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Lane-change maneuvers are a critical aspect of autonomous vehicles operation, but executing them efficiently and safely in the presence of other vehicles with varying driving behaviors, influenced by drivers' emotions, poses a significant challenge. This paper presents a novel decision-making framework with trajectory generation and control algorithm, which considers the emotion-induced driving behavior of other vehicles' drivers to perform safe and efficient lane-change maneuvers. The algorithm generates smooth trajectory candidates based on the position and velocity of other vehicles, selecting the most efficient and safest option. The control system tracks the generated lane-change trajectory, allowing the autonomous vehicle to pass the other vehicle if the driver is in a "happy," "calm," or "neutral" emotional state, exhibiting cautious behavior such as maintaining or reducing speed. Conversely, if the other vehicle's driver is in an "angry" or "unpleasant" emotional state, causing aggressive behavior like accelerating and not allowing the autonomous vehicle to pass, the control system ensures the autonomous vehicle stays on its previous lane. Simulation and experimental results demonstrate that the proposed algorithm enables autonomous vehicles to perform lane-change maneuvers safely and efficiently in the presence of the other vehicle's driver's emotions, mitigating collisions. This proposed algorithm represents a significant step toward enabling autonomous vehicles to navigate complex traffic scenarios involving other vehicles with varying driving emotions. [ABSTRACT FROM AUTHOR]

Various aspects of language development, comprehension and neurological functioning contribute to reflective psychological attitudes and indicate the importance of language in understanding human behaviour. In this perspective we focus our attention on the role of emotional language in shaping psychological literacy. Our research mostly relies on the findings of the Theory of Constructed Emotion (TCE) and Emotion-Focused Therapy (EFT) that confirmed the importance of emotional vocabulary in the process of forming the effective understanding of the emotions and creating new conscious experiences. Due to the development of affective neuroscience, emotional vocabulary is presented as a necessary tool for psychological studies of personality, emotions and mood that aim to increase empirical evidence on the ways how emotions are organised in the mind. Special attention is given to the phenomenon of blended emotions that refer to the simultaneous experience of two or more emotions. We show that the awareness of the complexity of emotional experience is directly related to finding words that capture combinations of a variety of emotions.

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Over the past two decades, research has highlighted the profound influence emotions can have on students’ learning, achievement, and wellbeing. Being able to successfully regulate one’s emotions is now viewed as crucial when learning in educational settings. To support students with this process, a growing line of research has explored various ways of helping students understand and manage their emotions (e.g., via the use of digital tools aimed at helping students become more aware of their emotions and prompting ways to regulate these emotions). Despite this, limited research has been undertaken in online group learning settings, where students work remotely together as part of their course using collaborative communication tools. These learning contexts present unique challenges which can make emotion regulation more difficult than in face-to-face learning environments (e.g., delayed response times when communicating with peers and teachers and a reduced sense of how others are feeling, due to limited emotional cues when learning online). In this paper, we describe an approach used at the UK Open University (UKOU) to assist students’ emotion awareness and regulation during a 9-week group project. This involves the use of short questionnaires which have been embedded into the Virtual Learning Environment (VLE) of a module. Since their inclusion, these questionnaires have been found to enhance emotional awareness in many students, as well as support the regulation of emotions in the group project. To conclude this paper, reflections on using the short questionnaires are discussed and implications for educators and institutions are identified.

Background: Disembodiment and socio-emotional deficits are core features of the schizophrenia spectrum from the prodromal stages to chronic illness. A recent study documented anomalous emotional embodiment in individuals with schizophrenia. Although bodily self disturbances have been shown to precede and predict psychosis onset in at-risk populations, the etiology of anomalous emotional embodiment remains largely unexplored. The present study investigated bodily maps of emotions in relation to schizotypy to extend our understanding of embodied emotions in the schizophrenia spectrum. Methods: A total of 419 participants (312 female; 19.50 ± 1.22 years) completed a topographical body mapping task where they reported patterns of embodiment experienced in the context of eleven different emotions and a neutral state (EmBODY). Embodied emotions were investigated in relation to multidimensional schizotypy. Results: Individuals with elevated negative schizotypy experienced embodied emotions with higher intensity (r = 0.16, p = 0.003) but lower clarity (i.e., endorsing activation and deactivation in the same bodily location; β = -0.28, 95% CI [-0.54, -0.03], Z = 2.25, p=0.02) and endorsed more incongruent bodily sensations of emotions (i.e., reporting bodily activation in the context of a low-arousal emotion, r = 0.12, p = 0.05; reporting bodily deactivation in the context of high-arousal emotions, r = 0.13, p = 0.02). In line with the anomalous emotional embodiment documented in individuals with schizophrenia, some of these differences were particularly notable for low-arousal emotions. Discussion: These results reveal negative schizotypy as a significant correlate of differences in emotional embodiment. More work is needed to link these differences to the anomalous bodily sensations of emotions documented in schizophrenia and assess their functional impact. [ABSTRACT FROM AUTHOR]

