La socialisation parentale des émotions : comment les parents soutiennent-ils le développement socio-émotionnel d'enfants d'âge préscolaire et présentant un trouble du spectre de l'autisme
(2018)
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- Authors
- Supervisors
- Nader-Grosbois, Nathalie
- Abstract
- In preschoolers, socio-emotional inabilities may occurred or increased when they start the school. The child will be exposed to a new environment with new requirements to which he must adapt. Studies revealed that children who have good abilities in Theory of Mind, emotional regulation and social adjustment are better socially integrated. Studies revealed that children who have good abilities in Theory of Mind, emotional regulation and social adaptation are socially well-integrated. And this is even more true for atypically developing children, such as children with an Autism Spectrum Disorder (ASD), who display delays or deficits in their socio-emotional development. The main purpose of this thesis is to explore how parents of typically developing children and ASD children may support their children’s socio-emotional development by emotion-related socialization behaviors. In our two samples, our studies show that, by the way of specific reactions to children’s emotions and emotion-related conversations, both parents support children’s development in Theory of Mind, emotional regulation and social adjustment. The last part of this thesis will be a general discussion about our results and about clinical pathways and implications.
- Affiliations
Citations
Mazzone, S. (2018). La socialisation parentale des émotions : comment les parents soutiennent-ils le développement socio-émotionnel d’enfants d’âge préscolaire et présentant un trouble du spectre de l’autisme. https://hdl.handle.net/2078.5/49691