Emotion regulation in schema therapy and dialectical behavior therapy

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Eva Fassbinder

2016-09-01

Full Text Available Schema therapy (ST and dialectical behavior therapy (DBT have both shown to be effective treatment methods especially for borderline personality disorder. Both, ST and DBT, have their roots in cognitive behavioral therapy and aim at helping patient to deal with emotional dysregulation. However, there are major differences in the terminology, explanatory models and techniques used in the both methods. This article gives an overview of the major therapeutic techniques used in ST and DBT with respect to emotion regulation and systematically puts them in the context of James Gross’ process model of emotion regulation. Similarities and differences of the two methods are highlighted and illustrated with a case example. A core difference of the two approaches is that DBT directly focusses on the acquisition of emotion regulation skills, whereas ST does seldom address emotion regulation directly. All DBT-modules (mindfulness, distress tolerance, emotion regulation, interpersonal effectiveness are intended to improve emotion regulation skills and patients are encouraged to train these skills on a regular basis. DBT assumes that improved skills and skills use will result in better emotion regulation. In ST problems in emotion regulation are seen as a consequence of adverse early experiences (e.g. lack of safe attachment, childhood abuse or emotional neglect. These negative experiences have led to unprocessed psychological traumas and fear of emotions and result in attempts to avoid emotions and dysfunctional meta-cognitive schemas about the meaning of emotions. ST assumes that when these underlying problems are addressed, emotion regulation improves. Major ST techniques for trauma processing, emotional avoidance and dysregulation are limited reparenting, empathic confrontation and experiential techniques like chair dialogues and imagery rescripting.

Emotion Regulation in Schema Therapy and Dialectical Behavior Therapy

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Fassbinder, Eva; Schweiger, Ulrich; Martius, Desiree; Brand-de Wilde, Odette; Arntz, Arnoud

2016-01-01

Schema therapy (ST) and dialectical behavior therapy (DBT) have both shown to be effective treatment methods especially for borderline personality disorder. Both, ST and DBT, have their roots in cognitive behavioral therapy and aim at helping patient to deal with emotional dysregulation. However, there are major differences in the terminology, explanatory models and techniques used in the both methods. This article gives an overview of the major therapeutic techniques used in ST and DBT with respect to emotion regulation and systematically puts them in the context of James Gross' process model of emotion regulation. Similarities and differences of the two methods are highlighted and illustrated with a case example. A core difference of the two approaches is that DBT directly focusses on the acquisition of emotion regulation skills, whereas ST does seldom address emotion regulation directly. All DBT-modules (mindfulness, distress tolerance, emotion regulation, interpersonal effectiveness) are intended to improve emotion regulation skills and patients are encouraged to train these skills on a regular basis. DBT assumes that improved skills and skills use will result in better emotion regulation. In ST problems in emotion regulation are seen as a consequence of adverse early experiences (e.g., lack of safe attachment, childhood abuse or emotional neglect). These negative experiences have led to unprocessed psychological traumas and fear of emotions and result in attempts to avoid emotions and dysfunctional meta-cognitive schemas about the meaning of emotions. ST assumes that when these underlying problems are addressed, emotion regulation improves. Major ST techniques for trauma processing, emotional avoidance and dysregulation are limited reparenting, empathic confrontation and experiential techniques like chair dialogs and imagery rescripting. PMID:27683567

THE MAGIC OF PLAY: LOW-INCOME MOTHERS' AND FATHERS' PLAYFULNESS AND CHILDREN'S EMOTION REGULATION AND VOCABULARY SKILLS.

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Cabrera, Natasha J; Karberg, Elizabeth; Malin, Jenessa L; Aldoney, Daniela

2017-11-01

Using data from a diverse sample of low-income families who participated in the Early Head Start Research Evaluation Project (n = 73), we explored the association between mothers' and fathers' playfulness with toddlers, toddler's affect during play, and children's language and emotion regulation at prekindergarten. There were two main findings. First, fathers' playfulness in toddlerhood was associated with children's vocabulary skills in prekindergarten whereas mothers' playfulness was related to children's emotion regulation. Cross-parental effects were found only for mothers. The association between mothers' playfulness and children's vocabulary and emotion regulation was strengthened when fathers engaged in more pretend play and when children were affectively positive during the play. These findings show that playfulness is an important source of variation in the vocabulary and emotion regulation of children growing up in low-income families. They also point to domain-specific ways that mothers and fathers promote children's regulatory and vocabulary skills, and highlight the importance of children's positive engagement in play. © 2017 Michigan Association for Infant Mental Health.

ADHD and Adaptability: The Roles of Cognitive, Behavioural, and Emotional Regulation

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Burns, Emma; Martin, Andrew J.

2014-01-01

Adaptability has been recently proposed as cognitive, behavioural, and emotional regulation assisting individuals to effectively respond to change, uncertainty and novelty. Given students with attention-deficit/hyperactivity disorder (ADHD) have known impairments with regulatory functions, they may be at particular disadvantage as they seek to…

Regulation of Emotions in Socially Challenging Learning Situations: An Instrument to Measure the Adaptive and Social Nature of the Regulation Process

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Jarvenoja, Hanna; Volet, Simone; Jarvela, Sanna

2013-01-01

Self-regulated learning (SRL) research has conventionally relied on measures, which treat SRL as an aptitude. To study self-regulation and motivation in learning contexts as an ongoing adaptive process, situation-specific methods are needed in addition to static measures. This article presents an "Adaptive Instrument for Regulation of Emotions"…

Brief Report: The Relationship between Language Skills, Adaptive Behavior, and Emotional and Behavior Problems in Pre-Schoolers with Autism

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Park, Carlie J.; Yelland, Gregory W.; Taffe, John R.; Gray, Kylie M.

2012-01-01

This study investigated the relationship between structural language skills, and communication skills, adaptive behavior, and emotional and behavior problems in pre-school children with autism. Participants were aged 3-5 years with autism (n = 27), and two comparison groups of children with developmental delay without autism (n = 12) and typically…

Successful emotion regulation requires both conviction and skill: beliefs about the controllability of emotions, reappraisal, and regulation success.

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Gutentag, Tony; Halperin, Eran; Porat, Roni; Bigman, Yochanan E; Tamir, Maya

2017-09-01

To succeed in self-regulation, people need to believe that it is possible to change behaviour and they also need to use effective means to enable such a change. We propose that this also applies to emotion regulation. In two studies, we found that people were most successful in emotion regulation, the more they believed emotions can be controlled and the more they used an effective emotion regulation strategy - namely, cognitive reappraisal. Cognitive reappraisal moderated the link between beliefs about the controllability of emotion and success in emotion regulation, when reappraisal was measured as a trait (Study 1) or manipulated (Study 2). Such moderation was found when examining the regulation of disgust elicited by emotion-inducing films (Study 1), and the regulation of anger elicited by real political events (Study 2). We discuss the implications of our findings for research and practice in emotion regulation.

Measuring Individual Differences in Emotion Regulation: The Emotion Regulation Profile-Revised (ERP-R

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Delphine Nelis

2011-02-01

Full Text Available The main purpose of this study was to validate a new instrument aimed to assess emotion regulation: the Emotion Regulation Profile-Revised (ERP-R. Exploratory factor analyses yielded two theoretically meaningful factors: down-regulation of negative emotions and up-regulation of positive emotions. Internal reliability scores of the two factors were good. Findings showed evidence of convergent/discriminant validity, with ERP-R scores being independent of non verbal reasoning and verbal skills while positively related to emotional intelligence and to relevant personality dimensions. There was also preliminary evidence of criterion validity. ERP-R scores also demonstrated incremental validity to predict a number of criteria over and above emotional intelligence and emotional stability. Overall, the results show a clear 2 factors solution for the ERP-R and high correlations with convergent and divergent scales as well as good criterion and incremental validities.

Emotion regulation in mothers and young children faced with trauma.

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Pat-Horenczyk, Ruth; Cohen, S; Ziv, Y; Achituv, M; Asulin-Peretz, L; Blanchard, T R; Schiff, M; Brom, D

2015-01-01

The present study investigated maternal emotion regulation as mediating the association between maternal posttraumatic stress symptoms and children's emotional dysregulation in a community sample of 431 Israeli mothers and children exposed to trauma. Little is known about the specific pathways through which maternal posttraumatic symptoms and deficits in emotion regulation contribute to emotional dysregulation. Inspired by the intergenerational process of relational posttraumatic stress disorder (PTSD), in which posttraumatic distress is transmitted from mothers to children, we suggest an analogous concept of relational emotion regulation, by which maternal emotion regulation problems may contribute to child emotion regulation deficits. Child emotion regulation problems were measured using the Child Behavior Checklist-Dysregulation Profile (CBCL-DP; T.M. Achenbach & I. Rescorla, 2000), which is comprised of three subscales of the CBCL: Attention, Aggression, and Anxiety/Depression. Maternal PTSD symptoms were assessed by the Posttraumatic Diagnostic Scale (E.B. Foa, L. Cashman, L. Jaycox, & K. Perry, 1997) and maternal emotion regulation by the Difficulties in Emotion Regulation Scale (K.L. Gratz & L. Roemer, 2004). Results showed that the child's emotion regulation problems were associated with both maternal posttraumatic symptoms and maternal emotion dysregulation. Further, maternal emotion regulation mediated the association between maternal posttraumatic symptoms and the child's regulation deficits. These findings highlight the central role of mothers' emotion regulation skills in the aftermath of trauma as it relates to children's emotion regulation skills. The degree of mothers' regulatory skills in the context of posttraumatic stress symptoms reflects a key process through which the intergenerational transmission of trauma may occur. Study results have critical implications for planning and developing clinical interventions geared toward the treatment of

The incorporation of emotion-regulation skills into couple- and family-based treatments for post-traumatic stress disorder.

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Perlick, Deborah A; Sautter, Frederic J; Becker-Cretu, Julia J; Schultz, Danielle; Grier, Savannah C; Libin, Alexander V; Schladen, Manon Maitland; Glynn, Shirley M

2017-01-01

Post-traumatic stress disorder (PTSD) is a disabling, potentially chronic disorder that is characterized by re-experience and hyperarousal symptoms as well as the avoidance of trauma-related stimuli. The distress experienced by many veterans of the Vietnam War and their partners prompted a strong interest in developing conjoint interventions that could both alleviate the core symptoms of PTSD and strengthen family bonds. We review the evolution of and evidence base for conjoint PTSD treatments from the Vietnam era through the post-911 era. Our review is particularly focused on the use of treatment strategies that are designed to address the emotions that are generated by the core symptoms of the disorder to reduce their adverse impact on veterans, their partners and the relationship. We present a rationale and evidence to support the direct incorporation of emotion-regulation skills training into conjoint interventions for PTSD. We begin by reviewing emerging evidence suggesting that high levels of emotion dysregulation are characteristic of and predict the severity of both PTSD symptoms and the level of interpersonal/marital difficulties reported by veterans with PTSD and their family members. In doing so, we present a compelling rationale for the inclusion of formal skills training in emotional regulation in couple-/family-based PTSD treatments. We further argue that increased exposure to trauma-related memories and emotions in treatments based on learning theory requires veterans and their partners to learn to manage the uncomfortable emotions that they previously avoided. Conjoint treatments that were developed in the last 30 years all acknowledge the importance of emotions in PTSD but vary widely in their relative emphasis on helping participants to acquire strategies to modulate them compared to other therapeutic tasks such as learning about the disorder or disclosing the trauma to a loved one. We conclude our review by describing two recent innovative

Emotion knowledge, emotion regulation, and psychosocial adjustment in children with nonverbal learning disabilities.

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Metsala, Jamie L; Galway, Tanya M; Ishaik, Galit; Barton, Veronica E

2017-07-01

Nonverbal learning disability is a childhood disorder with basic neuropsychological deficits in visuospatial processing and psychomotor coordination, and secondary impairments in academic and social-emotional functioning. This study examines emotion recognition, understanding, and regulation in a clinic-referred group of young children with nonverbal learning disabilities (NLD). These processes have been shown to be related to social competence and psychological adjustment in typically developing (TD) children. Psychosocial adjustment and social skills are also examined for this young group, and for a clinic-referred group of older children with NLD. The young children with NLD scored lower than the TD comparison group on tasks assessing recognition of happy and sad facial expressions and tasks assessing understanding of how emotions work. Children with NLD were also rated as having less adaptive regulation of their emotions. For both young and older children with NLD, internalizing and externalizing problem scales were rated higher than for the TD comparison groups, and the means of the internalizing, attention, and social problem scales were found to fall within clinically concerning ranges. Measures of attention and nonverbal intelligence did not account for the relationship between NLD and Social Problems. Social skills and NLD membership share mostly overlapping variance in accounting for internalizing problems across the sample. The results are discussed within a framework wherein social cognitive deficits, including emotion processes, have a negative impact on social competence, leading to clinically concerning levels of depression and withdrawal in this population.

Personality and Emotion Regulation Strategies

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Esti Hayu Purnamaningsih

2017-01-01

Full Text Available The emotions has many important functions in our life such as in relation of interpersonal communication, and health. In interpersonal communicative function aimed to signal to other information about internal state. Emotions manifests in specific cognitive, behavioural, and physiological reactions, thus closely related to health. There is wide variety of ways for individuals to regulate their emotion. In this regard, there are two kinds of emotion regulation strategy; first Antecedent-focused emotion regulation consisting of situation selection, situation modification, attentional deployment, cognitive change and second, Response-focused emotion regulation consisting of suppression. The purpose of this research is to investigate personality factors relate with emotion regulation strategies. 339 students from Faculty of Psychology, Universitas Gadjah Mada were participating in this study and given The Big Five Personality Factors (Ramdhani, 2012, adaptation, and the modified version of the Emotion Regulation Scale was used, Emotion Regulation Questionnaire (John & Gross, 2004 which measure personality and emotion regulation respectively. Using multiple regression analysis, the study indicated that personality predicts emotion regulation strategies.

Adaptive associations between social cognition and emotion regulation are absent in schizophrenia and bipolar disorder

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Jesseca Elise Rowland

2013-01-01

Full Text Available Schizophrenia (SZ and bipolar disorder (BD are associated with impairments in facial emotion perception and Theory of Mind (ToM. These social cognitive skills deficits may be related to a reduced capacity to effectively regulate one’s own emotions according to the social context. We therefore set out to examine the relationship between social cognitive abilities and the use of cognitive strategies for regulating negative emotion in SZ and BD. Participants were 56 SZ, 33 BD, and 58 healthy controls (HC who completed the Ekman 60-faces test of facial emotion recognition; a sub-set of these participants also completed The Awareness of Social Inference Test (TASIT and the Cognitive Emotion Regulation Questionnaire (CERQ. SZ participants demonstrated impairments in emotion perception on both the Ekman and the TASIT Emotion Evaluation tests relative to BD and HC. While both SZ and BD patients showed ToM deficits (i.e., perception of sarcasm and lie compared to HC, SZ patients demonstrated significantly greater ToM impairment compared to BD. There were also distinct patterns of cognitive strategies used to regulate emotion in both patient groups: those with SZ were more likely to engage in catastrophising and rumination, while BD subjects were more likely to blame themselves and were less likely to engage in positive reappraisal, relative to HC. In addition, those with SZ were more likely to blame others compared to BD. Associations between social cognition and affect regulation were revealed for HC only: TASIT performance was negatively associated with more frequent use of rumination, catastrophising and blaming others, such that more frequent use of maladaptive cognitive emotion regulation strategies was associated with poor social cognitive performance. These associations were not present in either patient group. However, both SZ and BD patients demonstrated poor ToM performance and aberrant use of emotion regulation strategies consistent with

Do People With Psychosis Have Specific Difficulties Regulating Emotions?

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Lincoln, Tania M; Hartmann, Maike; Köther, Ulf; Moritz, Steffen

2015-01-01

Difficulties in emotion regulation (ER) are present in psychotic disorders, but their precise nature is not yet fully understood and it is unclear which difficulties are unique to psychosis compared with other disorders. This study investigated whether ER difficulties in psychosis are more prominent for the ability to modify emotions or for the ability to tolerate and accept them. Furthermore, it investigated whether ER difficulties occur for sadness, anxiety, anger and shame likewise. ER skills were assessed in participants with psychotic disorders (n = 37), participants with depression (n = 30) and healthy controls (n = 28) using the Emotion Regulation Skill Questionnaire that asks participants to rate the intensity of different emotions over the past week and the skills employed to handle each of them. Compared with healthy controls, participants with psychosis showed reduced skills related to awareness, understanding and acceptance of potentially distressing emotions, but not in the ability to modify them. These differences remained significant after controlling for depression. Participants with psychosis showed reduced ER skills in regard to all of the assessed emotions compared with the healthy controls, despite the fact that they only reported sadness as being significantly more intense. The participants with depression showed a similar pattern of ER skills to the psychosis sample, although with a tendency towards even more pronounced difficulties. It is concluded that psychosis is characterized by difficulties in using specific ER skills related to awareness, understanding and acceptance to regulate anger, shame, anxiety and sadness. These difficulties are not unique to psychosis but nevertheless present a promising treatment target. The participants with psychosis found it more difficult to be aware of their emotions, to understand them and to accept them than the healthy control group. However, they reported equal skills when it came to

Helping Others Regulate Emotion Predicts Increased Regulation of One's Own Emotions and Decreased Symptoms of Depression.

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Doré, Bruce P; Morris, Robert R; Burr, Daisy A; Picard, Rosalind W; Ochsner, Kevin N

2017-05-01

Although much research considers how individuals manage their own emotions, less is known about the emotional benefits of regulating the emotions of others. We examined this topic in a 3-week study of an online platform providing training and practice in the social regulation of emotion. We found that participants who engaged more by helping others (vs. sharing and receiving support for their own problems) showed greater decreases in depression, mediated by increased use of reappraisal in daily life. Moreover, social regulation messages with more other-focused language (i.e., second-person pronouns) were (a) more likely to elicit expressions of gratitude from recipients and (b) predictive of increased use of reappraisal over time for message composers, suggesting perspective-taking enhances the benefits of practicing social regulation. These findings unpack potential mechanisms of socially oriented training in emotion regulation and suggest that by helping others regulate, we may enhance our own regulatory skills and emotional well-being.

The Relationship between Maternal Acceptance-Rejection Levels and Preschoolers' Social Competence and Emotion Regulation Skills

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Bayindir, Dilan; Güven, Gülçin; Sezer, Türker; Aksin-Yavuz, Ezgi; Yilmaz, Elif

2017-01-01

The purpose of this research was to examine the relationship between maternal acceptance-rejection levels and preschool children's social competence and emotion regulation skills. The study group of the research, which was designed in survey method, consisted of 303 voluntary mother-child dyad. The participant children were attending a preschool…

Emotion regulation strategies in preschool children.

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Sala, Maria Nives; Pons, Francisco; Molina, Paola

2014-11-01

This study investigated the development of emotion regulation strategies as reflected in the narratives of children between the ages of 3 and 6 years. An experimental procedure based on story completion tasks was devised to elicit the emotion-related narratives of 69 preschool children. Coding of the narratives led to the observation of different emotion regulation strategies: Behavioural strategies, social support, and cognitive reappraisal. Several significant gender and age differences were identified in the use of these strategies. In addition, verbal skills, non-verbal intelligence, and emotion comprehension were found to be associated with use of the observed emotion regulation strategies, although only at specific ages. © 2014 The British Psychological Society.

Desired emotional states: their nature, causes, and implications for emotion regulation.

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Tamir, Maya; Gutentag, Tony

2017-10-01

Emotion regulation is a process directed toward achieving desired emotions. People want to experience different emotions at different times and for different reasons, leading them to change emotions accordingly. Research on desired emotions has made several discoveries. First, what people want to feel varies across individuals and across situations. Second, what people want to feel depends on how much they value emotions and on the extent to which they expect emotions to yield behavioral, social, or epistemic benefits. Third, what people want to feel sets the direction of emotion regulation and can shape emotional experiences and subsequent behavior. Identifying and understanding desired emotional states can promote healthier emotion regulation and emotional experiences, and more adaptive personal and social functioning. Copyright © 2017 Elsevier Ltd. All rights reserved.

Measuring emotion regulation and emotional expression in breast cancer patients: A systematic review.

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Brandão, Tânia; Tavares, Rita; Schulz, Marc S; Matos, Paula Mena

2016-02-01

The important role of emotion regulation and expression in adaptation to breast cancer is now widely recognized. Studies have shown that optimal emotion regulation strategies, including less constrained emotional expression, are associated with better adaptation. Our objective was to systematically review measures used to assess the way women with breast cancer regulate their emotions. This systematic review was conducted in accordance with PRISMA guidelines. Nine different databases were searched. Data were independently extracted and assessed by two researchers. English-language articles that used at least one instrument to measure strategies to regulate emotions in women with breast cancer were included. Of 679 abstracts identified 59 studies were deemed eligible for inclusion. Studies were coded regarding their objectives, methods, and results. We identified 16 instruments used to measure strategies of emotion regulation and expression. The most frequently employed instrument was the Courtauld Emotional Control Scale. Few psychometric proprieties other than internal consistency were reported for most instruments. Many studies did not include important information regarding descriptive characteristics and psychometric properties of the instruments used. The instruments used tap different aspects of emotion regulation. Specific instruments should be explored further with regard to content, validity, and reliability in the context of breast cancer. Copyright © 2015 Elsevier Ltd. All rights reserved.

Bottom-up and top-down emotion generation: implications for emotion regulation

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Misra, Supriya; Prasad, Aditya K.; Pereira, Sean C.; Gross, James J.

2012-01-01

Emotion regulation plays a crucial role in adaptive functioning and mounting evidence suggests that some emotion regulation strategies are often more effective than others. However, little attention has been paid to the different ways emotions can be generated: from the ‘bottom-up’ (in response to inherently emotional perceptual properties of the stimulus) or ‘top-down’ (in response to cognitive evaluations). Based on a process priming principle, we hypothesized that mode of emotion generation would interact with subsequent emotion regulation. Specifically, we predicted that top-down emotions would be more successfully regulated by a top-down regulation strategy than bottom-up emotions. To test this hypothesis, we induced bottom-up and top-down emotions, and asked participants to decrease the negative impact of these emotions using cognitive reappraisal. We observed the predicted interaction between generation and regulation in two measures of emotional responding. As measured by self-reported affect, cognitive reappraisal was more successful on top-down generated emotions than bottom-up generated emotions. Neurally, reappraisal of bottom-up generated emotions resulted in a paradoxical increase of amygdala activity. This interaction between mode of emotion generation and subsequent regulation should be taken into account when comparing of the efficacy of different types of emotion regulation, as well as when reappraisal is used to treat different types of clinical disorders. PMID:21296865

Infant emotion regulation: relations to bedtime emotional availability, attachment security, and temperament.

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Kim, Bo-Ram; Stifter, Cynthia A; Philbrook, Lauren E; Teti, Douglas M

2014-11-01

The present study examines the influences of mothers' emotional availability toward their infants during bedtime, infant attachment security, and interactions between bedtime parenting and attachment with infant temperamental negative affectivity, on infants' emotion regulation strategy use at 12 and 18 months. Infants' emotion regulation strategies were assessed during a frustration task that required infants to regulate their emotions in the absence of parental support. Whereas emotional availability was not directly related to infants' emotion regulation strategies, infant attachment security had direct relations with infants' orienting toward the environment and tension reduction behaviors. Both maternal emotional availability and security of the mother-infant attachment relationship interacted with infant temperamental negative affectivity to predict two strategies that were less adaptive in regulating frustration. Copyright © 2014 Elsevier Inc. All rights reserved.

Acute Psychosocial Stress and Emotion Regulation Skills Modulate Empathic Reactions to Pain in Others

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Gabriele eBuruck

2014-05-01

Full Text Available Psychosocial stress affects resources for adequate coping with environmental demands. A crucial question in this context is the extent to which acute psychosocial stressors impact empathy and emotion regulation. In the present study, 120 participants were randomly assigned to a control group vs. a group confronted with the Trier Social Stress Test, an established paradigm for the induction of acute psychosocial stress. Empathy for pain as a specific subgroup of empathy was assessed via pain intensity ratings during a pain-picture task. Self-reported emotion regulation skills were measured as predictors using an established questionnaire. Stressed individuals scored significantly lower on the appraisal of pain pictures. A regression model was chosen to find variables that further predict the pain ratings. These findings implicate that acute psychosocial stress might impair empathic processes to observed pain in another person and the ability to accept one’s emotion additionally predicts the empathic reaction. Furthermore, the ability to tolerate negative emotions modulated the relation between stress and pain judgments, and thus influenced core cognitive-affective functions relevant for coping with environmental challenges. In conclusion, our study emphasizes the necessity of reducing negative emotions in terms of empathic distress when confronted with pain of another person under psychosocial stress, in order to be able to retain pro-social behavior.

Affect regulation, brain development, and behavioral/emotional health in adolescence.

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Dahl, R E

2001-01-01

This paper addresses the importance of affect regulation (AR) in relation to a broad range of behavioral and emotional health problems that emerge during adolescence. AR is defined as the adaptive modulation of emotional experience to serve a goal or purpose. This conceptualization of AR emphasizes the use of cognitive skills to guide, inhibit, or modify emotion and behavior, including the expression of emotional responses, in learned, strategic ways-skills that ultimately underpin adult levels of social maturity and the ability to show "responsible" behavior across a range of emotional situations. Neurobehavioral systems that subserve these AR skills include areas of the inferior and orbital prefrontal cortex (PFC), with rich interconnections to several limbic structures and other cortical areas, including the dorsolateral PFC. Adolescence represents an important developmental period in the functional maturation of adult AR skills; it is also a critical time in the development of clinical disorders of AR (eg, rates of depression increase dramatically and gender differences in depression emerge). Maturational changes in AR that occur during adolescence-particularly with respect to the role of emotions influencing responsible decision making-are also relevant to understanding key aspects of the developmental pathways of some behavioral health problems, such as alcohol use and nicotine dependence. A strong case is made for developmental research in affective neuroscience aimed at this important maturational period, particularly the kind of transdisciplinary research leading toward mechanistic understanding of the development of adolescent-onset disorders. Improving understanding in these areas could ultimately lead to the development of early interventions in targeted high-risk populations, and has enormous clinical and social policy relevance.

Marital, parental, and whole-family predictors of toddlers' emotion regulation: The role of parental emotional withdrawal.

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Gallegos, Martin I; Murphy, Sarah E; Benner, Aprile D; Jacobvitz, Deborah B; Hazen, Nancy L

2017-04-01

The present study aims to address how dyadic and triadic family interactions across the transition to parenthood contribute to the later development of toddlers' adaptive emotion regulation using structural equation modeling methods. Specifically, we examined the interrelations of observed marital negative affect before childbirth, parents' emotional withdrawal during parent-infant interactions at 8 months, and coparenting conflict at 24 months as predictors of toddlers' adaptive emotion regulation at 24 months. Data for the present study were drawn from a longitudinal dataset in which 125 families were observed across the transition to parenthood. Results suggested that prenatal marital negativity predicted mothers' and fathers' emotional withdrawal toward their infants at 8 months postbirth as well as coparenting conflict at 24 months postbirth. Coparenting conflict and father-infant emotional withdrawal were negatively associated with toddlers' adaptive emotion regulation; however, mother-infant emotional withdrawal was not related. The implications of our study extend family systems research to demonstrate how multiple levels of detrimental family functioning over the first 2 years of parenthood influence toddlers' emotion regulation and highlight the importance of fathers' emotional involvement with their infants. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

Emotion, emotion regulation and sleep: An intimate relationship

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Marie Vandekerckhove

2017-12-01

Full Text Available In recent years, research has witnessed an increasing interest in the bidirectional relationship between emotion and sleep. Sleep seems important for restoring daily functioning, whereas deprivation of sleep makes us more emotionally aroused and sensitive to stressful stimuli and events. Sleep appears to be essential to our ability to cope with emotional stress in everyday life. However, when daily stress is insufficiently regulated, it may result in mental health problems and sleep disturbances too. Not only does emotion impact sleep, but there is also evidence that sleep plays a key role in regulating emotion. Emotional events during waking hours affect sleep, and the quality and amount of sleep influences the way we react to these events impacting our general well-being. Although we know that daytime emotional stress affects sleep by influencing sleep physiology, dream patterns, dream content and the emotion within a dream, its exact role is still unclear. Other effects that have been found are the exaggeration of the startle response, decrease in dream recall and elevation of awakening thresholds from rapid eye movement (REM, REM-sleep, increased or decreased latency to REM-sleep, increase in percentage of REM-density, REM-sleep duration, as well as the occurrence of arousals in sleep as a marker of sleep disruption. Equally, the way an individual copes with emotional stress, or the way in which an individual regulates emotion may modulate the effects of emotional stress on sleep. The research presented here supports the idea that adaptive emotion regulation benefits our follow-up sleep. We thus conclude the current review with a call for future research in order to clarify further the precise relationship between sleep, emotion and emotion regulation, as well as to explain further how sleep dissolves our emotional stress.

Interoceptive Awareness Skills for Emotion Regulation: Theory and Approach of Mindful Awareness in Body-Oriented Therapy (MABT

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Cynthia J. Price

2018-05-01

Full Text Available Emotion regulation involves a coherent relationship with the self, specifically effective communication between body, mind, and feelings. Effective emotion regulation involves the ability to accurately detect and evaluate cues related to physiological reactions to stressful events, accompanied by appropriate regulation strategies that temper and influence the emotional response. There is compelling evidence demonstrating links between poor or disrupted awareness of sensory information, or interoceptive awareness, and difficulties with emotion regulation. This paper presents a framework, based on psychological and neurobiological research, for understanding how interoceptive awareness facilitates regulation and an integrated sense of self, and thus contributes to health and well-being. A mind-body therapeutic approach called mindful awareness in body-oriented therapy (MABT, uniquely designed to teach fundamental skills of interoceptive awareness, is described. MABT develops the distinct interoceptive awareness capacities of identifying, accessing, and appraising internal bodily signals that are identified in physiological models as the critical components of interoception for emotion regulation. The explanatory model is that the development of these key interoceptive capacities improves sensory (physical and emotional awareness, reduces distress, and improves regulation. Strategies for teaching and learning interoceptive awareness are not well-developed in mindfulness or psychotherapeutic approaches, particularly important for people who may have difficulty attending to interoceptive awareness due to stress, chronic pain or trauma. To address this issue, MABT provides an individualized protocol for scaffolding interoceptive awareness through a combination of psychoeducation and somatic approaches explicitly addressing difficulties with interoceptive processing. Clinical vignettes are included to provide exemplars of this approach and to highlight

Can we link emotional eating with the emotion regulation skills of adolescents?

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Vandewalle, Julie; Moens, Ellen; Beyers, Wim; Braet, Caroline

2016-07-01

A recent cross-sectional study showed that maternal rejection is associated with emotional eating of obese youngsters seeking treatment, and that this relation is mediated by maladaptive emotion regulation (ER) of the youngsters. We wanted to build on this study and investigate the relation between parental rejection, maladaptive ER and emotional eating in a community sample using longitudinal data. Participants were 81 youngsters between the ages of 10 and 16 years. Participants completed questionnaires assessing maternal and paternal rejection, ER strategies and emotional eating, at two time moments (M = 71 days between time moments). Latent change models were used to estimate level and change of each variable. Results showed that the levels of maternal rejection, maladaptive ER and emotional eating were related. The indirect effect of the level of maternal rejection on the level of emotional eating through the level of maladaptive ER was marginally significant. On average, maternal rejection showed no change over time, whereas the other variables decreased. The changes in the variables were not related. The findings highlight the importance of assessing the emotional bond between mother and youngster and the ER of youngsters with an emotional eating style.

Parents’ Emotion-Related Beliefs, Behaviors, and Skills Predict Children's Recognition of Emotion

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Castro, Vanessa L.; Halberstadt, Amy G.; Lozada, Fantasy T.; Craig, Ashley B.

2015-01-01

Children who are able to recognize others’ emotions are successful in a variety of socioemotional domains, yet we know little about how school-aged children's abilities develop, particularly in the family context. We hypothesized that children develop emotion recognition skill as a function of parents’ own emotion-related beliefs, behaviors, and skills. We examined parents’ beliefs about the value of emotion and guidance of children's emotion, parents’ emotion labeling and teaching behaviors, and parents’ skill in recognizing children's emotions in relation to their school-aged children's emotion recognition skills. Sixty-nine parent-child dyads completed questionnaires, participated in dyadic laboratory tasks, and identified their own emotions and emotions felt by the other participant from videotaped segments. Regression analyses indicate that parents’ beliefs, behaviors, and skills together account for 37% of the variance in child emotion recognition ability, even after controlling for parent and child expressive clarity. The findings suggest the importance of the family milieu in the development of children's emotion recognition skill in middle childhood, and add to accumulating evidence suggesting important age-related shifts in the relation between parental emotion socialization and child emotional development. PMID:26005393

The relations of children's dispositional prosocial behavior to emotionality, regulation, and social functioning.

Science.gov (United States)

Eisenberg, N; Fabes, R A; Karbon, M; Murphy, B C; Wosinski, M; Polazzi, L; Carlo, G; Juhnke, C

1996-06-01

The purpose of this study was to examine the relations of a measure of children's dispositional prosocial behavior (i.e., peer nominations) to individual differences in children's negative emotionality, regulation, and social functioning. Children with prosocial reputations tended to be high in constructive social skills (i.e., socially appropriate behavior and constructive coping) and attentional regulation, and low in negative emotionality. The relations of children's negative emotionality to prosocial reputation were moderated by level of dispositional attentional regulation. In addition, the relations of prosocial reputation to constructive social skills and parent-reported negative emotionality (for girls) increased with age. Vagal tone, a marker of physiological regulation, was negatively related to girls' prosocial reputation.

Cognitive emotion regulation in children: Reappraisal of emotional faces modulates neural source activity in a frontoparietal network.

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Wessing, Ida; Rehbein, Maimu A; Romer, Georg; Achtergarde, Sandra; Dobel, Christian; Zwitserlood, Pienie; Fürniss, Tilman; Junghöfer, Markus

2015-06-01

Emotion regulation has an important role in child development and psychopathology. Reappraisal as cognitive regulation technique can be used effectively by children. Moreover, an ERP component known to reflect emotional processing called late positive potential (LPP) can be modulated by children using reappraisal and this modulation is also related to children's emotional adjustment. The present study seeks to elucidate the neural generators of such LPP effects. To this end, children aged 8-14 years reappraised emotional faces, while neural activity in an LPP time window was estimated using magnetoencephalography-based source localization. Additionally, neural activity was correlated with two indexes of emotional adjustment and age. Reappraisal reduced activity in the left dorsolateral prefrontal cortex during down-regulation and enhanced activity in the right parietal cortex during up-regulation. Activity in the visual cortex decreased with increasing age, more adaptive emotion regulation and less anxiety. Results demonstrate that reappraisal changed activity within a frontoparietal network in children. Decreasing activity in the visual cortex with increasing age is suggested to reflect neural maturation. A similar decrease with adaptive emotion regulation and less anxiety implies that better emotional adjustment may be associated with an advance in neural maturation. Copyright © 2015 The Authors. Published by Elsevier Ltd.. All rights reserved.

Adaptive emotional memory: the key hippocampal-amygdalar interaction.

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Desmedt, Aline; Marighetto, Aline; Richter-Levin, Gal; Calandreau, Ludovic

2015-01-01

For centuries philosophical and clinical studies have emphasized a fundamental dichotomy between emotion and cognition, as, for instance, between behavioral/emotional memory and explicit/representative memory. However, the last few decades cognitive neuroscience have highlighted data indicating that emotion and cognition, as well as their underlying neural networks, are in fact in close interaction. First, it turns out that emotion can serve cognition, as exemplified by its critical contribution to decision-making or to the enhancement of episodic memory. Second, it is also observed that reciprocally cognitive processes as reasoning, conscious appraisal or explicit representation of events can modulate emotional responses, like promoting or reducing fear. Third, neurobiological data indicate that reciprocal amygdalar-hippocampal influences underlie such mutual regulation of emotion and cognition. While supporting this view, the present review discusses experimental data, obtained in rodents, indicating that the hippocampal and amygdalar systems not only regulate each other and their functional outcomes, but also qualify specific emotional memory representations through specific activations and interactions. Specifically, we review consistent behavioral, electrophysiological, pharmacological, biochemical and imaging data unveiling a direct contribution of both the amygdala and hippocampal-septal system to the identification of the predictor of a threat in different situations of fear conditioning. Our suggestion is that these two brain systems and their interplay determine the selection of relevant emotional stimuli, thereby contributing to the adaptive value of emotional memory. Hence, beyond the mutual quantitative regulation of these two brain systems described so far, we develop the idea that different activations of the hippocampus and amygdala, leading to specific configurations of neural activity, qualitatively impact the formation of emotional memory

Parental reactions to children's negative emotions: relationships with emotion regulation in children with an anxiety disorder.

