The University of Arizona

LEAS-C Works by other authors

Levels of Emotional Awareness Scale for Children (LEAS-C)

Works by other authors (organized by publication date – as of 9/1/2021):

  1. Housiaux, M., Dorchy, H., & Luminet, O. (2008). O81 Influence du niveau de conscience émotionnelle sur l’équilibre glycémique d’enfants et d’adolescents diabétiques de type 1 [O81 Influence of the level of emotional awareness on the glycemic control of children and adolescents with type 1 diabetes]. Diabetes & Metabolism, 34, H35. [French adaptation]
  2. Marchetti, A., Valle, A., Massaro, D., & Castelli, I. (2010). La consapevolezza emotiva in età scolastica: Un contributo alla validazione italiana della LEAS-C [Emotional awareness in school-aged children: A contribution to the Italian validation of the LEAS-C]. Ricerche di Psicologia, 4, 555-574. doi:10.3280/RIP2010-004005. [Italian adaptation]
  3. Veirman, E., Brouwers, S. A., & Fontaine, J. R. J. (2011). The assessment of emotional awareness in children: Validation of the levels of emotional awareness scale for children. European Journal of Psychological Assessment, 27(4), 265-273. doi:10.1027/1015-5759/a000073 [Dutch adaptation]
  4. Begeer, S., Gevers, C., Clifford, P., Verhoeve, M., Kat, K., Hoddenbach, E., & Boer, F. (2011). Theory of mind training in children with autism: A randomized controlled trial. Journal of Autism and Developmental Disorders, 41(8), 997-1006.
  5. Tsang, K. L. V., Wong, P. Y. H., & Lo, S. K. (2012). Assessing psychosocial well‐being of adolescents: A systematic review of measuring instruments. Child: Care, Health and Development, 38(5), 629-646.
  6. Hoddenbach, E., Koot, H. M., Clifford, P., Gevers, C., Clauser, C., Boer, F., & Begeer, S. (2012). Individual differences in the efficacy of a short theory of mind intervention for children with autism spectrum disorder: A randomized controlled trial. Trials, 13(1), 1-7.
  7. Mancini, G., Agnoli, S., Trombini, E., Baldaro, B., & Surcinelli, P. (2013). Predictors of emotional awareness during childhood. Health, 5(3), 375-380. doi:4236/health.2013.53050. [Italian adaptation]
  8. Begeer, S., Howlin, P., Hoddenbach, E., Clauser, C., Lindauer, R., Clifford, P., ... & Koot, H. M. (2015). Effects and moderators of a short theory of mind intervention for children with autism spectrum disorder: A randomized controlled trial. Autism Research, 8(6), 738-748.
  9. Roerig, S., van Wesel, F., Evers, S., & Krabbendam, L. (2015). Researching children's individual empathic abilities in the context of their daily lives: The importance of mixed methods. Frontiers in Neuroscience, 9, 261.
  10. Veirman, E., Fontaine, J., & Van Ryckeghem, D. (2016). A componential emotion approach for the assessment of emotional awareness in youth. Psychological Assessment, 28(11), 1416-1426. doi:10.1037/pas0000261 [Dutch adaptation]
  11. Zhang, P., Wang, H., Shen, Y., & Wang, Z. (2016). The reliability and validity of the Levels of Emotional Awareness Scale for Children (LEAS-C) in Chinese children. Journal of Psychology and Psychotherapy Research,3(2), 7-11. [Chinese adaptation]
  12. Freda, M. F., Savarese, L., Bova, M., Galante, A., De Falco, R., De Luca Picione, R., ... & Triggiani, M. (2016). Stress and psychological factors in the variable clinical phenotype of hereditary angioedema in children: A pilot study. Pediatric Allergy, Immunology, and Pulmonology, 29(1), 6-12. [Italian adaptation]
  13. Elsiņa, I., & Svence, G. (2016). VIDĒJĀS BĒRNĪBAS VECUMPOSMA SKOLĒNU EMOCIONĀLĀS APZINĀŠANĀS IZMAIŅAS SOCIĀLĀS KOMPETENCES UN APZINĀTĪBAS INTERVENCES GRUPĀ BĒRNIEM [Changes of middle childhood students’ emotional awareness in social competence and awareness intervention group for children]. Society, Integration, Education: Proceedings of the International Scientific Conference, 1(331), 343. doi:10.17770/sie2016vol1.1530. [Latvian adaptation]
  14. Světlák, M., Marsová, K., Bernátová, T., & Winklerová, L. (2017). Emoční uvědomění u adolescentů–pilotní studie ověřující základní psychometrické vlastnosti české verze Škály úrovně emočního uvědomění pro děti LEAS-C [Emotional awareness in adolescents – A pilot study of psychometric properties of the Czech adaptation of the Levels of Emotional Awareness Scale for Children LEAS-C]. Česká a slovenská neurologie a neurochirurgie, 80(2), 197-207. doi:10.14735/amcsnn2017197. [Czech adaptation]
