A qualitative study of the emotion regulation experiences of children and adolescents with intellectual disabilities: "Because it helps my brain to calm down".

Girgis, M; Paparo, J; Kneebone, I

A qualitative study of the emotion regulation experiences of children and adolescents with intellectual disabilities: "Because it helps my brain to calm down".

Girgis, M Paparo, J Kneebone, I

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Publisher:: Taylor & Francis
Publication Type:: Journal Article
Citation:: J Intellect Dev Disabil, 2025, 50, (4), pp. 386-397
Issue Date:: 2025-12

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Field	Value	Language
dc.contributor.author	Girgis, M
dc.contributor.author	Paparo, J
dc.contributor.author	Kneebone, I https://orcid.org/0000-0003-3324-7264
dc.date.accessioned	2026-04-24T06:25:07Z
dc.date.available	2026-04-24T06:25:07Z
dc.date.issued	2025-12
dc.identifier.citation	J Intellect Dev Disabil, 2025, 50, (4), pp. 386-397
dc.identifier.issn	1366-8250
dc.identifier.issn	1469-9532
dc.identifier.uri	http://hdl.handle.net/10453/194808
dc.description.abstract	BACKGROUND: Children and adolescents with intellectual disabilities are prone to developing emotion dysregulation difficulties. The process model of emotion regulation may offer a comprehensive structure by which to understand this phenomenon. METHOD: Seventeen children and adolescents with intellectual disabilities participated in semi-structured interviews on their experience of emotion regulation. Reflexive thematic analysis was used to analyse the data obtained. RESULTS: The applicability of the process model of emotion regulation for children and adolescents with intellectual disabilities was confirmed. Additional themes and sub-themes relevant to the model were also identified. Discrepancies in emotion regulation experiences were noted between autistic and non-autistic children and adolescents with intellectual disabilities. CONCLUSIONS: The process model was found to be relevant to children and adolescents with intellectual disabilities. The identified themes and sub-themes could guide the development of outcome measures founded on the model for this population.
dc.format	Print-Electronic
dc.language	eng
dc.publisher	Taylor & Francis
dc.relation.ispartof	J Intellect Dev Disabil
dc.relation.isbasedon	10.3109/13668250.2025.2474197
dc.rights	info:eu-repo/semantics/openAccess
dc.subject	1103 Clinical Sciences, 1607 Social Work, 1608 Sociology
dc.subject.classification	Rehabilitation
dc.subject.classification	3202 Clinical sciences
dc.subject.classification	4203 Health services and systems
dc.subject.classification	4409 Social work
dc.subject.mesh	Humans
dc.subject.mesh	Adolescent
dc.subject.mesh	Intellectual Disability
dc.subject.mesh	Child
dc.subject.mesh	Female
dc.subject.mesh	Male
dc.subject.mesh	Qualitative Research
dc.subject.mesh	Emotional Regulation
dc.subject.mesh	Models, Psychological
dc.subject.mesh	Humans
dc.subject.mesh	Models, Psychological
dc.subject.mesh	Qualitative Research
dc.subject.mesh	Adolescent
dc.subject.mesh	Child
dc.subject.mesh	Female
dc.subject.mesh	Male
dc.subject.mesh	Intellectual Disability
dc.subject.mesh	Emotional Regulation
dc.subject.mesh	Humans
dc.subject.mesh	Adolescent
dc.subject.mesh	Intellectual Disability
dc.subject.mesh	Child
dc.subject.mesh	Female
dc.subject.mesh	Male
dc.subject.mesh	Qualitative Research
dc.subject.mesh	Emotional Regulation
dc.subject.mesh	Models, Psychological
dc.title	A qualitative study of the emotion regulation experiences of children and adolescents with intellectual disabilities: "Because it helps my brain to calm down".
dc.type	Journal Article
utslib.citation.volume	50
utslib.location.activity	England
utslib.for	1103 Clinical Sciences
utslib.for	1607 Social Work
utslib.for	1608 Sociology
pubs.organisational-group	University of Technology Sydney
pubs.organisational-group	University of Technology Sydney/Faculty of Health
pubs.organisational-group	University of Technology Sydney/UTS Groups
pubs.organisational-group	University of Technology Sydney/UTS Groups/Stroke Research Collaborative
utslib.copyright.status	open_access	*
dc.rights.license	This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License (CC BY-NC-ND 4.0). To view a copy of this license, visit https://creativecommons.org/licenses/by-nc-nd/4.0/
dc.date.updated	2026-04-24T06:25:05Z
pubs.issue	4
pubs.publication-status	Published
pubs.volume	50
utslib.citation.issue	4

Abstract:

BACKGROUND: Children and adolescents with intellectual disabilities are prone to developing emotion dysregulation difficulties. The process model of emotion regulation may offer a comprehensive structure by which to understand this phenomenon. METHOD: Seventeen children and adolescents with intellectual disabilities participated in semi-structured interviews on their experience of emotion regulation. Reflexive thematic analysis was used to analyse the data obtained. RESULTS: The applicability of the process model of emotion regulation for children and adolescents with intellectual disabilities was confirmed. Additional themes and sub-themes relevant to the model were also identified. Discrepancies in emotion regulation experiences were noted between autistic and non-autistic children and adolescents with intellectual disabilities. CONCLUSIONS: The process model was found to be relevant to children and adolescents with intellectual disabilities. The identified themes and sub-themes could guide the development of outcome measures founded on the model for this population.

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http://hdl.handle.net/10453/194808