Positive Aspects of Emotional Competence in Preventing Internalizing Symptoms in Children with and without Developmental Language Disorder : A Longitudinal Approach

Samson, Andrea C.; van den Bedem, Neeltje P.; Dukes, Daniel; Rieffe, Carolien

doi:10.1007/s10803-019-04336-y

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samsonetal.2020.positiveaspectsofemotionalcompetence....s10803-019-04336-y

Journal article

Positive Aspects of Emotional Competence in Preventing Internalizing Symptoms in Children with and without Developmental Language Disorder : A Longitudinal Approach

IPC

Samson, Andrea C. ORCID Institute of Special Education, University of Fribourg, Switzerland. Faculty of Psychology, UniDistance Suisse, Brigue, Switzerland
van den Bedem, Neeltje P. Developmental Psychology, Leiden University, The Netherlands
Dukes, Daniel ORCID Institute of Special Education, University of Fribourg, Switzerland. Swiss Center for Affective Sciences, University of Geneva, Switzerland
Rieffe, Carolien ORCID Developmental Psychology, Leiden University, The Netherlands. NSDSK, Amsterdam,The Netherlands. Department of Psychology and Human Development, Institute of Education, University College London, London, UK

06.01.2020

Published in:

Journal of Autism and Developmental Disorders. - Springer Science and Business Media LLC. - 2020, vol. 50, no. 4, p. 1159-1171

English In order to better understand protective factors for internalizing problems, this longitudinal study examined positive emotions, emotion awareness and (non-)emotional communication skills in relation to somatic complaints and social anxiety in children with (N = 104) and without (N = 183) Developmental Language Disorder (DLD) using self-reported measures twice with a 9-month interval. Additionally, parents reported on their child’s communication problems and emotion communication at Time 1. Most importantly, since we found that increasing levels of emotion awareness related to decreases in social anxiety and somatic complaints in children with and without DLD, we conclude that children with DLD are likely to benefit from interventions aimed at improving their emotion awareness in addition to language interventions.

Faculty

Faculté des lettres et des sciences humaines

Department

Département de Pédagogie spécialisée

Language