What is emotional regulation, and why is it important?

Emotional regulation encloses the ability to recognize, understand, and manage one’s emotions and the capacity to respond to emotional experiences functionally (Gross, 2015). In everyday life, emotional regulation helps children calm down after being upset, wait their turn, resolve conflicts without aggression, and express dissatisfaction in a socially acceptable manner (Eisenberg et al., 2000). It is important to emphasize that emotional regulation is linked to psychological well-being, academic achievement, the development of social skills, and resilience to stress. Children with well-developed emotional regulation skills form friendships more easily, function better in school settings, and are less likely to develop symptoms of anxiety or depression (Morris et al., 2007).

When and How Does Emotional Regulation Develop?

The development of emotional regulation begins as early as the first year of a child’s life through interactions with others, primarily parents. Infants rely on external regulation provided by caregivers, including rocking and comforting activities. Later, as development progresses, children gradually transition to internal self-regulation strategies, such as self-soothing, ignoring frustrating stimuli, or seeking help (Kopp, 1989).

The most significant progress in emotional regulation occurs between the ages of 2 and 6, when children learn to verbalize their emotions and adopt social norms of emotional expression. This development happens alongside the growth of language, executive functions, and theory of mind. During primary school and adolescence, emotional regulation continues to evolve, particularly influenced by peers, self-concept, and increasing independence.

The environment plays a crucial role in the development of emotional regulation. Children who grow up in emotionally supportive settings develop these skills more rapidly. In contrast, children exposed to stress, neglect, or inconsistent parenting styles often struggle to develop effective regulatory strategies (Thompson, 1994).

In Which Developmental Disorders do we have Emotional Disregulation?

Difficulties in emotional regulation are particularly pronounced in children with autism spectrum disorder (ASD), ADHD, intellectual disabilities, emotional and behavioral disorders, and in children exposed to traumatic experiences.

In children with ASD, emotions are often expressed through inadequate responses, such as challenging behaviors directed toward themselves or others. This is partly due to difficulties interpreting nonverbal cues caused by underdeveloped speech and language abilities, rigidity regarding daily routines, and sensory overload from excessive environmental stimuli (Mazefsky et al., 2013).

In children with ADHD, impulsivity in decision-making, low frustration tolerance, and sudden mood swings frequently occur, making it difficult for them to apply learned self-regulation strategies in real-life situations (Shaw et al., 2014).

Furthermore, children with intellectual disabilities often have a limited vocabulary for expressing their emotions, which can also lead to behavioral outbursts.

Children exposed to neglect, abuse, or social deprivation are more prone to dysregulation due to chronic stress and a disrupted sense of safety, which can have long-term consequences on their growth and development (Cicchetti & Toth, 2005).

Consequences of Emotional Disregulation

Ineffective emotional regulation can have many consequences, especially during critical developmental periods. Children who cannot recognize and name their emotions are more likely to resort to less adaptive behavior patterns, such as aggression, withdrawal, manipulation, or avoidance of responsibilities.

Over time, these behavior patterns may result in academic difficulties, poor social relationships, family conflicts, and engagement in risky behaviors during adolescence (Eisenberg et al., 2001). In adulthood, underdeveloped emotional regulation increases the risk of depression, anxiety, personality disorders, and addiction (Aldao et al., 2010).

It is also important not to overlook the physiological consequences of chronic stress caused by unregulated emotions. This can negatively affect the immune and endocrine systems, making the body more susceptible to illness (McEwen, 2006).

The Role of Multisensory Stimulation in the Development of Emotional Regulation

Multisensory stimulation involves providing sensory input to multiple sensory systems (visual, auditory, tactile, vestibular, and proprioceptive) to help regulate a child’s response in a way that promotes an adaptive reaction. Such strategies are based on the sensory integration concept developed by Ayres (1972), which emphasizes the importance of synchronizing sensory information to organize behavior effectively.