Emotion awareness (EA) and regulation (ER) are each known to associate with mental health symptoms, yet there is a paucity of longitudinal studies examining them jointly during adolescence. Furthermore, little is known about these skills and their relations in deaf and hard-of-hearing (DHH) adolescents, who are at risk for reduced emotion socialization and for more mental health symptoms. This longitudinal study examined the development and unique contributions of EA (emotion differentiation, emotion communication and bodily unawareness) and ER (approach, avoidance and worry/rumination) to internalizing and externalizing symptoms in adolescents with and without hearing loss. Using self- and parent's reports, we assessed 307 adolescents (age 9–15) three times over 18-month period. We found stability over time in development of EA and avoidance ER, increase in approach ER and decrease in worry/rumination. High levels and increases over time in two aspects of EA, emotion differentiation and communication, and in approach and avoidance ER were related to decreases in depressive symptoms. An increase in approach ER was also related to a decrease in anxiety symptoms. Yet, low levels or decreases in worry/rumination were related to decreased levels of depressive, anxiety and externalizing symptoms. Hearing loss did not moderate any of the variables or relations tested. Preliminary tests suggested heterogeneity within the DHH group according to educational placement, language abilities and parental education level. Overall, findings pointed at unique contributions of EA and ER to mental health development, suggesting that DHH adolescents, especially in mainstream schools, do not differ from their hearing peers in their emotion awareness and regulation. [ABSTRACT FROM AUTHOR]

BackgroundDisembodiment and socio-emotional deficits are core features of the schizophrenia spectrum from the prodromal stages to chronic illness. A recent study documented anomalous emotional embodiment in individuals with schizophrenia. Although bodily self disturbances have been shown to precede and predict psychosis onset in at-risk populations, the etiology of anomalous emotional embodiment remains largely unexplored. The present study investigated bodily maps of emotions in relation to schizotypy to extend our understanding of embodied emotions in the schizophrenia spectrum.MethodsA total of 419 participants (312 female; 19.50 ± 1.22 years) completed a topographical body mapping task where they reported patterns of embodiment experienced in the context of eleven different emotions and a neutral state (EmBODY). Embodied emotions were investigated in relation to multidimensional schizotypy.ResultsIndividuals with elevated negative schizotypy experienced embodied emotions with higher intensity (r = 0.16, p = 0.003) but lower clarity (i.e., endorsing activation and deactivation in the same bodily location; β = −0.28, 95% CI [−0.54, −0.03], Z = 2.25, p=0.02) and endorsed more incongruent bodily sensations of emotions (i.e., reporting bodily activation in the context of a low-arousal emotion, r = 0.12, p = 0.05; reporting bodily deactivation in the context of high-arousal emotions, r = 0.13, p = 0.02). In line with the anomalous emotional embodiment documented in individuals with schizophrenia, some of these differences were particularly notable for low-arousal emotions.DiscussionThese results reveal negative schizotypy as a significant correlate of differences in emotional embodiment. More work is needed to link these differences to the anomalous bodily sensations of emotions documented in schizophrenia and assess their functional impact.

Recent research reports Anorexia Nervosa (AN) to be highly dependent upon neurobiological function. Some behaviours, particularly concerning food selectivity are found in populations with both Autism Spectrum Disorder (ASD) and AN, and there is a proportionally elevated number of anorexic patients exhibiting symptoms of ASD. We performed a systematic review of structural MRI literature with the aim of identifying common structural neural correlates common to both AN and ASD. Across 46 ASD publications, a meta‐analysis of volumetric differences between ASD and healthy controls revealed no consistently affected brain regions. Meta‐analysis of 23 AN publications revealed increased volume within the orbitofrontal cortex and medial temporal lobe, and adult‐only AN literature revealed differences within the genu of the anterior cingulate cortex. The changes are consistent with alterations in flexible reward‐related learning and episodic memory reported in neuropsychological studies. There was no structural overlap between ASD and AN. Findings suggest no consistent neuroanatomical abnormality associated with ASD, and evidence is lacking to suggest that reported behavioural similarities between those with AN and ASD are due to neuroanatomical structural similarities. Highlights: Findings related to neuroanatomical structure in AN/ASD demonstrate overlap and require revisiting.Meta‐analytic findings show structural increase/decrease versus healthy controls (LPFC/MTL/OFC) in AN, but no clusters found in ASD.The neuroanatomy associated with ASD is inconsistent, but findings in AN reflect condition‐related impairment in executive function and sociocognitive behaviours. [ABSTRACT FROM AUTHOR]

