Emotional dysregulation is a common symptom of many mental health and neurodevelopmental diagnoses. The development of the capacity to regulate one’s emotions to meet one’s needs begins in early childhood and is key to supporting wellbeing. Emotional regulation is a complex process that requires coordination of both internal and external stimuli. Processes involved in Emotional regulation include monitoring, evaluating, and modifying emotions. In early childhood, children are reliant on their caregivers to model, teach, and support through co-regulation.

Emotional regulation becomes even more complex when we look at the effects of neurodiversity and trauma on the development of neural networks in early childhood. Young People who are neurodiverse or those who have experienced complex trauma experience differences in neurodevelopment. Trauma and some neurodevelopmental disorders including ASD, and ADHD can mean that there is an increased limbic response and a reduction in prefrontal processing. These children may have greater emotional responses to internal and external stimuli.

The environmental effects of trauma can result in a child learning to utilise dysregulated behaviours or muted emotional responses as an adaptive strategy. Some motivations for behaviour may be seeking to maintain and protect relationships, seeking empathy from a caregiver, or avoiding punishment. In traumatic environments, extreme emotional responses may be learnt by the child when seeking to get their needs met. It is essential that mental health practitioners and caregivers learn to support children to develop healthy regulation strategies to promote mental health and emotional wellbeing.

This workshop provides a brief overview of the development and neurological processes associated with emotional regulation. It explores how trauma and neurodiversity influence emotional regulation and coping strategies. The audience then splits out into three groups to participate in effective behavioural strategies that support children to identify emotions, support co-regulation, and integrate these concepts to promote self-regulation skills.