Background: Increased parental stress is strongly related to the severity of autism spectrum disorder (ASD) symptomatology. Parents' coping strategies and social support issues add to the complexity of this relationship. Aim: The present study investigated the relationship between self-regulation skills and parenting stress in parents of nonverbal…

Critical incident frameworks applied within schools are a means to support school staff to respond and guide planning to reduce critical incidents rates. This article explores the significance of the Therapeutic Crisis Intervention in Schools (TCI-S) critical incident framework to decrease the prevalence of behavioural critical incidents and to…

Background: Dialectical behavior therapy (DBT) is an evidence-based treatment for self-harm and emotion regulation difficulties. A modified version, DBT-Skills System (DBT-SS), has been developed in the USA for individuals with cognitive difficulties. The present study is a pilot study, testing the DBT-SS in a Swedish context. Methods: Six…

The consequences of trauma and chronic toxic stress on young children's social and neurobiological developments are numerous and well-documented in the literature (Centers for Disease Control and Prevention [CDC], 2020; Jimenez et al., 2016; Sciaraffa et al., 2018; Statman-Weil, 2015; Zeng et al., 2019). Children exposed to trauma during early…

Youth with autism spectrum disorder are at elevated risk for impaired emotion regulation and clinically impairing anxiety. A prior developmental framework posited that impaired emotion regulation leads to co-occurring psychiatric conditions such as anxiety, with outcome determined in part by autism spectrum disorder-specific moderating factors.…

Anger and aggressive behaviour are part of everyday school-life and have been reported to be negatively associated with student well-being and academic performance. School-based interventions, developed to target anger and aggressive behaviour, are scarce. One such Danish intervention, the so-called Mini-Diamond, has been developed and implemented…

Media use and screen time show both positive and negative effects on child development. Parents' behaviors, perceptions, and regulation of parent and child screen-based device (SBD) use may be critical understudied factors in explaining these mixed effects. We developed the Parent Screen-Based Device Use Survey (PSUS) to assess parental use of…

Across Australia, almost one third of schools have been trained to implement school-wide positive behaviour support (SWPBS). As part of a Tier 1 approach, students are expected to demonstrate expected behaviours. By defining these behaviours in conjunction with students and families, and explicitly teaching these to students, schools implementing…

Although emotions constitute an integral aspect of teachers' lives, emotions experienced by teachers of English as a foreign language (EFL) in higher education, settings are relatively under-researched. Through in-depth interviews, this study aims to capture a small cohort of nine EFL female teachers' emotional experiences when teaching…

Parasympathetic nervous system functioning as indexed by respiratory sinus arrhythmia (RSA) is widely used as a measure of physiological regulation. We examined developmental patterns of children's resting RSA and RSA reactivity from 2 to 15 years of age, a period of time that is marked by considerable advances in children's regulatory abilities.…

This study examined the extent to which students' perceptions of social-emotional instructional support (autonomy-support, competence-support) from teachers is associated with their perceived social-emotional competence and, in turn, behavioural and emotional well-being outcomes. Two types of perceived competence were examined: perceived…

Evidence points to the possibility of promoting executive functions (EF) through school interventions. Little is known, however, about the effectiveness of this type of intervention in situations of social vulnerability. This study investigated the effectiveness of an EF intervention program applied with a sample of preschool children, in a…

This study examined bidirectional relations between television exposure and effortful control accounting for the effects of family contextual risk factors. Data were from a sample (N = 306) of parents and their preschool-age children (T1 M = 36 mos. in 2008-2010) assessed four times, once every 9 mos. At T1, adolescent parent status predicted…

With the research reported on here we sought to determine whether children with attention-deficit/hyperactivity disorder (ADHD) displayed more symptoms of oppositional defiant disorder (ODD), conduct disorder (CD) and anger, which are categorised as externalising disorders, when contrasted to the control group and, also, whether gender and age…

There is growing concern about the mental health and resilience of today's children and difficulties with self-regulation are implicated in educational outcomes, cognitive problems, internalizing problems such as depression and anxiety, externalizing problems such as aggression, and physical health problems. Self-regulation is a growing topic of…