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Hurrell, Katherine E; Hudson, Jennifer L; Schniering, Carolyn A

2015-01-01

Research has demonstrated that parental reactions to children's emotions play a significant role in the development of children's emotion regulation (ER) and adjustment. This study compared parent reactions to children's negative emotions between families of anxious and non-anxious children (aged 7-12) and examined associations between parent reactions and children's ER. Results indicated that children diagnosed with an anxiety disorder had significantly greater difficulty regulating a range of negative emotions and were regarded as more emotionally negative and labile by their parents. Results also suggested that mothers of anxious children espoused less supportive parental emotional styles when responding to their children's negative emotions. Supportive and non-supportive parenting reactions to children's negative emotions related to children's emotion regulation skills, with father's non-supportive parenting showing a unique relationship to children's negativity/lability. Copyright © 2015 Elsevier Ltd. All rights reserved.

Parents Perceive Improvements in Socio-emotional Functioning in Adolescents with ASD Following Social Skills Treatment.

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N Lordo, Danielle; Bertolin, Madison; L Sudikoff, Eliana; Keith, Cierra; Braddock, Barbara; Kaufman, David A S

2017-01-01

The current study examined the effectiveness of a social skills treatment (PEERS) for improving socio-emotional competencies in a sample of high-functioning adolescents with ASD. Neuropsychological and self- and parent-report measures assessing social, emotional, and behavioral functioning were administered before and after treatment. Following social skills treatment, adolescents with ASD exhibited decreased aggression, anxiety, and withdrawal, as well as improvements in emotional responsiveness, adaptability, leadership, and participation in activities of daily living, though no change was found in affect recognition abilities. These findings suggest that PEERS social skills treatment improves particular aspects of emotional, behavioral, and social functioning that may be necessary for developing and maintaining quality peer relationships and remediating social isolation in adolescents with ASD.

Mothers' responses to children's negative emotions and child emotion regulation: the moderating role of vagal suppression.

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Perry, Nicole B; Calkins, Susan D; Nelson, Jackie A; Leerkes, Esther M; Marcovitch, Stuart

2012-07-01

The current study examined the moderating effect of children's cardiac vagal suppression on the association between maternal socialization of negative emotions (supportive and nonsupportive responses) and children's emotion regulation behaviors. One hundred and ninety-seven 4-year-olds and their mothers participated. Mothers reported on their reactions to children's negative emotions and children's regulatory behaviors. Observed distraction, an adaptive self-regulatory strategy, and vagal suppression were assessed during a laboratory task designed to elicit frustration. Results indicated that children's vagal suppression moderated the association between mothers' nonsupportive emotion socialization and children's emotion regulation behaviors such that nonsupportive reactions to negative emotions predicted lower observed distraction and lower reported emotion regulation behaviors when children displayed lower levels of vagal suppression. No interaction was found between supportive maternal emotion socialization and vagal suppression for children's emotion regulation behaviors. Results suggest physiological regulation may serve as a buffer against nonsupportive emotion socialization. Copyright © 2011 Wiley Periodicals, Inc.

Flexibility and Attractors in Context: Family Emotion Socialization Patterns and Children's Emotion Regulation in Late Childhood

NARCIS (Netherlands)

Lunkenheimer, E.S.; Hollenstein, T.P.; Wang, J.; Shields, A.M.

2012-01-01

Familial emotion socialization practices relate to children's emotion regulation (ER) skills in late childhood, however, we have more to learn about how the context and structure of these interactions relates to individual differences in children's ER. The present study examined flexibility and

Social Emotional Learning Skills and Educational Stress

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Çelik, Ismail

2013-01-01

The basic aim of this research is to examine the predicting role of social emotional learning skills in educational stress. The participants were 238 adolescents at high school. In this study, the Social Emotional Learning Skills Scale and the Educational Stress Scale were used. The relationships between social emotional learning skills and…

The Effectiveness of Emotional Intelligence Training on Communication Skills in Students with Intellectual Disabilities

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Maryam Sheydaei

2015-09-01

Full Text Available Objectives: Emotional intelligence skills begin at home, and with positive interactions with parents and other children. Parents can help children recognize their emotions, name them, and learn how to respect their feelings and adapt to social situations. The aim of the present study was to investigate the effectiveness of emotional intelligence training on the communication skills of students with intellectual disabilities. Methods: This study was quasi-experimental, with a pre-test, post-test design and a control group. The sample consisted of 32 educable students with intellectual disabilities (14-18 years old. Results: The results showed that the intervention program had created a significant difference between the scores of the experimental and control groups (P<0.05, and that the scores for communication skills were increased, both post-test and also in the experimental group follow-up (P<0.05. Discussion: Emotional intelligence training enhanced the communication skills of students with intellectual disabilities. Teachers, professionals, and clinicians could use these training in their practices.

Warming the Emotional Climate of the Classroom: Can Teachers' Social-Emotional Skills Change?

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Harvey, Shane T.; Evans, Ian M.; Hill, Rhys V. J.; Henricksen, Annette; Bimler, David

2016-01-01

Emotional skills underpin what teachers do. However, relatively few studies have investigated whether these skills can be formally learnt by teachers and the benefits enhancing teachers' social-emotional skills may have on students. The current research aimed to develop an intervention to improve teachers' social-emotional skills in the classroom…

How is emotional awareness related to emotion regulation strategies and self-reported negative affect in the general population?

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Subic-Wrana, Claudia; Beutel, Manfred E; Brähler, Elmar; Stöbel-Richter, Yve; Knebel, Achim; Lane, Richard D; Wiltink, Jörg

2014-01-01

The Levels of Emotional Awareness Scale (LEAS) as a performance task discriminates between implicit or subconscious and explicit or conscious levels of emotional awareness. An impaired awareness of one's feeling states may influence emotion regulation strategies and self-reports of negative emotions. To determine this influence, we applied the LEAS and self-report measures for emotion regulation strategies and negative affect in a representative sample of the German general population. A short version of the LEAS, the Hospital Anxiety and Depression Scale (HADS) and the Emotion Regulation Questionnaire (ERQ), assessing reappraisal and suppression as emotion regulation strategies, were presented to N = 2524 participants of a representative German community study. The questionnaire data were analyzed with regard to the level of emotional awareness. LEAS scores were independent from depression, but related to self-reported anxiety. Although of small or medium effect size, different correlational patters between emotion regulation strategies and negative affectivity were related to implict and explict levels of emotional awareness. In participants with implicit emotional awareness, suppression was related to higher anxiety and depression, whereas in participants with explicit emotional awareness, in addition to a positive relationship of suppression and depression, we found a negative relationship of reappraisal to depression. These findings were independent of age. In women high use of suppression and little use of reappraisal were more strongly related to negative affect than in men. Our first findings suggest that conscious awareness of emotions may be a precondition for the use of reappraisal as an adaptive emotion regulation strategy. They encourage further research in the relation between subconsious and conscious emotional awareness and the prefarance of adaptive or maladaptive emotion regulation strategies The correlational trends found in a representative

The development of an emotional regulation scale for adolescents

OpenAIRE

Strauss, Monique; Raubenheimer, Jacques E; Campher, Daleen; Coetzee, Charika; Diedericks, Amorise; Gevers, Heidi; Green, Karla; van Niekerk, Sandré

2016-01-01

Emotional regulation is an important skill enabling or disabling the occupational engagement of adolescent clients. Evaluation is a key concept in the occupational therapy process, informing treatment approaches and outcomes. The authors could not identify a scale measuring emotional regulation strategies used by adolescent in the literature. A quantitative, descriptive study was done following a process of scale development. A survey with 78 items was designed which 404 adolescents from a te...

Disentangling cognition and emotion in older adults: the role of cognitive control and mental health in emotional conflict adaptation.

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Hantke, Nathan C; Gyurak, Anett; Van Moorleghem, Katie; Waring, Jill D; Adamson, Maheen M; O'Hara, Ruth; Beaudreau, Sherry A

2017-08-01

Recent research suggests cognition has a bidirectional relationship with emotional processing in older adults, yet the relationship is still poorly understood. We aimed to examine a potential relationship between late-life cognitive function, mental health symptoms, and emotional conflict adaptation. We hypothesized that worse cognitive control abilities would be associated with poorer emotional conflict adaptation. We further hypothesized that a higher severity of mental health symptoms would be associated with poorer emotional conflict adaptation. Participants included 83 cognitively normal community-dwelling older adults who completed a targeted mental health and cognitive battery, and emotion and gender conflict-adaptation tasks. Consistent with our hypothesis, poorer performance on components of cognitive control, specifically attention and working memory, was associated with poorer emotional conflict adaptation. This association with attention and working memory was not observed in the non-affective-based gender conflict adaptation task. Mental health symptoms did not predict emotional conflict adaptation, nor did performance on other cognitive measures. Our findings suggest that emotion conflict adaptation is disrupted in older individuals who have poorer attention and working memory. Components of cognitive control may therefore be an important potential source of inter-individual differences in late-life emotion regulation and cognitive affective deficits. Copyright © 2016 John Wiley & Sons, Ltd. Copyright © 2016 John Wiley & Sons, Ltd.

Dialectical behaviour therapy-informed skills training for deliberate self-harm: a controlled trial with 3-month follow-up data.

LENUS (Irish Health Repository)

Gibson, Jennifer

2014-09-01

Dialectical Behaviour Therapy (DBT) has been shown to be an effective treatment for deliberate self-harm (DSH) and emerging evidence suggests DBT skills training alone may be a useful adaptation of the treatment. DBT skills are presumed to reduce maladaptive efforts to regulate emotional distress, such as DSH, by teaching adaptive methods of emotion regulation. However, the impact of DBT skills training on DSH and emotion regulation remains unclear. This study examined the Living Through Distress (LTD) programme, a DBT-informed skills group provided in an inpatient setting. Eighty-two adults presenting with DSH or Borderline Personality Disorder (BPD) were offered places in LTD, in addition to their usual care. A further 21 clients on the waiting list for LTD were recruited as a treatment-as-usual (TAU) group. DSH, anxiety, depression, and emotion regulation were assessed at baseline and either post-intervention or 6 week follow-up. Greater reductions in the frequency of DSH and improvements in some aspects of emotion regulation were associated with completion of LTD, as compared with TAU. Improvements in DSH were maintained at 3 month follow-up. This suggests providing a brief intensive DBT-informed skills group may be a useful intervention for DSH.

Religiousness and cognitive emotion regulation strategies in adolescence

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Oleś Maria

2015-12-01

Full Text Available Human religiousness is a complex and multidimensional reality embedded in basic human needs and connected with people’s desires, anxieties, and hopes. The aim of the paper is to assess religiousness, considered in terms of meaning and cognitive emotion regulation strategies, in adolescents. The religious meaning system is a multidimensional construct encompassing convictions, beliefs, emotional connotations, and the rules of worship. In situations of negative events or unpleasant experiences, young people resort to various coping strategies. Cognitive emotion regulation strategies concern relatively stable conscious ways of regulating emotions, which consist in mentally handling the incoming information that evoke emotions. The study concerned young people aged 13 to 16 years (N = 130. Religiousness was assessed using D. Krok’s Religious Meaning System Questionnaire (RMSQ and cognitive coping strategies were measured using the Cognitive Emotion Regulation Questionnaire (CERQ by N. Garnefski and V. Kraaij. The results show that there are relations between religiousness, understood in terms of the young participants’ meaning system, and adaptive as well as maladaptive emotion regulation strategies. The results of the study are discussed in the light of theory and research.

Emotion control in collaborative learning situations: do students regulate emotions evoked by social challenges?

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Järvenoja, Hanna; Järvelä, Sanna

2009-09-01

During recent decades, self-regulated learning (SRL) has become a major research field. SRL successfully integrates the cognitive and motivational components of learning. Self-regulation is usually seen as an individual process, with the social aspects of regulation conceptualized as one aspect of the context. However, recent research has begun to investigate whether self-regulation processes are complemented by socially shared regulation processes. The presented study investigated what kind of socio-emotional challenges students experience during collaborative learning and whether the students regulate the emotions evoked during these situations. The interplay of the emotion regulation processes between the individual and the group was also studied. The sample for this study was 63 teacher education students who studied in groups of three to five during three collaborative learning tasks. Students' interpretations of experienced social challenges and their attempts to regulate emotions evoked by these challenges were collected following each task using the Adaptive Instrument for the Regulation of Emotions. The results indicated that students experienced a variety of social challenges. Students also reported the use of shared regulation in addition to self-regulation. Finally, the results suggested that intrinsic group dynamics are derived from both individual and social elements of collaborative situations. The findings of the study support the assumption that students can regulate emotions collaboratively as well as individually. The study contributes to our understanding of the social aspects of emotional regulation in collaborative learning contexts.

Facing the Music or Burying Our Heads in the Sand?: Adaptive Emotion Regulation in Midlife and Late Life

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Waldinger, Robert J.; Schulz, Marc S.

2011-01-01

Defenses that keep threatening information out of awareness are posited to reduce anxiety at the cost of longer-term dysfunction. By contrast, socioemotional selectivity theory suggests that preference for positively-valenced information is a late-life manifestation of adaptive emotion regulation. Using longitudinal data on 61 men, we examined links between emotion regulation indices informed by these distinct conceptualizations: defenses in earlier adulthood and selective memory for positively-valenced images in late-life. Use of avoidant defenses in midlife predicted poorer memory for positive, negative, and neutral images nearly 4 decades later. Late-life satisfaction was positively linked with midlife engaging defenses but negatively linked at the trend level with concurrent positive memory bias. PMID:21544264

Teachers’ Attitudes Regarding the Development of Socio -Emotional Skills in Elementary Schools in Greece

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Ioannis Raptis

2017-01-01

Full Text Available The purpose of this study was to investigate teachers’ attitudes regarding the development of socio-emotional skills of students in primary general schools and the implementation of programs concerning the development of these skills within the school context. Socio-emotional skills are of particular importance in children's lives, as they help to develop appropriate codes of behavior, which would allow them to survive in the contemporary demands of society. Students should be able to communicate in acceptable ways, both with their peers and with other members of their family and society. An important contributor to the development of socio-emotional skills is the teacher (Elias & Arnold, 2006. The contemporary teacher must be thoroughly informed about techniques and approaches that should be followed to develop and strengthen the cultivation of these skills to all students and particularly to those who experience difficulties of social adaptation and show disruptive behavioral disorders.

Warming the Emotional Climate of the Classroom: Can Teachers’ Social-Emotional Skills Change?

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Shane T. Harvey

2016-11-01

Full Text Available Emotional skills underpin what teachers do. However, relatively few studies have investigated whether these skills can be formally learnt by teachers and the benefits enhancing teachers’ social-emotional skills may have on students. The current research aimed to develop an intervention to improve teachers’ social-emotional skills in the classroom and to assess changes in teachers’ emotional teaching practices and their emotional awareness in the classroom, as well as changes in students’ social-emotional behavior in relation to changes their teachers may have made. Twenty-seven teachers of Year 3-8 (8-13 year old students participated in an emotional skills intervention, which took place over three months. The findings yielded mixed results. In line with predictions, decreases in teachers’ undesirable relating and setting limits were found. However, no relationships between teacher changes and students’ pro-social behavior and emotion were found. However, students of teachers who improved compared to those who did not on observed emotional practices, reported significant differences in their teachers’ leadership, helpfulness/friendliness, understanding, student responsibility/freedom, student admonishing and strictness.

Emotion regulation: Exploring the impact of stress and sex

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Valerie L. Kinner

2014-11-01

Full Text Available Emotion regulation is a major prerequisite for adaptive behavior. The capacity to regulate emotions is particularly important during and after the encounter of a stressor. However the impact of acute stress and its associated neuroendocrine alterations on emotion regulation have received little attention so far. This study aimed to explore how stress-induced cortisol increases affect three different emotion regulation strategies. 72 healthy men and women were either exposed to a stressor or a control condition. Subsequently participants viewed positive and negative images and were asked to up- or down-regulate their emotional responses or simultaneously required to solve an arithmetic task (distraction. The factors stress, sex and strategy were operationalized as between group factors (n = 6 per cell. Stress caused an increase in blood pressure and higher subjective stress ratings. An increase in cortisol was observed in male participants only. In contrast to controls, stressed participants were less effective in distracting themselves from the emotional pictures. The results further suggest that in women stress enhances the ability to decrease negative emotions. These findings characterize the impact of stress and sex on emotion regulation and provide initial evidence that these factors may interact.

Substance abuse, coping strategies, adaptive skills and behavioral and emotional problems in clients with mild to borderline intellectual disability admitted to a treatment facility: A pilot study

NARCIS (Netherlands)

Didden, H.C.M.; Embregts, P.J.C.M.; Toorn, M. van der; Laarhoven, N.

2009-01-01

Many clients with mild to borderline intellectual disability (ID) who are admitted to a treatment facility show serious problems in alcohol and/or drugs use. In the present case file study, we explored differences in coping strategies, adaptive skills and emotional and behavioral problems between

Emotion regulation in interpersonal problems: the role of cognitive-emotional complexity, emotion regulation goals, and expressivity.

Science.gov (United States)

Coats, Abby Heckman; Blanchard-Fields, Fredda

2008-03-01

Young, middle-aged, and older adults' emotion regulation strategies in interpersonal problems were examined. Participants imagined themselves in anger- or sadness-eliciting situations with a close friend. Factor analyses of a new questionnaire supported a 4-factor model of emotion regulation strategies, including passivity, expressing emotions, seeking emotional information or support, and solving the problem. Results suggest that age differences in emotion regulation (such as older adults' increased endorsement of passive emotion regulation relative to young adults) are partially due to older adults' decreased ability to integrate emotion and cognition, increased prioritization of emotion regulation goals, and decreased tendency to express anger. (c) 2008 APA, all rights reserved.

Emotional regulation difficulties and premenstrual symptoms among Israeli students.

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Reuveni, Inbal; Dan, Rotem; Segman, Ronen; Evron, Ron; Laufer, Sofia; Goelman, Gadi; Bonne, Omer; Canetti, Laura

2016-12-01

Premenstrual dysphoric disorder (PMDD) is a severe form of premenstrual syndrome (PMS) reported to affect 3-8 % of women of reproductive age and resulting in marked emotional and occupational impairment. Despite its prevalence, the etiology of PMDD is largely unknown, and patients remain mostly undiagnosed and poorly treated. It has been suggested that PMDD is a manifestation of underlying depressive disorder which is associated with the inability to regulate emotions in an adaptive manner. Therefore, we hypothesized that women with PMDD would exhibit increased difficulty with emotional regulation. A total of 648 female Israeli college students were assessed by the Premenstrual Symptoms Screening Tool (PSST) and the Difficulties in Emotion Regulation Scale (DERS). Of these women, 166 (25.6 %) met the criteria for PMS. Sixty-four (9.9 %) suffered from PMDD. More emotion regulation deficits were observed in the PMDD and PMS groups compared to the control group. Furthermore, there were more emotional regulation deficits among the predominantly psychological and mixed symptom subtype compared to the predominantly physical symptom subtype group. This is the first study to report an association between emotional dysregulation and PMDD. These findings may lead to development of more individually tailored treatment protocols focused on improving emotional regulation techniques.

Self-Regulation, Language Skills, and Emotion Knowledge in Young Children from Northern Germany

Science.gov (United States)

von Salisch, Maria; Haenel, Martha; Denham, Susanne Ayers

2015-01-01

Research Findings: In order to examine the explanatory power of behavioral self-regulation in the domain of emotion knowledge, especially in a non-U.S. culture, 365 German 4- and 5-year-olds were individually tested on these constructs. Path analyses revealed that children's behavioral self-regulation explained their emotion knowledge in the…

Reappraise the situation but express your emotions:Impact of emotion regulation strategies on ad libitum food intake

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Diana eTaut

2012-09-01

Full Text Available Research investigating the role of maladaptive emotion regulation on food intake has exclusively focused on food intake in a forced consumption situation. In contrast, the present study examined the effect of negative emotions (fear, negative affect and emotion regulation strategies (suppression, reappraisal on food intake in a non-forced, free eating setting where participants (N = 165 could choose whether and how much they ate. This free (ad libitum eating approach enabled, for the first time, the testing of 1 whether eating (yes/no is used as a secondary emotion regulation strategy and 2 whether the amount of food intake differed, depending on the emotion regulation strategy. In order to produce a more ecologically valid design, emotion regulation strategy manipulation was realized while exposing participants to emotion-induction procedures. To induce an initial negative emotional state, a movie clip was presented without emotion regulation instruction. The instructions to regulate emotions (suppression, reappraisal, no emotion regulation instruction then preceded a second clip. The results show that whereas about two-thirds of the control (no emotion regulation instruction and suppression groups began to eat, only one-third of the reappraisal group did. However, when reappraisers began to eat, they ate as much as participants in the suppression and control groups. Accordingly, the results suggest that when people are confronted with a negative event, eating is used as a secondary coping strategy when the enacted emotion regulation is ineffective. Conversely, an adaptive emotion regulation such as reappraisal decreases the likelihood of eating in the first place, even when emotion regulation is employed during rather than before the unfolding of the negative event. Consequently, the way we deal with negative emotions might be more relevant for explaining emotional eating than the distress itself.

Emotion regulation choice : A conceptual framework and supporting evidence

NARCIS (Netherlands)

Sheppes, Gal; Scheibe, Susanne; Suri, Gaurav; Radu, Peter; Blechert, Jens; Gross, James J.

Choice behavior is considered the fundamental means by which individuals exert control over their environments. One important choice domain that remains virtually unexplored is that of emotion regulation. This is surprising given that healthy adaptation requires flexibly choosing between regulation

Cognitive emotion regulation strategies In women abuse

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Vanesa Galego Carrillo

2016-06-01

Full Text Available Emotional regulation through cognitions is directly linked to human life and help people to maintain control on their emotions, both during and after experimenting an stressful event.  Exposition to gender violence cause serious health problems related to stress that need the activation of cognitive and behavioral processes to cope with it. WHOWorld Health Organization states that women in maltreatment situation have limitations on self-autonomy (autonomy and independent behavior. For this reason, self-regulation, understood as a mechanic of self-management through cognitions, emotions, mood, impulsive control and executive task may be affected. The main objective of this research is, to know the impact that gender-based violence may result in the use of cognitive emotion regulation strategies. It was an observational cross-over design of two non-equivalent women's groups/samples. A total of 116 women completed adapted versions to Spanish of "Cognitive Emotion Regulation Questionnaire (CERQ”. Of these, 51 were in a situation of abuse. Results show that the greatest differences between being affected or not by abuse reside in “Rumination”, “Acceptance”, “Catastrophizing and blaming others”. These findings contribute to the empirical evidence in the field of gender-based violence and provide key elements for intervention.

Higher resting heart rate variability predicts skill in expressing some emotions.

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Tuck, Natalie L; Grant, Rosemary C I; Sollers, John J; Booth, Roger J; Consedine, Nathan S

2016-12-01

Vagally mediated heart rate variability (vmHRV) is a measure of cardiac vagal tone, and is widely viewed as a physiological index of the capacity to regulate emotions. However, studies have not directly tested whether vmHRV is associated with the ability to facially express emotions. In extending prior work, the current report tested links between resting vmHRV and the objectively assessed ability to facially express emotions, hypothesizing that higher vmHRV would predict greater expressive skill. Eighty healthy women completed self-reported measures, before attending a laboratory session in which vmHRV and the ability to express six emotions in the face were assessed. A repeated measures analysis of variance revealed a marginal main effect for vmHRV on skill overall; individuals with higher resting vmHRV were only better able to deliberately facially express anger and interest. Findings suggest that differences in resting vmHRV are associated with the objectively assessed ability to facially express some, but not all, emotions, with potential implications for health and well-being. © 2016 Society for Psychophysiological Research.

[Regulation of Positive and Negative Emotions as Mediator between Maternal Emotion Socialization and Child Problem Behavior].

Science.gov (United States)

Fäsche, Anika; Gunzenhauser, Catherine; Friedlmeier, Wolfgang; von Suchodoletz, Antje

2015-01-01

The present study investigated five to six year old children's ability to regulate negative and positive emotions in relation to psychosocial problem behavior (N=53). It was explored, whether mothers' supportive and nonsupportive strategies of emotion socialization influence children's problem behavior by shaping their emotion regulation ability. Mothers reported on children's emotion regulation and internalizing and externalizing problem behavior via questionnaire, and were interviewed about their preferences for socialization strategies in response to children's expression of negative affect. Results showed that children with more adaptive expression of adequate positive emotions had less internalizing behavior problems. When children showed more control of inadequate negative emotions, children were less internalizing as well as externalizing in their behavior. Furthermore, results indicated indirect relations of mothers' socialization strategies with children's problem behavior. Control of inadequate negative emotions mediated the link between non-supportive strategies on externalizing problem behavior. Results suggest that emotion regulatory processes should be part of interventions to reduce the development of problematic behavior in young children. Parents should be trained in dealing with children's emotions in a constructive way.

Culture and emotion regulation.

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Ford, Brett Q; Mauss, Iris B

2015-06-01

While anthropological research has long emphasized cultural differences in whether emotions are viewed as beneficial versus harmful, psychological science has only recently begun to systematically examine those differences and their implications for emotion regulation and well-being. Underscoring the pervasive role of culture in people's emotions, we summarize research that has examined links between culture, emotion regulation, and well-being. Specifically, we focus on two questions. First, how does culture lead individuals to regulate their emotions? And second, how does culture modulate the link between emotion regulation and well-being? We finish by suggesting directions for future research to advance the study of culture and emotion regulation.

A pathway from neuroticism to depression: examining the role of emotion regulation.

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Yoon, Kathleen Lira; Maltby, John; Joormann, Jutta

2013-09-01

We examined whether the relation between neuroticism and the severity of depressive symptoms is mediated by emotion regulation. At the same time, we examined whether the type of emotion regulation strategy (maladaptive vs. adaptive) moderates the effects of neuroticism on depression severity. Community participants (N=533; 235 women and 298 men) completed a set of questionnaires over the Internet. We used structural equation modeling to examine the mediational role of emotion regulation in linking neuroticism and the levels of depressive symptoms. The well-documented relation between neuroticism and depression is mediated by individual differences in the use of different emotion regulation strategies. More specifically, the use of maladaptive forms of emotion regulation, but not reappraisal, fully mediated the association between neuroticism and the severity of depressive symptoms.

On the dynamics of implicit emotion regulation: counter-regulation after remembering events of high but not of low emotional intensity.

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Schwager, Susanne; Rothermund, Klaus

2014-01-01

Valence biases in attention allocation were assessed after remembering positive or negative personal events that were either still emotionally hot or to which the person had already adapted psychologically. Differences regarding the current state of psychological adjustment were manipulated experimentally by instructing participants to recall distant vs. recent events (Experiment 1) or affectively hot events vs. events to which the person had accommodated already (Experiment 2). Valence biases in affective processing were measured with a valence search task. Processes of emotional counter-regulation (i.e., attention allocation to stimuli of opposite valence to the emotional event) were elicited by remembering affectively hot events, whereas congruency effects (i.e., attention allocation to stimuli of the same valence as the emotional event) were obtained for events for which a final appraisal had already been established. The results of our study help to resolve conflicting findings from the literature regarding congruent vs. incongruent effects of remembering emotional events on affective processing. We discuss implications of our findings for the conception of emotions and for the dynamics of emotion regulation processes.

Put on a happy face! Inhibitory control and socioemotional knowledge predict emotion regulation in 5- to 7-year-olds.

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Hudson, Amanda; Jacques, Sophie

2014-07-01

Children's developing capacity to regulate emotions may depend on individual characteristics and other abilities, including age, sex, inhibitory control, theory of mind, and emotion and display rule knowledge. In the current study, we examined the relations between these variables and children's (N=107) regulation of emotion in a disappointing gift paradigm as well as their relations with the amount of effort to control emotion children exhibited after receiving the disappointing gift. Regression analyses were also conducted to identify unique predictors. Children's understanding of others' emotions and emotion display rules, as well as their inhibitory control skills, emerged as significant correlates of emotion regulation and predicted children's responses to the disappointing gift even after controlling for other relevant variables. Age and inhibitory control significantly predicted the amount of overt effort that went into regulating emotions, as did emotion knowledge (albeit only marginally). Together, findings suggest that effectively regulating emotions requires (a) knowledge of context-appropriate emotions along with (b) inhibitory skills to implement that knowledge. Copyright © 2014 Elsevier Inc. All rights reserved.

Repertoires of emotion regulation: A person-centered approach to assessing emotion regulation strategies and links to psychopathology.

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Dixon-Gordon, Katherine L; Aldao, Amelia; De Los Reyes, Andres

2015-01-01

Despite growing research on emotion regulation (ER) strategies and psychopathology, research has primarily focused on identifying one-to-one associations between ER strategies and symptoms. Thus, little is known about how patterns in the repertoires of ER strategies are associated with different mental disorders. We utilised latent class analysis to identify distinct repertoires of ER strategies, and their links with various psychopathology domains (i.e., anxiety, depression, disordered eating, borderline personality). Participants (N = 531) reported on their use of seven ER strategies in six recalled stressful contexts, as well as on their symptoms of psychopathology. We identified five classes of ER strategies: Low Regulators (n = 168), High Regulators (n = 140), Adaptive Regulators (n = 99), Worriers/Ruminators (n = 96) and Avoiders (n = 28). Generally, High Regulators and Worriers/Ruminators endorsed greater levels of psychopathology, relative to Low and Adaptive Regulators. Our findings underscore the importance of characterising the dynamics of ER repertoires when seeking to understand links between ER strategies and psychopathology.

Neural processing of emotional-intensity predicts emotion regulation choice.

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Shafir, Roni; Thiruchselvam, Ravi; Suri, Gaurav; Gross, James J; Sheppes, Gal

2016-12-01

Emotional-intensity is a core characteristic of affective events that strongly determines how individuals choose to regulate their emotions. Our conceptual framework suggests that in high emotional-intensity situations, individuals prefer to disengage attention using distraction, which can more effectively block highly potent emotional information, as compared with engagement reappraisal, which is preferred in low emotional-intensity. However, existing supporting evidence remains indirect because prior intensity categorization of emotional stimuli was based on subjective measures that are potentially biased and only represent the endpoint of emotional-intensity processing. Accordingly, this study provides the first direct evidence for the role of online emotional-intensity processing in predicting behavioral regulatory-choices. Utilizing the high temporal resolution of event-related potentials, we evaluated online neural processing of stimuli's emotional-intensity (late positive potential, LPP) prior to regulatory-choices between distraction and reappraisal. Results showed that enhanced neural processing of intensity (enhanced LPP amplitudes) uniquely predicted (above subjective measures of intensity) increased tendency to subsequently choose distraction over reappraisal. Additionally, regulatory-choices led to adaptive consequences, demonstrated in finding that actual implementation of distraction relative to reappraisal-choice resulted in stronger attenuation of LPPs and self-reported arousal. © The Author (2016). Published by Oxford University Press. For Permissions, please email: journals.permissions@oup.com.

Why Do People Regulate Their Emotions? A Taxonomy of Motives in Emotion Regulation.

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Tamir, Maya

2016-08-01

Emotion regulation involves the pursuit of desired emotional states (i.e., emotion goals) in the service of superordinate motives. The nature and consequences of emotion regulation, therefore, are likely to depend on the motives it is intended to serve. Nonetheless, limited attention has been devoted to studying what motivates emotion regulation. By mapping the potential benefits of emotion to key human motives, this review identifies key classes of motives in emotion regulation. The proposed taxonomy distinguishes between hedonic motives that target the immediate phenomenology of emotions, and instrumental motives that target other potential benefits of emotions. Instrumental motives include behavioral, epistemic, social, and eudaimonic motives. The proposed taxonomy offers important implications for understanding the mechanism of emotion regulation, variation across individuals and contexts, and psychological function and dysfunction, and points to novel research directions. © 2015 by the Society for Personality and Social Psychology, Inc.

The Role of Emotional Skills in Music Education

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Campayo-Muñoz, Emilia-Ángeles; Cabedo-Mas, Alberto

2017-01-01

Developing emotional skills is one of the challenges that concern teachers and researchers in education, since these skills promote well-being and enhance cognitive performance. Music is an excellent tool with which to express emotions and for this reason music education should play a role in individuals' emotional development. This paper reviews…

Correlations among Social-Cognitive Skills in Adolescents Involved in Acting or Arts Classes

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Goldstein, Thalia R.

2011-01-01

Empathy, theory of mind, and adaptive emotion regulation are critical skills for social functioning. However, the ways in which these skills may co- or differentially develop has thus far been understudied. We explored how these social-cognitive skills converge and diverge across a year of development in early adolescence, and with different kinds…

Social and Emotional Skills for Life and Career: Policy Levers That Focus on the Whole Child. Policy Snapshot

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Yoder, Nick

2015-01-01

Although Employers and colleges want candidates who are motivated and adaptable, are able to work well in teams and communicate effectively, have a strong work ethic, have solid interpersonal skills, and are strategic in their planning skills. Schools need to place a greater emphasis on social and emotional skills for students to prepare them for…

Emotion Regulation in Binge Eating Disorder: A Review

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Dingemans, Alexandra; Danner, Unna; Parks, Melissa

2017-01-01

The purpose of the present review is to provide a summary of the research findings on emotion regulation in Binge Eating Disorder (BED). Negative emotions and maladaptive emotion regulation strategies play a role in the onset and maintenance of binge eating in BED. Anger and sadness, along with negative emotions related to interpersonal experiences (i.e., disappointment, being hurt or loneliness), seem to be particularly relevant. Individuals with BED have a tendency to suppress and ruminate on their unwanted emotions, which leads to increased psychopathological thoughts and symptoms. Compared to healthy controls, they use adaptive strategies, such as reappraisal, less frequently. Evidence concerning the causal relation between negative affect and binge eating is inconclusive and still very limited. While experimental studies in a laboratory setting lack ecological validity, ecological momentary assessment studies offer more promise at unraveling the causal relationship between emotions and binge eating. Increases in negative affect are found to be antecedents of binge eating in BED. However, there seems to be less support for the possibility that binge eating serves as a means to alleviate negative affect. Finally, BED seems to be related to other forms of maladaptive emotion regulation strategies, such as substance abuse and self-harm. PMID:29165348

Emotion Regulation in Binge Eating Disorder: A Review

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Alexandra Dingemans

2017-11-01

Full Text Available The purpose of the present review is to provide a summary of the research findings on emotion regulation in Binge Eating Disorder (BED. Negative emotions and maladaptive emotion regulation strategies play a role in the onset and maintenance of binge eating in BED. Anger and sadness, along with negative emotions related to interpersonal experiences (i.e., disappointment, being hurt or loneliness, seem to be particularly relevant. Individuals with BED have a tendency to suppress and ruminate on their unwanted emotions, which leads to increased psychopathological thoughts and symptoms. Compared to healthy controls, they use adaptive strategies, such as reappraisal, less frequently. Evidence concerning the causal relation between negative affect and binge eating is inconclusive and still very limited. While experimental studies in a laboratory setting lack ecological validity, ecological momentary assessment studies offer more promise at unraveling the causal relationship between emotions and binge eating. Increases in negative affect are found to be antecedents of binge eating in BED. However, there seems to be less support for the possibility that binge eating serves as a means to alleviate negative affect. Finally, BED seems to be related to other forms of maladaptive emotion regulation strategies, such as substance abuse and self-harm.

Emotion and Emotion Regulation: From Another Perspective

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Langlois, Judith H.

2004-01-01

An overview of the content of the From Another Perspective collection on emotion and emotion regulation is provided. The lead article identifies fundamental issues of definition and the commentaries represent varying theoretical and methodological perspectives on emotion and emotion regulation. Together, the articles discuss the promises and…

Chinese Adaptation and Psychometric Properties of the Child Version of the Cognitive Emotion Regulation Questionnaire.

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Wen Liu

Full Text Available This study aimed to validate a Chinese's adaption of the Cognitive Emotion Regulation Questionnaire for children (CERQ-Ck. This self-report instrument evaluates nine cognitive emotion regulation strategies that can be used by children after experiencing a negative life event. The CERQ-Ck was evaluated in a sample of 1403 elementary students between the ages of 9 and 11 by using cluster sampling. All the item-correlation coefficients for CERQ-Ck were above 0.30. The internal consistencies of the nine factors suggested moderate reliability (0.66 to 0.73. Confirmatory factor analysis (CFA indicated that the current version had the same structure as the original instrument (Tucker-Lewis index = 0.912, comparative fit index = 0.922, root mean square error of approximation = 0.032, standardized root mean square residual = 0.044. A second-order factor and a third-order factor structure were also found. Test-retest correlations (0.53 to 0.70, ps < 0.01 over a period of 1 month, which ranged from acceptable to moderately strong were obtained from a random and stratified subsample of elementary students (N = 76. In addition, we analyzed convergent validity in relation to CERQ-Ck and the Chinese version of the Children's Depression Inventory model dimensions with a subsample of 1083 elementary students. Multiple-group CFA confirmed the measurement invariance for both the male and female groups (ΔCFI < 0.01, ΔRMSEA < 0.015. Overall, results indicate that CERQ-Ck has similar psychometric properties to the original instrument as well as with adequate reliability and validity to investigate the nine cognitive emotion regulation strategies during late childhood developmental periods.

