to address each child's unique needs. Recent advancements in technology have shown promise in aiding children with ASD, particularly through robotics and socially assistive robots (SARs). This systematic review explores the impact of technology-based interventions on children with ASD, assessing their efficacy in enhancing social skills, communication, and behavior regulation. Methodology: This review followed PRISMA guidelines, screening 46,580 articles across databases such as PubMed, Cochrane, Science Direct, Google Scholar, and PsychInfo. After applying inclusion and exclusion criteria, 254 studies were selected for in-depth review. The review focused on technology-based interventions, including robotics and socially assistive robots, with MeSH terms such as "Technology," "Artificial Intelligence," "Autism Spectrum Disorder," and "ASD." Results: Technology-based interventions, particularly SARs, demonstrated significant improvements in social interaction, emotional regulation, and communication for children with ASD. Robots such as LEGO Mindstorms and "Kaspar" were effective in enhancing eye contact, cooperation, and emotional recognition. However, results varied depending on the type of technology used, study design, and participant characteristics. Conclusion: While technology-based interventions hold promise for children with ASD, further research is needed to standardize intervention protocols, dosage, and long-term outcomes. These tools offer a non-invasive, scalable solution for enhancing social and cognitive skills, but variability in study designs limits definitive conclusions. Keywords: Autism Spectrum Disorder, Technology, Robotics, Socially Assistive Robots, Communication, Cognitive Skills, Applied Behavioral Analysis

The Role of Animal Assisted Therapy in the Rehabilitation of Mental Health Disorders: A Systematic Literature Review

Mental health disorders like depression, anxiety, post-traumatic stress disorder (PTSD), and schizophrenia significantly reduce the daily functioning and quality of life of individuals. Traditional treatments often fall short, thus opening interest in complementary therapies like animal assisted therapy (AAT) which encourages the human-animal bond and gives emotional and psychological support. This review evaluated the efficacy of AAT in treating mental health disorders, and understanding its mechanisms and benefits. A comprehensive literature review was conducted (using databases such as PubMed, Google Scholar, and ResearchGate) focused on peer-reviewed articles, systematic reviews and meta-analyses published in the last 2 decades. Studies indicated that AAT improved mental health outcomes for people with depression, anxiety, PTSD, and schizophrenia. Interaction with therapy animals reduced cortisol levels, increased oxytocin, lowered blood pressure, and increased social engagement and emotional regulation. Benefits included reduced symptoms of depression, anxiety, PTSD, and improved social functioning and quality of life. AAT offered a complementary treatment for mental health disorders, providing emotional comfort, improving mood, and serving as a nonpharmacological option for individuals. However, challenges such as individual preferences, allergies, ethical concerns for therapy animals, and logistical issues must be addressed. Future research should focus on the long-term effects and mechanisms involved to optimize the application of AAT in the clinical setting, and alternatives like robotic companion pets could also be explored.

한국 영어 학습자들의 영어 학습 회복탄력성: 설명적 혼합연구법을 중심으로

Objectives This study aims to investigate the characteristics of English learning resilience among Korean learners by using explanatory sequential mixed methods. Methods To this end, in the first stage, a five-point Likert scale questionnaire of four constructs (social support, satisfaction, persistence, and emotional regulation) measuring English learning resilience was administered to 180 students at a university in Seoul. In the second stage, reflective essays about their English learning at each school level were collected from 52 students at a university in Seoul. The average and standard deviation for each question were calculated from the questionnaire, and episodes related to each construct were analyzed through repeated reading. Results The analysis on the questionnaire showed the scores for ‘satisfaction’ and ‘persistence’ were high among the four constructs. Qualitative analysis revealed that teachers' support and emotional control were found across the school levels. However, emotional recovery strategies and strategic flexibility appeared with higher frequency as the school level advances. Conclusions This suggests that interventions to promote English learning resilience reflecting the characteristics of the school level are needed to help learners overcome the challenges in learning English.

Exploring Gender Differences in Internet Addiction and Psychological Factors: A Study in a Spanish Sample

