Loading
Life sciences · Journal article
International Journal of Qualitative Studies on Health and Well-being · May 23, 2026
Early or partial results. Treat as a signal, not a conclusion.
This qualitative study documents adolescents' and parents' perceptions that a five-session emotion regulation skills training was valuable and meaningful, with reported insights including increased emotional awareness and improved daily application. The findings are descriptive and exploratory, identifying both benefits (emotional awareness, parental facilitation) and challenges (timing, need for continued practice), rather than establishing efficacy or clinical outcomes.
Qualitative interview study with reflexive thematic analysis. Adolescents and parents recruited from a Swedish school setting who jointly participated in the emotion regulation skills training. Intervention: Five sessions of psychoeducation about emotions and emotion regulation skills, delivered jointly to adolescents and parents. n = 12. Swedish school setting.
Participants expressed a general need for emotional awareness, including understanding emotions and emotion regulation skills Participants experienced insights (e.g., increased emotional awareness) that benefited their daily lives Parents were viewed as facilitating the learning and application of emotion regulation skills among adolescents
Safety was not reported in the material analysed. Check the source before drawing any conclusion about harm.
This qualitative work provides exploratory evidence that joint parent-adolescent emotion regulation training may be perceived as acceptable and valuable in school settings, but does not establish clinical efficacy or quantify mental health outcomes. Clinicians should view this as preliminary support for the acceptability and perceived benefits of such interventions, not as evidence of effectiveness.
This qualitative study explores experiential and perceptual insights from a small sample of adolescents and parents regarding a preventive emotion regulation skills training, with no quantitative outcomes or control comparison to establish efficacy.
As stated by the source record.
Quoted from the source exactly as published.
This qualitative work provides exploratory evidence that joint parent-adolescent emotion regulation training may be perceived as acceptable and valuable in school settings, but does not establish clinical efficacy or quantify mental health outcomes. Clinicians should view this as preliminary support for the acceptability and perceived benefits of such interventions, not as evidence of effectiveness.
Graded across the dimensions that decide whether you should act, each from what the source actually supports. There is no single score, and where a dimension was not assessed it says so.
Background. Difficulties in emotion regulation (ER) have been identified as a core mechanism in mental health problems. Preventive interventions targeting ER in adolescents, both in universal and selected settings, show promising effects in reducing ER difficulties and supporting general health, though further research is needed to confirm these findings. Earlier studies also highlight the potential value of involving parents in such interventions to strengthen parent-child relationships and promote healthy ER, but this approach also requires further exploration. The aim of the current study was to explore how adolescents and parents described their experiences and perceptions of participating jointly in a preventive ER skills training in a school setting. Such experiential and perception-focused insights underscore the need for a qualitative approach.Methods. The skills training consisted of five sessions of psychoeducation about emotions and ER skills. Twelve participants (seven parents and five adolescents) were interviewed. The interviews were transcribed and analyzed with reflexive thematic analysis.Results. The participants expressed a general need for emotional awareness, including understanding emotions and ER, as well as recognizing the role of emotions in everyday issues. The perceived stigma associated with mental health and emotional expression, along with a lack of knowledge about emotions, was seen as concealing the need for emotional awareness. Parents were viewed as facilitating the learning and application of ER skills among adolescents. Participants experienced insights (e.g., increased emotional awareness) that benefited their daily lives, but also perceived challenges with preventive ER skills training regarding timing and the need for continued practice to maintain skills. Participants found the ER skills training to be valuable and meaningful.Conclusion. The results highlight both the benefits and challenges of jointly targeting ER preventively in adolescents and their parents within a school setting, particularly with regard to recruitment and evaluation. The findings also contribute to ongoing discussions in prevention research about the optimal timing of interventions, ER focus, and parental involvement.
Taken from the source record, never inferred. Follow any of these and new work involving them reaches your briefing.