Emotional Regulation in the Classroom: Counseling Practices and Impact
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Authors
Junck, Jesse
Issue Date
2025-04-30
Type
Capstone
Language
en
Keywords
executive functioning , emotional dysregulation , emotional regulation , holistic , neurodivergence
Alternative Title
Abstract
Emotional Dysregulation is the recurrence of loss of emotional control either internally or externally. In elementary aged children, the prevalence of emotional dysregulation is increasing, causing concern for parents, educators, counsellors, social workers, family practitioners, and psychiatrists alike. Frequent emotional dysregulation in school-based settings is correlated to increased feelings of fear and decreased learning within the classroom community. For the individuals experiencing emotional dysregulation in the classroom, negative long-term effects include increased risk of depression and psychological disorders in adulthood. Frequent emotional dysregulation can also impact individuals negatively by increasing the likelihood that the individual will be marginalized in social settings and victimized by bullying. This capstone project explores the many causes for emotional dysregulation in classroom. A variety of approaches including attachment focused and cognitive behavioural therapy may be used to support children in developing emotional regulation skills, and approaches should be selected based on the child’s developmental level and circumstances. Overall, counsellors can positively impact clients’ ability to emotionally regulate by taking a holistic approach, which addresses the biological, psychological, and social needs of the child.
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Citation
Publisher
License
Attribution-NonCommercial-NoDerivs 3.0 United States
openAccess
openAccess