For this reason, multisensory rooms are often used for therapeutic purposes, allowing children to relax through tailored sounds, visual effects, and vibrations. Research shows that such stimulation has a calming effect, improves attention, reduces aggressive behaviors, and promotes positive mood in children with ASD and intellectual disabilities (Pagliano, 2012; Shapiro et al., 2017).

A crucial aspect of multisensory stimulation is the element of choice, allowing the child to control the type and intensity of stimuli. This enhances emotional security and fosters a sense of confidence.

How Does SENcastle Promote Emotional Regulation?

SENcastle promotes emotional regulation through the following features:

Predictable structure: Children feel more secure when they know what will happen next, and when they decide when to press the button to start a specific sensory scene.
Individually tailored sensory input - Each child can choose the type of sensory input based on their preferences and needs, which helps reduce stress.
Opportunity for choice enhances the sense of control, which is crucial for emotional autonomy.
Connection with others – SENcastle can be a tool for shared play and learning, strengthening emotional bonds and social skills.

Key Guidelines for Using SENcastle

To make the most of SENcastle for developing emotional regulation, it is recommended to integrate into the child’s daily routine. This includes activities such as the morning greeting circle or using it as a transitional tool, i.e., to support the shift from one activity to another. Furthermore, SENcastle can help adapt content based on the child’s current emotional state, contributing, for example, to a quicker reduction of distress.

SENcastle can also facilitate the teaching and recognition of emotions when used alongside social stories. For children with complex communication difficulties, it provides an opportunity to use their AAC devices, enabling them to be equal participants in activities.

Ultimately, SENcastle does not replace human interaction; instead, it supports it, offering children tools and an environment to learn about emotions, express them, and gradually develop their regulation strategies.

References

Aldao, A., Nolen-Hoeksema, S., & Schweizer, S. (2010): Emotion-regulation strategies across psychopathology: A meta-analytic review. Clinical Psychology Review, 30(2), 217–237.

Ayres, A. J. (1972): Sensory Integration and Learning Disorders. Los Angeles: Western Psychological Services.

Cicchetti, D., & Toth, S. L. (2005): Child maltreatment. Annual Review of Clinical Psychology, 1, 409–438.

Eisenberg, N., Cumberland, A., & Spinrad, T. L. (2000): Parental socialization of emotion. Psychological Inquiry, 11(3), 195–219.

Eisenberg, N., Spinrad, T. L., & Eggum, N. D. (2001): Emotion-related self-regulation and its relation to children’s maladjustment. Annual Review of Clinical Psychology, 6, 495–525.

Gross, J. J. (2015). Emotion regulation: Conceptual and practical issues. Emotion Review, 7(3), 258–263.

Kopp, C. B. (1989): Regulation of distress and negative emotions: A developmental view. Developmental Psychology, 25(3), 343–354.

Mazefsky, C. A., Herrington, J., Siegel, M., Scarpa, A., Maddox, B. B., Scahill, L., & White, S. W. (2013). The role of emotion regulation in autism spectrum disorder. Journal of the American Academy of Child & Adolescent Psychiatry, 52(7), 679–688.

McEwen, B. S. (2006): Protective and damaging effects of stress mediators: Central role of the brain. Dialogues in Clinical Neuroscience, 8(4), 367–381.

Morris, A. S., Silk, J. S., Steinberg, L., Myers, S. S., & Robinson, L. R. (2007): The role of the family context in the development of emotion regulation. Social Development, 16(2), 361–388.

Pagliano, P. (2012): Using multisensory environments: Theory and practice. London: Routledge.

Shapiro, M., Sloan, D. M., & Gross, J. J. (2017): Multisensory therapy and emotion regulation: A review of clinical applications. Clinical Psychology Review, 56, 1–14.

Shaw, P., Stringaris, A., Nigg, J., & Leibenluft, E. (2014): Emotion dysregulation in attention deficit hyperactivity disorder. American Journal of Psychiatry, 171(3), 276–293.

Thompson, R. A. (1994): Emotion regulation: A theme in search of definition. Monographs of the Society for Research in Child Development, 59(2‐3), 25–52.

SENcastle as Support for the Development of Emotional Regulation