Recognising our own and others’ emotions is vital for healthy social development. The aim of the current study was to determine how emotions related to the self or to another influence behavioural expressions of emotion. Facial electromyography (EMG) was used to record spontaneous facial muscle activity in nineteen participants while they passively viewed negative, positive and neutral emotional pictures during three blocks of referential instructions. Each participant imagined themself, another person or no one experiencing the emotional scenario, with the priming words “You”, “Him” or “None” presented before each picture for the respective block of instructions. Emotion awareness (EA) was also recorded using the TAS-20 alexithymia questionnaire. Corrugator supercilii (cs) muscle activity increased significantly between 500 and 1000 ms post stimulus onset during negative and neutral picture presentations, regardless of ownership. Independent of emotion, cs activity was greatest during the “no one” task and lowest during the “self” task from less than 250 to 1000 ms. Interestingly, the degree of cs activation during referential tasks was further modulated by EA. Low EA corresponded to significantly stronger cs activity overall compared with high EA, and this effect was even more pronounced during the “no one” task. The findings suggest that cognitive processes related to the perception of emotion ownership can influence spontaneous facial muscle activity, but that a greater degree of integration between higher cognitive and lower affective levels of information may interrupt or suppress these behavioural expressions of emotion.

The emotional problems in children with Attention Deficit Hyperactivity Disorder (ADHD) had been concerned recently. The goal of the present study was to examine whether school-aged children with ADHD experience difficulties with emotion awareness (including differentiating emotions, attending to others’ emotions, verbal sharing of emotions, analyses of emotions, not hiding emotions, and bodily unawareness) by a self-report measure, and investigate the relationships between emotion awareness and ADHD symptoms. Sixty children (83.3% boys) aged 9-12 years comprised of 30 children with ADHD and 30 typically developing children participated in this study. Children completed the emotion awareness questionnaire and Raven’s Standard Progressive Matrices. Parents completed the Swanson, Nolan, and Pelham Rating Scale, Version IV. The results indicated that comparing to typically developing children, children with ADHD demonstrated impairments in differentiating emotions, attending to others’ emotions, verbal sharing of emotions, and analyses of emotions. There were no significant differences in not hiding emotions and bodily unawareness. The multiple deficits of emotion awareness were not related to ADHD symptoms. This study found that the school-aged children with ADHD report more problems in emotion awareness than the typically developing children. Children with ADHD had lower levels in differentiating emotions, attending to others’ emotions, verbal sharing of emotions, and analyses of emotions. The deficits in emotional awareness constitute a dissociable component of ADHD. Clinicians should improve the abilities of differentiating emotions, verbal sharing of emotions, attending to others’ emotions, analyses of emotions in children with ADHD. [ABSTRACT FROM AUTHOR]

Objective: Body image disturbances and the attendant negative emotions are two of the major clinical symptoms of eating disorders. The objective of the present experimental study was to shed more light on the degree of association or dissociation between the physiological and emotional response to mirror exposure in patients with restrictive mental anorexia, and on the relationships between the physiological response and characteristics connected with emotional processing. Materials and Methods: Thirty adolescent girls with the restrictive type of anorexia and thirty matched healthy controls underwent bilateral measurement of skin conductance (SC) during rest, neutral stimulus exposure, and mirror exposure, and completed a set of measures focused on emotion regulation competencies, affectivity, and eating disorder pathology. Results: Compared to healthy controls, girls with restrictive anorexia rated mirror exposure as a subjectively more distressful experience. Differences in skin conductance response (SCR) were not significant; however, variance in SCR was substantially greater in the group of anorexia patients as compared to healthy controls. The overall skin conductance level (SCL) was lower in anorexia patients. Increase in SCR during mirror exposure, as opposed to exposure to neutral stimuli, was positively related to the tendency to experience negative emotions, interoceptive sensitivity, body dissatisfaction and suppression, but not to other symptoms of eating pathology or emotional awareness. A post hoc analysis suggested that physiological reactivity might be associated with interoceptive sensitivity to mirror exposure especially in anorectic patients. Conclusion: The study seems to demonstrate some degree of dissociation between psychophysiological reactivity and subjective response to body exposure in patients with restrictive anorexia. Factors affecting differences in psychophysiological responsiveness to body exposure in anorectic patients require further exploration. [ABSTRACT FROM AUTHOR]

