"Je comprends ce que tu ressens" : l'empathie et ses liens avec la régulation émotionnelle et la Théorie de l'Esprit d'enfants au développement typique ou présentant une déficience intellectuelle
(2025)
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Thèse_PolineSIMON_2025.pdf
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- Authors
- Supervisors
- Nader-Grosbois, Nathalie
- Abstract
- The preschool years are a crucial period for socio-emotional development, during which children acquire essential skills for building harmonious social relationships. Yet parents and professionals, particularly teachers, are often concerned when children, whether typically developing or with intellectual disabilities, face socio-emotional difficulties. They may, for example, be overwhelmed by others’ emotions, struggle to regulate their own, or be unsure how to understand and respond to them. Drawing on recent theoretical foundations and the state of the art, this thesis aims to better understand the development of empathy and its links with Theory of Mind, emotional regulation, and social adaptation in typically developing preschool children and those with intellectual disabilities, in order to gain insight into their strengths and challenges. In response to the gaps identified in the literature review, nine empirical studies were conducted, organized into four main areas. First, we explore the development of empathy in both typically developing children and those with intellectual disabilities. Then, we will examine the links between empathy, emotional regulation, and ToM in these two populations. In reference to a heuristic model, we will also analyze the dynamic relationships among these three domains to determine the mediating role of empathy in the relationship between emotional regulation and ToM. The results of these studies will then be discussed. Finally, we will offer a critical appraisal of our studies, provide perspectives for future research, and identify implications for clinical practice.
- Affiliations
Citations
Simon, P. (2025). “Je comprends ce que tu ressens” : l’empathie et ses liens avec la régulation émotionnelle et la Théorie de l’Esprit d’enfants au développement typique ou présentant une déficience intellectuelle. https://hdl.handle.net/2078.5/256652