The psychologist Analí Naranjo García explores in this article the importance of focusing on the development of executive functions as a means to improve emotional self-regulation in children and adolescents, analyzing both the biological basis of these abilities and their influence on the self-regulation process.

To better understand this concept, we can imagine our body like the cars of a train, where a main driver controls the movement, braking, and direction of all the other cars. Similarly, our brain operates with the so-called “executive functions.” These skills, according to Muriel Lezak (1989), are defined as “the mental abilities that allow the formulation of goals and the necessary planning to carry out effective, creative, and socially acceptable behavior.”

What role do executive functions play in emotional self-regulation?

Emotional self-regulation, defined as the ability to manage emotions in such a way that appropriate and adaptive behaviors are expressed in emotionally intense situations, emerges as a crucial component in psychological well-being. Furthermore, it has been shown that emotional self-regulation acts as a protective factor against anxiety and depression.

Now, in relation to what was explained in the previous paragraph, all the actions that allow us to make informed decisions, act with caution, and control the intensity of our reactions have their origin in the development of executive functions. Therefore, skills such as response inhibition, cognitive flexibility, and planning will be essential to respond in a more adaptive way to the different emotions we experience.

Emotional regulation is much more than recognizing and controlling emotions

Child self-regulation is based on complex interactions between different brain regions and neurological systems. The gradual development of these neurological structures and functions allows children to regulate their emotions and behaviors more effectively throughout childhood and adolescence. That is why it is imperative to focus initial intervention not only on the visual recognition of emotions but also on various skills that directly impact different executive functions, in order to work systematically according to each developmental stage.

Which systems of our brain are involved in executive functions?

The prefrontal cortex is the area in our brain that sets us apart from the primitive brain, allowing us to make decisions, develop our metacognition, and adapt to living in society. In other words, it is the area that regulates the signals sent by the amygdala and allows us to provide socially appropriate meanings to each context.

Let’s provide an example: when bumping into someone, the initial impulse could be to get angry and push back, responding to fear and/or anger and the survival instinct. However, the development of behavioral inhibition will allow us to momentarily stop and think about what really happened, helping us determine if it was just an accident. Therefore, the response will tend to be much more peaceful and controlled.

Which executive functions are the main players in emotional regulation?

Let’s think of the train operator again. Planning the route will allow the operator to know the train stops, where it will arrive, and how long it will take. In humans, the ability to plan our behavior allows us to know the steps we must take to achieve something, how to do it, and how much time it will take. Working on tasks in steps, taking breaks, setting realistic goals, and determining the timing of an action are fundamental supports when facing frustration because we will always know where to start and what to do to complete the task.

Response inhibition and cognitive flexibility

Now, let’s imagine that the train operator encounters a major obstacle halfway through the route. A large rock has fallen onto the tracks, and crossing over it is not an option. In this case, the option is to inhibit the train’s movement. In other words, pause the movement in order to make the best decision, proceed with caution, understanding that acting on impulse would have very negative consequences. This relates to response inhibition, which is the ability to regulate the behavioral manifestation that we may have in response to a particular emotion and/or situation.

Response inhibition in children, adolescents, and young adults can be very challenging. This is because it requires the prefrontal cortex to be fully developed, which will occur only after the age of 25. However, activities such as the traffic light of self-control, self-instructions, conscious practice of decision-making, or reinforcement of conflict resolution skills help effectively develop this ability.

On the other hand, cognitive flexibility also plays a fundamental role in emotional self-regulation, as it allows a person to consider different reaction scenarios to a situation, different solutions to the same problem, and the acceptance of unpleasant emotions.

Evolutionary Development and Intervention Strategies

The development of executive functions evolves throughout different stages of life, requiring intervention approaches adapted to each age. In early childhood, activities that promote inhibition of impulsive responses promote social skills such as waiting, taking turns, and frustration tolerance. In later stages, strategies such as activity planning, conflict resolution, and establishing structured routines are effective in strengthening executive functions and, therefore, emotional self-regulation.

Home-Based Working Strategies to Strengthen Executive Functions

• Plan a picnic or outing, making a list of everything necessary and the steps to follow to reach the destination.
• Use visual supports with sequences to perform activities such as brushing teeth, preparing a school bag, or washing hands.
• Play “traffic light” indicating that you can only move when they say “green,” walk slowly when they say “yellow,” and stop when they say “red.”
• Play the game “giant dwarf.”
• Play board games that encourage waiting for turns and control of movement speed/intensity. For example: Crazy Monkeys, Jenga, or Twister.
• Use a ball to symbolize conversation roles. The one holding the ball has the turn to speak, and the others must wait until they finish.
• Play by transforming unconventional objects into fun toys. For example: a cardboard box, an old cooking pot, or fabric to create clothes for dolls.
• Bring a shopping list to the supermarket and check off each item found. If a product is not available, encourage the child to suggest a similar alternative.

Conclusions and Recommendations

This analysis emphasized the importance of developing executive functions as a means to improve emotional self-regulation in children and adolescents. The relevance of addressing this process in a developmentally-appropriate manner is emphasized, using effective strategies both in educational and home settings. It is also highlighted that it is not only necessary to teach the different emotions and how to manage them, but also an integral approach to all the different processes that are behind this ability.

Bibliography

• Rueda MR, Paz-Alonso PM. Las funciones ejecutivas y el desarrollo afectivo. En: Tremblay RE, Boivin M, Peters RDeV, eds. Morton JB, ed. tema. Enciclopedia sobre el Desarrollo de la Primera Infancia [en línea]. https://www.enciclopedia-infantes.com/funcionesejecutivas/segun-los-expertos/las-funciones-ejecutivas-y-el-desarrollo-afectivo. Publicado: Enero 2013 (Inglés). Consultado el 26 de febrero de 2024.
• Introzzi, I. & Canet Juric, L. (comp.) (2016). ¿Quién dirige la batuta? Funciones Ejecutivas: herramientas para la regulación de la mente, la emoción y la acción.
• Andrés, M., Castañeiras, C., Stelzer, F., Canet Juric, L., & Introzzi, I. (2016). Funciones Ejecutivas y Regulación de la Emoción: evidencia de su relación en niños. Psicología Desde el Caribe, 2(33), 169-189. DOI: http://dx.doi.org/10.14482/psdc.33.2.7278.

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