The need to develop and implement educational and therapeutic programs aimed at strengthening children’s emotional regulation

The gap

Evidence profile

Sourced from the recommendations and stated challenges of the source papers, classified as general, spanning 3 journals.

Supporting evidence — 3 representative gaps

• A Perceived Emotional Neglect, Social Emotional Competence, and Interpersonal Dependency in Young Adults (2026) · Social Sciences & Humanity Research Review · doi

  1. The use of longitudinal research design may help build a causative relationship and conduct additional studies. 2. The use of larger sample size is encouraged along with diversified subjects' age, educational background, and regional experience. 3. The inclusion of more psychological variables in the research process is encouraged, including (but not limited to) mental health state, personality traits, self-esteem and family environment to understand emotional development. 4. Researchers are encouraged to pay special attention to program designing in order to improve social-emotional competence of respondents. 5. Schools, colleges, and universities are recommended to design and implement the necessary training programs to enable demonstrating emotional skills, such as self-awareness, emotional control, and relationship management with other people. 6. Parents should have relevant information regarding the creation of supportive environment for children. 7. Universities should provide relevant counseling services for their students' emotional wellbeing. REFERENCES Ainsworth, M. D. S., Blehar, M. C., Waters, E., & Wall, S. N. (2015). Patterns of attachment: A psychological study of the strange situation. New York, NY: Psychology Press. Anwar, A., Ayyubi, M. S., Riaz, F., & Shabeer, M. G. (2024). Regional disparities in food security: An empirical analysis of Pakistan’s provinces and regions. The Journal of Research Review, 1(4), 502- 511. Arnett, J. J. (2000). Emerging adulthood: A theory of development from the late teens through the twenties. American Psychologist, 55(5), 469–480. Bornstein, R. F. (2012). From dysfunction to adaptation: An interactionist model of dependency. Annual Review of Clinical Psychology, 8(1), 291–316. Bowlby, J. (1980). Attachment and loss: Vol. 3. Loss. New York, NY: Basic Books. Crowell, S. E., Beauchaine, T. P., & Linehan, M. M. (2009). A biosocial developmental model of borderline personality disorder: Elaborating and extending Linehan’s theory. Psychological Bulletin, 135(3), 495–510. Daniel, I., Yusuf, A. H., Masih, S., & Daniel, K. (2025). Unraveling the path from digital fatigue to workplace thriving: A serial mediation model based on the job demands–resources framework. Social Science Review Archives, 3(4), 4575-4593. Denham, S. A., Bassett, H. H., & Wyatt, T. (2007). The socialization of emotional competence. In J. E. Grusec & P. D. Hastings (Eds.), Handbook of socialization: Theory and research (pp. 614–637). New York, NY: Guilford Press. Durlak, J. A., Weissberg, R. P., Dymnicki, A. B., Taylor, R. D., & Schellinger, K. B. (2011). The impact of enhancing students’ social and emotional learning: A meta-analysis of school-based universal interventions. Child Development, 82(1), 405–432. Copyright © 2025. SSHRR Publis

  generalrecommendationsevidence 5/5
  Keywords: emotional encouraged psychological development social york review theory model design relationship regional personality self environment
• A Systematic Review: The Role of Parent-Child Relationship and Parental Emotional Socialization on Children’s Emotion Regulation (2026) · Buletin Psikologi · doi

  Future research would benefit from longitudinal and multi-informant designs, greater cultural diversity, and more comprehensive assessments of parent-child relationship and parental ESB dimensions. Expanding the scope of future reviews may also provide a broader understanding of the complex mechanisms through which family relationships shape children’s emotional development.

  generalrecommendationsevidence 5/5
  Keywords: future benefit longitudinal multi informant designs greater cultural diversity comprehensive assessments parent child relationship parental
• Family Risk Factors and Emotional–Behavioral Problems in Children in Protective Care (2026) · Social Sciences · doi

  The study highlights the need to develop and implement educational and therapeutic programs aimed at strengthening children’s emotional regulation, addressing behavioral difficulties, and considering family-related adversity in intervention planning. The results indicate that girls present higher levels of emotional problems, peer problems, and overall difficulties than boys.

  generalstated challengesevidence 5/5
  Keywords: study highlights need develop implement educational therapeutic programs

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