Objective: Body image disturbances and the attendant negative emotions are two of the major clinical symptoms of eating disorders. The objective of the present experimental study was to shed more light on the degree of association or dissociation between the physiological and emotional response to mirror exposure in patients with restrictive mental anorexia, and on the relationships between the physiological response and characteristics connected with emotional processing.Materials and Methods: Thirty adolescent girls with the restrictive type of anorexia and thirty matched healthy controls underwent bilateral measurement of skin conductance (SC) during rest, neutral stimulus exposure, and mirror exposure, and completed a set of measures focused on emotion regulation competencies, affectivity, and eating disorder pathology.Results: Compared to healthy controls, girls with restrictive anorexia rated mirror exposure as a subjectively more distressful experience. Differences in skin conductance response (SCR) were not significant; however, variance in SCR was substantially greater in the group of anorexia patients as compared to healthy controls. The overall skin conductance level (SCL) was lower in anorexia patients. Increase in SCR during mirror exposure, as opposed to exposure to neutral stimuli, was positively related to the tendency to experience negative emotions, interoceptive sensitivity, body dissatisfaction and suppression, but not to other symptoms of eating pathology or emotional awareness. A post hoc analysis suggested that physiological reactivity might be associated with interoceptive sensitivity to mirror exposure especially in anorectic patients.Conclusion: The study seems to demonstrate some degree of dissociation between psychophysiological reactivity and subjective response to body exposure in patients with restrictive anorexia. Factors affecting differences in psychophysiological responsiveness to body exposure in anorectic patients require further exploration.

Background: Emotion validation by parents has positive outcomes for children's emotional development, particularly in vulnerable families, but there is a lack of research on supporting health workers to teach emotion validation to parents whose children are open to early help and children's social services. There is also a theoretical debate about how best to conceptualize emotion validation and why it is beneficial to children. The purpose of the study was to test the feasibility of teaching emotion validation skills to parents and family workers in a social care setting and to examine the effects of such teaching on children's emotion awareness and emotion regulation. Methods: This small scale qualitative feasibility study involved 11 parents (with children aged 2–5 years) who were receiving early help social services and five family workers. All parents took part in a 4‐week course teaching emotionally validating parenting: either in a group class (six parents) or one–one delivery at home via a family worker (five parents). Effects on parents, children, and family workers were assessed using semi‐structured interviews. Results: Six themes were identified in qualitative analysis: (1) parent became more validating, (2) parent's own vulnerability affected their ability to use the skills, (3) child became more aware of emotions, (4) child became calmer and more accepting of negative emotions, (5) child transferred emotion validation to others, and (6) family workers incorporated emotion validation techniques into their professional practice. Conclusion: Results demonstrated the feasibility of teaching emotional validation skills to parents via both delivery methods, with positive outcomes reported for parents and children and positive impact reported on family worker practice. Qualitative analysis suggested that parental acceptance of child's negative emotions may be linked with greater self‐awareness of negative emotions in the child. [ABSTRACT FROM AUTHOR]

In order to better understand protective factors for internalizing problems, this longitudinal study examined positive emotions, emotion awareness and (non-)emotional communication skills in relation to somatic complaints and social anxiety in children with (N = 104) and without (N = 183) Developmental Language Disorder (DLD) using self-reported measures twice with a 9-month interval. Additionally, parents reported on their child's communication problems and emotion communication at Time 1. Most importantly, since we found that increasing levels of emotion awareness related to decreases in social anxiety and somatic complaints in children with and without DLD, we conclude that children with DLD are likely to benefit from interventions aimed at improving their emotion awareness in addition to language interventions. [ABSTRACT FROM AUTHOR]

