Emotionally Provoking Events in Classrooms and During Transitions: Developing Self-Regulatory Programs for Children Diagnosed With Attention Deficit Hyperactivity Disorder

课堂上和过渡期间的情绪激动事件：为诊断患有注意力缺陷多动障碍的儿童制定自我调节计划

• 批准号: ARC : DP0342915
• 负责人: Prof Stephen Houghton
• 金额: $ 13.2万
• 依托单位: The University of Western Australia
• 依托单位国家: 澳大利亚
• 项目类别: Discovery Projects
• 财政年份: 2003
• 资助国家: 澳大利亚
• 起止时间: 2003-01-01 至 2006-12-31
• 项目状态: 已结题
• 来源: https://researchdata.edu.au/emotionally-provoking-events-hyperactivity-disorder/64880
• 关键词: Emotionally; Provoking; Events; Classrooms; During

Emotionally Provoking Events in Classrooms and During Transitions: Developing Self-Regulatory Programs for Children Diagnosed With Attention Deficit Hyperactivity Disorder. Deficiencies in inhibitory control seen in those with ADHD cause problems in self-regulation of emotion. Consequently, children with ADHD are more impulsively emotional and less able to regulate their emotional responses to emotionally provoking events. Few studies, however, have systematically examined the emotional responses of this population in the classroom and during transitions. Through a series of studies the proposed research will identify events which are emotionally provoking for primary and secondary school-aged ADHD children, and then develop and evaluate emotion self-regulation programs (in combination with/without medication) which assist ADHD children to manage emotionally provoking events.

在教室和过渡期间的情绪刺激事件：发展自我调节程序的儿童诊断为注意缺陷多动障碍。ADHD患者的抑制控制缺陷会导致情绪自我调节出现问题。因此，患有多动症的儿童更容易冲动，对情绪刺激事件的情绪反应调节能力更弱。然而，很少有研究系统地调查了这群人在课堂上和过渡时期的情绪反应。通过一系列的研究，该研究将确定小学和中学年龄的ADHD儿童的情绪刺激事件，然后开发和评估情绪自我调节程序（结合/不结合药物），以帮助ADHD儿童管理情绪刺激事件。