Top

Gepubliceerd in:

08-05-2021 | Original Article

Emotion Regulation Scale and Mindfulness Scale in School Aged Children: Construction and Validation of French Versions

Auteurs: Rafika Zebdi, Eve Plateau, Jessica Monsillion, Ségolène Burgy, Marie Rasmussen, Baptiste Lignier

Gepubliceerd in: Child Psychiatry & Human Development | Uitgave 5/2022

Abstract

Few measuring scales seem to evaluate Mindfulness and emotion regulation in school aged children. This article aims to present four studies describing the construction and validation of two French measuring scales for children: French Emotion Regulation Scale for Children (FERS-C) and Mindfulness Scale for Children French version (MSC-F). We discuss the elaboration and choice of the items for each measure, examine their phrasing and comprehensibility from the children’s standpoint. The main sample consisted of 421 non-clinical, 6 to 12 years old children, who consented to fill out the measuring scales in order to test the factor structure. Additionally, we assessed and confirmed temporal stability and determined convergent validity. Results support that both scales appear to be reliable emotion regulation and mindfulness measures for school aged children. Results also reveal a relevant factor structure for both measures. The results of these studies support that the two scales are appropriate and useful measures of mindfulness and emotion regulation capacities for school aged children. In conclusion, we call for further research to improve and develop measures assessing child mindfulness skills in both clinical and research contexts.

vorige artikel How Anxious are German Preschool Children?

volgende artikel To What Extent Can Digitally-Mediated Team Communication in Children’s Physical Health and Mental Health Services Bring about Improved Outcomes? A Systematic Review

Alleen toegankelijk voor geautoriseerde gebruikers

Baer RA (2011) Measuring mindfulness. Contemp Buddh 12(1):241–261CrossRef

Bauer CCC, Caballero C, Scherer E, West MR, Mrazek MD, Phillips D et al (2019) Mindfulness training reduces stress and amygdala reactivity to fearful faces in middle-school children. Behav Neurosci 133(6):569–585. https://doi.org/10.1037/bne0000337CrossRefPubMed

Bierman KL, Domitrovich CE, Nix RL, Gest SD, Welsh JA, Greenberg MT et al (2008) Promoting academic and social–emotional school readiness: the head start REDI program. Child Dev 79:1802–1817PubMedPubMedCentralCrossRef

Bishop SR, Lau M, Shapiro S, Carlson L, Anderson ND, Carmody J et al (2004) Mindfulness: a proposed operational definition. Clin Psychol 11(3):230–241

Brackett MA, Mayer JD (2003) Convergent, discriminant, and incremental validity of competing measures of emotional intelligence. Pers Soc Psychol Bull 29:1147–1158PubMedCrossRef

Brackett MA, Rivers SE, Shiffman S, Lerner N, Salovey P (2006) Relating emotional abilities to social functioning: a comparison of self-report and performance measures of emotional intelligence. J Pers Soc Psychol 91:780PubMedCrossRef

Calkins SD, Hill A (2007) Caregiver influences on emerging emotion regulation: biological and environmental transactions in early development. In: Gross JJ (ed) Handbook of emotion regulation. The Guilford Press, New York, pp 229–248

Cole PM, Michel MK, Teti LO (1994) The development of emotion regulation and dysregulation: a clinical perspective. In: Fox NA (ed) The development of emotion regulation: biological and behavioral considerations. Monographs of the society for research in child development, 59 (Serial No. 2040). University of Chicago Press, Chicago, pp 73–100

Costello E, Mustillo S, Erkanli A, Keeler G, Angold A (2003) Prevalence and development of psychiatric disorders in childhood and adolescence. Arch Gen Psychiatry 60:837–844PubMedCrossRef

10.

Dan-Glauser ES, Scherer KR (2013) The Difficulties in Emotion Regulation Scale (DERS): Factor Structure and consistency of a French translation. Swiss Journal of Psychology 72(1):5–11CrossRef

11.

Davidson RJ, Jackson DC, Kalin NH (2000) Emotion, plasticity, context, and regulation: perspectives from affective neuroscience. Psychol Bull 126:890–909PubMedCrossRef

12.

Dennis TA (2007) Interaction between emotion regulation strategies and affective style: implications for trait anxiety versus depressed mood. Motiv Emot 31:200–207CrossRef

13.

Deplus S, Lahaye M (2015) La pleine conscience chez l’enfant et l’adolescent: Programmes d’entraînement à la pleine conscience. Mardaga, Brussels

14.

Desrosiers A, Vine V, Klemanski DH, Nolen-Hoeksema S (2013) Mindfulness and emotion regulation in depression and anxiety : common and distinct mechanisms of action. Depression and Anxiety 30(7):654–661PubMedPubMedCentralCrossRef

15.

