Exploring the Profiles of Emotion Regulation and Empathy in Children with Intellectual Disabilities
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| Title: | Exploring the Profiles of Emotion Regulation and Empathy in Children with Intellectual Disabilities |
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| Language: | English |
| Authors: | Poline Simon (ORCID |
| Source: | Journal of Applied Research in Intellectual Disabilities. 2025 38(6). |
| Availability: | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Peer Reviewed: | Y |
| Page Count: | 14 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Intellectual Disability, Emotional Response, Self Control, Empathy, Correlation, Affective Behavior, Individual Characteristics, Children |
| DOI: | 10.1111/jar.70166 |
| ISSN: | 1360-2322 1468-3148 |
| Abstract: | Introduction: Children with intellectual disabilities face challenges in emotion regulation and empathy, which can affect their social inclusion. However, little is known about the links between these domains in this population. This study aimed (1) to examine the relationship between emotion regulation and affective, cognitive and behavioural empathy and (2) to identify subgroups of children according to their strengths or difficulties. Method: Parents of 79 children with intellectual disabilities completed the ERC-vf, GEM-vf and EmQue-vf. Results: A positive relationship between emotion regulation and empathy emerged, but no link between lability/negativity and empathy was observed. Four subgroups were identified, with a subgroup of children experiencing difficulties in emotion regulation and empathy and another showing high skills in both areas. The other two subgroups included children with more nuanced skills. Conclusion: This study emphasised the importance of providing intervention to children presenting difficulties in these areas to foster their social skills. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1494017 |
| Database: | ERIC |
| Abstract: | Introduction: Children with intellectual disabilities face challenges in emotion regulation and empathy, which can affect their social inclusion. However, little is known about the links between these domains in this population. This study aimed (1) to examine the relationship between emotion regulation and affective, cognitive and behavioural empathy and (2) to identify subgroups of children according to their strengths or difficulties. Method: Parents of 79 children with intellectual disabilities completed the ERC-vf, GEM-vf and EmQue-vf. Results: A positive relationship between emotion regulation and empathy emerged, but no link between lability/negativity and empathy was observed. Four subgroups were identified, with a subgroup of children experiencing difficulties in emotion regulation and empathy and another showing high skills in both areas. The other two subgroups included children with more nuanced skills. Conclusion: This study emphasised the importance of providing intervention to children presenting difficulties in these areas to foster their social skills. |
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| ISSN: | 1360-2322 1468-3148 |
| DOI: | 10.1111/jar.70166 |
