Regulação Emocional e Análise do Comportamento Aplicada: entre o que se define e o que se ensina

Abstract

This dissertation investigates the concept of emotion regulation (ER) from a behavior-analytic perspective, examining the relationships between its theoretical definition, its empirical investigation, and its application in teaching regulatory repertoires. To this end, a multimethod design was adopted, organized into three complementary phases: (1) a scoping review, conducted in accordance with PRISMA-ScR guidelines, aiming to map the presence, use, and methodological designs associated with the term ER in recent literature (2020–2025); (2) a systematic conceptual analysis of ER definitions, guided by behavior-analytic criteria that consider the specification of what is regulated, the processes involved, and the conditions under which they occur; and (3) a theoretical-analytical examination of the compatibility between a functional definition of ER and the dimensions of Applied Behavior Analysis (ABA). The results of the scoping review indicated that 242 studies were included in the final analysis (1.17% of the initial total), of which more than half did not present an explicit definition of ER, evidencing a diffuse and often implicit use of the construct. The conceptual analysis revealed a predominance of partial definitions, with greater emphasis on the description of regulatory processes and significant gaps in the specification of conditions of occurrence, limiting a functional understanding of the phenomenon. The proposed functional preliminary definition of ER was conceptualized as a set of relations among antecedent conditions, responses, and consequences, oriented toward the modulation of aspects of emotional responses in specific contexts. Finally, the analysis of the intersection between this definition and the dimensions of ABA suggests that, although the teaching of ER repertoires is potentially compatible with the behavior-analytic framework, its implementation requires greater conceptual precision, technological description, and alignment with criteria of social relevance, measurement, and generalization. It is concluded that the advancement of the field depends less on the expansion of the use of the term and more on the refinement of its definitions, with emphasis on the explicit specification of the functional relations that underlie behavior. Such refinement may contribute to the development of more coherent, replicable, and socially relevant interventions.