Importance of Child Emotion Regulation for Prevention of Internalized and Externalized Problems

Authors

• Josipa Mihic University of Zagreb, Croatia
• Miranda Novak University of Zagreb, Croatia

Keywords:

emotion regulation, internalized problems, externalized problems, prevention

Abstract

Emotion regulation is viewed as an integral process of child competence, showing whether a child is ready for challenges of interaction, and contact with self and others. It is defined as successful and effortful internal adjustment of emotional arousal with the intention of good social adaptation and harmonious functioning. Aims of this study were to determine gender differences in emotion regulation and observed internalized and externalized behavioural problems of school-age children, assess the correlations between emotion regulation and behavioural problems, and examine the relations between different levels of emotion regulation and observed behaviours. The study included 200 children (ages 6 to 8). At the beginning of first grade teachers completed measures of children’s social-emotional functioning as well as their internalized and externalized behavioural problems. The results showed significant correlations between emotion regulation and observed internalized and externalized problems (internalized symptoms, lack of attention, hyperactive-impulsive behaviour, peer problems, oppositional aggressive behaviour, and conduct problems). It was also found that children with lower levels of emotion regulation expressed more severe internalized and externalized behavioural problems and vice versa. The findings were discussed with respect to the importance of sustainable delivery of effective and evidence-based prevention strategies in an education system with particular emphasis on social-emotional learning approaches where core program components address emotion regulation skills.