Chinese Adaptation and Psychometric Properties of the Child Version of the Cognitive Emotion Regulation Questionnaire

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Liu, Wen; Chen, Liang; Blue, Philip R.

2016-01-01

This study aimed to validate a Chinese’s adaption of the Cognitive Emotion Regulation Questionnaire for children (CERQ-Ck). This self-report instrument evaluates nine cognitive emotion regulation strategies that can be used by children after experiencing a negative life event. The CERQ-Ck was evaluated in a sample of 1403 elementary students between the ages of 9 and 11 by using cluster sampling. All the item-correlation coefficients for CERQ-Ck were above 0.30. The internal consistencies of the nine factors suggested moderate reliability (0.66 to 0.73). Confirmatory factor analysis (CFA) indicated that the current version had the same structure as the original instrument (Tucker–Lewis index = 0.912, comparative fit index = 0.922, root mean square error of approximation = 0.032, standardized root mean square residual = 0.044). A second-order factor and a third-order factor structure were also found. Test–retest correlations (0.53 to 0.70, ps < 0.01) over a period of 1 month, which ranged from acceptable to moderately strong were obtained from a random and stratified subsample of elementary students (N = 76). In addition, we analyzed convergent validity in relation to CERQ-Ck and the Chinese version of the Children’s Depression Inventory model dimensions with a subsample of 1083 elementary students. Multiple-group CFA confirmed the measurement invariance for both the male and female groups (ΔCFI < 0.01, ΔRMSEA < 0.015). Overall, results indicate that CERQ-Ck has similar psychometric properties to the original instrument as well as with adequate reliability and validity to investigate the nine cognitive emotion regulation strategies during late childhood developmental periods. PMID:26925586

The importance of distinguishing between the different eating disorders (sub)types when assessing emotion regulation strategies.

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Danner, Unna N; Sternheim, Lot; Evers, Catharine

2014-03-30

People with eating disorders (ED) have difficulties regulating their emotions adaptively. Little is known about differences and similarities between different types of ED and how these regulation difficulties relate to other emotional problems. The present study examines maladaptive (suppression) and adaptive (cognitive reappraisal) emotion regulation strategies in women with different ED and relationships with anxiety and depression levels. In 32 women with AN restrictive subtype (ANR), 32 with AN binge-purge subtype (ANBP), 30 with bulimia nervosa (BN), 29 with binge eating disorder (BED), and 64 healthy women, the ERQ (emotion regulation) as well as STAI-T (anxiety), BDI-SF (depression), and EDDS (eating pathology) were administered. Women across different ED subtypes were inclined to suppress emotions and lacked the capacity to reappraise emotions (except women with ANBP). Correlational relations of suppression and reappraisal with anxiety and depression levels differed across ED groups. Emotion regulation problems were found across ED subtypes. However, the types of emotion regulation problems, and the effect of coexisting other emotional problems such as anxiety and depression may differ across ED subtypes. These findings illustrate the importance to of considering ED subtypes in emotion regulation research rather than consider ED as a whole. Copyright © 2014 Elsevier Ireland Ltd. All rights reserved.

[Emotional regulation and motivation in children with ADHD].

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Høvik, Marie Farstad; Plessen, Kerstin J

2010-12-02

Impaired cognitive control functions have long been regarded as the main problem in the development of Attention-Deficit/Hyperactivity Disorder (ADHD). A more recent model emphasizes the importance of emotional and motivational problems. We have reviewed the evidence for this model, which may have important implications for clinical practice. The article is based on literature identified through a non-systematic search in PubMed. Although limited research was carried out in this topic earlier, studies are currently emerging. Persons with ADHD react differently than controls on tasks that include rewards and on tasks that stress their capacity to regulate emotions. Abnormal signals during examination with electroencephalography (EEG) and anatomical and functional magnetic resonance imaging (fMRI) reflect problems with emotional regulation in patients with ADHD. Neurobiological research supports a model that includes emotional and motivational problems in the development of ADHD. Increased knowledge about emotional and motivational problems may improve treatment of these patients through development of more individually adapted therapy.

Individual differences in self-reported self-control predict successful emotion regulation.

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Paschke, Lena M; Dörfel, Denise; Steimke, Rosa; Trempler, Ima; Magrabi, Amadeus; Ludwig, Vera U; Schubert, Torsten; Stelzel, Christine; Walter, Henrik

2016-08-01

Both self-control and emotion regulation enable individuals to adapt to external circumstances and social contexts, and both are assumed to rely on the overlapping neural resources. Here, we tested whether high self-reported self-control is related to successful emotion regulation on the behavioral and neural level. One hundred eight participants completed three self-control questionnaires and regulated their negative emotions during functional magnetic resonance imaging using reappraisal (distancing). Trait self-control correlated positively with successful emotion regulation both subjectively and neurally, as indicated by online ratings of negative emotions and functional connectivity strength between the amygdala and prefrontal areas, respectively. This stronger overall connectivity of the left amygdala was related to more successful subjective emotion regulation. Comparing amygdala activity over time showed that high self-controllers successfully maintained down-regulation of the left amygdala over time, while low self-controllers failed to down-regulate towards the end of the experiment. This indicates that high self-controllers are better at maintaining a motivated state supporting emotion regulation over time. Our results support assumptions concerning a close relation of self-control and emotion regulation as two domains of behavioral control. They further indicate that individual differences in functional connectivity between task-related brain areas directly relate to differences in trait self-control. © The Author (2016). Published by Oxford University Press. For Permissions, please email: journals.permissions@oup.com.

The association of emotion regulation with lifestyle behaviors in inner-city adolescents.

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Isasi, Carmen R; Ostrovsky, Natania W; Wills, Thomas A

2013-12-01

Recent research suggests a role of cognitive self-regulation skills on obesity and lifestyle behaviors. However, very little is known about the role of emotion regulation. This study examined the association of emotion regulation with lifestyle behaviors and examined a mediational model testing the effects of emotion regulation through self-efficacy and depressive symptoms. A cross-sectional study was conducted with 602 adolescents (mean age 12.7 years) from 4 public schools in the Bronx, NY. The sample was 58% female, predominantly Hispanic (74%) and US born (81%). Emotion regulation was assessed by 3 indicators and defined as a latent variable. Dependent variables included fruit/vegetable intake, snack/junk food intake, frequency of physical activity, and time spent in sedentary behaviors. Structural equation modeling examined the association of emotion regulation with lifestyle behaviors, with self-efficacy and depressive symptoms defined as potential mediators. The analyses showed that there was a positive association of emotion regulation with higher intake of fruits/vegetable and greater physical activity, which was mediated by self-efficacy. Emotion regulation was related to snack/junk food intake and sedentary behavior, and the structural equation model indicated pathways through an inverse relation to depressive symptoms, but these pathways were only observed in adolescent girls and not boys. These findings indicate that the ability to regulate emotions among adolescents has a role in weight-related behaviors. Future studies may need to explore the relation of other dimensions of emotion to positive health behaviors and study aspects of emotion regulation that may be more relevant for boys. © 2013.

Social Contextual Links to Emotion Regulation in an Adolescent Psychiatric Inpatient Population: Do Gender and Symptomatology Matter?

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Adrian, Molly; Zeman, Janice; Erdley, Cynthia; Lisa, Ludmila; Homan, Kendra; Sim, Leslie

2009-01-01

Background: The regulation of emotion is essential for adaptive functioning. However, delineating the pathways of emotion regulation (ER) processes that lead to psychological adaptation remains under-studied, with mixed evidence for the specificity vs. generality of ER deficits in relation to specific forms of psychopathology. To examine this…

Preschool Children's Interest, Social-Emotional Skills, and Emergent Mathematics Skills

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Doctoroff, Greta L.; Fisher, Paige H.; Burrows, Bethany M.; Edman, Maria Tsepilovan

2016-01-01

This cross-sectional study examined the relationship between interest, social-emotional skills, and early math skills in preschool children. Math-specific interest and global interest in learning were measured using teacher report and a play-based observation task. Math skills were assessed with a test of math achievement, and social-emotional…

The Relationship Between Emotion Regulation, Executive Functioning, and Aggressive Behaviors.

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Holley, Sarah R; Ewing, Scott T; Stiver, Jordan T; Bloch, Lian

2015-06-30

Emotion regulation deficits and executive functioning deficits have independently been shown to increase vulnerability toward engaging in aggressive behaviors. The effects of these risk factors, however, have not been evaluated in relation to one another. This study evaluated the degree to which each was associated with aggressive behaviors in a sample of 168 undergraduate students. Executive functioning (cognitive inhibition and mental flexibility) was assessed with a Stroop-like neuropsychological task. Emotion regulation and aggressive behaviors were assessed via self-report inventories. Results showed main effects for both emotion regulation and executive functioning, as well as a significant interaction, indicating that those who scored lowest in both domains reported engaging in aggressive behaviors the most frequently. When different types of aggression were examined, this interaction was only significant for acts of physical aggression, not for acts of verbal aggression. Therefore, for physical aggression, emotion regulation and executive functioning exerted a moderating effect on one another. The implications are that, at least for acts of physical aggression, relatively strong capabilities in either domain may buffer against tendencies to engage in aggressive behaviors. Thus, both emotion regulation skills and executive functioning abilities may be valuable targets for interventions aiming to reduce aggressive behaviors. © The Author(s) 2015.

Brief report: emotion regulation and coping as moderators in the relationship between personality and self-injury.

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Hasking, Penelope A; Coric, Sarah J; Swannell, Sarah; Martin, Graham; Thompson, Holly Knox; Frost, Aaron D J

2010-10-01

Self-injury without conscious suicidal intent is an increasingly prevalent phenomenon particularly among adolescent populations. This pilot study examined the extent and correlates of self-injurious behaviour in a school population sample of 393 adolescents (aged 13-18 years) using a self-report questionnaire. Specifically, we aimed to determine whether personality was related to self-injury and whether this relationship was moderated by emotion regulation or coping strategies. Few personality and coping variables were directly related to self-injury after controlling for age and psychopathology. However the relationship between personality and self-injury was moderated by coping skills and emotion regulation. We suggest future research explore these relationships in order to determine the role of coping skills and emotional regulation training in prevention of self-injury.

Ability-versus skill-based assessment of emotional intelligence.

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Bradberry, Travis R; Su, Lac D

2006-01-01

Emotional intelligence has received an intense amount of attention in leadership circles during the last decade and continuing debate exists concerning the best method for measuring this construct. This study analyzed leader emotional intelligence scores, measured via skill and ability methodologies, against leader job performance. Two hundred twelve employees from three organizations participated in this study. Scores on the Emotional Intelligence Appraisal, a skill-based assessment, were positively, though not significantly, correlated with scores on the MSCEIT, an ability-based assessment of emotional intelligence. Scores on the MSCEIT did not have a significant relationship with job performance in this study, whereas, scores on the Emotional Intelligence Appraisal had a strong link to leader job performance. The four subcomponents of the Emotional Intelligence Appraisal were examined against job performance. Relationship management was a stronger predictor of leader job performance than the other three subcomponents. Social awareness was the single emotional intelligence skill that did not have a significant link to leader job performance. Factor analyses yielded a two-component model of emotional intelligence encompassing personal and social competence, rather than confirmation of a four-part taxonomy.

Predicting social functioning in children with a cochlear implant and in normal-hearing children: the role of emotion regulation.

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Wiefferink, Carin H; Rieffe, Carolien; Ketelaar, Lizet; Frijns, Johan H M

2012-06-01

The purpose of the present study was to compare children with a cochlear implant and normal hearing children on aspects of emotion regulation (emotion expression and coping strategies) and social functioning (social competence and externalizing behaviors) and the relation between emotion regulation and social functioning. Participants were 69 children with cochlear implants (CI children) and 67 normal hearing children (NH children) aged 1.5-5 years. Parents answered questionnaires about their children's language skills, social functioning, and emotion regulation. Children also completed simple tasks to measure their emotion regulation abilities. Cochlear implant children had fewer adequate emotion regulation strategies and were less socially competent than normal hearing children. The parents of cochlear implant children did not report fewer externalizing behaviors than those of normal hearing children. While social competence in normal hearing children was strongly related to emotion regulation, cochlear implant children regulated their emotions in ways that were unrelated with social competence. On the other hand, emotion regulation explained externalizing behaviors better in cochlear implant children than in normal hearing children. While better language skills were related to higher social competence in both groups, they were related to fewer externalizing behaviors only in cochlear implant children. Our results indicate that cochlear implant children have less adequate emotion-regulation strategies and less social competence than normal hearing children. Since they received their implants relatively recently, they might eventually catch up with their hearing peers. Longitudinal studies should further explore the development of emotion regulation and social functioning in cochlear implant children. Copyright © 2012 Elsevier Ireland Ltd. All rights reserved.

The Process Model of Group-Based Emotion: Integrating Intergroup Emotion and Emotion Regulation Perspectives.

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Goldenberg, Amit; Halperin, Eran; van Zomeren, Martijn; Gross, James J

2016-05-01

Scholars interested in emotion regulation have documented the different goals and strategies individuals have for regulating their emotions. However, little attention has been paid to the regulation of group-based emotions, which are based on individuals' self-categorization as a group member and occur in response to situations perceived as relevant for that group. We propose a model for examining group-based emotion regulation that integrates intergroup emotions theory and the process model of emotion regulation. This synergy expands intergroup emotion theory by facilitating further investigation of different goals (i.e., hedonic or instrumental) and strategies (e.g., situation selection and modification strategies) used to regulate group-based emotions. It also expands emotion regulation research by emphasizing the role of self-categorization (e.g., as an individual or a group member) in the emotional process. Finally, we discuss the promise of this theoretical synergy and suggest several directions for future research on group-based emotion regulation. © 2015 by the Society for Personality and Social Psychology, Inc.

Individual Differences in Emotion Regulation, Childhood Trauma and Proneness to Shame and Guilt in Adolescence.

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Szentágotai-Tătar, Aurora; Miu, Andrei C

2016-01-01

Dispositional shame and guilt have been associated with psychopathology and an increasing number of studies have traced this relation back to adolescence. This developmental period is thought to be characterized by maturational changes in emotion regulation, which also play an important role in vulnerability to psychopathology, but little is known about the links between emotion regulation and dispositional shame and guilt. The current study investigated the relations between individual differences in the habitual use of a wide range of emotion regulation strategies and proneness to shame and guilt in a large sample of adolescents (N = 706), aged 13 to 17 years. History of childhood trauma was also assessed. Our results showed that emotion regulation independently explained about 20% of the variance of shame-proneness and guilt-proneness. Higher use of maladaptive (e.g., Self-Blaming, Catastrophizing) and lower use of adaptive (e.g., Refocus on Planning, Positive Reappraisal) emotion regulation strategies were positively associated with shame-proneness. In contrast, lower use of maladaptive (e.g., Catastrophizing, Blaming Others) and higher use of adaptive (e.g., Refocus on Planning, Positive Reappraisal) emotion regulation strategies were associated with guilt-proneness, independent of the influence of childhood trauma, which also explained a relatively minor portion of guilt-proneness. Although there were age differences (i.e., rumination was used more by older adolescents) and sex differences (i.e., girls reported higher use of Putting into Perspective and lower use of Other Blaming compared to boys) in emotion regulation, age and sex were not significantly associated with proneness to shame and guilt. The positive relations with maladaptive emotion regulation underscore the dysfunctional nature of shame-proneness. Future studies could use longitudinal measures to establish that emotion regulation drives dispositional shame and guilt, and also investigate

EMOTION REGULATION AND ACADEMIC PERFORMANCE: A SYSTEMATIC REVIEW OF EMPIRICAL RELATIONSHIPS

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María Laura Andrés

2017-09-01

Full Text Available It has been proposed that emotion regulation (ER is a factor with a predictive capacity for academic performance. However, empirical studies are scarce and relatively little is still known about the specific relationship of RE strategies and abilities with different indicators of academic performance. The aim of this study was to identify the state of the art regarding the relationship of emotional regulation with academic performance. A systematic search of empirical articles was conducted in the databases Google Scholar, ERIC and PsyArticles combining the terms emotion regulation or emotion self-regulation with: (academic abilities, competency, achievement, success, performance, learning, school, literacy, classroom, education, reading, math. There were selected 17 items. The analysis allowed two groups to be formed. In the first group, articles evaluating ER strategies were considered. Among these studies, experimental designs and behavioral indicators predominated as ER measures. In the second group, studies evaluating ER skills were considered. In this group, studies with cross-sectional designs and measures of self-report or other reports to evaluate ER were predominant. It concludes with recommendations for future work.

Unique contributions of emotion regulation and executive functions in predicting the quality of parent-child interaction behaviors.

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Shaffer, Anne; Obradović, Jelena

2017-03-01

Parenting is a cognitive, emotional, and behavioral endeavor, yet limited research investigates parents' executive functions and emotion regulation as predictors of how parents interact with their children. The current study is a multimethod investigation of parental self-regulation in relation to the quality of parenting behavior and parent-child interactions in a diverse sample of parents and kindergarten-age children. Using path analyses, we tested how parent executive functions (inhibitory control) and lack of emotion regulation strategies uniquely relate to both sensitive/responsive behaviors and positive/collaborative behaviors during observed interaction tasks. In our analyses, we accounted for parent education, financial stress, and social support as socioeconomic factors that likely relate to parent executive function and emotion regulation skills. In a diverse sample of primary caregivers (N = 102), we found that direct assessment of parent inhibitory control was positively associated with sensitive/responsive behaviors, whereas parent self-reported difficulties in using emotion regulation strategies were associated with lower levels of positive and collaborative dyadic behaviors. Parent education and financial stress predicted inhibitory control, and social support predicted emotion regulation difficulties; parent education was also a significant predictor of sensitive/responsive behaviors. Greater inhibitory control skills and fewer difficulties identifying effective emotion regulation strategies were not significantly related in our final path model. We discuss our findings in the context of current and emerging parenting interventions. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

The importance of distinguishing between the different eating disorders (sub)types when assessing emotion regulation strategies

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Danner, Unna; Sternheim, Lot; Evers, Catharine

2014-01-01

People with eating disorders (ED) have difficulties regulating their emotions adaptively. Little is known about differences and similarities between different types of ED and how these regulation difficulties relate to other emotional problems. The present study examines maladaptive (suppression)

Emotion regulation and mental health: recent findings, current challenges, and future directions.

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Berking, Matthias; Wupperman, Peggilee

2012-03-01

In recent years, deficits in emotion regulation have been studied as a putative maintaining factor and promising treatment target in a broad range of mental disorders. This article aims to provide an integrative review of the latest theoretical and empirical developments in this rapidly growing field of research. Deficits in emotion regulation appear to be relevant to the development, maintenance, and treatment of various forms of psychopathology. Increasing evidence demonstrates that deficits in the ability to adaptively cope with challenging emotions are related to depression, borderline personality disorder, substance-use disorders, eating disorders, somatoform disorders, and a variety of other psychopathological symptoms. Unfortunately, studies differ with regard to the conceptualization and assessment of emotion regulation, thus limiting the ability to compare findings across studies. Future research should systematically work to use comparable methods in order to clarify the following: which individuals have; what kinds of emotion regulation difficulties with; which types of emotions; and what interventions are most effective in alleviating these difficulties. Despite some yet to be resolved challenges, the concept of emotion regulation has a broad and significant heuristic value for research in mental health.

Individual Differences in Automatic Emotion Regulation Interact with Primed Emotion Regulation during an Anger Provocation

Directory of Open Access Journals (Sweden)

Ping Hu

2017-04-01

Full Text Available The current study investigated the interactive effects of individual differences in automatic emotion regulation (AER and primed emotion regulation strategy on skin conductance level (SCL and heart rate during provoked anger. The study was a 2 × 2 [AER tendency (expression vs. control × priming (expression vs. control] between subject design. Participants were assigned to two groups according to their performance on an emotion regulation-IAT (differentiating automatic emotion control tendency and automatic emotion expression tendency. Then participants of the two groups were randomly assigned to two emotion regulation priming conditions (emotion control priming or emotion expression priming. Anger was provoked by blaming participants for slow performance during a subsequent backward subtraction task. In anger provocation, SCL of individuals with automatic emotion control tendencies in the control priming condition was lower than of those with automatic emotion control tendencies in the expression priming condition. However, SCL of individuals with automatic emotion expression tendencies did no differ in the automatic emotion control priming or the automatic emotion expression priming condition. Heart rate during anger provocation was higher in individuals with automatic emotion expression tendencies than in individuals with automatic emotion control tendencies regardless of priming condition. This pattern indicates an interactive effect of individual differences in AER and emotion regulation priming on SCL, which is an index of emotional arousal. Heart rate was only sensitive to the individual differences in AER, and did not reflect this interaction. This finding has implications for clinical studies of the use of emotion regulation strategy training suggesting that different practices are optimal for individuals who differ in AER tendencies.

[Emotional Leadership: a survey on the emotional skills expressed by nursing management].

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Spagnuolo, Antonella; De Santis, Marco; Torretta, Claudia; Filippi, Mauro; Talucci, Carlo

2014-01-01

The emotional leadership applied to nursing management is a new topic in the Italian nursing literature, but of great interest internationally. There is a close correlation between nursing leaders with a well-developed emotional intelligence and nurses working well-being. This study investigates knowledge about the emotional leadership and emotional competence in nursing management. The survey was conducted using a questionnaire devised for the purpose, validated and administered to 130 managers, head nurses and nurses in a hospital in Rome. Analysis of data shows a great interest in the subject. 90% of the sample showed that it is essential for managerial roles, be aware and able to manage their own and others' emotions to generate wellbeing at work. Emotional competencies are considered important just as theoretical, technical and social skills to a effective leadership on nursing. This study is one of the first Italian survey on the importance of the development of emotional intelligence in nursing leadership to improve wellbeing at work. Results of the survey should be confirmed by further studies. The emotional skills could be improved in nursing education programs and used as a yardstick for the nursing managers selection.

The Emotional Stroop as an Emotion Regulation Task.

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Kappes, Cathleen; Bermeitinger, Christina

2016-01-01

The present studies investigate age differences observed when performing the emotional Stroop task considered as an expression of emotion regulation. Previous studies employing this task showed mixed findings regarding age differences, with a lack of evidence for positivity effects. However, moderating factors such as arousal or dispositional (emotion) regulation strategies were mostly not taken into account. Moreover, relations between Stroop effects and emotional reactions were not examined. In two studies (Study 1/2: nyoung = 26/41; nold = 19/39), an emotional Stroop task was employed and valence (negative, neutral, positive [Study 2 only]) and arousal of the word stimuli were varied. Additionally, flexible goal adjustment (FGA), positive and negative affect in the last 12 months, and change in momentary affect (Study 2 only) were measured. Study 1 showed larger emotional Stroop effects (ESE) in older than younger adults with medium arousing negative words. We also found correlations between FGA (positive correlation) as well as negative affect (negative correlation) and the ESE with medium arousing negative words. Study 2 corroborates these findings by exhibiting positive change in momentary affect with larger ESEs for medium arousing negative words in the older age group. The findings emphasize the importance of including arousal level and dispositional regulation measures (such as FGA) as moderating factors in age differences and within-group differences in emotion regulation. Although we did not find evidence for a positivity effect, processing in the emotional Stroop task was related to positive change in momentary affect and less negative affect in the older age group. Taken together, our experiments demonstrate that the emotional Stroop task is suited as a measure for emotion induction and related emotion regulation mechanisms.

An examination of the roles of trauma exposure and posttraumatic stress disorder on emotion regulation strategies of Operation Iraqi Freedom, Operation Enduring Freedom, and Operation New Dawn veterans.

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Sippel, Lauren M; Roy, Alicia M; Southwick, Steven M; Fichtenholtz, Harlan M

2016-09-01

Theories of posttraumatic stress disorder (PTSD) implicate emotional processes, including difficulties utilizing adaptive emotion regulation strategies, as critical to the etiology and maintenance of PTSD. Operation Iraqi Freedom, Operation Enduring Freedom, and Operation New Dawn (OIF/OEF/OND) veterans report high levels of combat exposure and PTSD. We aimed to extend findings suggesting that emotion regulation difficulties are a function of PTSD, rather than combat trauma exposure or common comorbidities, to OIF/OEF/OND veterans, in order to inform models of PTSD risk and recovery that can be applied to returning veterans. We tested differences in emotion regulation, measured with the Difficulties in Emotion Regulation Scale and Emotion Regulation Questionnaire, among trauma-exposed veterans with (n = 24) or without PTSD (n = 22) and healthy civilian comparison participants (n = 27) using multivariate analyses of covariance, adjusting for major depressive disorder, anxiety disorders, and demographic variables (age, sex, and ethnicity). Veterans with PTSD reported more use of expressive suppression and more difficulties with emotion regulation than veterans without PTSD and healthy comparison participants. Groups did not differ on cognitive reappraisal. Findings suggest the key role of PTSD above and beyond trauma exposure, depression, and anxiety in specific aspects of emotion dysregulation among OIF/OEF/OND veterans. Interventions that help veterans expand and diversify their emotion regulation skills may serve as helpful adjunctive treatments for PTSD among OIF/OEF/OND veterans.

Facets of emotional awareness and associations with emotion regulation and depression.

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Boden, Matthew Tyler; Thompson, Renee J

2015-06-01

Emotion theories posit that effective emotion regulation depends upon the nuanced information provided by emotional awareness; attending to and understanding one's own emotions. Additionally, the strong associations between facets of emotional awareness and various forms of psychopathology may be partially attributable to associations with emotion regulation. These logically compelling hypotheses are largely uninvestigated, including which facets compose emotional awareness and how they relate to emotion regulation strategies and psychopathology. We used exploratory structural equation modeling of individual difference measures among a large adult sample (n = 919) recruited online. Results distinguished 4 facets of emotional awareness (type clarity, source clarity, involuntary attention to emotion, and voluntary attention to emotion) that were differentially associated with expressive suppression, acceptance of emotions, and cognitive reappraisal. Facets were associated with depression both directly and indirectly via associations with emotion regulation strategies. We discuss implications for theory and research on emotional awareness, emotion regulation, and psychopathology. (c) 2015 APA, all rights reserved).

[Emotion Regulation and Emotional Vulnerability in Adolescents with Anxiety Disorders].

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Zimmermann, Peter; Iwanski, Alexandra; Çelik, Fatma

2015-01-01

From an attachment perspective, insecure attachment patterns in both infancy and adolescence are risk factors for the development of anxiety disorders in adolescence. Dysfunctional emotion regulation and biased social information processing are possible mediating processes. This study examines differences in emotion regulation, emotional vulnerability, and behaviour inhibition in adolescents with clinical diagnosis of anxiety disorder and healthy controls. Adolescents with anxiety disorder reported more maladaptive emotion regulation depending on the specific emotion and a higher incidence of reporting hurt feelings in social interactions. In contrast, behaviour inhibition did not explain additional variance. The results suggest that adolescents with anxiety disorders show a bias in the interpretation of social interactions as frequently emotionally hurting, and the use of dysfunctional emotion regulation strategies that minimize the possibility for effective social emotion regulation by close others or therapists. The results are interpreted within attachment framework.

Physiological Self-Regulation and Adaptive Automation

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Prinzell, Lawrence J.; Pope, Alan T.; Freeman, Frederick G.

2007-01-01

Adaptive automation has been proposed as a solution to current problems of human-automation interaction. Past research has shown the potential of this advanced form of automation to enhance pilot engagement and lower cognitive workload. However, there have been concerns voiced regarding issues, such as automation surprises, associated with the use of adaptive automation. This study examined the use of psychophysiological self-regulation training with adaptive automation that may help pilots deal with these problems through the enhancement of cognitive resource management skills. Eighteen participants were assigned to 3 groups (self-regulation training, false feedback, and control) and performed resource management, monitoring, and tracking tasks from the Multiple Attribute Task Battery. The tracking task was cycled between 3 levels of task difficulty (automatic, adaptive aiding, manual) on the basis of the electroencephalogram-derived engagement index. The other two tasks remained in automatic mode that had a single automation failure. Those participants who had received self-regulation training performed significantly better and reported lower National Aeronautics and Space Administration Task Load Index scores than participants in the false feedback and control groups. The theoretical and practical implications of these results for adaptive automation are discussed.

Study Protocol RapMusicTherapy for emotion regulation in a school setting

NARCIS (Netherlands)

Uhlig, S.; Jansen, E.; Scherder, E.J.A.

2015-01-01

The growing risk of the development of problem behaviors in adolescents (ages 10-15) requires effective methods for prevention, supporting self-regulative capacities. Music listening as an effective self-regulative tool for emotions and behavioral adaptation for adolescents and youth is widely

Attachment, emotion regulation and coping in Portuguese emerging adults: a test of a mediation hypothesis.

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Cabral, Joana; Matos, Paula M; Beyers, Wim; Soenens, Bart

2012-11-01

Although the quality of parent-adolescent emotional bonds has consistently been proposed as a major influence on young adult's psycho-emotional functioning, the precise means by which these bonds either facilitate or impede adaptive coping are not well-understood. In an effort to advance this inquiry, the present study examined interrelationships among measures of parental attachment, emotion regulation processes, and preferred coping strategies within a sample of 942 college freshmen. Structural Equation Modelling was used to test whether the link between attachment to parents and the use of particular coping strategies is mediated by differences in emotion regulation mechanisms. As hypothesized, differences in attachment to parents predicted differences in the use of emotion regulation mechanisms and coping strategies. More specifically, having a close emotional bond, feeling supported in autonomy processes and having (moderately) low levels of separation anxiety toward parents predict more constructive emotion regulation mechanisms and coping strategies. Additionally emotion regulation was found to (partly or totally) mediate the association between attachment and coping.

What our eyes tell us about feelings: Tracking pupillary responses during emotion regulation processes.

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Kinner, Valerie L; Kuchinke, Lars; Dierolf, Angelika M; Merz, Christian J; Otto, Tobias; Wolf, Oliver T

2017-04-01

Emotion regulation is essential for adaptive behavior and mental health. Strategies applied to alter emotions are known to differ in their impact on psychological and physiological aspects of the emotional response. However, emotion regulation outcome has primarily been assessed via self-report, and studies comparing regulation strategies with regard to their peripheral physiological mechanisms are limited in number. In the present study, we therefore aimed to investigate the effects of different emotion regulation strategies on pupil dilation, skin conductance responses, and subjective emotional responses. Thirty healthy females were presented with negative and neutral pictures and asked to maintain or up- and downregulate their upcoming emotional responses through reappraisal or distraction. Pupil dilation and skin conductance responses were significantly enhanced when viewing negative relative to neutral pictures. For the pupil, this emotional arousal effect manifested specifically late during the pupillary response. In accordance with subjective ratings, increasing negative emotions through reappraisal led to the most prominent pupil size enlargements, whereas no consistent effect for downregulation was found. In contrast, early peak dilations were enhanced in all emotion regulation conditions independent of strategy. Skin conductance responses were not further modulated by emotion regulation. These results indicate that pupil diameter is modulated by emotional arousal, but is initially related to the extent of mental effort required to regulate automatic emotional responses. Our data thus provide first evidence that the pupillary response might comprise two distinct temporal components reflecting cognitive emotion regulation effort on the one hand and emotion regulation success on the other hand. © 2017 Society for Psychophysiological Research.

Emotional competence and extrinsic emotion regulation directed toward an ostracized person.

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Nozaki, Yuki

2015-12-01

Positive interpersonal relationships hinge on individuals' competence in regulating others' emotions as well as their own. Nevertheless, little is known about the relationship between emotional competence and specific interpersonal behaviors. In particular, it is unclear which situations require emotional competence for extrinsic emotion regulation and whether emotionally competent individuals actually attempt to regulate others' emotions. To clarify these issues, the current investigation examined the relationship between emotional competence and extrinsic emotion regulation directed toward an ostracized person. The results of Study 1 (N = 39) indicated that interpersonal emotional competence (competence related to others' emotions) was positively associated with participants' efforts to relieve the ostracized person's sadness. In Study 2 (N = 120), this relationship was moderated by the ostracized person's emotional expression. In particular, participants with high interpersonal emotional competence were more likely to attempt to regulate the sadness of ostracized individuals who expressed neutral affect. In contrast, when the ostracized person expressed sadness, there were no significant relationships between high or low interpersonal emotional competence and extrinsic emotion regulation behavior. These results offer novel insight into how emotionally competent individuals use their competence to benefit others. (c) 2015 APA, all rights reserved).

Associations between Preschoolers' Social-Emotional Competence and Preliteracy Skills

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Curby, Timothy W.; Brown, Chavaughn A.; Bassett, Hideko Hamada; Denham, Susanne A.

2015-01-01

Identifying and understanding the predictors of preliteracy skills can set the stage for success in a child's academic career. Recent literature has implicated social-emotional competence as a potential component in helping children learn preliteracy skills. To further understand the role of social-emotional competence in preliteracy, the…

Validation of the FEEL-KJ: An Instrument to Measure Emotion Regulation Strategies in Children and Adolescents.

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Emiel Cracco

Full Text Available Although the field of emotion regulation in children and adolescents is growing, there is need for age-adjusted measures that assess a large variety of strategies. An interesting instrument in this respect is the FEEL-KJ because it measures 7 adaptive and 5 maladaptive emotion regulation strategies in response to three different emotions. However, the FEEL-KJ has not yet been validated extensively. Therefore, the current study aims to test the internal structure and validity of the FEEL-KJ in a large sample of Dutch-speaking Belgian children and adolescents (N = 1102, 8-18 years old. The investigation of the internal structure confirms earlier reports of a two-factor structure with Adaptive and Maladaptive Emotion Regulation as overarching categories. However, it also suggests that the two-factor model is more complex than what was previously assumed. The evaluation of the FEEL-KJ validity furthermore provides evidence for its construct and external validity. In sum, the current study confirms that the FEEL-KJ is a valuable and reliable measure of emotion regulation strategies in children and adolescents.

Development of Emotional Skills through Interdisciplinary Practices Integrated into a University Curriculum

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M. L. Pertegal-Felices

2017-01-01

Full Text Available The emotional profile of university students has been related to both academic performance and professional success. Such evidence has led higher education professionals to ask whether students can be trained in emotional skills at university stage. However, learning specific emotional skills requires a considerable investment of time from students. This paper presents an intervention aimed at developing emotional skills through interdisciplinary teamwork, without adding specific courses that could decrease the time that students devote to their core studies. The results indicated that working in interdisciplinary teams improved the level of emotional skills without hindering the attainment of academic objectives.

The structure of common emotion regulation strategies: A meta-analytic examination.

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Naragon-Gainey, Kristin; McMahon, Tierney P; Chacko, Thomas P

2017-04-01

Emotion regulation has been examined extensively with regard to important outcomes, including psychological and physical health. However, the literature includes many different emotion regulation strategies but little examination of how they relate to one another, making it difficult to interpret and synthesize findings. The goal of this meta-analysis was to examine the underlying structure of common emotion regulation strategies (i.e., acceptance, behavioral avoidance, distraction, experiential avoidance, expressive suppression, mindfulness, problem solving, reappraisal, rumination, worry), and to evaluate this structure in light of theoretical models of emotion regulation. We also examined how distress tolerance-an important emotion regulation ability -relates to strategy use. We conducted meta-analyses estimating the correlations between emotion regulation strategies (based on 331 samples and 670 effect sizes), as well as between distress tolerance and strategies. The resulting meta-analytic correlation matrix was submitted to confirmatory and exploratory factor analyses. None of the confirmatory models, based on prior theory, was an acceptable fit to the data. Exploratory factor analysis suggested that 3 underlying factors best characterized these data. Two factors-labeled Disengagement and Aversive Cognitive Perseveration-emerged as strongly correlated but distinct factors, with the latter consisting of putatively maladaptive strategies. The third factor, Adaptive Engagement, was a less unified factor and weakly related to the other 2 factors. Distress tolerance was most closely associated with low levels of repetitive negative thought and experiential avoidance, and high levels of acceptance and mindfulness. We discuss the theoretical implications of these findings and applications to emotion regulation assessment. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

Interpersonal emotion regulation.

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Zaki, Jamil; Williams, W Craig

2013-10-01

Contemporary emotion regulation research emphasizes intrapersonal processes such as cognitive reappraisal and expressive suppression, but people experiencing affect commonly choose not to go it alone. Instead, individuals often turn to others for help in shaping their affective lives. How and under what circumstances does such interpersonal regulation modulate emotional experience? Although scientists have examined allied phenomena such as social sharing, empathy, social support, and prosocial behavior for decades, there have been surprisingly few attempts to integrate these data into a single conceptual framework of interpersonal regulation. Here we propose such a framework. We first map a "space" differentiating classes of interpersonal regulation according to whether an individual uses an interpersonal regulatory episode to alter their own or another person's emotion. We then identify 2 types of processes--response-dependent and response-independent--that could support interpersonal regulation. This framework classifies an array of processes through which interpersonal contact fulfills regulatory goals. More broadly, it organizes diffuse, heretofore independent data on "pieces" of interpersonal regulation, and identifies growth points for this young and exciting research domain.

