This research project aims to investigate other-focused emotion regulation in neurodevelopmental conditions across different contexts, including family and educational settings. Drawing on reports from caregivers such as parents and special education professionals, the project adopts a multi-method approach combining qualitative interviews and daily diary methods to examine the strategies used to support children's emotions, their frequency of use, perceived effectiveness, and the factors influencing their implementation.
This research project aims to advance the understanding of other-focused emotion regulation in neurodevelopmental conditions (NDCs) across family and educational contexts. Adopting a multi-method design, the project comprises three complementary studies.
The first study uses qualitative interviews with parents of children with NDCs to explore the strategies they use to regulate their children's emotions, the contexts in which these strategies are employed, and the factors influencing their use.
Building on these findings, the second qualitative study examines the perspectives of special education professionals working with students with intellectual disability in Switzerland and Lebanon, broadening the investigation to educational settings and including participants from both Western and non-Western cultural contexts.
The third study employs a 14-day daily diary design with parents of children with and without NDCs to investigate the day-to-day use of other-focused emotion regulation strategies, their frequency, contextual determinants, and their perceived and short-term effectiveness.
Together, these studies aim to provide a comprehensive understanding of how caregivers support the emotional regulation of children across settings and cultures, while informing future interventions and psychoeducational practices.
