Description

The Emotion Regulation Questionnaire for Children and Adolescents (ERQ-CA-10) is a psychological assessment tool designed to evaluate how children and adolescents manage and regulate their emotions. It assesses various strategies employed by individuals to influence the intensity and duration of their emotional experiences. This scale is essential for understanding emotional functioning and can be used in both clinical and research settings.

Data Analysis and Usage

The analysis of data from the ERQ-CA-10 involves:
Result Processing: Collecting responses from the questionnaire and calculating scores for each dimension of emotion regulation.
Data Interpretation: Analyzing scores to determine how effectively a child or adolescent manages their emotions, identifying patterns or areas needing intervention.
Application: Results can be used by psychologists, counselors, and educators to understand emotional regulation skills, inform treatment plans, and develop interventions aimed at improving emotional well-being.

Objectives

The primary objectives of the ERQ-CA-10 are:
Assessment of Emotion Regulation: To measure how children and adolescents use different strategies to regulate their emotions.
Understanding Emotional Functioning: To gain insights into the emotional regulation capabilities of individuals and how these affect their overall emotional health and behavior.
Intervention Planning: To guide the development of targeted interventions that enhance effective emotion regulation and address areas where children or adolescents may struggle.

Calibration

The calibration of the ERQ-CA-10 includes:
Scoring: Each item is scored based on the frequency and effectiveness of emotion regulation strategies used by the respondent, typically using a Likert scale.
Statistical Analysis: The data is analyzed for reliability and validity of the scale, using normative data for comparison and interpretation.
Normative Data: Scores are compared against normative data to understand the individual’s emotion regulation in relation to peers of similar age and background.

Bibliography

Gross, J. J., & John, O. P. (2003). Individual differences in two dimensions of emotion regulation: Cognitive reappraisal and expressive suppression. Journal of Personality and Social Psychology, 85(2), 348-362.
Garnefski, N., Kraaij, V., & Spinhoven, P. (2001). Negative life events, cognitive emotion regulation and emotional problems. Personality and Individual Differences, 30(8), 1311-1327.
Mennin, D. S., & Heimberg, R. G. (2000). The role of emotion regulation in anxiety disorders. Emotion, 1(1), 18-37.
Aldao, A., Nolen-Hoeksema, S., & Schweizer, S. (2010). Emotion-regulation strategies across psychopathology: A meta-analytic review. Clinical Psychological Review, 30(2), 217-237.
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.