Emotion Regulation and Social Adjustment in children presenting an Intellectual Disability

Details

Supervisors

Grosbois, Nathalie ; Simon, Poline

Faculty

Faculté de psychologie, logopédie, sexologie et des sciences de la famille

Degree label

Master [120] en sciences psychologiques, à finalité spécialisée

Abstract

This thesis addresses two main objectives. Investigating emotion regulation and social adjustment in children with intellectual disability compared to typically developing children matched for developmental age and exploring the relationship between emotion regulation and social adjustment in children with intellectual disability. A literature review introduces emotion regulation, social adjustment in both typically developing children and children with intellectual disability, and their relationship. Questionnaires completed by the parents provide the data for the statistical analysis performed in this study. The results indicate that children with intellectual disabilities struggle with emotion regulation. Moreover, the analysis confirms challenges in social interactions, peer skills, and overall social adjustment in children with intellectual disabilities. Concerning the relationship between emotion regulation and social adjustment, significant results emerge. The results of this study can prove useful in future research aiding our understanding of emotion regulation and social adjustment in the sensitive group of children with intellectual disability.