Diamond A, Lee K (2011) Interventions shown to aid executive function development in children 4 to 12 years old. Science 333(6045):959–964. https://doi.org/10.1126/science.1204529CrossRefPubMedPubMedCentral

16.

Dion J, Paquette L, Daigneault I, Godbout N, Hébert M (2018) Validation of the French Version of the Child and Adolescent Mindfulness Measure (CAMM) Among Samples of French and Indigenous Youth. Mindfulness 9(2):645–653CrossRef

17.

Edwards SL, Rapee RM, Kennedy S (2010) Prediction of anxiety symptoms in preschool-aged children: examination of maternal and paternal perspectives. J Child Psychol Psychiatry 51:313–321PubMedCrossRef

18.

Eisenberg N, Fabes RA, Guthrie IK, Reiser M (2000) Dispositional emotionality and regulation: their role in predicting quality of social functioning. J Pers Soc Psychol 78:136PubMedCrossRef

19.

Eisenberg N, Morris AS (2002) Children’s emotion-relation regulation. In: Kail RV (ed) Advances in child development and behavior, vol 30. Academic Press, San Diego, pp 189–229

20.

Eklund K, O’malley M, Meyer L (2017) Gauging mindfulness in children and youth: school-based applications. Psychol Schools 54(1):101–114CrossRef

21.

Flook L, Goldberg SB, Pinger L, Davidson RJ (2015) Promoting prosocial behavior and self-regulatory skills in preschool children through a mindfulness-based kindness curriculum. Dev Psychol 51(1):44PubMedCrossRef

22.

Giuliani NR, McRae K, Gross JJ (2008) The up- and down-regulation of amusement: experiential, behavioral, and autonomic consequences. Emotion 8(5):714–719. https://doi.org/10.1037/a0013236CrossRefPubMedPubMedCentral

23.

Gosselin M, Turgeon L (2015) Prévention de l’anxiété en milieu scolaire: les interventions de pleine conscience. Éducation et francophonie 43(2):50–65CrossRef

24.

Gosling CJ, Noblecourt K, Moutier S (2018) Questionnaire de régulation émotionnelle pour enfants et adolescents: adaptation et validation de la version française. Enfance 2:291–304. https://doi.org/10.3917/enf2.182.0291CrossRef

25.

Gratz KL, Roemer L (2004) Multidimensional assessment of emotion regulation and dysregulation: development, factor structure, and initial validation of the difficulties in emotion regulation scale. J Psychopathol Behav Assess 26(1):41–54. https://doi.org/10.1023/B:JOBA.0000007455.08539.94CrossRef

26.

Greco LA, Baer RA, Smith GT (2011) Assessing mindfulness in children and adolescents: development and validation of the child and adolescent mindfulness measure (CAMM). Psychol Assess 23(3):606–614. https://doi.org/10.1037/a0022819CrossRefPubMed

27.

Gross JJ (1988) Antecedent- and response-focused emotion regulation: divergent consequences for experience, expression and physiology. J Pers Soc Psychol 74:224–237CrossRef

28.

Gross JJ, Munoz RF (1995) Emotion regulation and mental health. Clin Psychol Sci Pract 2(2):151–164CrossRef

29.

Gross JJ, John OP (2003) Individual differences in two emotion regulation processes: implications for affect, relationships, and well-being. J Pers Soc Psychol 85:348–362PubMedCrossRef

30.

Gross J, Thompson R (2007) Emotion regulation : conceptual foundations. In: Gross JJ (ed) Handbood of emotion regulation 3–24. The Guilford Press

32.

Gross JJ (2014) Emotion regulation: conceptual and empirical foundations. In: Gross JJ (ed) Handbood of emotion regulation. The Guilford Press, New York, pp 3–20

33.

Gullone E, Hughes EK, King NJ, Tonge B (2010) The normative development of emotion regulation strategy use in children and adolescents: a 2-year follow-up study. J Child Psychol Psychiatry 51(5):567–574. https://doi.org/10.1111/j.1469-7610.2009.02183.xCrossRefPubMed

34.

Hafenbrack AC, Cameron LD, Spreitzer GM, Zhang C, Noval LJ, Shaffakat S (2019) Helping people by being in the present: mindfulness increases prosocial behavior. Org Behav Hum Decis Process 159:21–38CrossRef

35.

Harris PL (1989) Children and emotion. Blackwell, Oxford

37.

Holodynski M, Friedlmeier W (2006) Development of emotions and emotion regulation. Springer, New York

38.

Hölzel BK, Carmody J, Vangel M, Congleton C, Yerramsetti SM, Gard T et al (2011) Mindfulness practice leads to increase in regional brain gray matter density. Psychiatry Res 191:36–43PubMedCrossRef

39.

