Narrating for taking perspectives and regulating emotions: The role of scaffolding and repetition on interpersonal anger narratives of children with adverse childhood experiences
Background: The interplay between narrative abilities, emotion regulation, and perspective taking is critical, particularly for children with Adverse Childhood Experiences (ACE). However, this relationship remains underexplored in the context of ACE. Objective: This study aimed to examine how differ...
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Elsevier
2025-07-01
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| Series: | Acta Psychologica |
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| Online Access: | http://www.sciencedirect.com/science/article/pii/S000169182500366X |
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| author | Eleonora Bartoli Tilmann Habermas |
| author_facet | Eleonora Bartoli Tilmann Habermas |
| author_sort | Eleonora Bartoli |
| collection | DOAJ |
| description | Background: The interplay between narrative abilities, emotion regulation, and perspective taking is critical, particularly for children with Adverse Childhood Experiences (ACE). However, this relationship remains underexplored in the context of ACE. Objective: This study aimed to examine how different narrative modalities affect emotion regulation and perspective taking in children with ACE when recounting everyday anger events. Additionally, it explored whether a scaffolding interview could enhance these outcomes compared to simple narration. The hypotheses were: (1) narration improves emotion regulation and perspective taking; (2) scaffolding is more beneficial than narration alone; (3) narration boosts positive emotionality and reduce negative emotionality for anger events; (4) these effects on emotionality differ for different narrative conditions. Participants and setting: The study involved 33 Italian-speaking children aged 6 to 14 from residential childcare communities in Italy (57.6 % female). Methods: Data on sociodemographic factors, ACE exposure, and trauma symptoms were gathered through informant-report questionnaires. Children narrated three interpersonal anger events under different conditions (Repetition, Scaffolding, and Non-Repeated) across two sessions a week apart. They rated each event's emotionality before and after each session. Narratives were analyzed for indicators of emotion regulation and perspective taking. Results: Narration did not improve emotion regulation or perspective taking, nor was scaffolding more effective. Only negative emotionality decreased over time, with no significant differences between the narrative conditions. Conclusions: The lack of significant findings may be due to the low severity of the events narrated and the limited effectiveness of the scaffolding provided. |
| format | Article |
| id | doaj-art-4e4fe78222194ec4bdfae9b6ec97a817 |
| institution | Kabale University |
| issn | 0001-6918 |
| language | English |
| publishDate | 2025-07-01 |
| publisher | Elsevier |
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| series | Acta Psychologica |
| spelling | doaj-art-4e4fe78222194ec4bdfae9b6ec97a8172025-08-20T03:45:10ZengElsevierActa Psychologica0001-69182025-07-0125710505310.1016/j.actpsy.2025.105053Narrating for taking perspectives and regulating emotions: The role of scaffolding and repetition on interpersonal anger narratives of children with adverse childhood experiencesEleonora Bartoli0Tilmann Habermas1Goethe University of Frankfurt am Main, Germany; Corresponding author at: Gebäude PEG, Theodor-W.-Adorno-Platz 6, 60629 Frankfurt am Main, Germany.Goethe University of Frankfurt am Main, Germany; International Psychoanalytic University Berlin, GermanyBackground: The interplay between narrative abilities, emotion regulation, and perspective taking is critical, particularly for children with Adverse Childhood Experiences (ACE). However, this relationship remains underexplored in the context of ACE. Objective: This study aimed to examine how different narrative modalities affect emotion regulation and perspective taking in children with ACE when recounting everyday anger events. Additionally, it explored whether a scaffolding interview could enhance these outcomes compared to simple narration. The hypotheses were: (1) narration improves emotion regulation and perspective taking; (2) scaffolding is more beneficial than narration alone; (3) narration boosts positive emotionality and reduce negative emotionality for anger events; (4) these effects on emotionality differ for different narrative conditions. Participants and setting: The study involved 33 Italian-speaking children aged 6 to 14 from residential childcare communities in Italy (57.6 % female). Methods: Data on sociodemographic factors, ACE exposure, and trauma symptoms were gathered through informant-report questionnaires. Children narrated three interpersonal anger events under different conditions (Repetition, Scaffolding, and Non-Repeated) across two sessions a week apart. They rated each event's emotionality before and after each session. Narratives were analyzed for indicators of emotion regulation and perspective taking. Results: Narration did not improve emotion regulation or perspective taking, nor was scaffolding more effective. Only negative emotionality decreased over time, with no significant differences between the narrative conditions. Conclusions: The lack of significant findings may be due to the low severity of the events narrated and the limited effectiveness of the scaffolding provided.http://www.sciencedirect.com/science/article/pii/S000169182500366XEmotion regulationPerspective takingNarrativeAdverse childhood experiencesScaffolding |
| spellingShingle | Eleonora Bartoli Tilmann Habermas Narrating for taking perspectives and regulating emotions: The role of scaffolding and repetition on interpersonal anger narratives of children with adverse childhood experiences Acta Psychologica Emotion regulation Perspective taking Narrative Adverse childhood experiences Scaffolding |
| title | Narrating for taking perspectives and regulating emotions: The role of scaffolding and repetition on interpersonal anger narratives of children with adverse childhood experiences |
| title_full | Narrating for taking perspectives and regulating emotions: The role of scaffolding and repetition on interpersonal anger narratives of children with adverse childhood experiences |
| title_fullStr | Narrating for taking perspectives and regulating emotions: The role of scaffolding and repetition on interpersonal anger narratives of children with adverse childhood experiences |
| title_full_unstemmed | Narrating for taking perspectives and regulating emotions: The role of scaffolding and repetition on interpersonal anger narratives of children with adverse childhood experiences |
| title_short | Narrating for taking perspectives and regulating emotions: The role of scaffolding and repetition on interpersonal anger narratives of children with adverse childhood experiences |
| title_sort | narrating for taking perspectives and regulating emotions the role of scaffolding and repetition on interpersonal anger narratives of children with adverse childhood experiences |
| topic | Emotion regulation Perspective taking Narrative Adverse childhood experiences Scaffolding |
| url | http://www.sciencedirect.com/science/article/pii/S000169182500366X |
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