Individual Differences in Automatic Emotion Regulation Interact with Primed Emotion Regulation during an Anger Provocation

OpenAIRE

Zhang, Jing; Lipp, Ottmar V.; Hu, Ping

2017-01-01

The current study investigated the interactive effects of individual differences in automatic emotion regulation (AER) and primed emotion regulation strategy on skin conductance level (SCL) and heart rate during provoked anger. The study was a 2 × 2 [AER tendency (expression vs. control) × priming (expression vs. control)] between subject design. Participants were assigned to two groups according to their performance on an emotion regulation-IAT (differentiating automatic emotion control tend...

Emotional facial expressions reduce neural adaptation to face identity.

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Gerlicher, Anna M V; van Loon, Anouk M; Scholte, H Steven; Lamme, Victor A F; van der Leij, Andries R

2014-05-01

In human social interactions, facial emotional expressions are a crucial source of information. Repeatedly presented information typically leads to an adaptation of neural responses. However, processing seems sustained with emotional facial expressions. Therefore, we tested whether sustained processing of emotional expressions, especially threat-related expressions, would attenuate neural adaptation. Neutral and emotional expressions (happy, mixed and fearful) of same and different identity were presented at 3 Hz. We used electroencephalography to record the evoked steady-state visual potentials (ssVEP) and tested to what extent the ssVEP amplitude adapts to the same when compared with different face identities. We found adaptation to the identity of a neutral face. However, for emotional faces, adaptation was reduced, decreasing linearly with negative valence, with the least adaptation to fearful expressions. This short and straightforward method may prove to be a valuable new tool in the study of emotional processing.

Adolescent Depression and Negative Life Events, the Mediating Role of Cognitive Emotion Regulation

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Stikkelbroek, Yvonne; Bodden, Denise H. M.; Kleinjan, Marloes; Reijnders, Mirjam; van Baar, Anneloes L.

2016-01-01

Background Depression during adolescence is a serious mental health problem. Difficulties in regulating evoked emotions after stressful life events are considered to lead to depression. This study examined if depressive symptoms were mediated by various cognitive emotion regulation strategies after stressful life events, more specifically, the loss of a loved one, health threats or relational challenges. Methods We used a sample of 398 adolescents (Mage = 16.94, SD = 2.90), including 52 depressed outpatients, who all reported stressful life event(s). Path analyses in Mplus were used to test mediation, for the whole sample as well as separately for participants scoring high versus low on depression, using multigroup analyses. Results Health threats and relational challenging stressful life events were associated with depressive symptoms, while loss was not. More frequent use of maladaptive strategies was related to more depressive symptoms. More frequent use of adaptive strategies was related to less depressive symptoms. Specific life events were associated with specific emotion regulation strategies. The relationship between challenging, stressful life events and depressive symptoms in the whole group was mediated by maladaptive strategies (self-blame, catastrophizing and rumination). No mediation effect was found for adaptive strategies. Conclusion The association between relational challenging, stressful life events and depressive symptoms was mediated by maladaptive, cognitive emotion regulation strategies. PMID:27571274

Emotion Regulation and Emotion Work: Two Sides of the Same Coin?

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von Scheve, Christian

2012-01-01

This contribution links psychological models of emotion regulation to sociological accounts of emotion work to demonstrate the extent to which emotion regulation is systematically shaped by culture and society. I first discuss a well-established two-factor process model of emotion regulation and argue that a substantial proportion of emotion regulatory goals are derived from emotion norms. In contrast to universal emotion values and hedonic preferences, emotion norms are highly specific to social situations and institutional contexts. This specificity is determined by social cognitive processes of categorization and guided by framing rules. Second, I argue that the possibilities for antecedent-focused regulation, in particular situation selection and modification, are not arbitrarily available to individuals. Instead, they depend on economic, cultural, and social resources. I suggest that the systematic and unequal distribution of these resources in society leads to discernible patterns of emotion and emotion regulation across groups of individuals. PMID:23181041

Situation selection is a particularly effective emotion regulation strategy for people who need help regulating their emotions.

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Webb, Thomas L; Lindquist, Kristen A; Jones, Katelyn; Avishai, Aya; Sheeran, Paschal

2018-03-01

Situation selection involves choosing situations based on their likely emotional impact and may be less cognitively taxing or challenging to implement compared to other strategies for regulating emotion, which require people to regulate their emotions "in the moment"; we thus predicted that individuals who chronically experience intense emotions or who are not particularly competent at employing other emotion regulation strategies would be especially likely to benefit from situation selection. Consistent with this idea, we found that the use of situation selection interacted with individual differences in emotional reactivity and competence at emotion regulation to predict emotional outcomes in both a correlational (Study 1; N = 301) and an experimental field study (Study 2; N = 125). Taken together, the findings suggest that situation selection is an effective strategy for regulating emotions, especially for individuals who otherwise struggle to do so.

Sleep deprivation reduces perceived emotional intelligence and constructive thinking skills.

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Killgore, William D S; Kahn-Greene, Ellen T; Lipizzi, Erica L; Newman, Rachel A; Kamimori, Gary H; Balkin, Thomas J

2008-07-01

Insufficient sleep can adversely affect a variety of cognitive abilities, ranging from simple alertness to higher-order executive functions. Although the effects of sleep loss on mood and cognition are well documented, there have been no controlled studies examining its effects on perceived emotional intelligence (EQ) and constructive thinking, abilities that require the integration of affect and cognition and are central to adaptive functioning. Twenty-six healthy volunteers completed the Bar-On Emotional Quotient Inventory (EQi) and the Constructive Thinking Inventory (CTI) at rested baseline and again after 55.5 and 58 h of continuous wakefulness, respectively. Relative to baseline, sleep deprivation was associated with lower scores on Total EQ (decreased global emotional intelligence), Intrapersonal functioning (reduced self-regard, assertiveness, sense of independence, and self-actualization), Interpersonal functioning (reduced empathy toward others and quality of interpersonal relationships), Stress Management skills (reduced impulse control and difficulty with delay of gratification), and Behavioral Coping (reduced positive thinking and action orientation). Esoteric Thinking (greater reliance on formal superstitions and magical thinking processes) was increased. These findings are consistent with the neurobehavioral model suggesting that sleep loss produces temporary changes in cerebral metabolism, cognition, emotion, and behavior consistent with mild prefrontal lobe dysfunction.

Regulation of positive and negative emotion: Effects of sociocultural context

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Sara A. Snyder

2013-07-01

Full Text Available Previous research has demonstrated that the use of emotion regulation strategies can vary by sociocultural context. In a previous study, we reported changes in the use of two different emotion regulation strategies at an annual alternative cultural event, Burning Man (McRae, Heller, John, & Gross, 2011. In this sociocultural context, as compared to home, participants reported less use of expressive suppression (a strategy generally associated with maladaptive outcomes, and greater use of cognitive reappraisal (a strategy associated with adaptive outcomes. What remained unclear was whether these changes in self-reported emotion regulation strategy use were characterized by changes in the regulation of positive emotion, negative emotion, or both. We addressed this issue in the current study by asking Burning Man participants separate questions about positive and negative emotion. Using multiple datasets, we not only replicated our previous findings, but also found that the decreased use of suppression is primarily driven by reports of decreased suppression of positive emotion at Burning Man. By contrast, the reported increased use of reappraisal is not characterized by differential reappraisal of positive and negative emotion at Burning Man. Moreover, we observed novel individual differences in the magnitude of these effects. The contextual changes in self-reported suppression that we report are strongest for men and younger participants. For those who had previously attended Burning Man, we observed lower levels of self-reported suppression in both sociocultural contexts: Burning Man and home. These findings have implications for understanding the ways in which certain sociocultural contexts may decrease suppression, and possibly minimize its associated maladaptive effects.

Emotion Chat: A Web Chatroom with Emotion Regulation for E-Learners

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Zheng, Deli; Tian, Feng; Liu, Jun; Zheng, Qinghua; Qin, Jiwei

In order to compensate for lack of emotion communication between teachers and students in e-learning systems, we have designed and implemented the EmotionChat -- a web chatroom with emotion regulation. EmotionChat perceives e-learners' emotional states based on interactive text. And it recommends resources such as music, cartoons, and mottos to an e-learner when it detects negative emotional states. Meanwhile, it recommends emotion regulation cases to the e-learner's listeners and teachers. The result of our initial experiment shows that EmotionChat can recommend valuable emotion regulation policies for e-learners.

Dampening or savoring positive emotions: a dialectical cultural script guides emotion regulation.

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Miyamoto, Yuri; Ma, Xiaoming

2011-12-01

Four studies examined the hypothesis that, although people may generally want to savor, rather than to dampen, their positive emotions (i.e., hedonic emotion regulation), such a hedonic emotion regulation tendency should be less pronounced for Easterners than for Westerners. Using retrospective memory procedures, Study 1 found that Easterners recalled engaging in hedonic emotion regulation less than Westerners did, even after controlling for their initial emotional reactions. Studies 2-3 showed that cultural differences in emotion regulation were mediated by dialectical beliefs about positive emotions. Study 4 replicated the findings by examining online reports of emotion regulation strategies on the day students received a good grade. Furthermore, there were cultural differences in actual emotion change over time, which was partly explained by dialectical beliefs about positive emotions. These findings highlight the active role cultural scripts play in shaping emotion regulation and emotional experiences. (c) 2011 APA, all rights reserved.

Tuned In emotion regulation program using music listening: Effectiveness for adolescents in educational settings

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Genevieve Anita Dingle

2016-06-01

Full Text Available This paper presents an effectiveness study of Tuned In, a novel emotion regulation intervention that uses participant selected music to evoke emotions in session and teaches participants emotional awareness and regulation skills. The group program content is informed by a two dimensional model of emotion (arousal, valence, along with music psychology theories about how music evokes emotional responses. The program has been evaluated in two samples of adolescents: 41 at risk adolescents (76% males; Mage = 14.8 years attending an educational re-engagement program and 216 students (100% females; Mage = 13.6 years attending a mainstream secondary school. Results showed significant pre- to post-program improvements in measures of emotion awareness, identification, and regulation (p < .01 to p = .06 in the smaller at risk sample and all p < .001 in the mainstream school sample. Participant ratings of engagement and likelihood of using the strategies learned in the program were high. Tuned In shows promise as a brief emotion regulation intervention for adolescents, and these findings extend an earlier study with young adults. Tuned In is a-theoretical in regard to psychotherapeutic approach and could be integrated with other program components as required.

Tuned In Emotion Regulation Program Using Music Listening: Effectiveness for Adolescents in Educational Settings.

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Dingle, Genevieve A; Hodges, Joseph; Kunde, Ashleigh

2016-01-01

This paper presents an effectiveness study of Tuned In, a novel emotion regulation intervention that uses participant selected music to evoke emotions in session and teaches participants emotional awareness and regulation skills. The group program content is informed by a two dimensional model of emotion (arousal, valence), along with music psychology theories about how music evokes emotional responses. The program has been evaluated in two samples of adolescents: 41 "at risk" adolescents (76% males; M age = 14.8 years) attending an educational re-engagement program and 216 students (100% females; M age = 13.6 years) attending a mainstream secondary school. Results showed significant pre- to post-program improvements in measures of emotion awareness, identification, and regulation (p < 0.01 to p = 0.06 in the smaller "at risk" sample and all p < 0.001 in the mainstream school sample). Participant ratings of engagement and likelihood of using the strategies learned in the program were high. Tuned In shows promise as a brief emotion regulation intervention for adolescents, and these findings extend an earlier study with young adults. Tuned In is a-theoretical in regard to psychotherapeutic approach and could be integrated with other program components as required.

Cognitive emotion regulation enhances aversive prediction error activity while reducing emotional responses.

Science.gov (United States)

Mulej Bratec, Satja; Xie, Xiyao; Schmid, Gabriele; Doll, Anselm; Schilbach, Leonhard; Zimmer, Claus; Wohlschläger, Afra; Riedl, Valentin; Sorg, Christian

2015-12-01

Cognitive emotion regulation is a powerful way of modulating emotional responses. However, despite the vital role of emotions in learning, it is unknown whether the effect of cognitive emotion regulation also extends to the modulation of learning. Computational models indicate prediction error activity, typically observed in the striatum and ventral tegmental area, as a critical neural mechanism involved in associative learning. We used model-based fMRI during aversive conditioning with and without cognitive emotion regulation to test the hypothesis that emotion regulation would affect prediction error-related neural activity in the striatum and ventral tegmental area, reflecting an emotion regulation-related modulation of learning. Our results show that cognitive emotion regulation reduced emotion-related brain activity, but increased prediction error-related activity in a network involving ventral tegmental area, hippocampus, insula and ventral striatum. While the reduction of response activity was related to behavioral measures of emotion regulation success, the enhancement of prediction error-related neural activity was related to learning performance. Furthermore, functional connectivity between the ventral tegmental area and ventrolateral prefrontal cortex, an area involved in regulation, was specifically increased during emotion regulation and likewise related to learning performance. Our data, therefore, provide first-time evidence that beyond reducing emotional responses, cognitive emotion regulation affects learning by enhancing prediction error-related activity, potentially via tegmental dopaminergic pathways. Copyright © 2015 Elsevier Inc. All rights reserved.

Emotion regulation and emotion work: Two sides of the same coin?

Directory of Open Access Journals (Sweden)

Christian evon Scheve

2012-11-01

Full Text Available This contribution links psychological models of emotion regulation to sociological accounts of emotion work to demonstrate the extent to which emotion regulation is systematically shaped by culture and society. I first discuss a well-established two-factor process model of emotion regulation and argue that a substantial proportion of emotion regulatory goals are derived from emotion norms. In contrast to universal emotion values and hedonic preferences, emotion norms are highly specific to social situations and institutional contexts. This specificity is determined by social cognitive processes of categorization and guided by framing rules. Second, I argue that the possibilities for antecedent-focused regulation, in particular situation selection and modification, are not arbitrarily available to individuals. Instead, they depend on economic, cultural, and social resources. I suggest that the systematic and unequal distribution of these resources in society leads to discernible patterns of emotion and emotion regulation across groups of individuals.

Examining the associations between emotion regulation difficulties, anxiety, and eating disorder severity among inpatients with anorexia nervosa.

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Haynos, Ann F; Roberto, Christina A; Attia, Evelyn

2015-07-01

There is growing interest in the role of emotion regulation in anorexia nervosa (AN). Although anxiety is also hypothesized to impact symptoms of AN, little is known about how emotion regulation, anxiety, and eating disorder symptoms interact in AN. In this study, we examined the associations between emotion regulation, anxiety, and eating disorder symptom severity in AN. Questionnaires and interviews assessing emotion regulation difficulties, anxiety, eating disorder symptoms, and eating disorder-related clinical impairment were collected from group of underweight individuals with AN (n=59) at admission to inpatient treatment. Hierarchical linear regressions were used to examine the associations of emotion regulation difficulties, anxiety, and the interaction of these constructs with eating disorder symptoms and eating disorder-related clinical impairment. Emotion regulation difficulties were significantly positively associated with eating disorder symptoms and related clinical impairment only when anxiety levels were low and anxiety was significantly positively associated with eating disorder symptoms and related clinical impairment only when emotion regulation problems were not elevated. This study adds to a growing literature suggesting that emotion regulation deficits are associated with eating disorder symptoms in AN. Certain individuals with AN may especially benefit from a focus on developing emotion regulation skills in the acute stages of illness. Copyright © 2015 Elsevier Inc. All rights reserved.

Unsupervised learning of facial emotion decoding skills.

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Huelle, Jan O; Sack, Benjamin; Broer, Katja; Komlewa, Irina; Anders, Silke

2014-01-01

Research on the mechanisms underlying human facial emotion recognition has long focussed on genetically determined neural algorithms and often neglected the question of how these algorithms might be tuned by social learning. Here we show that facial emotion decoding skills can be significantly and sustainably improved by practice without an external teaching signal. Participants saw video clips of dynamic facial expressions of five different women and were asked to decide which of four possible emotions (anger, disgust, fear, and sadness) was shown in each clip. Although no external information about the correctness of the participant's response or the sender's true affective state was provided, participants showed a significant increase of facial emotion recognition accuracy both within and across two training sessions two days to several weeks apart. We discuss several similarities and differences between the unsupervised improvement of facial decoding skills observed in the current study, unsupervised perceptual learning of simple stimuli described in previous studies and practice effects often observed in cognitive tasks.

Chinese adaptation of Emotion Regulation Questionnaire for Children and Adolescents (ERQ-CCA): A psychometric evaluation in Chinese children.

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Liu, Wen; Chen, Liang; Tu, Xintian

2017-10-01

This study validated a Chinese adaptation of the Emotion Regulation Questionnaire for Children and Adolescents (ERQ-CCA), a self-report instrument that evaluates two emotion regulation (ER) strategies, based on the process model of ER. The ERQ-CCA was evaluated using a sample of 1381 Chinese children aged between 7 and 12 years. The internal consistencies of the two factors indicated adequate reliability. Confirmatory factor analysis (CFA) revealed good support as the structure proved to be identical with that of the original instrument. Multigroup CFA supported an invariant factor solution of the ERQ-CCA across several demographic variations (gender, age, registered permanent residence and migrant status) in different groups. Test-retest correlations over a 2-month period were calculated using a subsample of children (N = 70). Convergent validity was evaluated in relation to the model dimensions of the ERQ-CCA, Chinese version of the Children's Depression Inventory, and Chinese version of the Eysenck Personality Questionnaire for Children and Adolescents. Results indicated that the ERQ-CCA has generally satisfactory reliability and validity in investigating the use of two ER strategies during the middle childhood developmental period. © 2015 International Union of Psychological Science.

Believing Is Doing: Emotion Regulation Beliefs Are Associated With Emotion Regulation Behavioral Choices and Subjective Well-Being

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Catherine Nicole Marie Ortner

2017-03-01

Full Text Available Research in emotion regulation has begun to examine various predictors of emotion regulation choices, including individual differences and contextual variables. However, scant attention has been paid to the extent to which people’s beliefs about the specific consequences of emotion regulation strategies for the components of an emotional response and long-term well-being predict their behavioral regulatory choices and, in turn, their subjective well-being. Participants completed measures to assess their beliefs about the consequences of functional and dysfunctional strategies, behavioral choices of emotion regulation strategies in negative scenarios, and subjective well-being. The model that fit the data indicated partial mediation whereby beliefs were associated with approximately 9% of the variance in choices. Emotion regulation choices were related to subjective well-being, with an additional direct effect between beliefs and well-being. This suggests beliefs play a role in people’s regulatory choices. Future research should explore how beliefs interact with individual differences and contextual variables to better understand why people regulate their emotions in different ways and, ultimately, to help individuals make healthy emotion regulation choices.

Believing Is Doing: Emotion Regulation Beliefs Are Associated With Emotion Regulation Behavioral Choices and Subjective Well-Being.

Science.gov (United States)

Ortner, Catherine Nicole Marie; Briner, Esther Lydia; Marjanovic, Zdravko

2017-03-01

Research in emotion regulation has begun to examine various predictors of emotion regulation choices, including individual differences and contextual variables. However, scant attention has been paid to the extent to which people's beliefs about the specific consequences of emotion regulation strategies for the components of an emotional response and long-term well-being predict their behavioral regulatory choices and, in turn, their subjective well-being. Participants completed measures to assess their beliefs about the consequences of functional and dysfunctional strategies, behavioral choices of emotion regulation strategies in negative scenarios, and subjective well-being. The model that fit the data indicated partial mediation whereby beliefs were associated with approximately 9% of the variance in choices. Emotion regulation choices were related to subjective well-being, with an additional direct effect between beliefs and well-being. This suggests beliefs play a role in people's regulatory choices. Future research should explore how beliefs interact with individual differences and contextual variables to better understand why people regulate their emotions in different ways and, ultimately, to help individuals make healthy emotion regulation choices.

Implicit emotion regulation affects outcome evaluation.

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Yang, Qiwei; Tang, Ping; Gu, Ruolei; Luo, Wenbo; Luo, Yue-jia

2015-06-01

Efficient implicit emotion regulation processes, which run without awareness, are important for human well-being. In this study, to investigate the influence of implicit emotion regulation on psychological and electrophysiological responses to gains and losses, participants were required to select between two Chinese four-character idioms to match the meaning of the third one before they performed a monetary gambling task. According to whether their meanings were related to emotion regulation, the idioms fell into two categories. Event-related potentials and self-rating emotional experiences to outcome feedback were recorded during the task. Priming emotion regulation reduced subjective emotional experience to both gains and losses and the amplitudes of the feedback-related negativity, while the P3 component was not influenced. According to these results, we suggest that the application of implicit emotion regulation effectively modulated the subjective emotional experience and the motivational salience of current outcomes without the cost of cognitive resources. This study implicates the potential significance of implicit emotion regulation in decision-making processes. © The Author (2014). Published by Oxford University Press. For Permissions, please email: journals.permissions@oup.com.

The Process Model of Group-Based Emotion : Integrating Intergroup Emotion and Emotion Regulation Perspectives

NARCIS (Netherlands)

Goldenberg, Amit; Halperin, Eran; van Zomeren, Martijn; Gross, James J.

Scholars interested in emotion regulation have documented the different goals and strategies individuals have for regulating their emotions. However, little attention has been paid to the regulation of group-based emotions, which are based on individuals' self-categorization as a group member and

Emotion introspection and regulation in depression.

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Herwig, Uwe; Opialla, Sarah; Cattapan, Katja; Wetter, Thomas C; Jäncke, Lutz; Brühl, Annette B

2018-07-30

Depressed patients suffer from an impairment to voluntarily influence and regulate their unpleasant emotional state. Strengthening the mental ability to interfere with dysfunctional emotion processing may be beneficial in treating depression. According to models of emotion processing this may be done by successful down-regulation of enhanced amygdala activity. We investigated short periods of intentional emotion-introspection compared with cognitive self-reflection as two domains of self-awareness in terms of effects on emotion regulation. Thirty depressed patients performed twelve second periods of emotion-introspection, self-reflection and a neutral condition during functional magnetic resonance imaging. We analyzed brain activation in the patients with depression by means of whole brain, region of interest and connectivity analyses. Amygdala activity decreased during emotion-introspection relative to self-reflection and to the neutral condition, whereby left amygdala was inversely activated relative to the left insula. Insula activity itself was correlated with medial and dorsolateral prefrontal cortex (PFC) activation. In conclusion, depressed patients are able to down-regulate amygdala activity by emotion-introspection. This may be interpreted as well-working emotion regulation supposedly induced by PFC connections mediated via insula. The finding supports the application of emotion-introspection, a mindfulness-related process, in a clinical setting as an element of psychotherapy to train and improve emotion regulation. Copyright © 2018 Elsevier B.V. All rights reserved.

Definitional Issues in Emotion Regulation Research

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Bridges, Lisa J.; Denham, Susanne A.; Ganiban, Jody M.

2004-01-01

Operational definitions of emotion regulation are frequently unclear, as are links between emotion regulation measures and underlying theoretical constructs. This is of concern because measurement decisions can have both intentional and unintentional implications for underlying conceptualizations of emotion regulation. This report examines the…

The effects of mother's physical and emotional unavailability on emotion regulation.

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Field, T

1994-01-01

stimulation (the mother) and thus fails to develop emotion regulation or organized behavioral and physiological rhythms. Finally, individual differences were discussed, including those related to maturity (e.g., prematurity) and temperament/personality (e.g., uninhibited/inhibited or externalizing/internalizing) and those deriving from degree of mother-infant mismatch, such as dissimilar temperaments. Further investigations are needed to determine how long the effects of such early dysregulation endure, how they affect the infant's long-term development, how their effect differs across individuals and across development, and whether they can be modified by early intervention. Eventually, with increasing age, developing skills, and diversity of experience, infants develop individualized regulatory styles. That process, and how it is affected by the mother's physical and emotional unavailability, also requires further investigation.

Cross-cultural adaptation of the Social and Emotional Questionnaire on Dementia for the Brazilian population.

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Belfort, Tatiana; Bramham, Jessica; Simões Neto, José Pedro; Sousa, Maria Fernanda Barroso de; Santos, Raquel Luiza dos; Nogueira, Marcela Moreira Lima; Torres, Bianca; Rosa, Rachel Dias Lopes da; Dourado, Marcia Cristina Nascimento

2015-01-01

Impairments in social and emotional functioning may affect the communication skills and interpersonal relationships of people with dementia and their caregivers. This study had the aim of presenting the steps involved in the cross-cultural adaptation of the Social and Emotional Questionnaire (SEQ) for the Brazilian population. Cross-cultural adaptation study, conducted at the Center for Alzheimer's Disease and Related Disorders in a public university. The process adopted in this study required six consecutive steps: initial translation, translation synthesis, back translation, committee of judges, pretesting of final version and submission to the original author. In general, the items had semantic, idiomatic, conceptual and experiential equivalence. During the first pretest, people with dementia and their caregivers had difficulties in understanding some items relating to social skills, which were interpreted ambiguously. New changes were made to allow better adjustment to the target population and, following this, a new pretest was performed. This pre-test showed that the changes were relevant and gave rise to the final version of the instrument. There was no correlation between education level and performance in the questionnaire, among people with dementia (P = 0.951). The Brazilian Portuguese version of the Social and Emotional Questionnaire was well understood and, despite the cultural and linguistic differences, the constructs of the original version were maintained.

The Effectiveness of Group Training of Procedural Emotion Regulation Strategies in Cognitive Coping of Individuals Suffering Substance Abuse

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ali ghaedniay jahromi

2015-02-01

Full Text Available Objective: The aim of this study was to examine the effectiveness of group training of procedural emotion regulation strategies in cognitive coping of individuals suffering substance abuse. Method: A quasi-experimental design along with pretest-posttest and control group was used for this study. Then, 16 patients suffering substance abuse were selected through convenience sampling and were randomly assigned to two control and experimental groups. The experimental group received 10 sessions of group training of procedural emotion regulation strategies while the control group received no treatment. Both groups before and after the treatment completed the Persian version of cognitive emotion regulation questionnaire (Hasani, 2011. Results: The results showed that group training of e procedural motion regulation strategies leads to a reduction in maladaptive strategies such as self-blame, rumination, catastrophizing, and other-blame and an increase in adaptive strategies such as refocus on planning, positive reappraisal, and perspective development. Conclusion: Training of procedural emotion regulation strategies via the reduction of maladaptive and increase of adaptive cognitive emotion regulation strategies can provide the opportunity for the improvement and non-return to substance abuse.

Social regulation of emotion: messy layers

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Kappas, Arvid

2013-01-01

Emotions are evolved systems of intra- and interpersonal processes that are regulatory in nature, dealing mostly with issues of personal or social concern. They regulate social interaction and in extension, the social sphere. In turn, processes in the social sphere regulate emotions of individuals and groups. In other words, intrapersonal processes project in the interpersonal space, and inversely, interpersonal experiences deeply influence intrapersonal processes. Thus, I argue that the concepts of emotion generation and regulation should not be artificially separated. Similarly, interpersonal emotions should not be reduced to interacting systems of intraindividual processes. Instead, we can consider emotions at different social levels, ranging from dyads to large scale e-communities. The interaction between these levels is complex and does not only involve influences from one level to the next. In this sense the levels of emotion/regulation are messy and a challenge for empirical study. In this article, I discuss the concepts of emotions and regulation at different intra- and interpersonal levels. I extend the concept of auto-regulation of emotions (Kappas, 2008, 2011a,b) to social processes. Furthermore, I argue for the necessity of including mediated communication, particularly in cyberspace in contemporary models of emotion/regulation. Lastly, I suggest the use of concepts from systems dynamics and complex systems to tackle the challenge of the “messy layers.” PMID:23424049

Social Regulation of Emotion: Messy Layers

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Arvid eKappas

2013-02-01

Full Text Available Emotions are evolved systems of intra- and interpersonal processes that are regulatory in nature, dealing mostly with issues of personal or social concern. They regulate social interaction and in extension, the social sphere. In turn, processes in the social sphere regulate emotions of individuals and groups. In other words, intrapersonal processes project in the interpersonal space, and inversely, interpersonal experiences deeply influence intrapersonal processes. Thus, I argue that the concepts of emotion generation and regulation should not be artificially separated. Similarly, interpersonal emotions should not be reduced to interacting systems of intraindividual processes. Instead, we can consider emotions at different social levels, ranging from dyads to large scale e-communities. The interaction between these levels is complex and does not only involve influences from one level to the next. In this sense the levels of emotion/regulation are messy and a challenge for empirical study. In this article, I discuss the concepts of emotions and regulation at different intra- and interpersonal levels. I extend the concept of auto-regulation of emotions (Kappas, 2008. 2011a, 2011b to social processes. Furthermore, I argue for the necessity of including mediated communication, particularly in cyberspace in contemporary models of emotion/regulation. Lastly, I suggest the use of concepts from systems dynamics and complex systems to tackle the challenge of the messy layers.

Child-care chaos and teachers' responsiveness: The indirect associations through teachers' emotion regulation and coping.

Science.gov (United States)

Jeon, Lieny; Hur, Eunhye; Buettner, Cynthia K

2016-12-01

Teachers in early child-care settings are key contributors to children's development. However, the role of teachers' emotional abilities (i.e., emotion regulation and coping skills) and the role of teacher-perceived environmental chaos in relation to their responsiveness to children are understudied. The current study explored the direct and indirect associations between teachers' perceptions of child-care chaos and their self-reported contingent reactions towards children's negative emotions and challenging social interactions via teachers' emotional regulation and coping strategies. The sample consisted of 1129 preschool-aged classroom teachers in day care and public pre-K programs across the US. We first found that child-care chaos was directly associated with teachers' non-supportive reactions after controlling for multiple program and teacher characteristics. In addition, teachers in more chaotic child-care settings had less reappraisal and coping skills, which in turn, was associated with lower levels of positive responsiveness to children. Teachers reporting a higher degree of chaos used more suppression strategies, which in turn, was associated with teachers' non-supportive reactions and fewer expressive encouragement reactions to children's emotions. Results of this exploratory study suggest that it is important to prepare teachers to handle chaotic environments with clear guidelines and rules. In order to encourage teachers' supportive responses to children, intervention programs are needed to address teachers' coping and emotion regulation strategies in early childhood education. Copyright © 2016 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.

Thinning of the lateral prefrontal cortex during adolescence predicts emotion regulation in females.

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Vijayakumar, Nandita; Whittle, Sarah; Yücel, Murat; Dennison, Meg; Simmons, Julian; Allen, Nicholas B

2014-11-01

Adolescence is a crucial period for the development of adaptive emotion regulation strategies. Despite the fact that structural maturation of the prefrontal cortex during adolescence is often assumed to underlie the maturation of emotion regulation strategies, no longitudinal studies have directly assessed this relationship. This study examined whether use of cognitive reappraisal strategies during late adolescence was predicted by (i) absolute prefrontal cortical thickness during early adolescence and (ii) structural maturation of the prefrontal cortex between early and mid-adolescence. Ninety-two adolescents underwent baseline and follow-up magnetic resonance imaging scans when they were aged approximately 12 and 16 years, respectively. FreeSurfer software was used to obtain cortical thickness estimates for three prefrontal regions [anterior cingulate cortex; dorsolateral prefrontal cortex (dlPFC); ventrolateral prefrontal cortex (vlPFC)]. The Emotion Regulation Questionnaire was completed when adolescents were aged approximately 19 years. Results showed that greater cortical thinning of the left dlPFC and left vlPFC during adolescence was significantly associated with greater use of cognitive reappraisal in females, though no such relationship was evident in males. Furthermore, baseline left dlPFC thickness predicted cognitive reappraisal at trend level. These findings suggest that cortical maturation may play a role in the development of adaptive emotion regulation strategies during adolescence. © The Author (2014). Published by Oxford University Press. For Permissions, please email: journals.permissions@oup.com.

Successful emotion regulation is predicted by amygdala activity and aspects of personality: A latent variable approach.

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Morawetz, Carmen; Alexandrowicz, Rainer W; Heekeren, Hauke R

2017-04-01

The experience of emotions and their cognitive control are based upon neural responses in prefrontal and subcortical regions and could be affected by personality and temperamental traits. Previous studies established an association between activity in reappraisal-related brain regions (e.g., inferior frontal gyrus and amygdala) and emotion regulation success. Given these relationships, we aimed to further elucidate how individual differences in emotion regulation skills relate to brain activity within the emotion regulation network on the one hand, and personality/temperamental traits on the other. We directly examined the relationship between personality and temperamental traits, emotion regulation success and its underlying neuronal network in a large sample (N = 82) using an explicit emotion regulation task and functional MRI (fMRI). We applied a multimethodological analysis approach, combing standard activation-based analyses with structural equation modeling. First, we found that successful downregulation is predicted by activity in key regions related to emotion processing. Second, the individual ability to successfully upregulate emotions is strongly associated with the ability to identify feelings, conscientiousness, and neuroticism. Third, the successful downregulation of emotion is modulated by openness to experience and habitual use of reappraisal. Fourth, the ability to regulate emotions is best predicted by a combination of brain activity and personality as well temperamental traits. Using a multimethodological analysis approach, we provide a first step toward a causal model of individual differences in emotion regulation ability by linking biological systems underlying emotion regulation with descriptive constructs. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

Maternal emotion socialization differentially predicts third-grade children's emotion regulation and lability.

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Rogers, Megan L; Halberstadt, Amy G; Castro, Vanessa L; MacCormack, Jennifer K; Garrett-Peters, Patricia

2016-03-01

Numerous parental emotion socialization factors have been implicated as direct and indirect contributors to the development of children's emotional competence. To date, however, no study has combined parents' emotion-related beliefs, behaviors, and regulation strategies in one model to assess their cumulative-as well as unique-contributions to children's emotion regulation. We considered the 2 components that have recently been distinguished: emotion regulation and emotional lability. We predicted that mothers' beliefs about the value of and contempt for children's emotions, mothers' supportive and nonsupportive reactions to their children's emotions, as well as mothers' use of cognitive reappraisal and suppression of their own emotions would each contribute unique variance to their children's emotion regulation and lability, as assessed by children's teachers. The study sample consisted of an ethnically and socioeconomically diverse group of 165 mothers and their third-grade children. Different patterns emerged for regulation and lability: Controlling for family income, child gender, and ethnicity, only mothers' lack of suppression as a regulatory strategy predicted greater emotion regulation in children, whereas mothers' valuing of children's emotions, mothers' lack of contempt for children's emotions, mothers' use of cognitive reappraisal to reinterpret events, and mothers' lack of emotional suppression predicted less lability in children. These findings support the divergence of emotion regulation and lability as constructs and indicate that, during middle childhood, children's lability may be substantially and uniquely affected by multiple forms of parental socialization. (c) 2016 APA, all rights reserved).

Unsupervised learning of facial emotion decoding skills

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Jan Oliver Huelle

2014-02-01

Full Text Available Research on the mechanisms underlying human facial emotion recognition has long focussed on genetically determined neural algorithms and often neglected the question of how these algorithms might be tuned by social learning. Here we show that facial emotion decoding skills can be significantly and sustainably improved by practise without an external teaching signal. Participants saw video clips of dynamic facial expressions of five different women and were asked to decide which of four possible emotions (anger, disgust, fear and sadness was shown in each clip. Although no external information about the correctness of the participant’s response or the sender’s true affective state was provided, participants showed a significant increase of facial emotion recognition accuracy both within and across two training sessions two days to several weeks apart. We discuss several similarities and differences between the unsupervised improvement of facial decoding skills observed in the current study, unsupervised perceptual learning of simple stimuli described in previous studies and practise effects often observed in cognitive tasks.

The Comparison of Effectiveness of Cognitive-Behavioral Group Therapy Based on Coping Skills and Methadone Maintenance Treatment in Improvement of Emotional Regulation Strategies and Relapse Prevention

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Tahereh Ghorbany

2011-05-01

Full Text Available Purpose: This study compared the effectiveness of group cognitive-behavioral therapy based on coping skills (CBT and methadone maintenance therapy (MMT in improvement of emotional regulation strategies and prevention of relapse. Method: The method of the present study was semi-experimental research design (pre-test-post-test with witness group. For sampling 45 substance abuse people who had referred to addiction treatment centers were selected and assigned to three groups of cognitive behavior therapy, methadone maintenance treatment and witness group randomly. The participants in all three groups completed the emotional intelligence questionnaire before and after the intervention. Data were analyzed by covariance method. Results: The results showed that cognitive-behavior therapy in comparison to methadone maintenance therapy and witness group led to significant improvement of emotional regulation in substance abusers, but there was no significant difference between the methadone maintenance treatment group and control group. Also, the rate of relapse in individuals who assigned to cognitive-behavior therapy group in comparison to methadone maintenance therapy and the witness group was significantly lower, but there was no significant difference between methadone therapy and witness. Conclusion: Cognitive-behavior therapy was an effective treatment that can change the cognitive and behavioral variables related to substance abuse, such as emotional regulation strategies. Thus, results suggested that drug abuse treatment programs must target these mediator variables.

