Management of Emotion Dysregulation and Outbursts in Children and Adolescents

Sorter, Michael T.; Chua, Jaclyn; Lamy, Martine; Barzman, Drew H.; Ryes, Louis A.; Shekhtman, Joshua Abraham

doi:10.1007/s11920-022-01325-4

Cited by 7 publications

(16 citation statements)

References 136 publications

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“…As illustrated in the hypothetical scenario, Dennis’s behavior progresses to the point that it is potentially dangerous to himself and others. There are several important steps practitioners can take to more safely and effectively navigate the cycle of dysregulation, including (a) setting up an inclusive classroom, (b) preplanning for crisis, (c) recognizing behaviors, (d) determining an appropriate response, (e) safely containing the dysregulation stage, (f) allowing time for recovery, and (g) providing intensive instruction and intervention after recovery (Ke et al, 2018; Myles & Aspy, 2016; Schaff et al, 2015; Sorter et al, 2022). Figure 1 provides a summary of steps to navigating the cycle of dysregulation.…”

Section: Steps To Navigating the Cycle Of Dysregulationmentioning

confidence: 99%

Navigating the Cycle of Dysregulation in the Inclusive Setting: A Guide to Prevent and Resolve Student Crisis Events

Cramer,

Filderman

2023

Beyond Behavior

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Students with emotional and behavioral disorders (EBD) can exhibit severely challenging behaviors that lead to events of crisis in an inclusive classroom. This article provides practitioners with an overview of the cycle of dysregulation experienced by some students with EBD. The article includes descriptions of stages in the dysregulation cycle, observable behaviors of students “in” the various stages, and step-by-step directions for teachers and other education professionals aiming to guide students successfully through each cycle stage and prevent further crisis.

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Section: Steps To Navigating the Cycle Of Dysregulationmentioning

confidence: 99%

Navigating the Cycle of Dysregulation in the Inclusive Setting: A Guide to Prevent and Resolve Student Crisis Events

Cramer,

Filderman

2023

Beyond Behavior

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“…Individual studies suggest that psychostimulant medication reduces emotional lability, irritability and aggressive behavior among children and adolescents with ADHD (e.g., Fernández de la Cruz et al, 2015;Suzer Gamli & Tahiroglu, 2018;Ventura et al, 2022). Nonetheless, not many systematic and meta-analytic reviews exist that examine this on a wider scale, those that do exist point towards methylphenidate 's efficacy (Conner et al, 2002;Pringsheim et al, 2015;Sorter et al, 2022).…”

Section: Methylphenidate and Emotional Regulationmentioning

confidence: 99%

“…These studies included 1396 participants which showed methylphenidate's significant benefit when compared to placebo in teacher and parent rated measures of oppositional, behavior, conduct problems and aggression (0.84, 95% CI 0.59-1.10; and 0.55, 95% CI 0.36-0.73). Sorter et al (2022) reviewed recently published papers relating to the management of irritability and emotional outbursts in children and adolescents that included behaviors such as screaming, shouting kicking, threatening, crying, withdrawing, and not responding. Among the studies that were reviewed were those that examined methylphenidate's effectiveness in ameliorating these behaviors in children and adolescents with ADHD.…”

Section: Methylphenidate and Emotional Regulationmentioning

confidence: 99%

Assessing therapeutic response to methylphenidate among children and adolescents with Attention-Deficit Hyperactivity Disorder: Narrative Review of its effects on emotional regulation, executive functions, and quality of life

Saveliev¹,

Shahar²

2022

Preprint

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Attention deficit hyperactivity disorder (ADHD) is a relatively common neurodevelopmental disorder that is often accompanied, in addition to its core symptoms, by a myriad of impairments in at least some emotion regulation (ER) and executive function (EF) abilities that together translate to quality of life (QoL) impairments. Stimulants and methylphenidate in particular, have been shown to alleviate both core ADHD symptoms and some of these accompanying impairments. The objective of this review is to highlight some of the recent systematic and meta-analytic literature that discusses methylphenidate’s therapeutic effects on ADHD symptoms, ER and EF as well as its impact on the QoL of children and adolescents with ADHD. Methylphenidate’s effects have shown to be significant in terms of symptom reduction (e.g, Standard mean difference (SMD) = 0.78), ER (e.g., Cohen’s d = 0.84) and QoL (e.g., SMD = 0.61) improvement with effect sizes ranging from medium to large while its effects on EFs were relatively modest (e.g., SMD = 0.21-0.62) with effect sizes ranging from small to medium. Specifically, working memory updating showing a low effect size (e.g., SMD = 0.26), inhibitory control ranging from low to moderate with the majority showing a low effect size (e.g., SMD = 0.29), and cognitive flexibility with a moderate effect size (e.g., SMD = 0.62). In addition, Methylphenidate has shown to be less likely to be discontinued due to inefficacy, displaying good acceptability, and without significant concerns of discontinuation due to intolerability when compared to placebo. In conclusion, Methylphenidate has been shown to reduce core symptoms, improve ER, EFs, and QoL to varying degrees with conceptual and methodological issues tapering off effects as well as conclusions.

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“…The more pressure adolescents experience, the more they will use the Internet for emotional management, social compensation, etc. ( 14 ). In recent years, China’s basic education reform has been continuously promoted, especially the full implementation of the “Double Reduction” policy.…”

Section: Introductionmentioning

confidence: 99%

Stress events and stress symptoms in Chinese secondary school students: gender and academic year characteristics of the relationship

Ma,

Tan,

Chen

et al. 2024

Front. Public Health

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ObjectiveTo explore the relationship between stress events and stress symptoms and their gender and academic year characteristics in Chinese secondary school students.Methods4,995 secondary school students were investigated by the Adolescent Self-rating Life Events Checklist (ASLEC) and the Calgary Symptoms of Stress Inventory (C-SOSI).ResultsFirst, there were significant differences in all dimensions and total scores of stress events and stress symptoms between boys and girls in secondary school and between junior high school students and senior high school students. Second, the dimensions and total scores of stress events in secondary school students are positively correlated with the dimensions and total scores of stress symptoms. Third, the influence of punishment on the stress symptoms of secondary school boys is the most obvious, and the influence of punishment, adaption, relationship stress, and learning stress on the stress symptoms of secondary school girls is the most obvious. The influence of punishment on the stress symptoms of junior high school students is the most obvious, and the influence of punishment and relationship on the stress symptoms of senior high school students is the most obvious.ConclusionStress events and stress symptoms of Chinese secondary school students have significant differences in gender and academic year. The same stress event has different influence mechanisms on the stress symptoms of Chinese secondary school students of different genders and different academic years.

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Management of Emotion Dysregulation and Outbursts in Children and Adolescents

Cited by 7 publications

References 136 publications

Navigating the Cycle of Dysregulation in the Inclusive Setting: A Guide to Prevent and Resolve Student Crisis Events

Navigating the Cycle of Dysregulation in the Inclusive Setting: A Guide to Prevent and Resolve Student Crisis Events

Assessing therapeutic response to methylphenidate among children and adolescents with Attention-Deficit Hyperactivity Disorder: Narrative Review of its effects on emotional regulation, executive functions, and quality of life

Stress events and stress symptoms in Chinese secondary school students: gender and academic year characteristics of the relationship

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