Spawton-Rice, John; (2025) The Emotion, Regulation and Mental Health Pathway. The Relationship Between Emotion Control Beliefs, Mental Health and Regulation for Learners in Alternative and Mainstream Provision. Doctoral thesis (D.Ed.Psy), UCL (University College London).

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Abstract

BACKGROUND AND AIMS: Emotion beliefs refer to the perceived controllability and usefulness of emotions, and research indicates that these beliefs impact mental health by influencing emotional regulation behaviors. Adolescents with Attention Deficit Hyperactivity Disorder (ADHD) and Autistic Spectrum Condition (ASC) are at greater risk of poor mental health, partly due to differences in their emotion regulation behaviors. Adolescence is a critical period characterised by its increase in vulnerability for mental illness and its enhanced opportunity for positive, lasting change, making it an essential focus for interventions aimed at improving mental health outcomes. This research aims to explore the relationship between emotion beliefs and mental health in adolescents with ADHD and ASC, mediated by emotional regulation. By understanding this relationship, the research seeks to identify potential targets for preventative mental health support within educational settings. The present study aims to identify whether the relationship between emotion beliefs and mental health observed in neurotypical populations also exists in neurodiverse populations, specifically those with ADHD and ASC. A mixed methods approach was adopted for this research, combining quantitative analysis to examine the relationship between emotion beliefs and mental health outcomes, with qualitative exploration of regulation approaches and experiences. This research aims to explore how young people regulate their emotions, the barriers and supports that impact this and their perspectives on these processes. Additionally, it investigates whether the relationship between emotion beliefs and mental health, mediated by emotional regulation, exists in adolescent neurodiverse populations. Aligned with neurodiversity affirming principles, the research explores both positive and negative measures of mental health to explore protective factors and move beyond a deficit focused framework. RESEARCH DESIGN: A mixed-methods convergent research design was used for this study, combining quantitative questionnaire data with qualitative interview data. Students with diagnoses of ADHD or ASC in key stages 3 and 4 (ages 12-16) were recruited from two English secondary schools: a mainstream secondary school (n = 9) and a specialist provision for students with social, emotional, and mental health (SEMH) needs (n = 7). In total, 16 students completed a questionnaire consisting of three scales: the Revised Child Anxiety and Depression Scale (RCADS-25), the Warwick-Edinburgh Mental Wellbeing Scale (WEMWBS), and the Emotion Beliefs Questionnaire (EBQ). These were followed by semi-structured interviews exploring emotion beliefs, perceived barriers to regulation, and views on the relationship between emotion beliefs and mental health. FINDINGS: Quantitative data revealed non-significant, positive correlations between maladaptive emotion beliefs and measures of psychopathology in the same direction as correlations found by previous research findings in neurotypical populations, supporting their relevance in neurodiverse populations and indicating a need for further research. No significant differences were found between the ASC and ADHD groups regarding emotion beliefs, mental health measures, or the use of reappraisal and expressive suppression, although levels were higher than those identified in previous research with neurotypical samples. A significant negative correlation was found between the belief in the positive usefulness of emotions and the use of expressive suppression suggesting positive usefulness can increase suppression of emotions. Thematic analysis identified four themes: "Control and Utility are Conditional," "How We Control Emotions," "What Affects us," and "How Emotions Impact Our Mental Health." Qualitative data highlighted differences in the use of emotion regulation strategies between groups, with control viewed as a skill that can be improved but also as being limited by the severity and valence of emotions. IMPLICATIONS: Theoretically, although tentative, findings suggest that emotion beliefs are related to mental health in neurodiverse populations and that emotion type and valence impact this relationship. This supports application of the extended process model by recognising that young people monitor emotional intensity and valence and that this guides regulation behaviour. For Educational Psychologist practice, these findings tentatively suggest that conclusions related to the emotion beliefs and regulation are applicable to neurodiverse populations. At this stage, they suggest further research would be warranted in order to support this conclusion with more certainty but suggest that previous research identifying emotion beliefs as risk factors for development of poor mental health may be relevant to this population.

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