Issues with emotional regulation, aka Emotional Dysregulation (ED), are not diagnostic factors when evaluating people for autism, however many people with ASD struggle with emotional regulation which can manifest in behavioral or social difficulties due to difficulty or inability to apply adaptive emotion regulation strategies

Emotional Regulation and ASD

"stereotyped or repetitive motor movements" as defined by the DSM-V, and can include hand flapping, hair twirling, rocking, spinning, finger movements, and many more movements. Most commonly associated with ASD but also occur in other developmental disorders and can be in response to either positive or negative emotions and/or sensory experiences

Stimming (Self-Stimulatory Behavior)

Limited access to emotional regulation strategies is a main significant predictor of depression in individuals with body dysmorphic disorder.

An Underlying Factor in the Relation Between Body Dysmorphic Disorder and Depression

Emotional regulation is an awareness and comprehension of one's emotions and their impact on behavior, and the ability to delay or adjust spontaneous reactions. Regulating emotion is a dynamic and complex process, and is important in modifying emotional reactions to meet situational demands. These adaptive behaviors can be either automatic or intentional.

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The ability for an instructor to effectively adapt to various situations, and face adverse scenarios. Higher resilience teachers respond better to more challenging situations, in which stress or frustration may raise. Characteristics of highly resilient teachers include flexibility and functional adaptation. It has been found that there’s a high correlation between effective teacher resilience, and the Big Five Personality Traits, especially with extraversion, agreeableness, and openness.

Teachers' Resilience

Deng, Q., Zheng, B., & Chen, J. (2020, September 24). The relationship between personality traits, resilience, school support, and creative teaching in Higher School Physical Education Teachers. Frontiers. Retrieved July 18, 2022, from https://www.frontiersin.org/articles/10.3389/fpsyg.2020.568906/full 

The Relationship Between Personality Traits, Resilience, School Support, and Creative Teaching in Higher School Physical Education Teachers

Mazefsky, C.A. Emotion Regulation and Emotional Distress in Autism Spectrum Disorder: Foundations and Considerations for Future Research. J Autism Dev Disord 45, 3405–3408 (2015). https://doi.org/10.1007/s10803-015-2602-7


Emotion Regulation and Emotional Distress in Autism Spectrum Disorder: Foundations and Considerations for Future Research

Protective factors are what cause a teacher’s resilience in the classroom. This concept is broken down further into internal and external factors.

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