  15. Kitahara, Y. (2017). Awareness and cognitive function of emotions as a driving factor for emotional control in junior high school students. Japanese Journal of Research on Emotions, 25, Os05. doi:10.4092/jsre.25.Supplement_os05. [Japanese adaptation]
  16. Bernatova, T., & Svetlak, M. (2017). Emotional and interoceptive awareness and its relationship to restriction in young women with eating disorders and healthy controls: A cascade from emotional to behavioral dysregulation. Activitas Nervosa Superior, 59(2), 78-86. [Czech adaptation]
  17. Rossi, M., Bruno, G., Chiusalupi, M., & Ciaramella, A. (2018). Relationship between pain, somatisation, and emotional awareness in primary school children. Pain Research and Treatment, 2018(6). [Italian adaptation]
  18. Fage, C., Consel, C. Y., Balland, E., Etchegoyhen, K., Amestoy, A., Bouvard, M., & Sauzéon, H. (2018). Tablet apps to support first school inclusion of children with autism spectrum disorders (ASD) in mainstream classrooms: A pilot study. Frontiers in Psychology, 9, 2020. [French adaptation]
  19. Kitahara, Y. (2019). Development of the Japanese version of the Levels of Emotional Awareness Scale for Children (J-LEAS-C). Japanese Journal of Research on Emotions, 27(1), 31-41. [Japanese adaptation]
  20. Papieska, J., Spilt, J. L., & Laevers, F. (2019). A new performance-based measure of children’s socioemotional understanding: Psychometric properties of the domino test for socioemotional understanding (DOTSEMU). European Journal of Developmental Psychology, 16(6), 739-749. [Polish adaptation]
  21. Agnoli, S., Mancini, G., Andrei, F., & Trombini, E. (2019). The relationship between trait emotional intelligence, cognition, and emotional awareness: An interpretative model. Frontiers in Psychology, 10, 1711.
  22. Papieska, J., Spilt, J. L., Roorda, D. L., & Laevers, F. (2019). Promoting socioemotional competence in primary school classrooms: Intervention effects of the EMOscope. European Journal of Developmental Psychology, 16(1), 97-112. [Polish adaptation]
  23. Mazon, C., Fage, C., Consel, C., Amestoy, A., Hesling, I., Bouvard, M., ... & Sauzéon, H. (2019). Cognitive mediators of school-related socio-adaptive behaviors in ASD and intellectual disability pre-adolescence: A pilot-study in French special education classrooms. Brain Sciences, 9(12), 334. [French adaptation]
  24. Fage, C., Consel, C., Etchegoyhen, K., Amestoy, A., Bouvard, M., Mazon, C., & Sauzéon, H. (2019). An emotion regulation app for school inclusion of children with ASD: Design principles and evaluation. Computers & Education, 131, 1-21. [French adaptation]
  25. Lan, X., Scrimin, S., & Moscardino, U. (2020). Emotional awareness moderates the association between discrimination and emotional-behavioral problems: A cross-informant study in Chinese rural-to-urban migrant youth. The Journal of Early Adolescence, 40(6), 857-879. [Chinese adaptation]
  26. Holmqvist Larsson, K., Andersson, G., Stern, H., & Zetterqvist, M. (2020). Emotion regulation group skills training for adolescents and parents: A pilot study of an add-on treatment in a clinical setting. Clinical Child Psychology and Psychiatry, 25(1), 141-155.
  27. Kirst, S., Diehm, R., Bögl, K., Wilde-Etzold, S., Bach, C., Noterdaeme, M., ... & Dziobek, I. (2020). Fostering socio-emotional competencies in children with autism using a parent-assisted serious game: A multicenter randomized controlled trial (Preprint).
  28. Le Hoang, H. T., & Grégoire, J. (2021). Understanding emotion awareness and emotion vocabulary in early primary school Vietnamese children: Quantitative and qualitative analyses. PsyCh Journal, 10(1), 47-61.
  29. Flykt, M. S., Lindblom, J., Belt, R., & Punamäki, R. L. (2021). The role of mother's prenatal substance use disorder and early parenting on child social cognition at school age. Infant and Child Development, e2221.
  30. Pasquier, A., Ponthieu, G., Papon, L., Bréjard, V., & Nathalie, R. (2021). Working on the identification and expression of emotions in primary schools for better oral production: An exploratory study of links between emotional and language skills. Education, 3-13.