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dc.contributor.authorLøvaas, Mona Elisabeth S
dc.contributor.authorSund, Anne Mari
dc.contributor.authorLydersen, Stian
dc.contributor.authorNeumer, Simon-Peter
dc.contributor.authorMartinsen, Kristin Dagmar
dc.contributor.authorHolen, Solveig
dc.contributor.authorPatras, Joshua
dc.contributor.authorAdolfsen, Frode
dc.contributor.authorReinfjell, Trude
dc.date.accessioned2019-11-29T12:05:02Z
dc.date.available2019-11-29T12:05:02Z
dc.date.created2019-04-16T13:53:48Z
dc.date.issued2019
dc.identifier.citationJournal of Child and Family Studies. 2019, 28 (3), 805-813.nb_NO
dc.identifier.issn1062-1024
dc.identifier.urihttp://hdl.handle.net/11250/2631059
dc.description.abstractObjectives Emotion regulation is thought to be an important transdiagnostic process across internalizing disorders in youth, and the regulation of emotions is believed to play a central role in both adaptive and maladaptive development. Several preventive interventions focus on improving children’s emotion regulation skills, but research regarding the outcomes of emotion regulation skills are scarce. Methods We therefore investigated whether a new transdiagnostic indicated prevention intervention for anxiety and depressive symptoms, the EMOTION program, improves emotion regulation skills as reported by parents of children aged 8–12 years. Data from a large national cluster randomized control trial (RCT) study, Coping Kids, performed in Norway were used, including data from 601 children and their parents. Results Using mixed models, we found a decrease in dysregulation of emotions (Δ  =  .06, CI  =  (0.00 to .11), p =  .040) and an increase in emotion regulation (Δ  =  .11, CI  =  (0.05 to .17) p  <  .001) in the intervention group compared to the control group. Conclusions The EMOTION intervention has a potential positive effect on children’s emotional regulation skills. One opportunity in transdiagnostic interventions lies in targeting common underlying processes in internalizing disorders and thereby reaching a larger proportion of the youth population than is possible with single-disorder approaches.nb_NO
dc.language.isoengnb_NO
dc.publisherSpringer Verlagnb_NO
dc.titleDoes the transdiagnostic EMOTION intervention improve emotion regulation skills in children?nb_NO
dc.typeJournal articlenb_NO
dc.typePeer reviewednb_NO
dc.description.versionacceptedVersionnb_NO
dc.source.pagenumber805-813nb_NO
dc.source.volume28nb_NO
dc.source.journalJournal of Child and Family Studiesnb_NO
dc.source.issue3nb_NO
dc.identifier.doi10.1007/s10826-018-01324-1
dc.identifier.cristin1692925
dc.relation.projectNorges forskningsråd: 228846nb_NO
dc.description.localcodeThis is a post-peer-review, pre-copyedit version of an article published in [Journal of Child and Family Studies ] Locked until 7.1.2020 due to copyright restrictions. The final authenticated version is available online at: https://doi.org/10.1007/s10826-018-01324-1nb_NO
cristin.unitcode194,67,40,0
cristin.unitcode1920,18,0,0
cristin.unitcode194,65,35,5
cristin.unitnameInstitutt for psykologi
cristin.unitnamePH - Barne- og ungdomspsykiatrisk klinikk
cristin.unitnameRKBU Midt-Norge - Regionalt kunnskapssenter for barn og unge - psykisk helse og barnevern
cristin.ispublishedtrue
cristin.fulltextoriginal
cristin.qualitycode1


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