Talking about Emotion: Prosody and Skin Conductance Indicate Emotion Regulation

OpenAIRE

Matejka, Moritz; Kazzer, Philipp; Seehausen, Maria; Bajbouj, Malek; Klann-Delius, Gisela; Menninghaus, Winfried; Jacobs, Arthur M.; Heekeren, Hauke R.; Prehn, Kristin

2013-01-01

Talking about emotion and putting feelings into words has been hypothesized to regulate emotion in psychotherapy as well as in everyday conversation. However, the exact dynamics of how different strategies of verbalization regulate emotion and how these strategies are reflected in characteristics of the voice has received little scientific attention. In the present study, we showed emotional pictures to 30 participants and asked them to verbally admit or deny an emotional experience or a neut...

The role of Trait Emotional Intelligence and social and emotional skills in students’ emotional and behavioural strengths and difficulties: A study of Greek adolescents’ perceptions.

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Maria S. Poulou

2010-11-01

Full Text Available The emergence of the Trait Emotional Intelligence construct shifted the interest in personality research to the investigation of the effect of global personality characteristics on behaviour. A second body of research in applied settings, the Social and Emotional Learning movement, emphasized the cultivation of emotional and social skills for positive relationships in a school environment. In this paper we investigate the role of both personality traits and social and emotional skills, in the occurrence of emotional and behavioural strengths and difficulties, according to adolescent students’ self-perceptions. Five hundred and fifty-nine students from state secondary schools in Greece, aged 12-14 years old, completed The Trait Emotional Intelligence Questionnaire-Adolescent Short Form, The Matson Evaluation of Social Skills with Youngsters, and The Strengths and Difficulties Questionnaire. It was found that students with higher Trait Emotional Intelligence and stronger social and emotional skills were less likely to present emotional, conduct, hyperactivity and peer difficulties and more likely to present prosocial behaviour. Gender was a significant factor for emotional difficulties and grade for peer difficulties. The paper describes the underlying mechanisms of students’ emotional and behavioural strengths and difficulties, and provides practical implications for educators to improve the quality of students’ lives in schools.

Emotional maltreatment and disordered eating in adolescents: testing the mediating role of emotion regulation.

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Mills, Pamela; Newman, Emily Frances; Cossar, Jill; Murray, George

2015-01-01

The present study aimed to determine if emotion regulation mediates the relationship between emotional maltreatment and disordered eating behavior in adolescents. Participants were 222 secondary school pupils (aged 14-18 years) from a state high school in the UK. Standardized questionnaire measures were used to gather self-report data on emotional abuse and emotional neglect, functional and dysfunctional emotion regulation strategies and disordered eating behavior. Results showed that disordered eating was associated with emotional abuse, dysfunctional emotion regulation and being female. Multiple mediation analysis found an indirect relationship between emotional abuse and disordered eating through dysfunctional emotion regulation. Interestingly, emotional neglect predicted lower levels of functional emotion regulation. The findings support previous research showing emotion regulation to mediate the relationship between childhood abuse and disordered eating in adults and a differential effect of abuse and neglect on emotion regulation. Longitudinal studies are required to confirm the direction of relationships; however these data suggest that dysfunctional emotion regulation is a significant variable in the development of disordered eating and may be a useful target for intervention. Copyright © 2014. Published by Elsevier Ltd.

Social anxiety and emotion regulation flexibility

DEFF Research Database (Denmark)

O'Toole, Mia S.; Zachariae, Robert; Mennin, Douglas S.

2017-01-01

Abstract BACKGROUND AND OBJECTIVES: Individuals with social anxiety disorder have often been considered inflexible in their emotion regulation. The aim of this study was to investigate emotion regulation flexibility in socially anxious individuals in response to two contextual factors, namely...... different levels of emotion intensity and emotion type. METHODS: A daily diary approach was employed, investigating emotion regulation (i.e., experiential avoidance, expressive suppression and cognitive reappraisal) in college students scoring high (N = 62; HSA) and low (N = 52; LSA) on social anxiety....... RESULTS: Results revealed that HSAs were found to use more experiential avoidance than LSAs, especially at higher levels of negative intensity. The use of this emotion regulation strategy appeared to be driven by guilt, nervousness, and sadness. There were no between-group differences concerning the other...

Emotion regulation and psychopathology: the role of gender.

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Nolen-Hoeksema, Susan

2012-01-01

This review addresses three questions regarding the relationships among gender, emotion regulation, and psychopathology: (a) are there gender differences in emotion regulation strategies, (b) are emotion regulation strategies similarly related to psychopathology in men and women, and (c) do gender differences in emotion regulation strategies account for gender differences in psychopathology? Women report using most emotion regulation strategies more than men do, and emotion regulation strategies are similarly related to psychopathology in women and men. More rumination in women compared to men partially accounts for greater depression and anxiety in women compared to men, while a greater tendency to use alcohol to cope partially accounts for more alcohol misuse in men compared to women. The literature on emotion regulation is likely missing vital information on how men regulate their emotions. I discuss lessons learned and questions raised about the relationships between gender differences in emotion regulation and gender differences in psychopathology.

Emotional Facet of Language Teaching: Emotion Regulation and Emotional Labor Strategies as Predictors of Teacher Burnout

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Ghanizadeh, Afsaneh; Royaei, Nahid

2015-01-01

This study attempted to scrutinize the multidimensional nature of teacher emotion. Three emotion-associated constructs, namely, emotion regulation, emotional labor strategies, and burnout were studied within a single framework. In particular, it was hypothesized that English as a foreign language teachers' emotion regulation and emotional labor…

Maternal depressive symptoms, toddler emotion regulation, and subsequent emotion socialization.

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Premo, Julie E; Kiel, Elizabeth J

2016-03-01

Although many studies have examined how maternal depressive symptoms relate to parenting outcomes, less work has examined how symptoms affect emotion socialization, a parenting construct linked to a myriad of socioemotional outcomes in early childhood. In line with a transactional perspective on the family, it is also important to understand how children contribute to these emotional processes. The current study examined how toddler emotion regulation strategies moderated the relation between maternal depressive symptoms and emotion socialization responses, including nonsupportive responses (e.g., minimizing, responding punitively to children's negative emotions) and wish-granting, or the degree to which mothers give in to their children's demands in order to decrease their children's and their own distress. Mothers (n = 91) and their 24-month-old toddlers participated in laboratory tasks from which toddler emotion regulation behaviors were observed. Mothers reported depressive symptoms and use of maladaptive emotion socialization strategies concurrently and at a 1-year follow-up. The predictive relation between maternal depressive symptoms and emotion socialization was then examined in the context of toddlers' emotion regulation. Toddlers' increased use of caregiver-focused regulation interacted with depressive symptoms in predicting increased wish-granting socialization responses at 36 months. At high levels of toddlers' caregiver-focused regulation, depressive symptoms related to increased wish-granting socialization at 36 months. There was no relation for nonsupportive socialization responses. Results suggest that toddler emotional characteristics influence how depressive symptoms may put mothers at risk for maladaptive parenting. Family psychologists must strive to understand the role of both parent and toddler characteristics within problematic emotional interactions. (c) 2016 APA, all rights reserved).

Dialectical behavior therapy alters emotion regulation and amygdala activity in patients with borderline personality disorder.

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Goodman, Marianne; Carpenter, David; Tang, Cheuk Y; Goldstein, Kim E; Avedon, Jennifer; Fernandez, Nicolas; Mascitelli, Kathryn A; Blair, Nicholas J; New, Antonia S; Triebwasser, Joseph; Siever, Larry J; Hazlett, Erin A

2014-10-01

Siever and Davis' (1991) psychobiological framework of borderline personality disorder (BPD) identifies affective instability (AI) as a core dimension characterized by prolonged and intense emotional reactivity. Recently, deficient amygdala habituation, defined as a change in response to repeated relative to novel unpleasant pictures within a session, has emerged as a biological correlate of AI in BPD. Dialectical behavior therapy (DBT), an evidence-based treatment, targets AI by teaching emotion-regulation skills. This study tested the hypothesis that BPD patients would exhibit decreased amygdala activation and improved habituation, as well as improved emotion regulation with standard 12-month DBT. Event-related fMRI was obtained pre- and post-12-months of standard-DBT in unmedicated BPD patients. Healthy controls (HCs) were studied as a benchmark for normal amygdala activity and change over time (n = 11 per diagnostic-group). During each scan, participants viewed an intermixed series of unpleasant, neutral and pleasant pictures presented twice (novel, repeat). Change in emotion regulation was measured with the Difficulty in Emotion Regulation (DERS) scale. fMRI results showed the predicted Group × Time interaction: compared with HCs, BPD patients exhibited decreased amygdala activation with treatment. This post-treatment amygdala reduction in BPD was observed for all three pictures types, but particularly marked in the left hemisphere and during repeated-emotional pictures. Emotion regulation measured with the DERS significantly improved with DBT in BPD patients. Improved amygdala habituation to repeated-unpleasant pictures in patients was associated with improved overall emotional regulation measured by the DERS (total score and emotion regulation strategy use subscale). These findings have promising treatment implications and support the notion that DBT targets amygdala hyperactivity-part of the disturbed neural circuitry underlying emotional dysregulation

Incidental emotions in moral dilemmas: the influence of emotion regulation.

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Szekely, Raluca D; Miu, Andrei C

2015-01-01

Recent theories have argued that emotions play a central role in moral decision-making and suggested that emotion regulation may be crucial in reducing emotion-linked biases. The present studies focused on the influence of emotional experience and individual differences in emotion regulation on moral choice in dilemmas that pit harming another person against social welfare. During these "harm to save" moral dilemmas, participants experienced mostly fear and sadness but also other emotions such as compassion, guilt, anger, disgust, regret and contempt (Study 1). Fear and disgust were more frequently reported when participants made deontological choices, whereas regret was more frequently reported when participants made utilitarian choices. In addition, habitual reappraisal negatively predicted deontological choices, and this effect was significantly carried through emotional arousal (Study 2). Individual differences in the habitual use of other emotion regulation strategies (i.e., acceptance, rumination and catastrophising) did not influence moral choice. The results of the present studies indicate that negative emotions are commonly experienced during "harm to save" moral dilemmas, and they are associated with a deontological bias. By efficiently reducing emotional arousal, reappraisal can attenuate the emotion-linked deontological bias in moral choice.

A VR-Based Serious Game for Studying Emotional Regulation in Adolescents

OpenAIRE

Rodriguez Ortega, Alejandro; Rey, Beatriz; Vara, Mª Dolores; Wrzesien, Maja; Alcañiz Raya, Mariano Luis; Baños, Rosa María; Pérez Lopez, David Clemente

2015-01-01

[EN] We all use more or less adapted strategies to confront adverse emotional situations in our lives without being psychologically affected. Emotional Regulation (ER) strategies that we use determine the way in which we feel, express and behave. Moreover, ER strategies are particularly important in adolescents, a population in the age when the deficits of ER strategies can be linked to the appearance of numerous mental health disorders such as depression or anxiety, or disruptive behaviors. ...

How Early Experiences in a Kindergarten Classroom Shape the Development of Self-Regulation Skills of Children

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Darcy, Eloisa; Sarette, Sarah; Boghigian, Anna; Martin, Marley

2017-01-01

Providing the support that children need to build self-regulation skills has come to the forefront for educators today. This study investigated how kindergarten students (N=19) improved their self-regulation skills through direct instruction and effective scaffolding techniques. Selfregulated instruction was adapted to behavior activities for…

Attachment's Links With Adolescents' Social Emotions: The Roles of Negative Emotionality and Emotion Regulation.

Science.gov (United States)

Murphy, Tia Panfile; Laible, Deborah J; Augustine, Mairin; Robeson, Lindsay

2015-01-01

Recent research has attempted to explain the mechanisms through which parental attachment affects social and emotional outcomes (e.g., Burnette, Taylor, Worthington, & Forsyth, 2007 ; Panfile & Laible, 2012 ). The authors' goal was to examine negative emotionality and emotion regulation as mediators of the associations that attachment has with empathy, forgiveness, guilt, and jealousy. One hundred forty-eight adolescents reported their parental attachment security, general levels of negative emotionality and abilities to regulate emotional responses, and tendencies to feel empathy, forgiveness, guilt, and jealousy. Results revealed that attachment security was associated with higher levels of empathy, forgiveness, and guilt, but lower levels of jealousy. In addition, emotion regulation mediated the links attachment shared with both empathy and guilt, such that higher levels of attachment security were linked with greater levels of emotion regulation, which led to greater levels of empathy and guilt. Alternatively, negative emotionality mediated the links attachment shared with both forgiveness and jealousy, such that higher levels of attachment security were associated with lower levels of negative emotionality, which in turn was linked to lower levels of forgiveness and higher levels of jealousy. This study provides a general picture of how attachment security may play a role in shaping an individual's levels of social emotions.

Emotions, Cognitions, and Well-Being: The Role of Perfectionism, Emotional Overexcitability, and Emotion Regulation

Science.gov (United States)

Perrone-McGovern, Kristin M.; Simon-Dack, Stephanie L.; Beduna, Kerry N.; Williams, Cady C.; Esche, Aaron M.

2015-01-01

In this study, we examined interrelationships among emotional overexcitability, perfectionism, emotion regulation, and subjective well-being. Dabrowski and Piechowski's theoretical conceptualization of overexcitabilities and J. J. Gross and John's constructs of emotion regulation strategies provided a framework to guide hypotheses in the present…

Training Adaptability in Digital Skills

National Research Council Canada - National Science Library

Hess-Kosa, Kathleen

2001-01-01

.... As outlined in this Phase I report, Aptima and the Group for Organizational Effectiveness (gOE) have lain the groundwork for an innovative, computer-based, digital-skills training package designed to increase the adaptability of digital skills...

Emotion Regulation Feeding Practices Link Parents' Emotional Eating to Children's Emotional Eating: A Moderated Mediation Study.

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Tan, Cin Cin; Holub, Shayla C

2015-08-01

Past research suggests an association between parents' and children's emotional eating, but research has yet to examine mechanisms underlying this association. The current study examined whether feeding for emotion regulation mediates the association between parents' and children's emotional eating, and whether this association is moderated by children's self-regulation in eating. 95 parents reported on their own and their children's emotional eating, their children's self-regulation in eating, as well as their feeding practices. Findings revealed that feeding for emotion regulation mediated the association between parents' and children's emotional eating when children's self-regulation in eating was low, but not when self-regulation in eating was high. The current findings demonstrate the complexity of the link between parents' and children's emotional eating, suggesting practitioners should consider both feeding practices and children's self-regulation in eating when designing intervention programs. © The Author 2015. Published by Oxford University Press on behalf of the Society of Pediatric Psychology. All rights reserved.For permissions, please e-mail: journals.permissions@oup.com.

Dialectical Behavior Therapy Group Skills Training for Bipolar Disorder.

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Eisner, Lori; Eddie, David; Harley, Rebecca; Jacobo, Michelle; Nierenberg, Andrew A; Deckersbach, Thilo

2017-07-01

There is growing evidence that the capacity for emotion regulation is compromised in individuals with bipolar disorder. Dialectical behavior therapy (DBT), an empirically supported treatment that specifically targets emotion dysregulation, may be an effective adjunct treatment for improving emotion regulation and residual mood symptoms in patients with bipolar disorder. In this open, proof-of-concept pilot study, 37 participants engaged in a 12-week DBT group skills training program, learning mindfulness, emotion regulation, and distress tolerance skills. Repeated measures mixed models revealed skill acquisition in the areas of mindfulness, emotion regulation and distress tolerance, as well as improved psychological well-being and decreased emotion reactivity. The results of this study support a burgeoning literature that DBT is a feasible adjunct intervention for patients with bipolar disorder. Copyright © 2017. Published by Elsevier Ltd.

Cross-cultural adaptation of the Social and Emotional Questionnaire on Dementia for the Brazilian population

Directory of Open Access Journals (Sweden)

Tatiana Belfort

Full Text Available ABSTRACTCONTEXT AND OBJECTIVE: Impairments in social and emotional functioning may affect the communication skills and interpersonal relationships of people with dementia and their caregivers. This study had the aim of presenting the steps involved in the cross-cultural adaptation of the Social and Emotional Questionnaire (SEQ for the Brazilian population.DESIGN AND SETTING: Cross-cultural adaptation study, conducted at the Center for Alzheimer's Disease and Related Disorders in a public university.METHODS: The process adopted in this study required six consecutive steps: initial translation, translation synthesis, back translation, committee of judges, pretesting of final version and submission to the original author.RESULTS: In general, the items had semantic, idiomatic, conceptual and experiential equivalence. During the first pretest, people with dementia and their caregivers had difficulties in understanding some items relating to social skills, which were interpreted ambiguously. New changes were made to allow better adjustment to the target population and, following this, a new pretest was performed. This pre-test showed that the changes were relevant and gave rise to the final version of the instrument. There was no correlation between education level and performance in the questionnaire, among people with dementia (P = 0.951.CONCLUSION: The Brazilian Portuguese version of the Social and Emotional Questionnaire was well understood and, despite the cultural and linguistic differences, the constructs of the original version were maintained.

Evaluation of a manual-based programme for the promotion of social and emotional skills in elementary school children: results from a 4-year study in Portugal.

Science.gov (United States)

Moreira, Paulo; Crusellas, Lorena; Sá, Isabel; Gomes, Paulo; Matias, Carla

2010-09-01

The promotion of socio-emotional skills in educational contexts is highly beneficial to individuals' global adjustment and development. Evaluation research suggests that interventions for the promotion of socio-emotional skills are effective. However, most of this work has been carried out in the USA and there is now a pressing need to evaluate interventions at the cross-cultural level. This 4-year study evaluated the effectiveness of a teacher manual-based intervention for the promotion of social and emotional skills in Portuguese elementary school children. Using a quasi-experimental design, teachers taught manual-based strategies to children in the experimental group, focusing on specific social and emotional skills. These strategies were integrated as part of the curricular activities. Results showed statistically significant differences between the experimental group and the control group on the evaluated outcomes (self-control, emotional differentiation, emotional regulation, social skills, and self-esteem). For each of the dimensions studied, effect sizes were large (above 0.80). Findings are similar to those reported by international research evaluating the effectiveness of programmes for the promotion of social and emotional skills in school-age children. This study is an important contribution in the establishment of evidence-based socio-emotional skills programmes at the cross-cultural level.

Understanding the gender differences in pathways to social deviancy: relational aggression and emotion regulation.

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Bowie, Bonnie H

2010-02-01

This study explored the associations among childhood emotion regulation, overt aggression, relational aggression, and adolescent deviant social behaviors. Data were drawn from the Family Health Project, a longitudinal study conducted over 4 years. The sample consisted of 111 children at Time 1 who ranged in age from 51/2 to 12 years at Time 1 and 8 to 14 years at Time 3. A significant finding was that, for girls, lower emotion regulation predicted later relational aggression (beta = -2.95, P skills coupled with relational aggression were associated with deviant social behaviors. 2009 Elsevier Inc. All rights reserved.

(How) do medical students regulate their emotions?

Science.gov (United States)

Doulougeri, Karolina; Panagopoulou, Efharis; Montgomery, Anthony

2016-12-12

Medical training can be a challenging and emotionally intense period for medical students. However the emotions experienced by medical students in the face of challenging situations and the emotion regulation strategies they use remains relatively unexplored. The aim of the present study was to explore the emotions elicited by memorable incidents reported by medical students and the associated emotion regulation strategies. Peer interviewing was used to collect medical students' memorable incidents. Medical students at both preclinical and clinical stage of medical school were eligible to participate. In total 104 medical students provided memorable incidents. Only 54 narratives included references to emotions and emotion regulation and thus were further analyzed. The narratives of 47 clinical and 7 preclinical students were further analyzed for their references to emotions and emotion regulation strategies. Forty seven out of 54 incidents described a negative incident associated with negative emotions. The most frequently mentioned emotion was shock and surprise followed by feelings of embarrassment, sadness, anger and tension or anxiety. The most frequent reaction was inaction often associated with emotion regulation strategies such as distraction, focusing on a task, suppression of emotions and reappraisal. When students witnessed mistreatment or disrespect exhibited towards patients, the regulation strategy used involved focusing and comforting the patient. The present study sheds light on the strategies medical students use to deal with intense negative emotions. The vast majority reported inaction in the face of a challenging situation and the use of more subtle strategies to deal with the emotional impact of the incident.

Social Emotional Skills and Prosocial Behaviour among 15-16-Year-Old Adolescents

Science.gov (United States)

Akelaitis, Arturas V.; Lisinskiene, Ausra R.

2018-01-01

The purpose of this study was to determine and compare social emotional skills and prosocial behaviour among 15-16-year-old adolescent athletes and non-athletes. The measures of social emotional skills and prosocial behaviour were evaluated using Schutte Self-Report Inventory, Self-control scale, Social Skills Rating System (Student form),…

The adaption study of emotional intelligence inventory in sport

Directory of Open Access Journals (Sweden)

İlhan Adiloğulları

2015-12-01

Full Text Available Aim: The purpose of this study was to test the validity and reliability of the Turkish version of Emotional Intelligence Inventory in Sport (EIIS. Material and Methods: The emotional intelligence inventory in sport which have consists of nineteen items and five subscales, 157 female (age=20,10±1,95 and 247 male (age=21,25±2,18 in total 404 (age=20,80±2,17 participants completed. Respondents of the EIIS indicate the extent to which they agree with each statement on a five-point Likert scale, ranging from 1 (strongly disagree to 5 (strongly agree. Factor structures of the scale were tested by confirmatory factor analysis in AMOS programme. Results: The resulting factor is appropriate for the 19-item inventory value but is below the desired value of the item-total correlation values b4 and paragraphs are seen as loaded with low load factors. However, there was only one item with low factor loadings that was excluded from the inventory. It was obtained acceptable fit index values of inventory that confirming factor structures of Turkish version. Internal consistency coefficients of EIIS were found ranging from 0,69 (Appraisal of others emotions, 0,85 (Appraisal of own emotions, 0,67 (Emotional regulation 0,85 (Use of emotions and 0,61 (Social skills. Conclusion: Turkish version of the Emotional intelligence inventory in Sport is can be used for Turkish athletes.

Comprehending emotional eating in obese youngsters: the role of parental rejection and emotion regulation.

Science.gov (United States)

Vandewalle, J; Moens, E; Braet, C

2014-04-01

The present study examined the role of emotion regulation in the relation between parental rejection and emotional eating of obese youngsters. Participants were 110 obese youngsters between the ages of 10 and 16 years who were referred to a Belgian treatment centre for obesity. Participants completed questionnaires assessing maternal and paternal rejection, emotion regulation strategies and emotional eating during their intake at the treatment centre. Bootstrapping procedure was used to test if emotion regulation mediated the relationship between maternal and paternal rejection on the one hand and emotional eating of the youngster on the other hand. Results revealed that the use of maladaptive emotion regulation strategies mediated the relation between maternal rejection and emotional eating. Paternal rejection was neither associated with the emotion regulation nor with the emotional eating of the youngster. The findings highlight the importance of assessing the emotional bond between mother and child and the emotion regulation of the youngster in the treatment of pediatric obesity.

The four key characteristics of interpersonal emotion regulation.

Science.gov (United States)

Niven, Karen

2017-10-01

Emotion researchers are increasingly interested in processes by which people influence others' feelings. Although one such process, interpersonal emotion regulation, has received particular attention in recent years, there remains confusion about exactly how to define this process. The present article aims to distinguish interpersonal emotion regulation from other, related processes by outlining its four key characteristics. Specifically, interpersonal emotion regulation is presented as a process of (i) regulation, that (ii) has an affective target, (iii) is deliberate, and (iv) has a social target. Considering these characteristics raises questions for future research concerning factors that may influence the process of interpersonal emotion regulation, why interpersonal emotion regulation sometimes fails, and whether interventions can improve people's use of interpersonal emotion regulation. Copyright © 2017 Elsevier Ltd. All rights reserved.

Identifying emotional intelligence skills of Turkish clinical nurses according to sociodemographic and professional variables.

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Kahraman, Nilgün; Hiçdurmaz, Duygu

2016-04-01

This study aimed to identify the emotional intelligence skills of Turkish clinical nurses according to sociodemographic and professional variables. Emotional intelligence is "the ability of a person to comprehend self-emotions, to show empathy towards the feelings of others, and to control self-emotions in a way that enriches life." Nurses with a higher emotional intelligence level offer more efficient and professional care, and they accomplish more in their social and professional lives. We designed a descriptive cross-sectional study. The Introductory Information Form and the Bar-On emotional intelligence Inventory were used to collect data between 20th June and 20th August 2012. The study was conducted with 312 nurses from 37 hospitals located within the borders of the metropolitan municipality in Ankara. There were no significant differences between emotional intelligence scores of the nurses according to demographic variables such as age, gender, marital status, having children. Thus, sociodemographic factors did not appear to be key factors, but some professional variables did. Higher total emotional intelligence scores were observed in those who had 10 years or longer experience, who found oneself successful in professional life, who stated that emotional intelligence is an improvable skill and who previously received self-improvement training. Interpersonal skills were higher in those with a graduate degree and in nurses working in polyclinics and paediatric units. These findings indicate which groups require improvement in emotional intelligence skills and which skills need improvement. Additionally, these results provide knowledge and create awareness about emotional intelligence skills of nurses and the distribution of these skills according to sociodemographic and professional variables. Implementation of emotional intelligence improvement programmes targeting the determined clinical nursing groups by nursing administrations can help the increase in

Emotional Expressivity and Emotion Regulation: Relation to Academic Functioning among Elementary School Children

Science.gov (United States)

Kwon, Kyongboon; Hanrahan, Amanda R.; Kupzyk, Kevin A.

2017-01-01

We examined emotional expressivity (i.e., happiness, sadness, and anger) and emotion regulation (regulation of exuberance, sadness, and anger) as they relate to academic functioning (motivation, engagement, and achievement). Also, we tested the premise that emotional expressivity and emotion regulation are indirectly associated with achievement…

Emotion regulation mediates age differences in emotions.

Science.gov (United States)

Yeung, Dannii Y; Wong, Carmen K M; Lok, David P P

2011-04-01

This study aimed at testing the proposition of socioemotional selectivity theory whether older people would use more antecedent-focused emotion regulatory strategies like cognitive reappraisal but fewer response-focused strategies like suppression. It also aimed at investigating the mediating role of emotion regulation on the relationship between age and emotions. The sample consisted of 654 younger and older adults aged between 18 and 64. Results showed that age was significantly associated with positive emotions and cognitive reappraisal. No difference was found in negative emotions and suppression between younger and older adults. Cognitive reappraisal partially mediated the effect of age on positive emotions. Findings of this study contribute to our understanding of the underlying mechanism of age variations in emotional experiences.

Emotional and organizational supports for preschoolers' emotion regulation: Relations with school adjustment.

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Bailey, Craig S; Denham, Susanne A; Curby, Timothy W; Bassett, Hideko H

2016-03-01

Preschool teachers, like parents, support children in ways that promote the regulation capacities that drive school adjustment, especially for children struggling to succeed in the classroom. The purpose of this study was to explore the emotionally and organizationally supportive classroom processes that contribute to the development of children's emotion regulation and executive control. Emotion regulation and executive control were assessed in 312 3-, 4- and 5-year-old children. The 44 teachers of these children completed questionnaires asking about 3 components of children's school adjustment: Positive/Engaged, Independent/Motivated, and Prosocial/Connected. Observations of classroom emotional and organizational supports were conducted. Results of multilevel models indicated emotion regulation was significantly associated with the Positive/Engaged school adjustment component, but only when teachers' emotional and organizational supports were taken into account. Children with lower levels of emotion regulation, who were also in less supportive classrooms, had the lowest scores on the Positive/Engaged component. Children's executive control was associated with the Independent/Motivated and Prosocial/Connected components independently of teacher effects. In general, moderate support was found for the notion that teachers' supports can be particularly helpful for children struggling to regulate their emotions to be better adjusted to school. Children's emotionally salient classroom behaviors, and teachers' emotion scaffolding, are discussed. (c) 2016 APA, all rights reserved).

Smart environment architecture for emotion detection and regulation.

Science.gov (United States)

Fernández-Caballero, Antonio; Martínez-Rodrigo, Arturo; Pastor, José Manuel; Castillo, José Carlos; Lozano-Monasor, Elena; López, María T; Zangróniz, Roberto; Latorre, José Miguel; Fernández-Sotos, Alicia

2016-12-01

This paper introduces an architecture as a proof-of-concept for emotion detection and regulation in smart health environments. The aim of the proposal is to detect the patient's emotional state by analysing his/her physiological signals, facial expression and behaviour. Then, the system provides the best-tailored actions in the environment to regulate these emotions towards a positive mood when possible. The current state-of-the-art in emotion regulation through music and colour/light is implemented with the final goal of enhancing the quality of life and care of the subject. The paper describes the three main parts of the architecture, namely "Emotion Detection", "Emotion Regulation" and "Emotion Feedback Control". "Emotion Detection" works with the data captured from the patient, whereas "Emotion Regulation" offers him/her different musical pieces and colour/light settings. "Emotion Feedback Control" performs as a feedback control loop to assess the effect of emotion regulation over emotion detection. We are currently testing the overall architecture and the intervention in real environments to achieve our final goal. Copyright © 2016 Elsevier Inc. All rights reserved.

Emotion regulation predicts anxiety over a five-year interval: a cross-lagged panel analysis.

NARCIS (Netherlands)

Wirtz, C.M.; Hofmann, S.G.; Riper, H.; Berking, M.

2014-01-01

Background Emotion regulation (ER) deficits have been linked to symptoms of anxiety in cross-sectional studies. However, the direction of the relationship between ER and anxiety symptom severity (ASS) is unclear. Methods In order to clarify the relationship between ER skills and ASS symptoms, we

The state of the heart: Emotional labor as emotion regulation reviewed and revised.

Science.gov (United States)

Grandey, Alicia A; Melloy, Robert C

2017-07-01

Emotional labor has been an area of burgeoning research interest in occupational health psychology in recent years. Emotional labor was conceptualized in the early 1980s by sociologist Arlie Hochschild (1983) as occupational requirements that alienate workers from their emotions. Almost 2 decades later, a model was published in Journal of Occupational Health Psychology ( JOHP ) that viewed emotional labor through a psychological lens, as emotion regulation strategies that differentially relate to performance and wellbeing. For this anniversary issue of JOH P, we review the emotional labor as emotion regulation model, its contributions, limitations, and the state of the evidence for its propositions. At the heart of our article, we present a revised model of emotional labor as emotion regulation, that incorporates recent findings and represents a multilevel and dynamic nature of emotional labor as emotion regulation. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

Parents' Emotion-Related Beliefs, Behaviours, and Skills Predict Children's Recognition of Emotion

Science.gov (United States)

Castro, Vanessa L.; Halberstadt, Amy G.; Lozada, Fantasy T.; Craig, Ashley B.

2015-01-01

Children who are able to recognize others' emotions are successful in a variety of socioemotional domains, yet we know little about how school-aged children's abilities develop, particularly in the family context. We hypothesized that children develop emotion recognition skill as a function of parents' own emotion-related beliefs,…

Are young adolescents' social and emotional skills protective against involvement in violence and bullying behaviors?

Science.gov (United States)

Polan, Julie C; Sieving, Renee E; McMorris, Barbara J

2013-07-01

This study examined relationships between social-emotional skills and involvement in bullying and violence among young adolescents from ethnically diverse, economically disadvantaged urban neighborhoods. Data were from 171 sixth- and seventh-grade students involved in a larger intervention study. Analyses examined relationships between social-emotional skills measures (intrapersonal skills, stress management skills, interpersonal skills) and involvement in violence, physical bullying, and relational aggression. Of social-emotional skills indicators, interpersonal skills and stress management skills demonstrated significant bivariate relationships with each of the bullying and violence outcomes. In multivariate models, greater interpersonal skills and greater stress management skills were significantly associated with lower odds of violence involvement. Greater stress management skills were also significantly associated with lower levels of physical bullying and relational aggression. Findings suggest that efforts to foster development of young adolescents' social-emotional skills may, in turn, reduce their risk for involvement in bullying and violence.

Regulation of emotions in psychogenic nonepileptic seizures.

Science.gov (United States)

Urbanek, Monika; Harvey, Martin; McGowan, John; Agrawal, Niruj

2014-08-01

Despite the long history of psychogenic nonepileptic seizures (PNES), relatively little is known about the mechanisms that cause and maintain this condition. Emerging research evidence suggests that patients with PNES might have difficulties in regulating their emotions. However, much remains to be learned about the nature of these difficulties and the emotional responses of individuals with PNES. This study aimed to gain a detailed understanding of emotion regulation processes in patients with PNES by examining differences between patients with PNES and a healthy control group with regard to intensity of emotional reactions, understanding of one's emotional experience, beliefs about emotions, and managing emotions by controlling emotional expression. A cross-sectional design was used to compare the group with PNES (n=56) and the healthy control group (n=88) on a range of self-report measures. Participants with a diagnosis of PNES reported significantly poorer understanding of their emotions, more negative beliefs about emotions, and a greater tendency to control emotional expression compared to the control group. While intensity of emotions did not discriminate between the groups, poor understanding and negative beliefs about emotions were found to be significant predictors of PNES, even after controlling for age, education level, and emotional distress. Furthermore, the presence of some emotion regulation difficulties was associated with self-reported seizure severity. The results of this study are largely consistent with previous literature and provide evidence for difficulties in emotion regulation in patients with PNES. However, this research goes further in bringing together different aspects of emotion regulation, including beliefs about emotions, which have not been examined before. As far as it is known, this is the first study to suggest that levels of alexithymia in a population with PNES are positively associated with self-reported seizure severity. The

Attachment, emotion regulation and coping in portuguese emerging adults: a test of a mediation hypothesis

OpenAIRE

Joana Cabral; Paula Mena Matos; Wim Beyers; Bart Soenens

2012-01-01

Although the quality of parent-adolescent emotional bonds has consistently been proposed as a major influence on young adult's psycho-emotional functioning, the precise means by which these bonds either facilitate or impede adaptive coping are not well-understood. In an effort to advance this inquiry, the present study examined interrelationships among measures of parental attachment, emotion regulation processes, and preferred coping strategies within a sample of 942 college freshmen. Struct...

The temporal deployment of emotion regulation strategies during negative emotional episodes.

Science.gov (United States)

Kalokerinos, Elise K; Résibois, Maxime; Verduyn, Philippe; Kuppens, Peter

2017-04-01

Time is given a central place in theoretical models of emotion regulation (Gross, 1998, 2015), but key questions regarding the role of time remain unanswered. We investigated 2 such unanswered questions. First, we explored when different emotion regulation strategies were used within the course of an emotional episode in daily life. Second, we investigated the association between the temporal deployment of strategies and negative emotional experience. We conducted a daily diary study in which participants (N = 74) drew an intensity profile depicting the temporal unfolding of their negative emotional experience across daily events (N = 480), and mapped their usage of emotion regulation strategies onto this intensity profile. Strategies varied in their temporal deployment, with suppression and rumination occurring more at the beginning of the episode, and reappraisal and distraction occurring more toward the end of the episode. Strategies also varied in their association with negative emotion: rumination was positively associated with negative emotion, and reappraisal and distraction were negatively associated with negative emotion. Finally, both rumination and reappraisal interacted with time to predict negative emotional experience. Rumination was more strongly positively associated with negative emotions at the end of the episode than the beginning, but reappraisal was more strongly negatively associated with negative emotion at the beginning of the episode than the end. These findings highlight the importance of accounting for timing in the study of emotion regulation, as well as the necessity of studying these temporal processes in daily life. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

Emotion Regulation: A Theme in Search of Definition.

Science.gov (United States)

Thompson, Ross A.

1994-01-01

This essay considers how emotion regulation should be defined, the various components of the management of emotion, how emotion regulation strategies fit into the dynamics of social interaction, and how individual differences in emotion regulation should be conceptualized and measured. (MDM)

Integrating emotion regulation and emotional intelligence traditions: a meta-analysis

Science.gov (United States)

Peña-Sarrionandia, Ainize; Mikolajczak, Moïra; Gross, James J.