Background/Objectives: Internet addiction (IA) and related behaviors, such as Internet Gaming Disorder (IGD) and social media addiction (SMA), have gained increasing research attention. Studies show gender differences, with males more likely to develop gaming-related addictions and females more prone to social media and phubbing behaviors. This study aimed to explore gender differences in Internet addiction and related behaviors in a Spanish sample, with the goal of identifying predictors and gender-specific patterns of IA. Methods: We conducted a cross-sectional study with 585 participants (265 male, 320 female) aged 18 to 35 years (M = 22.11, SD = 3.08). Data were collected using standardized questionnaires to assess IA, IGD, SMA, phubbing, Fear of Missing Out (FoMO), emotional dysregulation, personality traits, and prosociality. Correlation and regression analyses were used to identify gender-specific predictors of IA. Results: Males exhibited significantly higher scores for IA and IGD, while females showed higher scores for SMA and the “phone obsession” dimension of phubbing. No significant gender differences were found in the “communication disturbance” dimension of phubbing or in FoMO. Correlation analyses revealed significant associations between IA and psychological as well as technological variables. Gender-specific predictors of IA included social media engagement and emotional regulation for females, while gaming behaviors and communication patterns were more relevant for males. Conclusions: These findings highlight gender differences in IA, suggesting that tailored interventions should address unique online behaviors and emotional regulation challenges in males and females. Future research should refine gender-specific patterns to develop more effective, targeted prevention and treatment strategies.

Mind-body medicine and altered states of consciousness in Homo

The mind-body relationship has long been a subject of inquiry from both philosophical and scientific perspectives. Ancient Greek philosophers such as Pythagoras and Plato posited dualistic models, where the mind and body are distinct substances. In contrast, modern approaches in Mind-Body Medicine (MBM) offer integrative models that emphasize the interconnectedness of mental and physical states and the proactive role of the patient in their own healing process. This review examines the evolutionary roots of altered states of consciousness (ASC) as a precursor to current MBM techniques. By tracing ASC to early hominins and their cognitive development, it posits that the ability to enter various ASC—such as those used in rituals, meditation, and other mind-body practices—provided evolutionary advantages, influencing both individual fitness and social cohesion. Moreover, this review discusses tonic immobility in animals as a survival mechanism and explores parallels in human and non-human primate behaviors involving ASC. Additionally, neurochemical pathways that govern ASC, such as serotonergic and dopaminergic regulation, are explored for their roles in promoting social behaviors, cognitive flexibility, and emotional regulation. Furthermore, the role of the default mode network is investigated in relation to psychotropic and mood altering substances and altered states of consciousness. This integrated perspective offers new insights into the origins of MBM and underscores the significance of ASC in both evolutionary and contemporary contexts.

Behavioral observation and assessment protocol for language and social-emotional development study in children aged 0–6: the Chinese baby connectome project

BackgroundThe global rise in developmental delays underscores the critical need for a thorough understanding and timely interventions during early childhood. Addressing this issue, the Chinese Baby Connectome Project (CBCP)’s behavior branch is dedicated to examining language acquisition, social-emotional development, and environmental factors affecting Chinese children. The research framework is built around three primary objectives: developing a 0–6 Child Development Assessment Toolkit, implementing an Intelligent Coding System, and investigating environmental influence.MethodsUtilizing an accelerated longitudinal design, the CBCP aims to enlist a minimum of 1000 typically developing Chinese children aged 0–6. The data collected in this branch constitutes parental questionnaires, behavioral assessments, and observational experiments to capture their developmental milestones and environmental influences holistically. The parental questionnaires will gauge children’s developmental levels in language and social-emotional domains, alongside parental mental well-being, life events, parenting stress, parenting styles, and family relationships. Behavioral assessments will involve neurofunctional developmental evaluations using tools such as the Griffiths Development Scales and Wechsler Preschool and Primary Scale of Intelligence. Additionally, the assessments will encompass measuring children’s executive functions (e.g., Head-Toe-Knee-Shoulder), social cognitive abilities (e.g., theory of mind), and language development (e.g., Early Chinese Vocabulary Test). A series of behavior observation. experiments will be conducted targeting children of different age groups, focusing primarily on aspects such as behavioral inhibition, compliance, self-control, and social-emotional regulation. To achieve the objectives, established international questionnaires will be adapted to suit local contexts and devise customized metrics for evaluating children’s language and social-emotional development; deep learning algorithms will be developed in the observational experiments to enable automated behavioral analysis; and statistical models will be built to factor in various environmental variables to comprehensively outline developmental trajectories and relationships.DiscussionThis study’s integration of diverse assessments and AI technology will offer a detailed analysis of early childhood development in China, particularly in the realms of language acquisition and social-emotional skills. The development of a comprehensive assessment toolkit and coding system will enhance our ability to understand and support the development of Chinese children, contributing significantly to the field of early childhood development research.Trial registrationThis study was registered with clinicaltrials.gov NCT05040542 on September 10, 2021.

Dance Education in Promoting Children's Sociality and Study on the Role and Mechanism of Emotion Development

As a unique form of education, dance education has a significant impact on children's social and emotional development. Through dance activities, while enjoying the charm of art, children can learn social rules and emotional expression through body language and collective interaction, thus enhancing social communication ability and emotional regulation ability. Dance education not only improves children's physical coordination and creativity, but also promotes the cultivation of empathy and the development of self-cognition through non-verbal emotional communication. This study deeply discusses the mechanism of dance education in children's social and emotional development, and provides a valuable reference for preschool education practice.