In this systematic review, we examined the evidence for an adolescent emotion recognition-awareness vulnerability to depression. The current review provided a qualitative synthesis of the emotion recognition (26 studies) and emotion awareness (38 studies) literatures for adolescent depression and was grounded within the framework of affective social competence (Halberstadt et al. in Soc Dev 10:79-119, 2001). It was hypothesized that deficits or difficulties in recognizing emotions in others and in being aware of emotions within the self would increase vulnerability to depression for adolescents. There was limited evidence to support a general emotion recognition vulnerability due to heterogeneous research designs and inconsistencies across studies; however, three emerging trends in specific recognition deficits associated with adolescent depression were identified: sensitivity to sadness, under-perceiving happiness, and over-perceiving anger. In contrast, there was robust support for an emotion awareness vulnerability to depression from cross-sectional, longitudinal, and longitudinal onset studies. When recognition and awareness are considered together, this review indicated that deficits in emotion awareness may exacerbate difficulties with emotion recognition during stressful or emotionally evocative contexts. This review highlighted the need for future investigations into emotion recognition and emotion awareness deficits in relation to adolescent depression using methodological innovations and longitudinal, clinical designs. [ABSTRACT FROM AUTHOR]

In Germany, there are no self-report questionnaires assessing emotion awareness in youth under the age of 16 years or simultaneously with emotion suppression. The "Emotion Expression Scale for Children" (EESC) measuring lack of emotion awareness and reluctance to express emotions in 10- to 15-year-olds can fill this gap. Goal of this study was to evaluate the factorial structure of the German version of the 16-item EESC in a test and a validation sample of overall 588 adolescents (314 boys; M age = 11.6 years; SD =.74). The original structure comprised of the factors "Poor Awareness" and "Expressive Reluctance" could not be confirmed in the test sample using confirmatory factor analysis. An exploratory factor analysis yield a one-factor structure. Modification process led to an adjusted one-factor model with 13 items, which fitted the data best in the validation sample. The factor was named "Low Emotion Awareness/Suppression." Results indicated that the EESC structure is not measurement invariant. Reasons for missing fit of the two-factor model are discussed. [ABSTRACT FROM AUTHOR]

This study examined the construct and concurrent validity of the Portuguese version of the Emotion Awareness Questionnaire (EAQ) in 302 children and adolescents (mean age 13 years old). The EAQ is a self-report questionnaire that allows for analysis of how youth experience and understand their own and others' emotions. Participants completed the EAQ along with questionnaires for Worry and Somatic Complaints. Results confirmed the expected six-factor structure, good psychometric properties, and good concurrent validity. The EAQ is a reliable questionnaire, suitable for examining emotion awareness in Portugal. [ABSTRACT FROM AUTHOR]

• Negative racial attitudes have been identified as major contributors to discrimination and inequalities, resulting in substantial deleterious physical and mental-health outcomes. • The present study is the first investigation directly examining the links of affective and psychiatric indicators to negative racial attitudes. • Participants completed measures of explicit, covert, and implicit negative racial attitudes, along with measures psychotic-like experiences, mood symptoms, affective processing, social attitudes, and personality characteristics. • Our results identified difficulties identifying and describing feeling, use of suppression to regulate emotions, and perceptual abnormalities as novel predictors of negative racial attitudes. Negative Racial Attitudes (NRA) have been identified as major contributors to discrimination and inequalities. Previous studies of predictors of NRA have focused largely on socioeconomic, socialization, social attitudes, and personality characteristics. Yet, the potential links of psychiatric and affective indicators to NRA have received little scientific inquiry. Three-hundred-and-two participants completed measures of explicit, covert, and implicit NRA, along with indices of psychotic-like experiences (PLEs), mood symptoms, affective processing, social attitudes, and personality characteristics. Explicit and covert NRA were significantly correlated with difficulty identifying and describing feelings, use of suppression to regulate emotion, and the PLEs domains of perceptual abnormalities, bizarre experiences, and persecutory ideation, along with social attitudes and personality characteristics. Implicit NRA was not associated with any indicators. Next, employing hierarchical multiple linear regression analyses, the affective and psychiatric indicators accounted 5.2% and 10.4% of the explicit and covert NRA variance, respectively, controlling for previously identified predictors including demographics, social attitudes, and personality characteristics. Our results point to newly identified predictors of NRA including difficulties identifying and describing emotions, use of suppression to regulate emotions, as well as PLEs, specifically perceptual abnormalities. We discuss the implications of the findings to the development and adaptation of anti-racism interventions. [ABSTRACT FROM AUTHOR]

