Profiles of anger control in second-grade children: Examination of self-report, observational, and physiological components

Investigation of anger levels in adolescent individuals in terms of educational game variable

“…Anger was induced through losing a game and prize to a confederate who cheated. The findings of the study were discussed in terms of implications for the assessment of children's anger control skills and intervention programs for children's anger management (22). It was also determined in another study that attention levels of children between 9 and 13 years old who were applied educational game program for 8 weeks were positively developed (3).…”

“…Anger was induced through losing a game and prize to a confederate who cheated. The findings of the study were discussed in terms of implications for the assessment of children's anger control skills and intervention programs for children's anger management (22).…”

Creative applications and innovations to emotion assessment in children and adolescents: An introduction to the special section

“…For instance; Hubbard;and Laurenceau (2011) use Latent Profile Analysis (LPA) to examine anger regulation via multiple assessment methods with 8-yearold children. Following an anger induction task that involved an unfamiliar same-age peer;anger regulation was assessed via physiology (skin conductance);observation (facial expression);and self-report.…”

The Role of Maternal Emotional Validation and Invalidation on Children's Emotional Awareness

“…", scoring the complexity of the answers (e.g., Levels of Emotional Awareness Scale for Children; Bajgar, Ciarrochi, Lane, & Deane, 2005); (b) ask children to report generally how good they are at identifying their emotions (e.g., the Emotion Awareness Questionnairesample question: "When I am upset, I do not know if I am sad, scared, or angry"- Rieffe et al, 2007); (c) induce emotions and ask children to report how they felt-for example, "How angry were you from 1 to 4?" (e.g., Smith et al, 2011); induce emotions and ask children to report how they felt, but judge this normatively against a behavioral measure-for example, degree of emotional awareness is the degree of convergence between self-report and facial EMOTIONAL VALIDATION AND EMOTIONAL AWARENESS 4 expression or other bodily expression (e.g., Casey, 1993;Strayer & Roberts, 1997;Warren & Stifter, 2008). The problem with methods a and b is that they involve meta-awareness of one's emotional awareness ability and are therefore one step removed from basic real-time emotional awareness.…”

“…In addition to possible genetic factors, socializing processes are likely to play an important role (Stegge & Meerum Terwogt, 2007). The question is important to answer because there is evidence that emotional awareness plays a role in the development of children's emotional and social competence (Fonagy, Gergely, Jurist, & Target, 2002;Smith, Hubbard, & Laurenceau, 2011) and in their mental health (Casey & Schlosser, 1994;Rieffe & De Rooij, 2012;Zeman, Shipman, & Suveg, 2002). However, children's emotional awareness-by which we mean their ability to accurately recognize and report their own emotions-has not had the same amount of research attention as their emotional understanding, and the factors specifically facilitating the development of emotional awareness in children are arguably still not well understood.…”