2015-01-01

Two relatively independent research traditions have developed that address emotion management. The first is the emotion regulation (ER) tradition, which focuses on the processes which permit individuals to influence which emotions they have, when they have them, and how they experience and express these emotions. The second is the emotional intelligence (EI) tradition, which focuses—among other things—on individual differences in ER. To integrate these two traditions, we employed the process model of ER (Gross, 1998b) to review the literature on EI. Two key findings emerged. First, high EI individuals shape their emotions from the earliest possible point in the emotion trajectory and have many strategies at their disposal. Second, high EI individuals regulate their emotions successfully when necessary but they do so flexibly, thereby leaving room for emotions to emerge. We argue that ER and EI traditions stand to benefit substantially from greater integration. PMID:25759676

Integrating emotion regulation and emotional intelligence traditions: a meta-analysis

Directory of Open Access Journals (Sweden)

Ainize ePeña-Sarrionandia

2015-02-01

Full Text Available Two relatively independent research traditions have developed that address emotion management. The first is the emotion regulation (ER tradition, which focuses on the processes which permit individuals to influence which emotions they have, when they have them, and how they experience and express these emotions. The second is the emotional intelligence (EI tradition, which focuses – among other things - on individual differences in ER. To integrate these two traditions, we employed the process model of ER (Gross, 1998 to review the literature on EI. Two key findings emerged. First, high EI individuals shape their emotions from the earliest possible point in the emotion trajectory and have many strategies at their disposal. Second, high EI individuals regulate their emotions successfully when necessary but they do so flexibly, thereby leaving room for emotions to emerge. We argue that ER and EI traditions stand to benefit substantially from greater integration.

Integrating emotion regulation and emotional intelligence traditions: a meta-analysis.

Science.gov (United States)

Peña-Sarrionandia, Ainize; Mikolajczak, Moïra; Gross, James J

2015-01-01

Two relatively independent research traditions have developed that address emotion management. The first is the emotion regulation (ER) tradition, which focuses on the processes which permit individuals to influence which emotions they have, when they have them, and how they experience and express these emotions. The second is the emotional intelligence (EI) tradition, which focuses-among other things-on individual differences in ER. To integrate these two traditions, we employed the process model of ER (Gross, 1998b) to review the literature on EI. Two key findings emerged. First, high EI individuals shape their emotions from the earliest possible point in the emotion trajectory and have many strategies at their disposal. Second, high EI individuals regulate their emotions successfully when necessary but they do so flexibly, thereby leaving room for emotions to emerge. We argue that ER and EI traditions stand to benefit substantially from greater integration.

Does the ability to express different emotions predict different indices of physical health? A skill-based study of physical symptoms and heart rate variability.

Science.gov (United States)

Tuck, Natalie L; Adams, Kathryn S; Consedine, Nathan S

2017-09-01

The outward expression of emotion has been frequently associated with better health outcomes, whereas suppressing emotion is thought to contribute to worse physical health. However, work has typically focused on trait expressive tendencies and the possibility that individual differences in the ability to express specific emotions may also be associated with health has not been widely tested. A cross-sectional study of community dwelling adults. One hundred and twenty-eight participants aged 18-88 years completed questionnaires assessing demographics and health status, before attending a testing session in which resting heart rate variability (HRV) was assessed. Participants then completed a performance-based test of expressive regulatory skill in which they were instructed to enhance and suppress their emotional expressions while they watched film clips validated to elicit amusement, sadness, and anger. Participants rated subjective emotional experience before and after each clip, and their degree of expressivity was scored using FACS-based Noldus FaceReader. Missing data resulted in a final sample size of 117. Linear regressions controlling for age, sex, diagnoses, and trait emotion revealed that greater ability to enhance sad expressions was associated with higher HRV while the ability to enhance expressions of joy was associated with lower symptom interference. In parallel models, the ability to flexibly regulate (both enhance and suppress) expressions of joy and sadness was also associated with lower symptom interference. Findings suggest that the ability to regulate expressions of both sadness and joy is associated with health indices even when controlling for trait affect and potential confounds. The present findings offer early evidence that individual differences in the ability to regulate the outward expression of emotion may be relevant to health and suggest that expressive regulatory skills offer a novel avenue for research and intervention. Statement

Emotion Generation and Emotion Regulation: One or Two Depends on Your Point of View

OpenAIRE

Gross, James J.; Barrett, Lisa Feldman

2011-01-01

Emotion regulation has the odd distinction of being a wildly popular construct whose scientific existence is in considerable doubt. In this article, we discuss the confusion about whether emotion generation and emotion regulation can and should be distinguished from one another. We describe a continuum of perspectives on emotion, and highlight how different (often mutually incompatible) perspectives on emotion lead to different views about whether emotion generation and emotion regulation can...

Parent emotional expressiveness and children's self-regulation: Associations with abused children's school functioning

Science.gov (United States)

Haskett, Mary E.; Stelter, Rebecca; Proffit, Katie; Nice, Rachel

2012-01-01

Objective Identifying factors associated with school functioning of abused children is important in prevention of long-term negative outcomes associated with school failure. The purpose of this study was to examine the degree to which parent emotional expressiveness and children's self-regulation predicted early school behavior of abused children. Methods The sample included 92 physically abused children ages 4-7 and one of their parents (95.7% mothers). Parents completed a measure of their own emotional expressiveness, and parents and teachers provided reports of children's self-regulatory skills. Children's school functioning was measured by observations of playground aggression and teacher reports of aggression and classroom behavior. Results Parents’ expression of positive and negative emotions was associated with various aspects of children's self-regulation and functioning in the school setting. Links between self-regulation and children's school adjustment were robust; poor self-regulation was associated with higher aggression and lower cooperation and self-directed behavior in the classroom. There was minimal support for a mediating role of children's self-regulation in links between parent expressiveness and children's behavior. Practice implications Findings point to the relevance of parent emotional expressivity and children's self-regulatory processes in understanding physically abused children's functioning at the transition to school. Although further research is needed, findings indicate that increasing parental expression of positive emotion should be a focus in treatment along with reduction in negativity of abusive parents. Further, addressing children's self-regulation could be important in efforts to reduce aggression and enhance children's classroom competence. PMID:22565040

Emotional Intensity and Emotion Regulation in Response to Autobiographical Memories During Dysphoria

DEFF Research Database (Denmark)

del Palacio Gonzalez, Adriana; Berntsen, Dorthe; Watson, Lynn Ann

2017-01-01

Retrieving personal memories may provoke different emotions and a need for emotion regulation. Emotional responses have been studied scarcely in relation to autobiographical memory retrieval. We examined the emotional response to everyday involuntary (spontaneously arising) and voluntary...... (strategically retrieved) memories, and how this response may be different during dysphoria. Participants (20 dysphoric and 23 non-depressed) completed a structured diary where the intensity of basic emotions and regulation strategies employed upon retrieval of memories were rated. Brooding, memory suppression......, and emotional suppression were higher for all individuals’ involuntary memories than voluntary memories. Negative emotions and regulation strategies were greater for dysphoric individuals for both involuntary and voluntary memories after controlling for the valence of the remembered events. The results provide...

Maladaptive and adaptive emotion regulation through music: a behavioral and neuroimaging study of males and females

Science.gov (United States)

Carlson, Emily; Saarikallio, Suvi; Toiviainen, Petri; Bogert, Brigitte; Kliuchko, Marina; Brattico, Elvira

2015-01-01

Music therapists use guided affect regulation in the treatment of mood disorders. However, self-directed uses of music in affect regulation are not fully understood. Some uses of music may have negative effects on mental health, as can non-music regulation strategies, such as rumination. Psychological testing and functional magnetic resonance imaging (fMRI) were used explore music listening strategies in relation to mental health. Participants (n = 123) were assessed for depression, anxiety and Neuroticism, and uses of Music in Mood Regulation (MMR). Neural responses to music were measured in the medial prefrontal cortex (mPFC) in a subset of participants (n = 56). Discharge, using music to express negative emotions, related to increased anxiety and Neuroticism in all participants and particularly in males. Males high in Discharge showed decreased activity of mPFC during music listening compared with those using less Discharge. Females high in Diversion, using music to distract from negative emotions, showed more mPFC activity than females using less Diversion. These results suggest that the use of Discharge strategy can be associated with maladaptive patterns of emotional regulation, and may even have long-term negative effects on mental health. This finding has real-world applications in psychotherapy and particularly in clinical music therapy. PMID:26379529

Maladaptive and adaptive emotion regulation through music: A behavioural and neuroimaging study of males and females

Directory of Open Access Journals (Sweden)

Emily eCarlson

2015-08-01

Full Text Available Music therapists use guided affect regulation in the treatment of mood disorders. However, self-directed uses of music in affect regulation are not fully understood. Some uses of music may have negative effects on mental health, as can non-music regulation strategies, such as rumination. Psychological testing and functional magnetic resonance imaging (fMRI were used explore music listening strategies in relation to mental health. Participants (n=123 were assessed for depression, anxiety and Neuroticism, and uses of Music in Mood Regulation (MMR. Neural responses to music were measured in the medial prefrontal cortex (mPFC in a subset of participants (n=56. Discharge, using music to express negative emotions, related to increased anxiety and Neuroticism in all participants and particularly in males. Males high in Discharge showed decreased activity of mPFC during music listening compared with those using less Discharge. Females high in Diversion, using music to distract from negative emotions, showed more mPFC activity than females using less Diversion. These results suggest that the use of Discharge strategy can be associated with maladaptive patterns of emotional regulation, and may even have long-term negative effects on mental health. This finding has real-world applications in psychotherapy and particularly in clinical music therapy.

Growth curves of clients' emotional experience and their association with emotion regulation and symptoms.

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Fisher, Hadar; Atzil-Slonim, Dana; Bar-Kalifa, Eran; Rafaeli, Eshkol; Peri, Tuvia

2017-12-06

Emotional experience during psychotherapy is considered a core mechanism of change. Yet the sheer experience itself may not necessarily be beneficial; instead, the trajectories of emotional experience need to be explored as possible predictors of treatment outcomes. This study investigated whether clients' pre-treatment levels of emotion regulation and symptoms predicted patterns of session-to-session change in emotional experience. We also explored which patterns better predict clients' improvement in emotion regulation and symptoms from pre- to post treatment. One-hundred and seven clients undergoing psychodynamic psychotherapy completed questionnaires on their symptoms and emotion regulation at pre- and post- treatment. They also reported their level of emotional experience at the end of each session. Pre-treatment symptoms and difficulties in emotion regulation predicted greater instability in emotional experience. Higher mean levels of emotional experience during treatment were associated with an improvement in emotion regulation, and greater stability during treatment was associated with improvement in emotion regulation and symptoms. These findings lend weight to the idea that experiencing emotion in the therapeutic environment has significant implications for clients' ability to manage their emotions outside the session. However, emotions experienced in an unstable manner within therapy are associated with poorer outcomes. Clinical and methodological significance of this article: Therapists can benefit from observing the patterns and not only the level of their clients' emotional experiences. The identification of clients' difficulties early in treatment may help therapists guide clients through the delicate process of carefully attending to their emotions.

Emotions in communication skills training - experiences from general practice to Porsche maintenance.

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Lundeby, Tonje; Jacobsen, Henrik Børsting; Lundeby, Paul Andreas; Loge, Jon Håvard

2017-11-01

The emphasis on skills in communication training of physicians has gained momentum over the last 30 years. Furthermore, a specific focus on skills to address emotions has been suggested and more recently supported by empirical studies. In this paper we use the Expanded Four Habits Model to illustrate how a structured consultation model supplemented with specific skills to address emotions is considered useful in medical and non-medical settings. The primacy of emotions in different types of professional encounters is discussed in relation to education and practice. Copyright © 2017 Elsevier B.V. All rights reserved.

Neurocognitive bases of emotion regulation development in adolescence

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Saz P. Ahmed

2015-10-01

Full Text Available Emotion regulation is the ability to recruit processes to influence emotion generation. In recent years there has been mounting interest in how emotions are regulated at behavioural and neural levels, as well as in the relevance of emotional dysregulation to psychopathology. During adolescence, brain regions involved in affect generation and regulation, including the limbic system and prefrontal cortex, undergo protracted structural and functional development. Adolescence is also a time of increasing vulnerability to internalising and externalising psychopathologies associated with poor emotion regulation, including depression, anxiety and antisocial behaviour. It is therefore of particular interest to understand how emotion regulation develops over this time, and how this relates to ongoing brain development. However, to date relatively little research has addressed these questions directly. This review will discuss existing research in these areas in both typical adolescence and in adolescent psychopathology, and will highlight opportunities for future research. In particular, it is important to consider the social context in which adolescent emotion regulation develops. It is possible that while adolescence may be a time of vulnerability to emotional dysregulation, scaffolding the development of emotion regulation during this time may be a fruitful preventative target for psychopathology.

Approach/avoidance motives, test emotions, and emotional regulation related to testing.

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Schutz, Paul A; Benson, Jeri; Decuir-Gunby, Jessica T

2008-07-01

This research stems from our program of work that focuses on understanding how students regulated their emotions related to testing. The primary goal for this study was to incorporate the approach/ avoidance motives into a model of emotional regulation related to testing. In addition, a secondary goal was to report on efforts at construct validation of the scores obtained during the refinement of the Emotional Regulation Related to Testing (ERT) Scale. Our results suggest that underlying beliefs, such as approach/avoid motives and the cognitive-appraisal process, of the ERT had both direct and indirect effects to both pleasant and unpleasant emotions related to testing. In addition, the ERT accounted for 56% of the variance in Pleasant and 87% of Unpleasant Test Emotions.

Neural pathways in 'emotional approach' as experiential emotion regulation strategy.

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Vandekerckhove, M; Van Hecke, W; Quirin, M; De Mey, J

2018-02-15

Current research on emotion shows an increasing interest in the neuronal correlates of emotion regulation (ER). While previous research on ER has focused on gray matter correlates, this study represents the first exploratory study on white matter integrity and brain networks of ER. Responding to the gap between cognitive and affective approaches of ER, pertaining to some of the daily emotional stressors, the present study investigates a complementary experiential approach such as 'Emotional approach' or the tendency to affectively acknowledge, understand and express emotional experience (cf. Stanton et al., 2000). Diffusion tensor magnetic resonance imaging (DTI-MRI) measures of fractional anisotropy (FA) and mean diffusivity (MD) evaluated dispositional ER in a group of 21 women with (1) a 'high emotional approach' (HEA) (N = 11) and (2) a 'low emotional approach' (LEA) (N= 10). HEA exhibited more FA of the cingulum supporting emotion processing and regulation, whereas LEA showed a higher FA in the right corticospinal tracts supporting automatic action tendencies and, together with a higher FA in the superior longitudinal fasciculus (SLF), cognitive control tasks and monitoring of emotion. LEA also correlated with a significant increase in MD in the body (p. = 0.05) and in the splenium of the corpus callosum (CC). A higher FA in the inferior longitudinal fasciculus (IFL) may indicate higher visual- affective integration within emotion processing, whereas more MD in the body and splenium of the CC may decrease the interhemispheric integration of emotional information within emotion processing and regulation. Copyright © 2018. Published by Elsevier B.V.

Mobile Phone Use, Emotion Regulation, and Well-Being.

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Hoffner, Cynthia A; Lee, Sangmi

2015-07-01

This study examined the use of mobile phones to regulate negative emotions, considering both the role of different aspects of phone use and individual differences in emotion regulation strategies. A total of 287 young adult smartphone users completed an online survey that addressed use of mobile phones for negative emotion regulation. They responded to a phone loss scenario by rating how much they would miss various uses/functions of the phone (which could be involved in emotion regulation). Habitual use of reappraisal to regulate emotion was associated with missing both interpersonal contact and social support, but not access to entertainment/information. In contrast, habitual use of emotion suppression was associated only with missing entertainment/information content. Regulating negative emotions via mobile phone was associated with missing all three uses/functions of the phone, but perception that the phone was effective in remediating negative emotion was associated only with missing social support. Well-being was related to greater use and perceived effectiveness of the mobile phone for emotion regulation. Overall, this study demonstrates that mobile phones can yield psychological benefits, depending on how they are used. Findings suggest that using the phone for social support is most likely to lead to effective remediation of negative emotion. Interpretations and implications of the findings are discussed.

Emotion regulation in children with behavior problems: linking behavioral and brain processes.

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Granic, Isabela; Meusel, Liesel-Ann; Lamm, Connie; Woltering, Steven; Lewis, Marc D

2012-08-01

Past studies have shown that aggressive children exhibit rigid (rather than flexible) parent-child interactions; these rigid repertoires may provide the context through which children fail to acquire emotion-regulation skills. Difficulties in regulating emotion are associated with minimal activity in dorsal systems in the cerebral cortex, for example, the anterior cingulate cortex. The current study aimed to integrate parent-child and neurocognitive indices of emotion regulation and examine their associations for the first time. Sixty children (8-12 years old) referred for treatment for aggression underwent two assessments. Brain processes related to emotion regulation were assessed using dense-array EEG with a computerized go/no-go task. The N2 amplitudes thought to tap inhibitory control were recorded, and a source analysis was conducted. In the second assessment, parents and children were videotaped while trying to solve a conflict topic. State space grids were used to derive two dynamic flexibility parameters from the coded videotapes: (a) the number of transitions between emotional states and (b) the dispersion of emotional states, based on proportional durations in each state. The regression results showed that flexibility measures were not related to N2 amplitudes. However, flexibility measures were significantly associated with the ratio of dorsal to ventral source activation: for transitions, ΔR 2 = .27, F (1, 34) = 13.13, p = .001; for dispersion, ΔR 2 = .29, F (1, 35) = 14.76, p < .001. Thus, in support of our main hypothesis, greater dyadic flexibility was associated with a higher ratio of dorsomedial to ventral activation, suggesting that children with more flexible parent-child interactions are able to recruit relatively more dorsomedial activity in challenging situations.

Conflict adaptation in emotional task underlies the amplification of target.

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Chechko, Natalia; Kellermann, Thilo; Schneider, Frank; Habel, Ute

2014-04-01

A primary function of cognitive control is to adjust the cognitive system according to situational demands. The so-called "conflict adaptation effect" elicited in laboratory experiments is supposed to reflect the above function. Neuroimaging studies suggest that adaptation of nonemotional conflict is mediated by the dorsolateral prefrontal cortex through a top-down enhancement of task-relevant (target), relative to task-irrelevant (distractor), stimulus representation in the sensory cortices. The adaptation of emotional conflict, on the other hand, is suggested to be related to the rostral anterior cingulate inhibiting the processing of emotional distractors through a top-down modulation of amygdala responsivity. In the present study, we manipulated, on a trial-by-trial basis, the levels of semantic interference conflict triggered by the incompatibility between emotional faces (targets) and emotional words (distractors) in a modified version of the emotional Stroop task. Similar to previous observations involving nonemotional interference effects, the behavioral adaptation of emotional conflict was found to be paralleled by a stronger recruitment of the fusiform face area. Additional areas related to the conflict adaptation effect were the bilateral insula, the bilateral frontal operculum (fO), the right amygdala, the left precentral and postcentral gyri, and the parietal cortex. These findings suggest that augmentation of cortical responses to task-relevant information in emotional conflict may be related to conflict adaptation processes in a way that has been observed in nonemotional conflict, challenging the view that brain circuitries underlying the conflict adaptation effect depend only on the nature of conflict.

Socialization of emotions and emotion regulation in cultural context

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Trommsdorff, Gisela; Heikamp, Tobias

2013-01-01

In this chapter, universal and culture-specific aspects of socialization of emotion regulation are discussed. Emotions and emotion regu lation are socialized and develop in cultural contexts. Cultural views on self·other relations are the basis for the chi ld's agentie self and emotion regu lation affecting the socio-emotional adjustment in the respective culture. Cultural models of self-other relations are transmitted through socia lization processes such as parenting beliefs and practices, ...

The Role of Emotional Experience,Emotional Intelligence,and Emotional Attitude：A Longitudinal Study About Emotion Regulation%情绪调节的发展及其与情绪体验、情绪能力、情绪调节态度的关系

Institute of Scientific and Technical Information of China (English)

邓欣媚; 王瑞安; 桑标

2011-01-01

Growing interest in emotion regulation is reflected in the studies of cognitive and social development.However,the extant studies mainly highlight how different emotion regulatory strategies contribute to their related developmental construct and ignore the development of emotion regulation itself.Recent studies suggest that the change of emotional experience,emotional intelligence,and emotional regulation attitude could predict and explain the development of emotional regulation.Based on the framework of the process model proposed by Gross and Levenson,our present study explored the contribution of emotional experience,emotional intelligence, and emotional regulation attitude to emotional regulation in a developmental scope.The adaptive functions of different emotion regulatory strategies were discussed as well. We adopted the longitudinal design and examined 569 junior students（Grade 6 and Grade 8 students from Shanghai junior middle schools） in the first semester of the academic year.After ten months,we examined them again.In the second phase of the study,469 of 569 students（who became Grade 7 and Grade 9 students） participated in the test.In each phase of the study,the students completed the demographic information,Emotion Regulation Questionnaire,Daily Emotion Scale,Traits Meta-Mood Scale,and Emotional Attitude Questionnaire. There are several important results and conclusion.Compared with Phase 2,adolescents experienced more positive emotion,reported a stronger up-and-down-regulation attitude,and up-regulated their emotion habitually when encountering positive emotional episodes in Phase 1.Adolescents who reported higher changes of both positive and negative emotion experience would use more and more up-regulation during the development.Nevertheless,compared with the positive emotion experience,higher changes of down-regulation using were reported by the adolescents who experienced more negative emotion when growing up.Adolescents who reported higher

Implicit Beliefs about Emotion Regulation and Their Relations with Emotional Experiences among Chinese Adolescents

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Deng, Xinmei; Sang, Biao; Chen, Xinyin

2017-01-01

There is growing interest in understanding how beliefs about emotion regulation are related to individual emotional experiences. Extant studies have mainly focused on explicit beliefs about emotion regulation among individuals in Western societies. The current study examined implicit emotion regulation and explored their contributions to emotional…

The effect of group play therapy on social-emotional skills in pre-school children.

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Chinekesh, Ahdieh; Kamalian, Mehrnoush; Eltemasi, Masoumeh; Chinekesh, Shirin; Alavi, Manijeh

2013-12-24

Childhood is important and critical period in human life. The foundation of ego is shaped in childhood. Play therapy is one of the successful strategies to help children with inner conflicts problems. This method of psychotherapy is base on the normal learning processes of children, provides solutions to relieve feelings of stress, and expands self-expression. Group play therapy can enhance the self-awareness, self- regulation, social communication, empathy and adoptability in children. Present study investigated the effects of play therapy on relational and emotional skills of pre-school children. For this purpose, the total numbers of 372 pre-school children were randomly selected, and divided into two equal groups (case and control). In next step, the BUSSE-SR methodology was used for evaluation and comparison of self-awareness, self-regulation, social interaction, empathy, adoptability, and control groups. Pre-test were performed for both groups and case group was involved in-group play therapy. According to the results of post-test, correlation of variables between case-control groups was examined by multivariate analysis of covariance. Frequency of boys and girls in our sample were 51.3 and 48.7 percent, respectively. The mean age of children was 5.1±0.6 year. According to the results of present study, play therapy significantly enhanced the social-emotional skills (Pplay therapy can be used in pre-school centers to help children learn problem-solving skills and communicate with others.

Emotion malleability beliefs, emotion regulation, and psychopathology: Integrating affective and clinical science.

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Kneeland, Elizabeth T; Dovidio, John F; Joormann, Jutta; Clark, Margaret S

2016-04-01

Beliefs that individuals hold about whether emotions are malleable or fixed, also referred to as emotion malleability beliefs, may play a crucial role in individuals' emotional experiences and their engagement in changing their emotions. The current review integrates affective science and clinical science perspectives to provide a comprehensive review of how emotion malleability beliefs relate to emotionality, emotion regulation, and specific clinical disorders and treatment. Specifically, we discuss how holding more malleable views of emotion could be associated with more active emotion regulation efforts, greater motivation to engage in active regulatory efforts, more effort expended regulating emotions, and lower levels of pathological distress. In addition, we explain how extending emotion malleability beliefs into the clinical domain can complement and extend current conceptualizations of major depressive disorder, social anxiety disorder, and generalized anxiety disorder. This may prove important given the increasingly central role emotion dysregulation has been given in conceptualization and intervention for these psychiatric conditions. Additionally, discussion focuses on how emotion beliefs could be more explicitly addressed in existing cognitive therapies. Promising future directions for research are identified throughout the review. Copyright © 2016 Elsevier Ltd. All rights reserved.

Emotional Intelligence of Self Regulated Learners

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Rathore, Ami

2018-01-01

The study was conducted on self regulated learners of senior secondary school. The main objectives of the study were to find out significant dimensions of emotional intelligence held by self regulated learners. To compare the emotional intelligence dimensions of self regulated learners, in terms of subject and gender. To find out the relationship…

Emotion regulation and emotion coherence: evidence for strategy-specific effects.

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Dan-Glauser, Elise S; Gross, James J

2013-10-01

One of the central tenets of emotion theory is that emotions involve coordinated changes across experiential, behavioral, and physiological response domains. Surprisingly little is known, however, about how the strength of this emotion coherence is altered when people try to regulate their emotions. To address this issue, we recorded experiential, behavioral, and physiological responses while participants watched negative and positive pictures. Cross-correlations were used to quantify emotion coherence. Study 1 tested how two types of suppression (expressive and physiological) influence coherence. Results showed that both strategies decreased the response coherence measured in negative and positive contexts. Study 2 tested how multichannel suppression (simultaneously targeting expressive and physiological responses) and acceptance influence emotion coherence. Results again showed that suppression decreased coherence. By contrast, acceptance was not significantly different from the unregulated condition. These findings help to clarify the nature of emotion response coherence by showing how different forms of emotion regulation may differentially affect it.

Emotion Regulation and Emotion Coherence: Evidence for Strategy-Specific Effects

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Dan-Glauser, Elise S.; Gross, James J.

2014-01-01

One of the central tenets of emotion theory is that emotions involve coordinated changes across experiential, behavioral, and physiological response domains. Surprisingly little is known, however, on how the strength of this emotion coherence is altered when people try to regulate their emotions. To address this issue, we recorded experiential, behavioral, and physiological responses while participants watched negative and positive pictures. Cross-correlations were used to quantify emotion coherence. Study 1 tested how two types of suppression (expressive and physiological) influence coherence. Results showed that both strategies decreased the response coherence measured in negative and positive contexts. Study 2 tested how multi-channel suppression (simultaneously targeting expressive and physiological responses) and acceptance influence emotion coherence. Results again showed that suppression decreased coherence. By contrast, acceptance was not significantly different from the unregulated condition. These findings help to clarify the nature of emotion response coherence by showing how different forms of emotion regulation may differentially affect it. PMID:23731438

Emotions and Emotion Regulation in Economic Decision Making

OpenAIRE

Astor, Philipp J.

2013-01-01

By employing the methodology of experimental economics, the thesis examines the influence of emotions on decision making in electronic auction markets. Subjects' emotional processes are measured by psychophysiological indicators, helping to decipher the coherence of information, emotion (regulation) and decision making. Four chapters build the main body of the thesis and all are constructed similarly: introduction, design, method, results, limitations, theoretical and managerial implications.

Social anxiety and emotion regulation flexibility: considering emotion intensity and type as contextual factors.

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O'Toole, Mia S; Zachariae, Robert; Mennin, Douglas S

2017-11-01

Individuals with social anxiety disorder have often been considered inflexible in their emotion regulation. The aim of this study was to investigate emotion regulation flexibility in socially anxious individuals in response to two contextual factors, namely different levels of emotion intensity and emotion type. A daily diary approach was employed, investigating emotion regulation (i.e., experiential avoidance, expressive suppression and cognitive reappraisal) in college students scoring high (N = 62; HSA) and low (N = 52; LSA) on social anxiety. Results revealed that HSAs were found to use more experiential avoidance than LSAs, especially at higher levels of negative intensity. The use of this emotion regulation strategy appeared to be driven by guilt, nervousness, and sadness. There were no between-group differences concerning the other strategies in response to varying levels of emotional intensity. Together, the results provide evidence for inflexible emotion regulation in HSAs, reflected in an unwillingness to experience negative emotions.

Rapid improvements in emotion regulation predict intensive treatment outcome for patients with bulimia nervosa and purging disorder.

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MacDonald, Danielle E; Trottier, Kathryn; Olmsted, Marion P

2017-10-01

Rapid and substantial behavior change (RSBC) early in cognitive behavior therapy (CBT) for eating disorders is the strongest known predictor of treatment outcome. Rapid change in other clinically relevant variables may also be important. This study examined whether rapid change in emotion regulation predicted treatment outcomes, beyond the effects of RSBC. Participants were diagnosed with bulimia nervosa or purging disorder (N = 104) and completed ≥6 weeks of CBT-based intensive treatment. Hierarchical regression models were used to test whether rapid change in emotion regulation variables predicted posttreatment outcomes, defined in three ways: (a) binge/purge abstinence; (b) cognitive eating disorder psychopathology; and (c) depression symptoms. Baseline psychopathology and emotion regulation difficulties and RSBC were controlled for. After controlling for baseline variables and RSBC, rapid improvement in access to emotion regulation strategies made significant unique contributions to the prediction of posttreatment binge/purge abstinence, cognitive psychopathology of eating disorders, and depression symptoms. Individuals with eating disorders who rapidly improve their belief that they can effectively modulate negative emotions are more likely to achieve a variety of good treatment outcomes. This supports the formal inclusion of emotion regulation skills early in CBT, and encouraging patient beliefs that these strategies are helpful. © 2017 Wiley Periodicals, Inc.

Neurophysiological correlates of attention behavior in early infancy: Implications for emotion regulation during early childhood

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Perry, Nicole B.; Swingler, Margaret M.; Calkins, Susan D.; Bell, Martha Ann

2015-01-01

Current theoretical conceptualizations of regulatory development suggest that attention processes and emotion regulation processes share common neurophysiological underpinnings and behavioral antecedents such that emotion regulation abilities may build upon early attentional skills. To further elucidate this proposed relationship, we tested whether early neurophysiological processes measured during an attention task in infancy predicted in-task attention behavior, and whether infant's attention behavior was subsequently associated with their ability to regulate emotion in early childhood (N=388). Results indicated that, greater EEG power change (from baseline to task) at medial frontal locations (F3 and F4) during an attention task at 10 months were associated with concurrent observed behavioral attention. Specifically, greater change in EEG power at the right frontal location (F4) was associated with more attention, and greater EEG power at the left frontal location (F3) was associated with less attention, indicating a potential right hemisphere specialization for attention processes already present in the first year of life. In addition, after controlling for 5-month attention behavior, increased behavioral attention at 10-months was negatively associated with children's observed frustration to emotional challenge at age 3. Finally, the indirect effects from 10-month EEG power change at F3 and F4 to 3-year emotion regulation via infants' 10-month behavioral attention were significant, suggesting that infant's attention behavior is one mechanism through which early neurophysiological activity is related to emotion regulation abilities in childhood. PMID:26381926

The interactive roles of parenting, emotion regulation and executive functioning in moral reasoning during middle childhood.

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Hinnant, J Benjamin; Nelson, Jackie A; O'Brien, Marion; Keane, Susan P; Calkins, Susan D

2013-01-01

We examined mother-child co-operative behaviour, children's emotion regulation and executive function, as well as combinations of these factors, as predictors of moral reasoning in 89 10-year-old children. Dyadic co-operation was coded from videotaped observations of laboratory puzzle and speech tasks. Emotion regulation was derived from maternal report, and executive functioning was assessed with the Tower of London task. Moral reasoning was coded during mother-child conversations about morally ambiguous, peer-conflict situations. Two significant interactions indicated that children from more co-operative dyads who also had higher executive function skills had higher moral reasoning scores than other children, and children lower in both emotion regulation and executive function had lower moral reasoning scores than other children. The results contribute to the literature on the multiple and interactive levels of influence on moral reasoning in childhood.

The Interactive Roles of Parenting, Emotion Regulation and Executive Functioning in Moral Reasoning during Middle Childhood

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Hinnant, J. Benjamin; Nelson, Jackie A.; O’Brien, Marion; Keane, Susan P.; Calkins, Susan D.

2013-01-01

We examined mother-child cooperative behavior, children’s emotion regulation and executive function, as well as combinations of these factors, as predictors of moral reasoning in 89 10-year-old children. Dyadic cooperation was coded from videotaped observations of laboratory puzzle and speech tasks. Emotion regulation was derived from maternal report, and executive functioning was assessed with the Tower of London task. Moral reasoning was coded during mother-child conversations about morally ambiguous, peer-conflict situations. Two significant interactions indicated that children from more cooperative dyads who also had higher executive function skills had higher moral reasoning scores than other children, and children lower in both emotion regulation and executive function had lower moral reasoning scores than other children. The results contribute to the literature on the multiple and interactive levels of influence on moral reasoning in childhood. PMID:23650955

Emotional dysregulation is a primary symptom in adult Attention-Deficit/Hyperactivity Disorder (ADHD).

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Hirsch, Oliver; Chavanon, MiraLynn; Riechmann, Elke; Christiansen, Hanna

2018-05-01

analysis revealed no such differences. Our model adequately characterizes the relations between and among clinically and therapeutically relevant symptoms in adult ADHD, thus potentially informing future therapeutic interventions by targeting the successful and flexible use of adaptive emotion regulation skills. Copyright © 2018 Elsevier B.V. All rights reserved.

vlPFC-vmPFC-Amygdala Interactions Underlie Age-Related Differences in Cognitive Regulation of Emotion.

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Silvers, Jennifer A; Insel, Catherine; Powers, Alisa; Franz, Peter; Helion, Chelsea; Martin, Rebecca E; Weber, Jochen; Mischel, Walter; Casey, B J; Ochsner, Kevin N

2017-07-01

Emotion regulation is a critical life skill that develops throughout childhood and adolescence. Despite this development in emotional processes, little is known about how the underlying brain systems develop with age. This study examined emotion regulation in 112 individuals (aged 6-23 years) as they viewed aversive and neutral images using a reappraisal task. On "reappraisal" trials, participants were instructed to view the images as distant, a strategy that has been previously shown to reduce negative affect. On "reactivity" trials, participants were instructed to view the images without regulating emotions to assess baseline emotional responding. During reappraisal, age predicted less negative affect, reduced amygdala responses and inverse coupling between the ventromedial prefrontal cortex (vmPFC) and amygdala. Moreover, left ventrolateral prefrontal (vlPFC) recruitment mediated the relationship between increasing age and diminishing amygdala responses. This negative vlPFC-amygdala association was stronger for individuals with inverse coupling between the amygdala and vmPFC. These data provide evidence that vmPFC-amygdala connectivity facilitates vlPFC-related amygdala modulation across development. © The Author 2016. Published by Oxford University Press. All rights reserved. For Permissions, please e-mail: journals.permissions@oup.com.

Cognitions as determinants of (mal)adaptive emotions and emotionally intelligent behavior in an organizational context.

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Spörrle, Matthias; Welpe, Isabell M; Försterling, Friedrich

2006-01-01

This study applies the theoretical concepts of Rational Emotive Behavior Therapy (REBT; Ellis, 1962, 1994) to the analysis of functional and dysfunctional behaviour and emotions in the workplace and tests central assumptions of REBT in an organizational setting. We argue that Ellis' appraisal theory of emotion sheds light on some of the cognitive and emotional antecedents of emotional intelligence and emotionally intelligent behaviour. In an extension of REBT, we posit that adaptive emotions resulting from rational cognitions reflect more emotional intelligence than maladaptive emotions which result from irrational cognitions, because the former lead to functional behaviour. We hypothesize that semantically similar emotions (e.g. annoyance and rage) lead to different behavioural reactions and have a different functionality in an organizational context. The results of scenario experiments using organizational vignettes confirm the central assumptions of Ellis' appraisal theory and support our hypotheses of a correspondence between adaptive emotions and emotionally intelligent behaviour. Additionally, we find evidence that irrational job-related attitudes result in reduced work (but not life) satisfaction.

Emotion regulation strategies mediate the associations of positive and negative affect to upper extremity physical function.

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Talaei-Khoei, Mojtaba; Nemati-Rezvani, Hora; Fischerauer, Stefan F; Ring, David; Chen, Neal; Vranceanu, Ana-Maria

2017-05-01

The Gross process model of emotion regulation holds that emotion-eliciting situations (e.g. musculoskeletal illness) can be strategically regulated to determine the final emotional and behavioral response. Also, there is some evidence that innate emotional traits may predispose an individual to a particular regulating coping style. We enrolled 107 patients with upper extremity musculoskeletal illness in this cross-sectional study. They completed self-report measures of positive and negative affect, emotion regulation strategies (cognitive reappraisal and expressive suppression), upper extremity physical function, pain intensity, and demographics. We used Preacher and Hayes' bootstrapping approach to process analysis to infer the direct effect of positive and negative affect on physical function as well as their indirect effects through activation of emotion regulation strategies. Negative affect was associated with decreased physical function. The association was partly mediated by expressive suppression (b (SE)=-.10 (.05), 95% BCa CI [-.21, -.02]). Positive affect was associated with increased physical function. Cognitive reappraisal partially mediated this association (b (SE)=.11 (.05), 95% BCa CI [.03, .24]). After controlling for pain intensity, the ratio of the mediated effect to total effect grew even larger in controlled model comparing to uncontrolled model (33% vs. 26% for expressive suppression and 32% vs. 30% for cognitive reappraisal). The relationships between affect, emotion regulation strategies and physical function appear to be more dependent on the emotional response to an orthopedic condition rather than the intensity of the nociceptive stimulation of the pain. Findings support integration of emotion regulation training in skill-based psychotherapy in this population to mitigate the effect of negative affect and enhance the influence of positive affect on physical function. Copyright © 2017 Elsevier Inc. All rights reserved.