Socio-Emotional Development of Children from Interfaith Family Couples in Semarang Regency

The focus of this research is a description of the socio-emotional development of children from interfaith marriage couples. The aim of this research carried out by researchers is to reveal the dynamics of socio-emotional development of children from interfaith marriage couples in Semarang Regency. To obtain the data, the researcher made observations by holding FGDs and continued with interviews with couples in interfaith marriages. After obtaining the data, the data will be used in this research. The results of this research show that the socio-emotional development of children from interfaith couple experiences problems, both in terms of social interaction, emotional regulation, academic cognition and self-identity.

Actively changing the narrative: An exploration of culturally grounded parenting and social skills.

Recognizing culturally salient aspects of socialization practices and understanding how these practices support culturally valued aspects of development is an integral component in conducting anti-racist research and validating the lived experiences of minoritized families. With this aim, we explored how Active Direction, an observational rating of an African American approach to parenting measured during mother-child interactions at age 2.5 (n=172), supported social skills and emotion regulation for children living in a Southwestern metropolitan area of the United States concurrently, in kindergarten (n=109), and in 1st grade (n=108). Descriptive findings indicated few significant associations between Active Direction and socials skills or emotion regulation. Exploratory analyses, which included traditional parenting behavior measures of Sensitivity and Intrusiveness, also indicated limited significant relations between any measure of parenting and child skills. However, moderation analyses indicated that high levels of Active Direction attenuated the effects of sensitivity on aspects of child social skills. The lack of significant findings across the current study highlight how extant measures-of child social skills and parentings behaviors-are not performing as expected within these African American families.

Amelioration of social impairments in autism: Possible role of vagal afferent stimulation in modification of the prefrontal-amygdala connectivity

Impairment in social interactions is a prominent feature of autism spectrum disorder (ASD). The present hypothesis explains the possible role of vagal afferent stimulation in the modification of prefrontal-amygdala connectivity in the amelioration of social impairments in ASD. Currently, there is no definitive treatment for ASD. However, there is documented evidence showing that interventions that increase vagal tone lead to the improvement of autism-related social symptoms. However, the exact mechanism that explains the correlation between the elevation of vagal tone and the amelioration of autism-related symptoms has not been elucidated. In the present hypothesis, it is proposed that the increase in vagal tone affects the nucleus tractus solitarius (NTS) in the brainstem. The NTS has strong connections with other brainstem nuclei, such as the locus coeruleus and dorsal raphe nucleus. The aforementioned nuclei are the main sources of norepinephrine and serotonin, with extensive projections to various brain areas, especially the prefrontal cortex (PFC) and amygdala. PFC-amygdala functional connectivity plays an important role in social behavior and emotion regulation. Therefore, visceral stimulation, which subsequently increases the vagal tone, possibly leads to the improvement of autistic social deficits through the enhancement of PFC-amygdala functional connectivity. Further investigations are needed to evaluate the function of the mentioned neural pathways during visceral stimulation in individuals with ASD.

Functional Communication in Autistic Children Impacts Skill Development After Participation in a CBT-Based Program

Challenges with functional communication (e.g., language use in situational contexts), are a core feature of autism. Challenges in functional communication are related to social interaction difficulties and may impact engagement in interventions such as cognitive-behavioural therapy (CBT). CBT is a common intervention used to support emotion regulation and social skills development in autistic children. Programming relies on the participant’s ability to engage in complex language. The present study examined whether the functional communication level of autistic children (8-12 years) impacted social skills and emotion regulation development after participation in a CBT-based program. Repeated measures ANOVAs revealed no significant differences in emotion regulation, however, there was a significant main effect for social skills, based on functional communication levels. T-tests revealed significant improvements for all measures in the clinically significant functional communication group, but not the at-risk or non-significant groups. These results illustrate the importance of considering functional communication levels in autistic children.

A Study on Mother Empathy and Social Suppport Affecting on Emotional Regulation of Children with Adhd Symptoms

The purpose of this study was to identify the effects of mother empathy and social support to emotional regulation children with ADHD symptoms. SPSS version 20.0 for Windows was used for data analysis to verify the relations and affects. Relations and regression test were conducted. The results of this study are summarized as follows. Mother empathy showed the highest positive correlation with social support and emotional regulation. In the relationship between mother empathy and emotional regulation, it was found that mother empathy directly affects emotional regulation. This study has significance in terms that it proved the effects of a mother empathy and social support to emotional regulation of children with ADHD symptoms.

Emphasizing the Social in Social Emotion Regulation: A Call for Integration and Expansion.