Housman Donna K (2017) The importance of emotional competence and self-regulation from birth: a case for the evidence-based emotional cognitive social early learning approach. International Journal of Child Care and Education Policy 11(1)

40.

Iani F (2019) Embodied memories : Reviewing the role of the body in memory processes. Psychonomic Bulletin & Review 26(6):1747–1766CrossRef

41.

Izard C, Fine S, Schultz D, Mostow A, Ackerman B, Youngstrom E (2001) Emotion knowledge as a predictor of social behavior and academic competence in children at risk. Psychol Sci 12:18–23PubMedCrossRef

42.

Kabat-Zinn J (1982) An out patient program in behavioral medicine for chronic pain patients based on the practice of mindfulness meditation. Gen Hosp Psychiatry 4(1):33–47PubMedCrossRef

43.

Kallapiran K, Koo S, Kirubakaran R, Hancock K (2015) Review: effectiveness of mindfulness in improving mental health symptoms of children and adolescents: a meta-analysis. Child Adolesc Mental Health 20(4):182–194. https://doi.org/10.1111/camh.12113CrossRef

44.

Koole SL (2009) The psychology of emotion regulation: an integrative review. Cogn Emot 23(1):4–41CrossRef

45.

Kovacs M (1992) Children Depression Inventory (CDI): technical manual. Multi-Health Systems Incorporation, New York

46.

Kovacs M, Beck AT (1977) An empirical-clinical approach toward a definition of childhood depression. In: Schulterbrandt J, Raskin A (eds) Depression in childhood: diagnosis, treatment and conceptual models. Raven Press, New York, pp 1–25

47.

Lane RD (2000) Neural correlates of conscious emotional experience. In: Lane RD, Nadel L (eds) Cognitive neuroscience of emotion. Oxford University Press, Oxford, pp 345–370

48.

Lane RD, Quinlan DM, Schwartz GE, Walker PA, Zeitlin SB (1990) The levels of emotional awareness scale: a cognitive-developmental measure of emotion. J Pers Assess 55:124–134PubMedCrossRef

49.

Lawlor MS, Schonert-Reichl KA, Gadermann AM, Zumbo BD (2014) A validation study of the mindful attention awareness scale adapted for children. Mindfulness 5(6):730–741CrossRef

50.

LeDoux JE (2000) Emotion circuits in the brain. Annu Rev Neurosci 23:155–184. https://doi.org/10.1146/annurev.neuro.23.1.155CrossRefPubMed

51.

Linehan MM (1993) Cognitive-behavioral treatment of borderline personality disorder. The Guilford Press, New York

52.

Mak C, Whittingham K, Cunnington R, Boyd RN (2018) Efficacy of mindfulness-based interventions for attention and executive function in children and adolescents: a systematic review. Mindfulness 9:59–78. https://doi.org/10.1007/s12671-017-0770-6CrossRef

53.

Mayer DJ, Salovey P, Caruso DR (2012) The validity of the MSCEIT: additional analyses and evidence. Emot Rev 4(4):403–408. https://doi.org/10.1177/1754073912445815CrossRef

54.

Meerum Terwogt MM, Stegge H (1995) Children’s understanding of the strategic control of negative emotions. In: Russell JA, Fernandez-Dols J-M, Manstead AS, Wellenkamp JC (eds) Everyday conceptions of emotion: an introduction to the psychology, anthropology and linguistics of emotion. Kluwer Academic Publishers, Dordrecht, pp 373–390CrossRef

55.

Oberle E, Schonert-Reichl KA (2016) Stress contagion in the classroom? The link between classroom teacher burnout and morning cortisol in elementary school students. Soc Sci Med 159:30–37PubMedCrossRef

56.

Ochsner KN, Gross JJ (2007) The neural architecture of emotion regulation. In: Gross JJ (ed) Handbook of emotion regulation. The Guilford Press, New York, pp 87–109

57.

Reinholdt-Dunne ML, Blicher A, Nordahl H, Normann N, Esbjørn BH, Wells A (2019) Modeling the relationships between metacognitive beliefs, attention control and symptoms in children with and without anxiety disorders: a test of the S-REF model. Front Psychol 10:1205PubMedPubMedCentralCrossRef

58.

Ricard M (2011) Les applications cliniques de la méditation: Sciences, pratique et mise en œuvre. In: Kabat-Zinn J, Davidson RJ, Houshmand Z (eds) L’esprit est son propre médecin. Les arènes, Paris, pp 37–98

59.

Robins CJ, Keng S-L, Ekblad AG, Brantley JG (2012) Effects of mindfulness-based stress reduction on emotional experience and expression: a randomized controlled trial. J Clin Psychol 68(1):117–131. https://doi.org/10.1002/jclp.20857CrossRefPubMed

60.

