Empowering Practice: Enhancing Emotion Regulation and Neurodivergence Support Through Evidence-Informed Workshops

Impact: Social, Quality of life, Policy, Public awareness, Scholarly

Description of impact

Professionals across education and mental health sectors face increasing challenges in supporting children with complex emotional and neurodevelopmental needs, particularly in differentiating between ADHD and Autism and managing associated anxiety and behavioural concerns. They sought clear, accessible information and effective tools to enhance child well-being and build resilience in various settings. This research-informed professional development initiative was developed and delivered by Dr. Caroline Buzanko, involving partnerships with school boards, professional organizations, health authorities, family and community support services, and parent networks across Canada. The workshops synthesized current findings in neuroscience, developmental psychopathology, and evidence-based intervention strategies. Key insights included practical differentiation between ADHD and Autism presentations, especially in under-recognized populations (e.g., girls), and the application of strength-based, regulation-focused supports that optimize wellbeing and functioning, emphasizing the importance of connection and positive relationships through practical, "how-to" approaches.
The knowledge users of this work are clinicians (psychologists, allied mental health professionals), educators (teachers, school psychologists, guidance counsellors, autism consultants), and parents/general public from across North America, many of whom have already implemented the strategies in their practice and home environments. As a result, participants reported gained knowledge of practice strategies improved student regulation, increased teacher confidence, and enhanced caregiver insight, with several schools initiating follow-up training and integrating recommended frameworks into daily routines. Educators identified enabling behaviors and adopted new tools for classroom management and building relationships, while parents expressed feeling "on the right track" and better equipped to support their children. This led to improved professional practice for educators and clinicians, and enhanced parenting skills and understanding for parents. Tangible benefits included more effective support plans, reduced student behavioural escalation, strengthened parent-professional collaboration, and an improved quality of life for individuals and families by equipping them with effective strategies to manage neurodevelopmental differences and emotional challenges. It also increases public awareness and understanding of complex neurodevelopmental and emotional issues, fostering more supportive environments in homes and schools. By advancing the practical application of knowledge, it contributes to scholarly impact in the field of child psychology and education, leading to positive social impact by strengthening communities and improving outcomes for children. Evidence includes extensive positive evaluations from participants, highlighting direct application of learned strategies, high quantitative survey ratings indicating increased personal wellbeing, problem-solving skills, and parenting confidence, significant attendance numbers (e.g., over 800 registered for one presentation) and repeated invitations.

Does this research involve place-based activities in the Athabasca region? (yes/no)

Yes

Summarize the location(s) in which place-based activities have taken place.

in AB: Athabasca, Calgary, Edmonton. Also across Canada (BC, SK, MB, Ont, PEI, NS), and the United States
Category of impactSocial, Quality of life, Policy, Public awareness, Scholarly

Related content