The Future of Affective Science Special Issues illuminate where the field of Affective Science is headed in coming years, highlighting exciting new directions for research. Many of the articles in the issues emphasized the importance of studying emotion regulation, and specifically, social emotion regulation. This commentary draws on these articles to argue that future research needs to more concretely focus on the social aspects of social emotion regulation, which have been underexplored in affective science. Specifically, we discuss the importance of focusing on social goals, strategies and tactics, and outcomes relevant to social emotion regulation interactions, more closely considering these processes for all individuals involved. To do so, we draw on research from neighboring subdisciplines of psychology that have focused on the social aspects of interactions. Moreover, we underscore the need to better integrate components of the process model of social emotion regulation and approach empirical inquiry more holistically, in turn illuminating how piecemeal investigations of these processes might lead to an incomplete or incorrect understanding of social emotion regulation. We hope this commentary supplements the research in the special issues, further highlighting ways to advance the field.

A Study on Mother Empathy and Social Support Affecting Emotional Regulation of Children with ADHD Symptoms

The purpose of this study was to identify the effects of mother empathy and social support to emotional regulation in children with ADHD symptoms. SPSS version 20.0 for Windows was used for data analysis to verify the relations and effects. Relations and regression tests were conducted. The results of this study are summarized as follows. Mother empathy showed the highest positive correlation with social support and emotional regulation. In the relationship between mother empathy and emotional regulation, it was found that mother empathy directly affects emotional regulation. This study has significance in terms of proving the effects of a mother's empathy and social support on the emotional regulation of children with ADHD symptoms.

Building Parental Capacity: Outcomes of a Therapeutic Parent Group Run Concurrently with a Social Skills Group for Their Young Person

Introduction: Raising a child with social communication and emotion regulation challenges, such as those experienced in the context of an autism spectrum disorder (ASD), is associated with family disruption and parental stress. Research shows that parents of children and young people with ASD can experience challenges in managing their child’s behaviour and experience a sense of disconnectedness, a lack of support from the “system”, and a broader lack of understanding within the community. Methods: A therapeutic parent group was held in parallel to a young person group working on social skills. The young person cohort included both boys and girls in early adolescence with neurodevelopmental diagnoses. The parent group provided a space for participants to focus on themselves, tune into their own emotions, and receive support in relation to their lived experiences of parenting. Parental outcomes were assessed using standard measures, and the experiences of the groups were captured qualitatively through focus groups with both parents and staff. Results: The project found that the therapeutic parent group was effective in supporting parents to feel less stressed and more in control, as well as less alone in their parenting journey. Qualitative data indicated that the groups filled an identified need within the service and were engaging and acceptable to parents.

The Impact of Traditional Games on Social-Emotional Development: A Comprehensive Review of Existing Research

This comprehensive review examines how conventional games affect children's social-emotional development. Traditional games offer benefits that current games and educational tools may not match due to their cultural roots. According to the review, these games improve social skills, emotional regulation, cognition, cultural identity, and physical health. Traditional games help kids learn social skills, emotional management, strategic thinking, and problem-solving. These games also help kids feel connected to their cultures and respect diversity. Traditional games improve fitness and well-being through physical activity. Despite these benefits, long-term effects and comparative studies with modern games are lacking. The assessment suggests incorporating traditional games into education, encouraging community and family involvement, and funding more research on their advantages. Traditional games can help educators, policymakers, and parents enhance children's holistic development and well-being in varied cultural and educational contexts while preserving cultural legacy and embracing new advances.

Brain circuits in autonomous sensory meridian response and related phenomena.

Autonomous sensory meridian response (ASMR) is characterized by a tingling sensation with a feeling of relaxation and a state of flow. We explore the neural underpinnings and comorbidities of ASMR and related phenomena with altered sensory processing. These phenomena include sensory processing sensitivity (SPS), synaesthesia, Alice in Wonderland syndrome and misophonia. The objective of this article is to uncover the shared neural substrates and distinctive features of ASMR and its counterparts. ASMR, SPS and misophonia exhibit common activations in the brain regions associated with social cognition, emotion regulation and empathy. Nevertheless, ASMR responders display reduced connectivity in the salience network (SN), while individuals with SPS exhibit increased connectivity in the SN. Furthermore, ASMR induces relaxation and temporarily reduces symptoms of depression, in contrast to SPS and misophonia, which are linked to depression. These observations lead us to propose that ASMR is a distinct phenomenon owing to its attention dispatch mechanism and its connection with emotion regulation. We suggest that increased activations in the insula, along with reduction inconnectivity within the salience and default mode networks in ASMR responders, may account for their experiences of relaxation and flow states. This article is part of the theme issue 'Sensing and feeling: an integrative approach to sensory processing and emotional experience'.