Roux B, Franckx A-C, Lahaye M, Deplus S, Philippot P (2019) A french validation of the child and adolescent mindfulness measure (CAMM). Eur Rev Appl Psychol 69(3):83–89. https://doi.org/10.1016/j.erap.2019.06.001CrossRef

61.

Roy A, Le Gall D, Roulin JL, Fournet N (2012) Les fonctions exécutives chez l’enfant: approche épistémologique et sémiologie clinique. Revue de neuropsychologie 4(4):287–297CrossRef

62.

Saarni C (1999) The development of emotional competence. The Guilford Press, New York

63.

Saint-Laurent L (1990) Étude psychométrique de l’inventaire de dépression pour enfants de Kovocs auprès d’un échantillon francophone. Revue Canadienne des Sciences du Comportement 22:377–384CrossRef

64.

Schonert-Reichl KA, Oberle E, Lawlor MS, Abbott D, Thomson K, Oberlander TF et al (2015) Enhancing cognitive and social-emotional development through a simple-to-administer mindfulness-based school program for elementary school children: a randomized controlled trial. Dev Psychol 51(1):52–66PubMedPubMedCentralCrossRef

65.

Shapiro SL, Carlson LE, Astin JA, Freedman N (2006) Mechanisms of mindfulness? J Clin Psychol 62(3):373–386PubMedCrossRef

66.

Shapiro SL (2009) The integration of mindfulness and psychology. J Clin Psychol 65(6):555–560PubMedCrossRef

67.

Tang Y-Y, Yang L, Leve L, Harold GT (2012) Improving executive function and its neurobiological mechanisms through a mindfulness-based intervention: advances within the field of developmental neuroscience. Child Dev Perspect 6(4):361–366PubMedPubMedCentral

68.

Thompson EA (1994) Emotion regulation: a theme in search of definition. Monogr Soc Res Child Dev 59(25–52):250–283

69.

Thompson RA, Meyer S (2007) Socialization of emotion regulation in the family. In: Gross JJ (ed) Handbook of emotion regulation. The Guilford Press, New York, pp 249–268

70.

Thompson RA (2013) Socialization of emotion regulation in the family. In: Gross JJ (ed) Handbook of emotion regulation. The Guilford Press, New York, pp 173–186

71.

Turgeon L, Chartrand E (2003) Reliability and validity of the revised children’s manifest anxiety scale in a French–Canadian sample. Psychol Assess 15:378–383PubMedCrossRef

72.

Van de Weijer-Bergsma E, Langenberg G, Brandsma R, Oort FJ, Bögels SM (2014) The effectiveness of a school-based mindfulness training as a program to prevent stress in elementary school children. Mindfulness 5(3):238–248

73.

Zenner C, Herrnleben-Kurz S, Walach H (2014) Mindfulness-based interventions in schools: a systematic review and meta-analysis. Front Psychol. https://doi.org/10.3389/fpsyg.2014.00603CrossRefPubMedPubMedCentral

74.

Zoogman S, Goldberg SB, Hoyt WT, Miller L (2015) Mindfulness interventions with youth: a meta-analysis. Mindfulness 6:290–302. https://doi.org/10.1007/s12671-013-0260-4CrossRef

Titel: Emotion Regulation Scale and Mindfulness Scale in School Aged Children: Construction and Validation of French Versions
Auteurs: Rafika Zebdi
Eve Plateau
Jessica Monsillion
Ségolène Burgy
Marie Rasmussen
Baptiste Lignier
Publicatiedatum: 08-05-2021
Uitgeverij: Springer US
Gepubliceerd in: Child Psychiatry & Human Development / Uitgave 5/2022
Print ISSN: 0009-398X
Elektronisch ISSN: 1573-3327
DOI: https://doi.org/10.1007/s10578-021-01182-x

Bohn Stafleu van Loghum

Deel dit onderdeel of sectie (kopieer de link)

Abstract

Log in om toegang te krijgen

Andere artikelen Uitgave 5/2022

To What Extent Can Digitally-Mediated Team Communication in Children’s Physical Health and Mental Health Services Bring about Improved Outcomes? A Systematic Review

Sexual Identity and its Association with Trajectories of Depressive Symptoms and Emotion Regulation Difficulties from Early to Middle Adolescence

Examining Psychometrics of the Frost Multidimensional Perfectionism Scale in Children Ages 8–12 Years Using Child and Parent Report

Scaling Up Parenting Interventions is Critical for Attaining the Sustainable Development Goals

Repetitive Behavior Scale for Early Childhood (RBS-EC): Psychometrics and Developmental Effects with a Community Sample

Frequency and Correlates of Fathers' Accommodation in Pediatric Anxiety Disorders