Cultural differences in hedonic emotion regulation after a negative event.

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Miyamoto, Yuri; Ma, Xiaoming; Petermann, Amelia G

2014-08-01

Beliefs about emotions can influence how people regulate their emotions. The present research examined whether Eastern dialectical beliefs about negative emotions lead to cultural differences in how people regulate their emotions after experiencing a negative event. We hypothesized that, because of dialectical beliefs about negative emotions prevalent in Eastern culture, Easterners are less motivated than Westerners to engage in hedonic emotion regulation-up-regulation of positive emotions and down-regulation of negative emotions. By assessing online reactions to a recent negative event, Study 1 found that European Americans are more motivated to engage in hedonic emotion regulation. Furthermore, consistent with the reported motivation to regulate emotion hedonically, European Americans show a steeper decline in negative emotions 1 day later than do Asians. By examining retrospective memory of reactions to a past negative event, Study 2 further showed that cultural differences in hedonic emotion regulation are mediated by cultural differences in dialectical beliefs about motivational and cognitive utility of negative emotions, but not by personal deservingness or self-efficacy beliefs. These findings demonstrate the role of cultural beliefs in shaping emotion regulation and emotional experiences.

Processing and regulation of negative emotions in anorexia nervosa: An fMRI study

Directory of Open Access Journals (Sweden)

Maria Seidel

Full Text Available Theoretical models and recent advances in the treatment of anorexia nervosa (AN have increasingly focused on the role of alterations in the processing and regulation of emotions. To date, however, our understanding of these changes is still limited and reports of emotional dysregulation in AN have been based largely on self-report data, and there is a relative lack of objective experimental evidence or neurobiological data.The current functional magnetic resonance imaging (fMRI study investigated the hemodynamic correlates of passive viewing and voluntary downregulation of negative emotions by means of the reappraisal strategy detachment in AN patients. Detachment is regarded as adaptive regulation strategy associated with a reduction in emotion-related amygdala activity and increased recruitment of prefrontal brain regions associated with cognitive control processes. Emotion regulation efficacy was assessed via behavioral arousal ratings and fMRI activation elicited by an established experimental paradigm including negative images. Participants were instructed to either simply view emotional pictures or detach themselves from feelings triggered by the stimuli.The sample consisted of 36 predominantly adolescent female AN patients and a pairwise age-matched healthy control group. Behavioral and neuroimaging data analyses indicated a reduction of arousal and amygdala activity during the regulation condition for both patients and controls. However, compared with controls, individuals with AN showed increased activation in the amygdala as well as in the right dorsolateral prefrontal cortex (dlPFC during the passive viewing of aversive compared with neutral pictures.These results extend previous findings indicative of altered processing of salient emotional stimuli in AN, but do not point to a general deficit in the voluntary regulation of negative emotions. Increased dlPFC activation in AN during passive viewing of negative stimuli is in line with

Emotion Regulation in Children with Down Syndrome.

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Smith, Maureen C.; Walden, Tedra A.

This study presents a preliminary exploration of emotion regulation in a sample of 20 children (ages 3-18 years) with Down Syndrome. Three aspects of emotion regulation (modulation, organization, flexibility) were predicted from emotion variables (affect intensity, affective expression, and autonomy-curiosity and motivation) in backward regression…

Chilean Family Reminiscing about Emotions and Its Relation to Children's Self-Regulation Skills

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Leyva, Diana; Nolivos, Virginia

2015-01-01

Research Findings: This study examined the relation between Chilean parents' narrative participatory styles (i.e., the way in which parents scaffold children's participation in conversations) and children's self-regulation skills. A total of 210 low-income Chilean parent-child dyads participated in the study. Dyads were videotaped talking about a…

Investigating Transactions among Motives, Emotional Regulation Related to Testing, and Test Emotions

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DeCuir-Gunby, Jessica T.; Aultman, Lori Price; Schutz, Paul A.

2009-01-01

The authors examined the relationships among achievement motives, emotional regulation, and emotions. They collected data from 425 college undergraduates (110 men, 315 women) and used several scales, including the Achievement Motives Scales (K. Hagtvet & L. Zou, 2000), the Emotional Regulation During Testing Scale (P. A. Schutz, C. DiStefano,…

The selected aspects of emotional labour and emotion regulation in medical jobs

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Maciej Załuski

2017-07-01

Full Text Available Background: the term of emotional labour describes the processes which occur at the medical staff while carrying out emotional expectations of patients. There are links between emotional labour, work strain and the exhaustion of physical and emotional strenght. Goal of dissertation: to discuss certain problems connected with the phenomenon of the emotional labour and the emotion regulation processes which occur to the medical staff during the contact with patients. Summary and conclusion: there are a lot of research which confirm the negative health effects of some kinds of emotional labour and emotion regulation. Discussed issues rarely appear in Polish medical magazines in spite of the increasing number of foreign publications. Key words: emotional intelligence, interpersonal relations, health personnel

Pilot study of a brief dialectical behavior therapy skills group for jail inmates.

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Moore, Kelly E; Folk, Johanna B; Boren, Emily A; Tangney, June P; Fischer, Sarah; Schrader, Shannon W

2018-02-01

Regulating emotions, refraining from impulsive, maladaptive behavior, and communicating effectively are considered primary treatment needs among jail inmates. Dialectical behavior therapy (DBT; Linehan, 1993a) skills address these deficits and have been implemented in long-term correctional settings, but have yet to be adapted for general population inmates in short-term jail settings. This study assessed the feasibility and acceptability of a DBT skills group in a jail setting, as well as its utility in improving coping skills and emotional/behavioral dysregulation. Male jail inmates participated in an 8-week DBT skills group and completed pre- and posttest assessments of coping skills, emotional/behavioral dysregulation, and measures of treatment acceptability. Out of 27 who started therapy, 16 completed it, primarily due to involuntary attrition such as transfer to another correctional facility. Although several logistical issues arose during this pilot study, preliminary results suggest that a brief DBT skills group is feasible and acceptable in a jail setting, and may improve coping skills and reduce externalization of blame among general population jail inmates. This study lays the groundwork for larger, controlled trials of abbreviated DBT skills groups for general population inmates in short-term jail settings. (PsycINFO Database Record (c) 2018 APA, all rights reserved).

Facial emotion recognition, socio-occupational functioning and expressed emotions in schizophrenia versus bipolar disorder.

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Thonse, Umesh; Behere, Rishikesh V; Praharaj, Samir Kumar; Sharma, Podila Sathya Venkata Narasimha

2018-06-01

Facial emotion recognition deficits have been consistently demonstrated in patients with severe mental disorders. Expressed emotion is found to be an important predictor of relapse. However, the relationship between facial emotion recognition abilities and expressed emotions and its influence on socio-occupational functioning in schizophrenia versus bipolar disorder has not been studied. In this study we examined 91 patients with schizophrenia and 71 with bipolar disorder for psychopathology, socio occupational functioning and emotion recognition abilities. Primary caregivers of 62 patients with schizophrenia and 49 with bipolar disorder were assessed on Family Attitude Questionnaire to assess their expressed emotions. Patients of schizophrenia and bipolar disorder performed similarly on the emotion recognition task. Patients with schizophrenia group experienced higher critical comments and had a poorer socio-occupational functioning as compared to patients with bipolar disorder. Poorer socio-occupational functioning in patients with schizophrenia was significantly associated with greater dissatisfaction in their caregivers. In patients with bipolar disorder, poorer emotion recognition scores significantly correlated with poorer adaptive living skills and greater hostility and dissatisfaction in their caregivers. The findings of our study suggest that emotion recognition abilities in patients with bipolar disorder are associated with negative expressed emotions leading to problems in adaptive living skills. Copyright © 2018 Elsevier B.V. All rights reserved.

Emotion, emotion regulation and sleep: An intimate relationship

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Marie Vandekerckhove; Yu-lin Wang

2017-01-01

In recent years, research has witnessed an increasing interest in the bidirectional relationship between emotion and sleep. Sleep seems important for restoring daily functioning, whereas deprivation of sleep makes us more emotionally aroused and sensitive to stressful stimuli and events. Sleep appears to be essential to our ability to cope with emotional stress in everyday life. However, when daily stress is insufficiently regulated, it may result in mental health problems and sleep disturban...

Teachers' Emotions and Emotion Management: Integrating Emotion Regulation Theory with Emotional Labor Research

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Lee, Mikyoung; Pekrun, Reinhard; Taxer, Jamie L.; Schutz, Paul A.; Vogl, Elisabeth; Xie, Xiyao

2016-01-01

While the similarities between emotion regulation (Gross in "J Personal Soc Psychol" 74:224-237, 1998a) and emotional labor (Hochschild in The managed heart: commercialization of human feeling. University of California Press, Berkeley, 1983) have been theoretically discussed, empirical research on their relation is lacking. We examined…

Relationship Between Emotions, Emotion Regulation, and Well-Being of Professional Caregivers of People With Dementia.

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Bassal, Catherine; Czellar, Judith; Kaiser, Susanne; Dan-Glauser, Elise S

2016-05-01

So far, limited research has been carried out to better understand the interplay between the emotions, the use of emotion regulation strategies, and the well-being of professional caregivers of People with Dementia (PwD). This pilot study (N = 43 professional caregivers) aimed to (1) describe the type and frequency of emotions experienced at work; (2) analyze the associations between experienced emotions, emotion regulation strategies, and well-being; and (3) test whether the use of specific emotion regulation strategies moderates the relationship between experienced emotions and emotional exhaustion. In the challenging context of professionally caring for PwD, results suggest that (1) caregivers experience positive emotions more frequently than negative emotions; (2) caregivers using relatively inappropriate regulation strategies are more likely to experience negative emotions, less likely to experience positive emotions, and have poorer physical and mental health; and (3) expressive suppression significantly moderates the relationship between positive experienced emotions and emotional exhaustion. © The Author(s) 2015.

Teaching emotion recognition skills to young children with autism: a randomised controlled trial of an emotion training programme.

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Williams, Beth T; Gray, Kylie M; Tonge, Bruce J

2012-12-01

Children with autism have difficulties in emotion recognition and a number of interventions have been designed to target these problems. However, few emotion training interventions have been trialled with young children with autism and co-morbid ID. This study aimed to evaluate the efficacy of an emotion training programme for a group of young children with autism with a range of intellectual ability. Participants were 55 children with autistic disorder, aged 4-7 years (FSIQ 42-107). Children were randomly assigned to an intervention (n = 28) or control group (n = 27). Participants in the intervention group watched a DVD designed to teach emotion recognition skills to children with autism (the Transporters), whereas the control group watched a DVD of Thomas the Tank Engine. Participants were assessed on their ability to complete basic emotion recognition tasks, mindreading and theory of mind (TOM) tasks before and after the 4-week intervention period, and at 3-month follow-up. Analyses controlled for the effect of chronological age, verbal intelligence, gender and DVD viewing time on outcomes. Children in the intervention group showed improved performance in the recognition of anger compared with the control group, with few improvements maintained at 3-month follow-up. There was no generalisation of skills to TOM or social skills. The Transporters programme showed limited efficacy in teaching basic emotion recognition skills to young children with autism with a lower range of cognitive ability. Improvements were limited to the recognition of expressions of anger, with poor maintenance of these skills at follow-up. These findings provide limited support for the efficacy of the Transporters programme for young children with autism of a lower cognitive range. © 2012 The Authors. Journal of Child Psychology and Psychiatry © 2012 Association for Child and Adolescent Mental Health.

Cultural regulation of emotion: individual, relational, and structural sources.

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De Leersnyder, Jozefien; Boiger, Michael; Mesquita, Batja

2013-01-01

The most prevalent and intense emotional experiences differ across cultures. These differences in emotional experience can be understood as the outcomes of emotion regulation, because emotions that fit the valued relationships within a culture tend to be most common and intense. We review evidence suggesting that emotion regulation underlying cultural differences in emotional experience often takes place at the point of emotion elicitation through the promotion of situations and appraisals that are consistent with culturally valued relationships. These regulatory processes depend on individual tendencies, but are also co-regulated within relationships-close others shape people's environment and help them appraise events in culturally valued ways-and are afforded by structural conditions-people's daily lives "limit" the opportunities for emotion, and afford certain appraisals. The combined evidence suggests that cultural differences in emotion regulation go well beyond the effortful regulation based on display rules.

The match-mismatch model of emotion processing styles and emotion regulation strategies in fibromyalgia.

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Geenen, R.; Ooijen-van der Linden, L. van; Lumley, M.A.; Bijlsma, J.W.J.; Middendorp, H. van

2012-01-01

OBJECTIVE: Individuals differ in their style of processing emotions (e.g., experiencing affects intensely or being alexithymic) and their strategy of regulating emotions (e.g., expressing or reappraising). A match-mismatch model of emotion processing styles and emotion regulation strategies is

Parent-Child Attachment and Emotion Regulation

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Brumariu, Laura E.

2015-01-01

Given the centrality of both parent-child attachment and emotion regulation in children's development and adjustment, it is important to evaluate the relations between these constructs. This article discusses conceptual and empirical links between attachment and emotion regulation in middle childhood, highlights progress and challenges in the…

Analysis of emotion regulation in Spanish adolescents: Validation of the Emotion Regulation Questionnaire

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Olga eGómez-Ortiz

2016-01-01

Full Text Available Emotion regulation (ER is a basic psychological process that has been broadly linked to psychosocial adjustment. Due to its relationship with psychosocial adjustment, a significant number of instruments have been developed to assess emotion regulation in a reliable and valid manner. Among these, the Emotion Regulation Questionnaire (ERQ; Gross & John, 2003 is one of the most widely used, having shown good psychometric properties with adult samples from different cultures. Studies of validation in children and adolescents are, however, scarce and have only been developed for the Australian and Portuguese populations. The aim of this study was to validate the Spanish version of the ERQ for use in adolescents and determine possible differences according to the gender and age of young people. The sample consisted of 2060 adolescents (52.1% boys. Exploratory and Confirmatory factor analysis (EFA and CFA, multi-group analysis and two-way multivariate analysis of variance (MANOVA were performed and the percentiles calculated. The results of the AFE and CFA corroborated the existence of two factors related to the emotion regulation strategies of cognitive reappraisal and expressive suppression, showing acceptable internal consistency and test-retest reliability. Both factors also showed good criterion validity with personality traits, self-esteem, and social anxiety. Differences in cognitive reappraisal were found with regard to age, with younger students exhibiting the greatest mastery of this strategy. Gender differences were observed regarding the expressive suppression strategy, with boys being more likely to use this strategy than girls. A gender-age interaction effect was also observed, revealing that the use of the expressive suppression strategy did not vary by age in girls, and was more widely used by boys aged 12-14 years than those aged 15-16 years. However, we found evidence of measurement invariance across sex and age groups. The results

Adaptation to emotional conflict: evidence from a novel face emotion paradigm.

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Clayson, Peter E; Larson, Michael J

2013-01-01

The preponderance of research on trial-by-trial recruitment of affective control (e.g., conflict adaptation) relies on stimuli wherein lexical word information conflicts with facial affective stimulus properties (e.g., the face-Stroop paradigm where an emotional word is overlaid on a facial expression). Several studies, however, indicate different neural time course and properties for processing of affective lexical stimuli versus affective facial stimuli. The current investigation used a novel task to examine control processes implemented following conflicting emotional stimuli with conflict-inducing affective face stimuli in the absence of affective words. Forty-one individuals completed a task wherein the affective-valence of the eyes and mouth were either congruent (happy eyes, happy mouth) or incongruent (happy eyes, angry mouth) while high-density event-related potentials (ERPs) were recorded. There was a significant congruency effect and significant conflict adaptation effects for error rates. Although response times (RTs) showed a significant congruency effect, the effect of previous-trial congruency on current-trial RTs was only present for current congruent trials. Temporospatial principal components analysis showed a P3-like ERP source localized using FieldTrip software to the medial cingulate gyrus that was smaller on incongruent than congruent trials and was significantly influenced by the recruitment of control processes following previous-trial emotional conflict (i.e., there was significant conflict adaptation in the ERPs). Results show that a face-only paradigm may be sufficient to elicit emotional conflict and suggest a system for rapidly detecting conflicting emotional stimuli and subsequently adjusting control resources, similar to cognitive conflict detection processes, when using conflicting facial expressions without words.

Adaptation to emotional conflict: evidence from a novel face emotion paradigm.

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Peter E Clayson

Full Text Available The preponderance of research on trial-by-trial recruitment of affective control (e.g., conflict adaptation relies on stimuli wherein lexical word information conflicts with facial affective stimulus properties (e.g., the face-Stroop paradigm where an emotional word is overlaid on a facial expression. Several studies, however, indicate different neural time course and properties for processing of affective lexical stimuli versus affective facial stimuli. The current investigation used a novel task to examine control processes implemented following conflicting emotional stimuli with conflict-inducing affective face stimuli in the absence of affective words. Forty-one individuals completed a task wherein the affective-valence of the eyes and mouth were either congruent (happy eyes, happy mouth or incongruent (happy eyes, angry mouth while high-density event-related potentials (ERPs were recorded. There was a significant congruency effect and significant conflict adaptation effects for error rates. Although response times (RTs showed a significant congruency effect, the effect of previous-trial congruency on current-trial RTs was only present for current congruent trials. Temporospatial principal components analysis showed a P3-like ERP source localized using FieldTrip software to the medial cingulate gyrus that was smaller on incongruent than congruent trials and was significantly influenced by the recruitment of control processes following previous-trial emotional conflict (i.e., there was significant conflict adaptation in the ERPs. Results show that a face-only paradigm may be sufficient to elicit emotional conflict and suggest a system for rapidly detecting conflicting emotional stimuli and subsequently adjusting control resources, similar to cognitive conflict detection processes, when using conflicting facial expressions without words.

Using Emotional Intelligence in Personalized Adaptation

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Damjanovic, Violeta; Kravcik, Milos

2007-01-01

Damjanovic, V. & Kravcik, M. (2007). Using Emotional Intelligence in Personalized Adaptation. In V. Sugumaran (Ed.), Intelligent Information Technologies: Concepts, Methodologies, Tools, and Applications (pp. 1716-1742). IGI Publishing.

Dealing with feelings: characterization of trait alexithymia on emotion regulation strategies and cognitive-emotional processing.

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Marte Swart

Full Text Available BACKGROUND: Alexithymia, or "no words for feelings", is a personality trait which is associated with difficulties in emotion recognition and regulation. It is unknown whether this deficit is due primarily to regulation, perception, or mentalizing of emotions. In order to shed light on the core deficit, we tested our subjects on a wide range of emotional tasks. We expected the high alexithymics to underperform on all tasks. METHOD: Two groups of healthy individuals, high and low scoring on the cognitive component of the Bermond-Vorst Alexithymia Questionnaire, completed questionnaires of emotion regulation and performed several emotion processing tasks including a micro expression recognition task, recognition of emotional prosody and semantics in spoken sentences, an emotional and identity learning task and a conflicting beliefs and emotions task (emotional mentalizing. RESULTS: The two groups differed on the Emotion Regulation Questionnaire, Berkeley Expressivity Questionnaire and Empathy Quotient. Specifically, the Emotion Regulation Quotient showed that alexithymic individuals used more suppressive and less reappraisal strategies. On the behavioral tasks, as expected, alexithymics performed worse on recognition of micro expressions and emotional mentalizing. Surprisingly, groups did not differ on tasks of emotional semantics and prosody and associative emotional-learning. CONCLUSION: Individuals scoring high on the cognitive component of alexithymia are more prone to suppressive emotion regulation strategies rather than reappraisal strategies. Regarding emotional information processing, alexithymia is associated with reduced performance on measures of early processing as well as higher order mentalizing. However, difficulties in the processing of emotional language were not a core deficit in our alexithymic group.

Eating pathology, emotion regulation, and emotional overeating in obese adults with Binge Eating Disorder.

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Gianini, Loren M; White, Marney A; Masheb, Robin M

2013-08-01

The purpose of the current study was to examine the relationship among emotional regulation, emotional overeating, and general eating pathology in a treatment seeking sample of adults with Binge Eating Disorder (BED). The sample was composed of 326 adults (248 women, 78 men) who were obese and met DSM-IV-TR criteria for BED. Prior to treatment, participants completed the Difficulties in Emotion Regulation Scale (DERS), Emotional Overeating Questionnaire (EOQ), Beck Depression Inventory (BDI), and Eating Disorder Examination-Questionnaire (EDE-Q) as part of a larger assessment battery. A series of hierarchical regression analyses indicated that difficulties with emotion regulation accounted for unique variance in both emotional overeating and general eating pathology above and beyond sex and negative affect. Emotion regulation may play a significant role in the maintenance of emotional overeating and eating pathology in obese adults with BED. Copyright © 2013 Elsevier Ltd. All rights reserved.

Coping, Cognitive Emotion Regulation, and Burnout in Long-Term Care Nursing Staff: A Preliminary Study.

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Bamonti, Patricia; Conti, Elizabeth; Cavanagh, Casey; Gerolimatos, Lindsay; Gregg, Jeffrey; Goulet, Carol; Pifer, Marisa; Edelstein, Barry

2017-06-01

Direct care workers (e.g., certified nursing assistants [CNAs]) employed in long-term care (LTC) are particularly vulnerable to the experience of burnout, yet they have received relatively less research attention compared to Licensed Practical Nurses and Registered Nurses. Within the burnout literature, evidence suggests that the deployment of certain coping strategies influences levels of burnout. The current study examined the extent to which coping (e.g., problem-focused, emotion-focused, and dysfunctional coping) and cognitive emotion regulation strategies (e.g., positive reappraisal) predicted burnout after controlling for covariates (age, sleep duration). Fifty-six CNAs were surveyed at four skilled nursing facilities in the United States. Dysfunctional coping was significantly associated with emotional exhaustion and depersonalization. Among cognitive emotion regulation strategies, positive reappraisal was significantly associated with depersonalization. Shorter sleep duration was associated with significantly greater depersonalization. Findings suggest the need to develop interventions for CNAs aimed at reducing dysfunctional coping strategies and increasing sleep duration.

Boredom proneness and emotion regulation predict emotional eating.

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Crockett, Amanda C; Myhre, Samantha K; Rokke, Paul D

2015-05-01

Emotional eating is considered a risk factor for eating disorders and an important contributor to obesity and its associated health problems. It has been suggested that boredom may be an important contributor to overeating, but has received relatively little attention. A sample of 552 college students was surveyed. Linear regression analyses found that proneness to boredom and difficulties in emotion regulation simultaneously predicted inappropriate eating behavior, including eating in response to boredom, other negative emotions, and external cues. The unique contributions of these variables to emotional eating were discussed. These findings help to further identify which individuals could be at risk for emotional eating and potentially for unhealthy weight gain. © The Author(s) 2015.

Effectiveness emotion focused therapy approach on cognitive emotion regulation on emotional breakdown girl students

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Zeynab Karaminezhad

2017-03-01

Full Text Available Background : Love Trauma refers to a state of frustration and humiliation felt by the person who is rejected by his/her beloved. The present study was aimed at studying the effectiveness of Emotion-Focused Approach for cognitive emotion regulation of female university students who experienced Love Trauma. Materials and Methods: This study was a quasi-experimental research including a pre-test, a post-test, and a follow-up test with the control group. The statistical population included all female students of Ahvaz universities who had experienced Love Trauma in 2014-2015. The total number of participants was 22, out of which 11 participants (who showed willingness were chosen for the experimental group. The remaining 11 participants were placed in the control group. The Love Trauma Inventory and Cognitive Emotion Regulation Questionnaire were used as the instruments of the research. All participants answered both questionnaires. Then the members of experimental group received the treatment intervention during eight personal 60-minute sessions held twice a week. After that, both groups answered CERQ again. One month after the experiment, the follow-up test was conducted for both groups. The collected data was analyzed by descriptive statistics and Multivariable Analyze of Covariance (MANCOVA. Results: The findings indicated that the Emotion-Focused Approach in the post-test and follow-up test has provoked more positive strategies for cognitive emotion regulation in the experimental group in comparison with the control group Conclusion: Since love and other feelings associated with Love Trauma are classified under the category of emotions, the Emotionally-Focused Therapy can have a significant influence on the cognitive emotion regulation of female students suffering from Love Trauma.

Cultural regulation of emotion: Individual, relational, and structural sources

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Jozefien eDe Leersnyder

2013-02-01

Full Text Available The most prevalent and intense emotional experiences differ across cultures. These differences in emotional experience can be understood as the outcomes of emotion regulation, because emotions that fit the valued relationships within a culture tend to be most common and intense. We review evidence suggesting that emotion regulation underlying cultural differences in emotional experience often takes place at the point of emotion elicitation through the promotion of situations and appraisals that are consistent with culturally valued relationships. These regulatory processes depend on individual tendencies, but are also co-regulated within relationships—close others shape people’s environment and help them appraise events in culturally valued ways—and are afforded by structural conditions—people’s daily lives limit the opportunities for emotion, and afford certain appraisals. The combined evidence suggests that cultural differences in emotion regulation go well beyond the effortful regulation based on display rules.

You spin me right round: Cross-relationship variability in interpersonal emotion regulation

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Karen eNiven

2012-10-01

Full Text Available Individuals use a range of interpersonal emotion regulation strategies to influence the feelings of others, e.g., friends, family members, romantic partners, work colleagues. But little is known about whether people vary their strategy use across these different relational contexts. We characterize and measure this variability as ‘spin’, i.e., the extent of dispersion in a person’s interpersonal emotion regulation strategy use across different relationships, and focus on two key questions. First, is spin adaptive or maladaptive with regard to personal well-being and relationship quality? Second, do personality traits that are considered important for interpersonal functioning (i.e., empathy, attachment style predict spin? The data used in this study is drawn from a large online survey. A key contribution of this study is to reveal that people who varied the type of strategies they used across relationships (i.e., those with high spin had lower positive mood, higher emotional exhaustion and less close relationships. A further key contribution is to show that spin was associated with low empathic concern and perspective taking and high anxious attachment style. High variability in interpersonal emotion regulation strategies across relationships therefore appears to be maladaptive both personally and socially.

Difficulties in emotion regulation in patients with eating disorders.

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Ruscitti, Catherine; Rufino, Katrina; Goodwin, Natalie; Wagner, Rebecca

2016-01-01

A defining characteristic of eating disorders (EDs) is difficulty with emotion regulation (ER). Previous research indicates that ED subtypes demonstrate differing ER difficulties. Specifically, individuals with Anorexia Nervosa (AN) or Bulimia Nervosa (BN) show greater impairment in their ability to regulate emotions in areas such as achieving goals while upset, reacting impulsively to distress, and effectively using coping strategies, as compared to those with Binge Eating Disorder (BED). However, limited research includes the diagnostic category of Eating Disorder, Not Otherwise Specified (EDNOS). The aim of this study was to better understand ER difficulties for all ED diagnoses, especially EDNOS. It was hypothesized that patients with EDs will demonstrate similar ER difficulties as psychiatric patients without EDs and that patients with EDNOS will be similar in their total level of ER difficulties but will differ in their specific types of difficulties in ER as compared to patients with other EDs. Participants included 404 adults presenting to an inpatient psychiatric hospital. Psychiatric diagnoses, including EDs, were determined using the Structured Clinical Interview for DSM Disorders. Differences in specific and overall difficulties with ER were examined across psychiatric patients using the multidimensional Difficulties in Emotion Regulation Scale. Results of this study indicate that individuals with EDs have greater ER difficulties in most domains of ER and that those with BED and EDNOS demonstrate the most significant differences in ER as compared to psychiatric patients without EDs. Additionally, it was found that ED subtypes typically did not differ in terms of specific difficulties in ER. One exception emerged indicating that individuals with BED demonstrated significantly greater difficulty on the Limited Access to Emotion Regulation Strategies subscale as compared to those with EDNOS. Researchers were able to clarify difficulties in ER across ED

Emotions and Behavior Regulation in Decision Dilemmas

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Joaquin Gómez-Miñambres

2017-05-01

Full Text Available We introduce a dynamic model of emotional behavior regulation that can generalize to a wide range of decision dilemmas. Dilemmas are characterized by availability of mutually exclusive goals that a decision maker is dually motivated to pursue. In our model, previous goal pursuant decisions produce negative emotions that regulate an individual’s propensity to further pursue those goals at future times. This emotional regulation of behavior helps explain the non-stationarity and switching observed between so-called “preferences” revealed in repeated decision dilemmas (e.g., by choosing A over B at time 1, then choosing B over A at time 2. We also explain how behavior regulation under dilemma conditions is affected by the set of available options and how the strength and decay rate of emotions affect the tendency to choose behaviors pursuant of extremely (rather than moderately different options over time. We discuss how emotional behavior regulation insights provided by our model can extend to a variety of topics including approach and avoidance, temptation and self-control, moral balancing, impulse buying and shopping momentum, dieting and exercise, work and leisure, sleep regulation, cooperation, and competition.

Emotion-Related Regulation: Sharpening the Definition

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Eisenberg, Nancy; Spinrad, Tracy L.

2004-01-01

Cole, Martin, and Dennis (this issue) considered many important conceptual and methodological issues in their discussion of emotion regulation. Although it may be necessary to develop an integrated definition of the construct of emotion regulation, the definition provided in the Cole et al. article is too encompassing. It is important to…

Toward a Personalized Science of Emotion Regulation

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Doré, Bruce P.; Silvers, Jennifer A.; Ochsner, Kevin N.

2018-01-01

The ability to successfully regulate emotion plays a key role in healthy development and the maintenance of psychological well-being. Although great strides have been made in understanding the nature of regulatory processes and the consequences of deploying them, a comprehensive understanding of emotion regulation that can specify what strategies are most beneficial for a given person in a given situation is still a far-off goal. In this review, we argue that moving toward this goal represents a central challenge for the future of the field. As an initial step, we propose a concrete framework that (i) explicitly considers emotion regulation as an interaction of person, situation, and strategy, (ii) assumes that regulatory effects vary according to these factors, and (iii) sets as a primary scientific goal the identification of person-, situation-, and strategy-based contingencies for successful emotion regulation. Guided by this framework, we review current questions facing the field, discuss examples of contextual variation in emotion regulation success, and offer practical suggestions for continued progress in this area. PMID:29750085

Emotional intelligence and social skills on self-efficacy in Secondary Education students. Are there gender differences?

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Salavera, Carlos; Usán, Pablo; Jarie, Laurane

2017-10-01

Self-efficacy affects our students' academic results, which may be related to people's social skills and emotional intelligence. This study included 1402 (50.71% males) Secondary Education Spanish students (12-17 years), and analysed the relation of self-efficacy with emotional intelligence and social skills. It showed how these constructs were related, and how the self-efficacy perceived by students varied according to their social skills and emotional intelligence. Gender did not influence self-efficacy, social skills and emotional intelligence. These variables showed similar correlation indices in females and males. Self-efficacy was related with social skills and emotional intelligence in Secondary Education students, but this relation was not gender-sensitive. More studies and research are needed to study and describe these variables according to gender from other perspectives. One proposal is to investigate the association between gender identity and self-efficacy and social skills and emotional intelligence to better understand how these constructs participate in adolescent development. Copyright © 2017 The Foundation for Professionals in Services for Adolescents. Published by Elsevier Ltd. All rights reserved.

Using Emotional Intelligence in Personalized Adaptation

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Damjanovic, Violeta; Kravcik, Milos

2008-01-01

Damjanovic, V. & Kravcik, M. (2007). Using Emotional Intelligence in Personalized Adaptation. In M. D. Lytras & A. Naeve (Eds.), Ubiquitous and Pervasive Knowledge and Learning Management (pp. 158-197). IGI Publishing.

Emotion regulation through listening to music in everyday situations.

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Thoma, Myriam V; Ryf, Stefan; Mohiyeddini, Changiz; Ehlert, Ulrike; Nater, Urs M

2012-01-01

Music is a stimulus capable of triggering an array of basic and complex emotions. We investigated whether and how individuals employ music to induce specific emotional states in everyday situations for the purpose of emotion regulation. Furthermore, we wanted to examine whether specific emotion-regulation styles influence music selection in specific situations. Participants indicated how likely it would be that they would want to listen to various pieces of music (which are known to elicit specific emotions) in various emotional situations. Data analyses by means of non-metric multidimensional scaling revealed a clear preference for pieces of music that were emotionally congruent with an emotional situation. In addition, we found that specific emotion-regulation styles might influence the selection of pieces of music characterised by specific emotions. Our findings demonstrate emotion-congruent music selection and highlight the important role of specific emotion-regulation styles in the selection of music in everyday situations.

Discrepancy-based and anticipated emotions in behavioral self-regulation.

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Brown, Christina M; McConnell, Allen R

2011-10-01

Discrepancies between one's current and desired states evoke negative emotions, which presumably guide self-regulation. In the current work we evaluated the function of discrepancy-based emotions in behavioral self-regulation. Contrary to classic theories of self-regulation, discrepancy-based emotions did not predict the degree to which people engaged in self-regulatory behavior. Instead, expectations about how future self-discrepancies would make one feel (i.e., anticipated emotions) predicted self-regulation. However, anticipated emotions were influenced by previous discrepancy-based emotional experiences, suggesting that the latter do not directly motivate self-regulation but rather guide expectations. These findings are consistent with the perspective that emotions do not necessarily direct immediate behavior, but rather have an indirect effect by guiding expectations, which in turn predict goal-directed action.

Intersections between cardiac physiology, emotion regulation and interpersonal warmth in preschoolers: Implications for drug abuse prevention from translational neuroscience.

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Clark, Caron A C; Skowron, Elizabeth A; Giuliano, Ryan J; Fisher, Philip A

2016-06-01

Early childhood is characterized by dramatic gains in emotion regulation skills that support social adjustment and mental health. Understanding the physiological substrates of healthy emotion regulation may offer new directions for altering trajectories toward initiation and escalation of substance abuse. Here, we describe the intersections between parasympathetic and sympathetic tone, emotion regulation and prosocial behavior in a high-risk sample of preschoolers. Fifty-two 3-6 year old children completed an assessment of attention regulation in response to affective stimuli. Cardiac respiratory sinus arrhythmia, an index of parasympathetic tone, and pre-ejection period, a marker of sympathetic activation, were recorded at rest and while children engaged in social interactions with their mothers and an unfamiliar research assistant. Mothers reported on children's emotional reactivity and prosocial behavior. Controlling for age and psychosocial risk, higher parasympathetic tone predicted better attention regulation in response to angry emotion and higher levels of prosocial behavior, whereas a reciprocal pattern of higher parasympathetic tone and lower sympathetic arousal predicted better attention in response to positive emotion and lower emotional reactivity. Children exposed to fewer risk factors and higher levels of maternal warmth were more able to sustain a high level of parasympathetic tone during interaction episodes. Findings suggest that autonomic measures represent biomarkers for socio-emotional competence in young children. They also point to the importance of early experiences in the establishment of physiological regulation and the promise of family-based intervention to promote healthy emotion regulation and prevent substance dependence in high-risk populations. Copyright © 2016 The Authors. Published by Elsevier Ireland Ltd.. All rights reserved.

Social Skills in Children Adopted from Socially-Emotionally Depriving Institutions

OpenAIRE

Julian, Megan M.; McCall, Robert B.

2015-01-01

This study assessed social skills in post-institutionalized (PI) children with respect to age-at-adoption, age-at-assessment, and gender. Parent ratings of social skills (Social Skills Rating System) and behavior problems (Child Behavior Checklist) were obtained for 214 children and 127 adolescents who were adopted from socially-emotionally depriving Russian institutions. Results showed that children adopted before 18 months of age have better social skills than those adopted after this age; ...

Metacognitive emotion regulation: children's awareness that changing thoughts and goals can alleviate negative emotions.

