Emotion regulation is a key skill for well-being, yet individuals, particularly those who are neurodivergent, may experience unique challenges in managing emotions in daily life. This two-part ACAMH short course provides a practical approach to understanding, assessing, and providing personalised support across diverse populations. Led by leading expert Dr. Alessio Bellato.
Register for the event & pricing
Sign up at this link or on the Book Now buttons, and complete the form that follows. You’ll then receive an email confirmation and a link to the webinar, plus we’ll send you a calendar reminder nearer the time.
Delegates will have exclusive access to recordings for 90 days after the event, together with slides. Plus you will get a personalised CPD/CME certificate via email.
- ACAMH Members MUST login to book onto the webinar in order to access this webinar and get a CPD/CME certificate.
- Non-members: this is a great time to join ACAMH, take a look at what we have to offer, and make the saving on these sessions.
| Ticket Type | Price |
|---|---|
| ACAMH paying Members (Online, Concession) | EARLY BIRD £89 (until 29/09/26 then £119) (Join now and save) |
| ACAMH Learn Account Holders | EARLY BIRD £119 (until 29/09/26 then £149) |
| Non Members | EARLY BIRD £119 (until 29/09/26 then £149) |
| ACAMH Undergraduate/ Postgraduate Members | £15 |
| LMIC Members | Free |
Who should attend
Mental health professionals.
About the session
Participants will explore both standardized and flexible approaches for pre-schoolers, children/young people, and adults, engaging with case examples and interactive exercises to apply these tools in ways that consider individual strengths, preferences, and communication styles. The focus is on using assessment data to guide supportive and individualized support planning.
The first session (04/11/26 2:00 – 4:30pm) introduces a range of evidence-informed assessment tools designed to capture emotional awareness, regulation strategies, and patterns of dysregulation, with attention to different developmental, cognitive, and neurodiverse profiles.
The second session (11/11/26 2:00 – 4:30pm) focuses on intervention strategies that foster adaptive emotion regulation skills while accommodating individual variability. Techniques include cognitive-behavioural approaches, mindfulness-informed practices, and emotion-focused strategies, illustrated through case discussions, role-plays, and practical exercises. Participants will develop skills in tailoring interventions to contexts, needs, and environments, promoting both functional skills and emotional well-being.
By the end of the course, participants will be able to apply case-based learning to adapt strategies for real-world clinical and educational settings, assess emotion regulation in neurodiverse populations, and design evidence-informed, individualized interventions. This course integrates theory, practical tools, and interactive learning.
Learning objectives:
- Select and apply assessment tools that capture emotion regulation strengths and challenges in neurodiverse individuals.
- Interpret assessment data to inform individualized and supportive intervention planning.
- Implement evidence-informed interventions that are tailored to diverse developmental profiles and neurocognitive styles.
FAQs on the topic
1. What is emotion dysregulation and what are the signs?
Emotion dysregulation describes difficulty recognising, understanding, and managing emotional responses in ways that fit the situation — emotions that feel too intense, last too long, or are hard to settle. Common signs include rapid escalation, slow recovery after distress, and responses that seem out of step with the situation, though these can look different across developmental, cognitive, and neurodiverse profiles.
2. What tools are used to assess emotion dysregulation in children and young people?
Assessment draws on a range of evidence-informed tools that capture emotional awareness, the strategies a young person uses, and their patterns of dysregulation. Tools need to be chosen and interpreted with the individual in mind, taking account of developmental stage, cognitive profile, and communication style, including for neurodiverse young people. Good assessment builds a picture of strengths as well as challenges to guide individualised support.
3. Why does emotion dysregulation appear across so many different conditions?
Emotion dysregulation is not tied to a single diagnosis. It is frequently seen in ADHD, autism, anxiety, and mood difficulties alike. A transdiagnostic approach recognises this shared thread instead of treating each condition in isolation. Because the ability to regulate emotions underpins so many presentations, supporting it directly can help a wide range of children and young people.
4. How do you turn emotion regulation assessment results into an intervention plan?
Moving from assessment to a plan means reading the data for patterns: which situations trigger dysregulation, which strategies a young person already uses well, and where skills are missing. Those patterns point to specific targets — for example, building tolerance for a particular trigger or strengthening a recovery strategy. Matching targets to the young person’s profile and environment turns assessment findings into concrete, individualised next steps.
5. What evidence-informed interventions help reduce emotion dysregulation?
Evidence points to a range of approaches that can improve emotion regulation across childhood, adolescence, and adulthood, including cognitive-behavioural techniques, mindfulness-informed practices, and emotion-focused strategies. These can be adapted to a person’s developmental profile, communication style, and neurocognitive needs. What matters most is matching the intervention to the individual rather than assuming one approach suits everyone.
Register for the event & pricing
Dr. Alessio Bellato is a Lecturer in Children and Young People’s Mental Health at the University of Southampton (UK) and a psychologist with clinical expertise in child psychiatry and psychology. He is Joint Editor of JCPP Advances and co-leads the South-East Asia Mental Health Consortium as an Honorary Assistant Professor of Psychology at the University of Nottingham Malaysia. He was also member of the NHS England-commissioned ADHD taskforce. His research focuses on transdiagnostic approaches to child and adolescent mental health and neurodevelopment, high-quality evidence synthesis, and the clinical utility of objective markers of emotional dysregulation and psychopathology.