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Abstract

Emotional competence is a precursor to the development of healthy psychosocial functioning, with deficits in emotional competence triggering a cascade of negative outcomes throughout development. Despite the importance of each component of emotional competence, there are inconsistent definitions with negative downstream implications for assessment, risk identification, prevention/intervention, and monitoring treatment progress. Therefore, the first paper presented a unifying theoretical framework of emotional competence, which included four main components: emotion reasoning, emotion stability, emotion regulation, and empathy. This paper also reviewed commonly used assessments for each component of emotional competence to examine how questions from each assessment align with their descriptions and relate to definitions provided. The second paper developed a comprehensive parent-report measure of emotional competence grounded in the unifying framework. Through six empirically driven stages, a factor structure consisting of four overall components of emotional competence was established (i.e., Emotion Reasoning, Emotion Stability, Emotion Regulation Empathy), and subcomponents for Emotion Reasoning (Interpersonal and Intrapersonal) and Emotion Stability (Duration, Threshold, Intensity) were supported. The final measure demonstrated strong psychometric properties across indexes of reliability and validity. Lastly, the paper examined the unique concurrent validity of each scale and subscale across a range of mental health outcomes. Results suggest that each component and subcomponent of emotional competence holds distinct and important utility in screening and assessing children across disorders.

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