Mental Health Education as a Rehabilitation Strategy to Improve Emotional Regulation in Children with Autism

RuiHan Yao; BoQuan Du

doi:10.47297/wspiedWSP2516-250019.20250909

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Mental Health Education as a Rehabilitation Strategy to Improve Emotional Regulation in Children with Autism

Volume 9, Issue 9

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Mental Health Education as a Rehabilitation Strategy to Improve Emotional Regulation in Children with Autism
Mental Health Education as a Rehabilitation Strategy to Improve Emotional Regulation in Children with Autism
SEGI University, Jalan Teknologi, Kota Damansara, Petaling Jaya, Selangor, 47810, Malaysia
Vol. 9, Issue 9, Pages: 88-91(2025)
Published：30 September 2025
DOI：10.47297/wspiedWSP2516-250019.20250909
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Yao RuiHan,Du BoQuan.Mental Health Education as a Rehabilitation Strategy to Improve Emotional Regulation in Children with Autism[J].Journal of International Education and Development,2025,09(09):88-91.
DOI：

Yao RuiHan,Du BoQuan.Mental Health Education as a Rehabilitation Strategy to Improve Emotional Regulation in Children with Autism[J].Journal of International Education and Development,2025,09(09):88-91. DOI： 10.47297/wspiedWSP2516-250019.20250909.

摘要

Abstract

Emotional dysregulation represents a central challenge for children with Autism Spectrum Disorder (ASD)

limiting their social adaptation and overall quality of life. This paper explores the role of mental health education (MHE) as a structured rehabilitation strategy to enhance emotional regulation in autistic children. Drawing on theories of emotion regulation

social-emotional learning

and developmental-behavioral models

this study highlights the effectiveness of educational interventions in improving emotional awareness

expression

and coping skills. Data from surveys with parents and teachers in Shandong Province demonstrate that children who participated in MHE exhibited higher levels of self-regulation

emotional stability

and social adaptability. The study concludes that integrating MHE into autism rehabilitation systems offers significant theoretical and practical contributions to special education and psychology.

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Keywords

references

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