Abstract: Somatic complaints are frequent among preadolescents with impaired emotion awareness and maladaptive coping strategies. In addition, coping strategies in response to stressful events have been suggested to affect the association between emotion awareness and somatic complaints. However, empirical support for this assumption is missing. In this study, we examined the extent to which emotion awareness and coping contributed uniquely to somatic complaints and the indirect effect of emotion awareness on somatic complaints through coping strategies, among preadolescent boys and girls. Self‐reports were administered to 265 preadolescents (137 boys; Mage = 12.04) to investigate somatic complaints, emotion awareness, and coping strategies to deal with peer victimization. A subsample (N = 97) was assessed after a 12‐month time‐span. Cross‐sectional results indicated that more somatic complaints were associated with less emotion awareness and problem‐solving and with more internalizing and externalizing coping. Poor emotion awareness was indirectly associated with somatic complaints through internalizing for boys and through distraction, externalizing, and internalizing for girls. Emotion awareness was longitudinally associated with somatic complaints through distraction for boys. Overall, findings suggested that less emotion awareness was associated with more maladaptive coping strategies, which in turn contributed to more somatic complaints. Implications for research and intervention are discussed. Highlights: The present study investigated the associations between somatic complaints, emotion awareness, and coping strategies among preadolescent boys and girls. Self‐report data were collected. Results showed that poor emotion awareness was indirectly associated with somatic complaints through internalizing for boys and through distraction, externalizing, and internalizing for girls. Improving emotion awareness and effective coping strategies may reduce somatic complaints among preadolescents and offer them a better social and psychological adjustment. [ABSTRACT FROM AUTHOR]

Depression is associated with subjective difficulties identifying one's emotions, known as low emotional clarity, but the mediators and moderators of this relationship are not well understood. We hypothesized that the role of emotional clarity in emotion regulation and, in turn, depression depends on individual differences in negative affect intensity. In Study 1, conducted in an unselected sample (N = 119), low emotional clarity more strongly predicted depression symptoms among individuals higher in affect intensity. In Study 2, conducted in a clinically diagnosed, treatment-seeking sample ( N = 245), we examined whether affect intensity moderated an indirect path of clarity through emotion regulation strategy use that has emerged in previous work. Except when affect intensity was very low, emotional clarity predicted reappraisal, and except when affect intensity was very high, emotional clarity predicted non-acceptance and experiential avoidance. By contrast, rumination mediated associations of emotional clarity with depressive symptoms regardless of affect intensity. Findings support a process model of low emotional clarity in depression that integrates (1) emotion regulatory mediators and (2) moderation by negative affect intensity. Trait differences in affect intensity may determine whether and how emotional clarity and regulation processes factor into mood psychopathology. [ABSTRACT FROM AUTHOR]

This study aimed to further explore emotional correlates to CU traits by considering for the first time a multidimensional measure of emotion awareness concerning self-perception about own emotional processes. 668 preadolescent students (338 girls; mean age = 12.89 years, SD = 0.92 years) took part to the study. Over and above levels of both internalizing and externalizing problems, a negative link between CU traits and emotion awareness emerged. Specifically, unemotional was the facet of CU traits to be uniquely associated to three out of five dimensions of emotion awareness that were specifically focused on emotional processes concerning own emotions (i.e., differentiating emotions, verbal sharing of emotions, not hiding emotions). As for the proneness to attend and analyze others' emotions, a negative association emerged with the callousness dimension of CU traits. These results further confirmed that youths high in CU traits present specific emotional processing; moreover these results further highlighted the importance to consider self-perception about own emotional functioning in youths high in CU traits. [ABSTRACT FROM AUTHOR]

Empathy plays a crucial role in healthy social functioning and in maintaining positive social relationships. In this study, 1250 children and adolescents (10–15 year olds) completed the newly developed Empathy Questionnaire for Children and Adolescents (EmQue-CA) that was tested on reliability, construct validity, convergent validity, and concurrent validity. The EmQue-CA aims to assess empathy using the following scales: affective empathy, cognitive empathy, and intention to comfort. A Principal Components Analysis, which was directly tested with a Confirmatory Factor Analysis, confirmed the proposed three-factor model resulting in 14 final items. Reliability analyses demonstrated high internal consistency of the scales. Furthermore, the scales showed high convergent validity, as they were positively correlated with related scales of the Interpersonal Reactivity Index (Davis, 1983). With regard to concurrent validity, higher empathy was related to more attention to others’ emotions, higher friendship quality, less focus on own affective state, and lower levels of bullying behavior. Taken together, we show that the EmQue-CA is a reliable and valid instrument to measure empathy in typically developing children and adolescents aged 10 and older.