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Davis, Elizabeth L; Levine, Linda J; Lench, Heather C; Quas, Jodi A

2010-08-01

Metacognitive emotion regulation strategies involve deliberately changing thoughts or goals to alleviate negative emotions. Adults commonly engage in this type of emotion regulation, but little is known about the developmental roots of this ability. Two studies were designed to assess whether 5- and 6-year-old children can generate such strategies and, if so, the types of metacognitive strategies they use. In Study 1, children described how story protagonists could alleviate negative emotions. In Study 2, children recalled times that they personally had felt sad, angry, and scared and described how they had regulated their emotions. In contrast to research suggesting that young children cannot use metacognitive regulation strategies, the majority of children in both studies described such strategies. Children were surprisingly sophisticated in their suggestions for how to cope with negative emotions and tailored their regulatory responses to specific emotional situations. Copyright 2010 APA

That's not funny! - But it should be: effects of humorous emotion regulation on emotional experience and memory.

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Kugler, Lisa; Kuhbandner, Christof

2015-01-01

Previous research has shown that humorous reappraisal can reduce elicited negative emotions, suggesting that humor may be a functional strategy to cope with emotionally negative situations. However, the effect of humorous reappraisal on later memory about the emotion-eliciting situation is currently unknown, although this is crucial for more adaptive responding in future situations. To address this issue, we examined the effects of humorous reappraisal on both emotional experience and memory, compared to non-humorous rational reappraisal and a non-reappraisal control condition. Replicating previous findings, humorous reappraisal reduced evoked negative valence and arousal levels very effectively, and the down-regulation of experienced negative emotions was even more pronounced after humorous compared to rational reappraisal. Regarding later memory for emotion-eliciting stimuli, both humorous and rational reappraisal reduced free recall, but recognition memory was unaffected, with memory strength being stronger after humorous than after rational reappraisal. These results indicate that humor seems to be indeed an optimal strategy to cope with negative situations because humor can help us to feel better when confronted with negative stimuli, but still allows us to retrieve stimulus information later when afforded to do so by the presence of appropriate contextual features.

How Are Trait Emotional Intelligence and Social Skills Related to Emotional and Behavioural Difficulties in Adolescents?

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Poulou, Maria S.

2014-01-01

Trait emotional intelligence construct shifted the interest in personality research to the investigation of the effect of global personality characteristics on behaviour. The Social and Emotional Learning (SEL) movement emphasised the cultivation of social skills for positive relationships. In this paper we investigate the role of students' global…

Emotion regulation and psychological problems among Indian college youth

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T P Lavanya

2017-01-01

Full Text Available Background: Study of emotion regulation strategies used by youth becomes necessary in the background of the high prevalence of emotional disorders in this population. This study examined emotion regulation and psychological problems among college youth as well as the relationship between the two. Methodology: Four hundred and nineteen students, who were divided into two groups (older adolescents, aged 16-17 years - group 1, n = 217; young adults aged 18-25 years - group 2, n = 202 participated in this exploratory study. Results: Predominantly positive emotion regulation strategies were used by group 1 (positive refocusing, refocus on planning, and positive reappraisal, respectively. The sample as a whole used more positive strategies (positive refocusing: 82% and 64% and refocus on planning: 93% and 87% in groups 1 and 2, respectively. Significant correlations between emotion regulation strategies (CERQ and psychological problems (YSR/YASR were found, thereby indicating that negative emotion regulation strategies were associated with psychological problems and vice versa. Females were found to have more of anxiety problems as opposed to males with more of conduct problems. However with increase in age, increase in the percentage of psychological problems and usage of negative emotion regulation strategies was observed. Conclusion: The findings of the present study contribute to understanding the patterns of emotion regulation in various emotional disorders. Findings could also contribute to developing an intervention program to help students having difficulty in regulation of their emotions.

Emotional Regulation in Young Adults with Internet Gaming Disorder

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Ju-Yu Yen

2017-12-01

Full Text Available People diagnosed with Internet gaming disorder (IGD have been frequently reported to experience depression, anxiety, and hostility. Emotional regulation contributes to these mood symptoms. This study evaluated emotional regulation in subjects with IGD and examined relationships between emotional regulation, depression, anxiety, and hostility in young adults with IGD. We recruited 87 people with IGD and a control group of 87 people without a history of IGD. All participants underwent a diagnostic interview based on the IGD criteria of the Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition, and they completed a questionnaire on emotional regulation, depression, anxiety, and hostility. We found that subjects with IGD were less likely to practice cognitive reappraisal and were more likely to suppress their emotions. Linear regression revealed the higher cognitive reappraisal and lower expressive suppression associated with depression, anxiety, and hostility among subjects with IGD. The emotional regulation strategies that characterize those with IGD could be contributing factors to the depression and hostility tendencies of these people. When treating patients with IGD, in addition to providing appropriate interventions to relieve depression and hostility, practitioners should effectively assess emotional regulation strategies and provide emotional regulation therapy to prevent a vicious cycle of negative emotions.

Emotional Regulation in Young Adults with Internet Gaming Disorder.

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Yen, Ju-Yu; Yeh, Yi-Chun; Wang, Peng-Wei; Liu, Tai-Ling; Chen, Yun-Yu; Ko, Chih-Hung

2017-12-25

People diagnosed with Internet gaming disorder (IGD) have been frequently reported to experience depression, anxiety, and hostility. Emotional regulation contributes to these mood symptoms. This study evaluated emotional regulation in subjects with IGD and examined relationships between emotional regulation, depression, anxiety, and hostility in young adults with IGD. We recruited 87 people with IGD and a control group of 87 people without a history of IGD. All participants underwent a diagnostic interview based on the IGD criteria of the Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition, and they completed a questionnaire on emotional regulation, depression, anxiety, and hostility. We found that subjects with IGD were less likely to practice cognitive reappraisal and were more likely to suppress their emotions. Linear regression revealed the higher cognitive reappraisal and lower expressive suppression associated with depression, anxiety, and hostility among subjects with IGD. The emotional regulation strategies that characterize those with IGD could be contributing factors to the depression and hostility tendencies of these people. When treating patients with IGD, in addition to providing appropriate interventions to relieve depression and hostility, practitioners should effectively assess emotional regulation strategies and provide emotional regulation therapy to prevent a vicious cycle of negative emotions.

The neural correlates of sex differences in emotional reactivity and emotion regulation.

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Domes, Gregor; Schulze, Lars; Böttger, Moritz; Grossmann, Annette; Hauenstein, Karlheinz; Wirtz, Petra H; Heinrichs, Markus; Herpertz, Sabine C

2010-05-01

Sex differences in emotional responding have been repeatedly postulated but less consistently shown in empirical studies. Because emotional reactions are modulated by cognitive appraisal, sex differences in emotional responding might depend on differences in emotion regulation. In this study, we investigated sex differences in emotional reactivity and emotion regulation using a delayed cognitive reappraisal paradigm and measured whole-brain BOLD signal in 17 men and 16 women. During fMRI, participants were instructed to increase, decrease, or maintain their emotional reactions evoked by negative pictures in terms of cognitive reappraisal. We analyzed BOLD responses to aversive compared to neutral pictures in the initial viewing phase and the effect of cognitive reappraisal in the subsequent regulation phase. Women showed enhanced amygdala responding to aversive stimuli in the initial viewing phase, together with increased activity in small clusters within the prefrontal cortex and the temporal cortex. During cognitively decreasing emotional reactions, women recruited parts of the orbitofrontal cortex, the anterior cingulate, and the dorsolateral prefrontal cortex to a lesser extent than men, while there was no sex effect on amygdala activity. In contrast, compared to women, men showed an increased recruitment of regulatory cortical areas during cognitively increasing initial emotional reactions, which was associated with an increase in amygdala activity. Clinical implications of these findings are discussed.

Organizing awareness and increasing emotion regulation: revising chair work in emotion-focused therapy for borderline personality disorder.

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Pos, Alberta E; Greenberg, Leslie S

2012-02-01

Emotion-focused therapy (EFT) is an empirically supported treatment that may have potential as a stage-two treatment for borderline personality disorder (BPD). Specific aspects of BPD--the tendency to experience fluctuating self-states; weakness in meta-cognitive or reflective functioning; and the tendency for self-states to be organized by presently occurring interpersonal processes--present challenges to applying some EFT interventions with this population. In particular, even within a highly attuned, validating and accepting empathic relationship, clients with BPD may have difficulty with the usual manualizations of chair work interventions. This is because these interventions often employ polarization and intensification of experience in order to activate adaptive alternate emotional resources and self organizations. For the client with borderline personality disorder, these interventions may be counter-productive, emotionally dysregulating and disorganizing. EFT chair work, however, also has the potential to provide structure to the borderline clients experience of self, to stimulate metacognitive awareness, provide an alive experience of the process of polarization, attenuate emotional activation, and increase the experience of self-coherence. This article describes the development of stepwise approximations of EFT two-chair intervention for self-critical splits. It outlines potential stages of two-chair work as well as intervention principles important for productive chair work with this population. The EFT change principles of awareness, expression regulation, reflection, transformation, and corrective experience still centrally apply. However, several additional strategies are discussed to scaffold clients' capacity to both experience and regulate emotion.

Emotion Knowledge and Self-Regulation as Predictors of Preschoolers' Cognitive Ability, Classroom Behavior, and Social Competence

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Garner, Pamela W.; Waajid, Badiyyah

2012-01-01

The development of children's cognitive and social skills is a topic of considerable importance and interest in education and educational psychology. The current study examines whether emotion knowledge and self-regulation predict cognitive competence, social competence, and classroom behavior problems among a sample of 74 preschoolers (40 boys).…

Emotion regulation strategies in Patients with schizophrenia

NARCIS (Netherlands)

van der Meer, Lisette; van't Wout, Mascha; Aleman, Andre

2009-01-01

Schizophrenia patients might experience difficulties in applying two widely used emotion regulation strategies, reappraisal and suppression. We investigated the relationships among emotion regulation strategies, alexithymia (i.e. inability to identify and verbalize feelings) and the role of

The Social Regulation of Emotion: An Integrative, Cross-Disciplinary Model.

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Reeck, Crystal; Ames, Daniel R; Ochsner, Kevin N

2016-01-01

Research in emotion regulation has largely focused on how people manage their own emotions, but there is a growing recognition that the ways in which we regulate the emotions of others also are important. Drawing on work from diverse disciplines, we propose an integrative model of the psychological and neural processes supporting the social regulation of emotion. This organizing framework, the 'social regulatory cycle', specifies at multiple levels of description the act of regulating another person's emotions as well as the experience of being a target of regulation. The cycle describes the processing stages that lead regulators to attempt to change the emotions of a target person, the impact of regulation on the processes that generate emotions in the target, and the underlying neural systems. Copyright © 2015. Published by Elsevier Ltd.

Social Skills Instruction for Adolescents with Emotional Disabilities: A Technology-Based Intervention

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Cummings, Therese M.; Higgins, Kyle; Pierce, Tom; Miller, Susan; Boone, Randall; Tandy, Richard

2009-01-01

This study explored the use of multimedia, student-generated social skills lessons coupled with teacher facilitation to improve the social skills of middle-school students with emotional disabilities. The effects of teacher-led social skills instruction and the combination of teacher-led and multimedia student-generated social skills instruction…

A Self-Paced, Web-Based, Positive Emotion Skills Intervention for Reducing Symptoms of Depression: Protocol for Development and Pilot Testing of MARIGOLD.

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Cheung, Elaine O; Addington, Elizabeth L; Bassett, Sarah M; Schuette, Stephanie A; Shiu, Eva W; Cohn, Michael A; Leykin, Yan; Saslow, Laura R; Moskowitz, Judith T

2018-06-05

Living with elevated symptoms of depression can have debilitating consequences for an individual's psychosocial and physical functioning, quality of life, and health care utilization. A growing body of evidence demonstrates that skills for increasing positive emotion can be helpful to individuals with depression. Although Web-based interventions to reduce negative emotion in individuals with depression are available, these interventions frequently suffer from poor retention and adherence and do not capitalize on the potential benefits of increasing positive emotion. The aim of this study was to develop and test a Web-based positive emotion skills intervention tailored for individuals living with elevated depressive symptoms, as well as to develop and test enhancement strategies for increasing retention and adherence to that intervention. This study protocol describes the development and testing for Mobile Affect Regulation Intervention with the Goal of Lowering Depression (MARIGOLD), a Web-based positive emotion skills intervention, adapted for individuals with elevated depressive symptomatology. The intervention development is taking place in three phases. In phase 1, we are tailoring an existing positive emotion skills intervention for individuals with elevated symptoms of depression and are pilot testing the tailored version of the intervention in a randomized controlled trial with two control conditions (N=60). In phase 2, we are developing and testing three enhancements aimed at boosting retention and adherence to the Web-based intervention (N=75): facilitator contact, an online discussion board, and virtual badges. In phase 3, we are conducting a multifactorial, nine-arm pilot trial (N=600) to systematically test these enhancement strategies, individually and in combination. The primary outcome is depressive symptom severity. Secondary outcomes include positive and negative emotion, psychological well-being, and coping resources. The project was funded in

Emotional skills and competence questionnaire (ESCQ as a self-report measure of emotional intelligence

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Vladimir Takšić

2009-11-01

Full Text Available Studies of emotional intelligence (EI initially appeared in academic journals in the early 1990s. The majority of studies on emotional intelligence have relied on self-ratings. In spite of the critics of self-report scales, there are a large number of self-report measures of EI present in recent literature. The main aim of this paper is to present the constructing procedure, together with the basic psychometric properties of Emotional Skills and Competence Questionnaire (ESCQ as a self-report measure of EI. Originally, this measure was developed in Croatian settings, using the theoretical framework from the Mayer-Salovey emotional intelligence model. The ESCQ instrument has been translated into several languages. The results have showed that ESCQ has three subscales with decent reliability. They share some amount of common variance with similar well-established constructs such as alexithymia, social skills, and personality traits, but they are not correlated with cognitive abilities. However, due to its sufficient reliability, a great deal of unique variance remains. This unique variance of the ESCQ scales has an incremental contribution in explaining life satisfaction and empathy (as the crucial criteria for EI, and has significant relations with relevant real-life criteria such as quality of leadership, health risk behaviors, and school achievement.

Advanced learners’ foreign language-related emotions across the four skills

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Katalin Piniel

2018-03-01

Full Text Available Individual differences researchers have recently begun to investigate the concept of emotions and their role in language learning (MacIntyre, Gregersen, & Mercer, 2016. Our aim is to report on a project exploring English majors’ feelings related to their use of foreign languages. Using a qualitative research design, participants were asked to write a paragraph in their mother tongue (Hungarian describing their emotional experiences in connection with foreign languages and one of the four language skills. Our database comprised altogether 166 paragraphs from 31 male and 135 female students, with 43 texts on listening, 35 on speaking, 47 on reading, and 41 on writing. With the help of content analytical techniques, the texts were divided into thematic units and coded by the two authors. A framework of academically-relevant emotions (Pekrun, 2014 was used to guide our initial coding and the categories were modified where it was felt necessary. Results indicate that the two emotions most frequently experienced by English majors are predominantly related to enjoyment and language anxiety, and these emotions vary not only according to the skill involved but also depending on the context of language use (in class or outside class.

Communication Skills Training Exploiting Multimodal Emotion Recognition

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Bahreini, Kiavash; Nadolski, Rob; Westera, Wim

2017-01-01

The teaching of communication skills is a labour-intensive task because of the detailed feedback that should be given to learners during their prolonged practice. This study investigates to what extent our FILTWAM facial and vocal emotion recognition software can be used for improving a serious game (the Communication Advisor) that delivers a…

Emotional Intelligence Levels and Counselling Skills of Prospective Psychological Counsellors

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Odaci, Hatice; Degerli, Fatma Irem; Bolat, Neslihan

2017-01-01

This research aimed to determine the correlation between emotional intelligence (EI) and counselling skills of Turkish prospective psychological counsellors and to investigate differences in both EI and counselling skills in terms of sex, previous experience of group studies, and class levels. Within a correlational pattern, the sample of the…

Social Skills in Children Adopted from Socially-Emotionally Depriving Institutions.

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Julian, Megan M; McCall, Robert B

This study assessed social skills in post-institutionalized (PI) children with respect to age-at-adoption, age-at-assessment, and gender. Parent ratings of social skills (Social Skills Rating System) and behavior problems (Child Behavior Checklist) were obtained for 214 children and 127 adolescents who were adopted from socially-emotionally depriving Russian institutions. Results showed that children adopted before 18 months of age have better social skills than those adopted after this age; those assessed in childhood demonstrate better social skills than those assessed in adolescence. PI females, especially later-adopted adolescents, have particularly poor social skills. Children with poor social skills tend to have higher rates of behavior problems.

Sex Differences and Emotion Regulation: An Event-Related Potential Study

OpenAIRE

Gardener, Elyse K. T.; Carr, Andrea R.; MacGregor, Amy; Felmingham, Kim L.

2013-01-01

Difficulties in emotion regulation have been implicated as a potential mechanism underlying anxiety and mood disorders. It is possible that sex differences in emotion regulation may contribute towards the heightened female prevalence for these disorders. Previous fMRI studies of sex differences in emotion regulation have shown mixed results, possibly due to difficulties in discriminating the component processes of early emotional reactivity and emotion regulation. The present study used event...

Cultural regulation of emotion: Individual, relational, and structural sources

OpenAIRE

De Leersnyder, Jozefien; Boiger, Michael; Mesquita, Batja

2013-01-01

The most prevalent and intense emotional experiences differ across cultures. These differences in emotional experience can be understood as the outcomes of emotion regulation, because emotions that fit the valued relationships within a culture tend to be most common and intense. We review evidence suggesting that emotion regulation underlying cultural differences in emotional experience often takes place at the point of emotion elicitation through the promotion of situations and appraisals th...

Measuring children's regulation of emotion-expressive behavior.

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Bar-Haim, Yair; Bar-Av, Gali; Sadeh, Avi

2011-04-01

Emotion regulation has become a pivotal concept in developmental and clinical research. However, the measurement of regulatory processes has proved extremely difficult, particularly in the context of within-subject designs. Here, we describe a formal conceptualization and a new experimental procedure, the Balloons Game, to measure a regulatory component of emotion-expressive behavior. We present the internal consistency and stability of the indices derived from the Balloons Game in a sample of 121 kindergarten children. External validation against measures that have been associated with emotion regulation processes is also provided. The findings suggest that the Balloons Game provides a reliable tool for the study of regulation of emotion expression in young children. PsycINFO Database Record (c) 2011 APA, all rights reserved.

Dissociable self effects for emotion regulation: a study of Chinese major depressive outpatients.

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Wang, Xiaoxia; Feng, Zhengzhi; Zhou, Daiquan; Lei, Xu; Liao, Tongquan; Zhang, Li; Ji, Bing; Li, Jing

2014-01-01

Reappraisal is an adaptive emotion regulation strategy while the role of self-perspective in reappraisal process of depressed patients is largely unknown in terms of goals (valence/arousal) and tactics (detachment/immersion). In this study, 12 depressed individuals and 15 controls were scanned with MRI during which they either attend naturally to emotional stimuli, or adopt detachment/immersion strategy. Behaviorally, no group differences in self-reported emotion regulation effectiveness were found. In addition, we observed that (1) patients were less able to downregulate amygdala activation with recruitment of more dorsal lateral prefrontal cortex (dlPFC) when adopting detachment strategy regardless of valence, and this preserved ability to regulate emotion was inversely associated with severity of symptoms; (2) patients had deficits in upregulating amygdala activation when adopting immersion strategy, with less inferior frontal gyrus (IFG) activation and strengthening coupling of dlPFC and ventral medial prefrontal cortex (vmPFC) with amygdala; (3) comparison between groups yielded that patients showed stronger vmPFC activation under either self-detached or self-immersed condition. In conclusion, impaired modulatory effects of amygdala in depressed patients are compensated with strengthening cognitive control resources, with dissociable effects for different self-perspectives in reappraisal. These results may help clarify the role of self-perspective underlying reappraisal in major depression.

Dissociable Self Effects for Emotion Regulation: A Study of Chinese Major Depressive Outpatients

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Xiaoxia Wang

2014-01-01

Full Text Available Reappraisal is an adaptive emotion regulation strategy while the role of self-perspective in reappraisal process of depressed patients is largely unknown in terms of goals (valence/arousal and tactics (detachment/immersion. In this study, 12 depressed individuals and 15 controls were scanned with MRI during which they either attend naturally to emotional stimuli, or adopt detachment/immersion strategy. Behaviorally, no group differences in self-reported emotion regulation effectiveness were found. In addition, we observed that (1 patients were less able to downregulate amygdala activation with recruitment of more dorsal lateral prefrontal cortex (dlPFC when adopting detachment strategy regardless of valence, and this preserved ability to regulate emotion was inversely associated with severity of symptoms; (2 patients had deficits in upregulating amygdala activation when adopting immersion strategy, with less inferior frontal gyrus (IFG activation and strengthening coupling of dlPFC and ventral medial prefrontal cortex (vmPFC with amygdala; (3 comparison between groups yielded that patients showed stronger vmPFC activation under either self-detached or self-immersed condition. In conclusion, impaired modulatory effects of amygdala in depressed patients are compensated with strengthening cognitive control resources, with dissociable effects for different self-perspectives in reappraisal. These results may help clarify the role of self-perspective underlying reappraisal in major depression.

Relation between paralinguistic skills and social skills in adults with mild and moderate intellectual disability

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Đorđević Mirjana

2016-01-01

Full Text Available Facial expressions and prosodic acoustic characteristics jointly present paralinguistic features of communication. By analyzing literature, we observe that respondents with intellectual disabilities manifest emphasized difficulties in detecting emotions in tasks of facial and vocal expression. However, we do not know if there are data on how paralinguistic abilities correlate with social skills in adults with intellectual disabilities. This research was conducted in order to determine the relation between the ability of paralinguistic production and paralinguistic understanding, on one side, and social skills on the other side. The sample consisted of 44 adults of both genders with mild (N=22 and moderate intellectual disabilities (N=22, aged between 20 and 50 (M=32.41, SD=9.36. The Paralinguistic scale from the battery for the assessment of communication (The Assessment Battery for Communication, Abaco, Sacco et al., 2008 was used for the assessment of paralinguistic skills, and three subscales of Vineland adaptive behavior scale - teaching form (Sparrow, Cicchetti & Balla, 2006 were used for the assessment of social skills. The results show that the achievement on subscales of Playing and leisure time positively correlated with the ability to understand emotions in communication (r = 0.486, p < 0.05 in respondents with mild intellectual disability. Achievements on the subscales Skills of adapting had a moderate and positive correlation with the ability to understand emotions in communication (r=0.522, p<0.05 in subjects with mild intellectual disability. Statistically significant correlations between the examined variables were not observed in the group of respondents with moderate intellectual disability. We can conclude that in adults with mild intellectual disability the ability to understand emotional paralinguistic elements significantly correlates with the ability to organize social activities and to adapt behavior in social interactions.

Perfectionism and negative/positive affect associations: the role of cognitive emotion regulation and perceived distress/coping.

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Castro, Juliana; Soares, Maria João; Pereira, Ana T; Macedo, António

2017-01-01

To explore 1) if perfectionism, perceived distress/coping, and cognitive emotion regulation (CER) are associated with and predictive of negative/positive affect (NA/PA); and 2) if CER and perceived distress/coping are associated with perfectionism and if they mediate the perfectionism-NA/PA associations. There is a distinction between maladaptive and adaptive perfectionism in its association with NA/PA. CER and perceived distress/coping may mediate the maladaptive/adaptive perfectionism and NA/PA associations. 344 students (68.4% girls) completed the Hewitt & Flett and the Frost Multidimensional Perfectionism Scales, the Composite Multidimensional Perfectionism Scale, the Profile of Mood States, the Perceived Stress Scale, and the Cognitive Emotion Regulation Questionnaire. NA predictors were maladaptive/adaptive perfectionism, maladaptive CER and perceived distress (positively), positive reappraisal and planning, and perceived coping (negatively). PA predictors were maladaptive/adaptive perfectionism and perceived distress (negatively), positive reappraisal and planning, positive refocusing and perceived coping (positively). The association between maladaptive perfectionism and NA was mediated by maladaptive CER/low adaptive CER, perceived distress/low coping. Maladaptive perfectionism and low PA association was mediated by perceived distress. High PA was determined by low maladaptive perfectionism and this association was mediated by adaptive REC and coping. Adaptive perfectionism and NA association was mediated by maladaptive CER and perceived distress. CER and perceived distress/coping are associated and mediate the perfectionism-NA/PA associations.

Greater emotional arousal predicts poorer long-term memory of communication skills in couples.

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Baucom, Brian R; Weusthoff, Sarah; Atkins, David C; Hahlweg, Kurt

2012-06-01

Many studies have examined the importance of learning skills in behaviorally based couple interventions but none have examined predictors of long-term memory for skills. Associations between emotional arousal and long-term recall of communication skills delivered to couples during a behaviorally based relationship distress prevention program were examined in a sample of 49 German couples. Fundamental frequency (f(0)), a vocal measure of encoded emotional arousal, was measured during pre-treatment couple conflict. Higher levels of f(0) were linked to fewer skills remembered 11 years after completing the program, and women remembered more skills than men. Implications of results for behaviorally based couple interventions are discussed. Copyright © 2012 Elsevier Ltd. All rights reserved.

Testing predictions of the emotion regulation model of binge-eating disorder.

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Kenny, Therese E; Singleton, Christopher; Carter, Jacqueline C

2017-11-01

The emotion regulation (ER) model of binge eating posits that individuals with binge-eating disorder (BED) experience more intense emotions and greater difficulties in ER than individuals without BED, leading them to binge eat as a means of regulating emotions. According to this model, individuals with BED should report greater difficulties in ER than their non-BED counterparts, the severity of these difficulties should be positively associated with BED symptoms, and this association should be stronger when individuals experience persistent negative emotions (i.e., depression). Studies examining these hypotheses, however, have been limited. Data were collected from adults meeting the DSM 5 criteria for BED (n = 71; 93% female) and no history of an eating disorder (NED; n =  79; 83.5% female). Participants completed self-report measures of difficulties in ER, eating disorder (ED) psychopathology, and depression. Individuals with BED reported greater difficulties in ER compared to those with NED. Moreover, difficulties in ER predicted unique variance in binge frequency and ED psychopathology in BED. Depression moderated the association between ER difficulties and binge frequency such that emotion dysregulation and binge frequency were positively associated in those reporting high, but not low, depression levels. The association between difficulties in ER and ED pathology in BED suggests that treatments focusing on improving ER skills may be effective in treating this ED; however, the moderating effect of depression underscores the need for research on individual differences and treatment moderators. These findings suggest the importance of ER in understanding and treating BED. © 2017 Wiley Periodicals, Inc.

Extending the concept of emotion regulation with model-based fMRI

OpenAIRE

Mulej Bratec, Satja

2016-01-01

Effective emotion regulation is essential for our social and emotional well-being. Yet, the concept of emotion regulation, as it is conventionally regarded in the field, does not take important aspects of emotions and emotion regulation into account. The overarching aim of the current thesis was to include such missing aspects and thereby expand the concept of emotion regulation. The expansion occurred in two directions: firstly, the definition of emotion within the field of emotion regulatio...

A socio-cultural instrumental approach to emotion regulation: Culture and the regulation of positive emotions.

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Ma, Xiaoming; Tamir, Maya; Miyamoto, Yuri

2018-02-01

We propose a sociocultural instrumental approach to emotion regulation. According to this approach, cultural differences in the tendency to savor rather than dampen positive emotions should be more pronounced when people are actively pursuing goals (i.e., contexts requiring higher cognitive effort) than when they are not (i.e., contexts requiring lower cognitive efforts), because cultural beliefs about the utility of positive emotions should become most relevant when people are engaging in active goal pursuit. Four studies provided support for our theory. First, European Americans perceived more utility and less harm of positive emotions than Japanese did (Study 1). Second, European Americans reported a stronger relative preference for positive emotions than Asians, but this cultural difference was larger in high cognitive effort contexts than in moderate or low cognitive effort contexts (Study 2). Third, European Americans reported trying to savor rather than dampen positive emotions more than Asians did when preparing to take an exam, a typical high cognitive effort context (Studies 3-4), but these cultural differences were attenuated when an exam was not expected (Study 3) and disappeared when participants expected to interact with a stranger (Study 4). These findings suggest that cultural backgrounds and situational demands interact to shape how people regulate positive emotions. (PsycINFO Database Record (c) 2018 APA, all rights reserved).

Beyond the technical: The role of emotion regulation in lacrosse officiating.

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Friesen, Andrew P; Devonport, Tracey J; Lane, Andrew M

2017-03-01

Emotions can influence the performance of referees leading to a need to examine emotions experienced, and regulation strategies used by referees. The present study assessed emotions and emotion regulation strategies of 19 referees officiating at an Under-19 Lacrosse World Championship. Using survey methods and focus group interviews, officials responded to five questions: (a) What emotions were experienced? (b) What events elicited emotions? (c) How did lacrosse officials manage their own emotional states prior to, throughout, and following a competitive game? (d) How did officials manage others' emotional states? (e) What were the perceived consequences of these strategies? Results indicate that emotions fluctuated throughout the tournament as referees encountered intrapersonal and interpersonal emotion-eliciting events. These fluctuations are suggested to come from a progressively diminished capacity for emotion regulation. Participants used emotion regulation strategies that could be classified into Gross' (1999) families of emotion regulation strategies, often relying on suppression, emotion contagion, and preventative refereeing. Collectively, the results offer new insights into referee emotion regulation at international events.

Reappraise the Situation but Express Your Emotions: Impact of Emotion Regulation Strategies on ad libitum Food Intake.

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Taut, Diana; Renner, Britta; Baban, Adriana

2012-01-01

Research investigating the role of maladaptive emotion regulation (ER) on food intake has exclusively focused on food intake in a forced consumption situation. In contrast, the present study examined the effect of negative emotions (fear, negative affect) and ER strategies (suppression, reappraisal) on food intake in a non-forced, free eating setting where participants (N = 165) could choose whether and how much they ate. This free (ad libitum) eating approach enabled, for the first time, the testing of (1) whether eating (yes/no) is used as a secondary ER strategy and (2) whether the amount of food intake differed, depending on the ER strategy. In order to produce a more ecologically valid design, ER strategy manipulation was realized while exposing participants to emotion induction procedures. To induce an initial negative emotional state, a movie clip was presented without ER instruction. The instructions to regulate emotions (suppression, reappraisal, no ER instruction) then preceded a second clip. The results show that whereas about two-thirds of the control (no ER instruction) and suppression groups began to eat, only one-third of the reappraisal group did. However, when reappraisers began to eat, they ate as much as participants in the suppression and control groups. Accordingly, the results suggest that when people are confronted with a negative event, eating is used as a secondary coping strategy when the enacted ER is ineffective. Conversely, an adaptive ER such as reappraisal decreases the likelihood of eating in the first place, even when ER is employed during rather than before the unfolding of the negative event. Consequently, the way we deal with negative emotions might be more relevant for explaining emotional eating than the distress itself.

PTSD Psychotherapy Outcome Predicted by Brain Activation During Emotional Reactivity and Regulation.

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Fonzo, Gregory A; Goodkind, Madeleine S; Oathes, Desmond J; Zaiko, Yevgeniya V; Harvey, Meredith; Peng, Kathy K; Weiss, M Elizabeth; Thompson, Allison L; Zack, Sanno E; Lindley, Steven E; Arnow, Bruce A; Jo, Booil; Gross, James J; Rothbaum, Barbara O; Etkin, Amit

2017-12-01

Exposure therapy is an effective treatment for posttraumatic stress disorder (PTSD), but many patients do not respond. Brain functions governing treatment outcome are not well characterized. The authors examined brain systems relevant to emotional reactivity and regulation, constructs that are thought to be central to PTSD and exposure therapy effects, to identify the functional traits of individuals most likely to benefit from treatment. Individuals with PTSD underwent functional MRI (fMRI) while completing three tasks assessing emotional reactivity and regulation. Participants were then randomly assigned to immediate prolonged exposure treatment (N=36) or a waiting list condition (N=30). A random subset of the prolonged exposure group (N=17) underwent single-pulse transcranial magnetic stimulation (TMS) concurrent with fMRI to examine whether predictive activation patterns reflect causal influence within circuits. Linear mixed-effects modeling in line with the intent-to-treat principle was used to examine how baseline brain function moderated the effect of treatment on PTSD symptoms. At baseline, individuals with larger treatment-related symptom reductions (compared with the waiting list condition) demonstrated 1) greater dorsal prefrontal activation and 2) less left amygdala activation, both during emotion reactivity; 3) better inhibition of the left amygdala induced by single TMS pulses to the right dorsolateral prefrontal cortex; and 4) greater ventromedial prefrontal/ventral striatal activation during emotional conflict regulation. Reappraisal-related activation was not a significant moderator of the treatment effect. Capacity to benefit from prolonged exposure in PTSD is gated by the degree to which prefrontal resources are spontaneously engaged when superficially processing threat and adaptively mitigating emotional interference, but not when deliberately reducing negative emotionality.

Difficulties in emotion regulation and risky driving among Lithuanian drivers.

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Šeibokaitė, Laura; Endriulaitienė, Auksė; Sullman, Mark J M; Markšaitytė, Rasa; Žardeckaitė-Matulaitienė, Kristina

2017-10-03

Risky driving is a common cause of traffic accidents and injuries. However, there is no clear evidence of how difficulties in emotion regulation contribute to risky driving behavior, particularly in small post-Soviet countries. The present study aimed to investigate the relationship between difficulties in emotion regulation and self-reported risky driving behavior in a sample of Lithuanian drivers. A total of 246 nonprofessional Lithuanian drivers participated in a cross-sectional survey. Difficulties in emotion regulation were assessed using the Difficulties in Emotion Regulation Scale (DERS; Gratz and Roemer 2004), and risky driving behavior was assessed using the Manchester Driver Behaviour Questionnaire (DBQ; Lajunen et al. 2004). Males scored higher than females in aggressive violations and ordinary violations. Females scored higher for the nonacceptance of emotional responses, whereas males had more difficulties with emotional awareness than females. More difficulties in emotion regulation were positively correlated with driving errors, lapses, aggressive violations, and ordinary violations for both males and females. Structural equation modeling showed that difficulties in emotion regulation explained aggressive and ordinary violations more clearly than lapses and errors. When controlling for interactions among the distinct regulation difficulties, difficulties with impulse control and difficulties engaging in goal-directed behavior predicted risky driving. Furthermore, nonacceptance of emotional responses and limited access to emotion regulation strategies were related to less violations and more driving errors. Emotion regulation difficulties were associated with the self-reported risky driving behaviors of Lithuanian drivers. This provides useful hints for improving driver training programs in order to prevent traffic injuries.

Predictors of Career Adaptability Skill among Higher Education Students in Nigeria

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Amos Shaibu Ebenehi

2016-12-01

Full Text Available This paper examined predictors of career adaptability skill among higher  education students in Nigeria. A sample of 603 higher education students randomly selected from six colleges of education in Nigeria participated in this study.  A set of self-reported questionnaire was used for data collection, and multiple linear regression analysis was used to analyze the data.  Results indicated that 33.3% of career adaptability skill was explained by the model.  Four out of the five predictor variables significantly predicted career adaptability skill among higher education students in Nigeria.  Among the four predictors, career self-efficacy sources was the most statistically significant predictor of career adaptability skill among higher education students in Nigeria, followed by personal goal orientation, career future concern, and perceived social support respectively.  Vocational identity did not statistically predict career adaptability skill among higher education students in Nigeria.  The study suggested that similar study should be replicated in other parts of the world in view of the importance of career adaptability skill to the smooth transition of graduates from school to the labor market.  The study concluded by requesting stakeholders of higher institutions in Nigeria to provide career exploration database for the students, and encourage career intervention program in order to enhance career adaptability skill among the students.

Fronto-Limbic Brain Dysfunction during the Regulation of Emotion in Schizophrenia.

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Shaun M Eack

Full Text Available Schizophrenia is characterized by significant and widespread impairments in the regulation of emotion. Evidence is only recently emerging regarding the neural basis of these emotion regulation impairments, and few studies have focused on the regulation of emotion during effortful cognitive processing. To examine the neural correlates of deficits in effortful emotion regulation, schizophrenia outpatients (N = 20 and age- and gender-matched healthy volunteers (N = 20 completed an emotional faces n-back task to assess the voluntary attentional control subprocess of emotion regulation during functional magnetic resonance imaging. Behavioral measures of emotional intelligence and emotion perception were administered to examine brain-behavior relationships with emotion processing outcomes. Results indicated that patients with schizophrenia demonstrated significantly greater activation in the bilateral striatum, ventromedial prefrontal, and right orbitofrontal cortices during the effortful regulation of positive emotional stimuli, and reduced activity in these same regions when regulating negative emotional information. The opposite pattern of results was observed in healthy individuals. Greater fronto-striatal response to positive emotional distractors was significantly associated with deficits in facial emotion recognition. These findings indicate that abnormalities in striatal and prefrontal cortical systems may be related to deficits in the effortful emotion regulatory process of attentional control in schizophrenia, and may significantly contribute to emotion processing deficits in the disorder.

Social regulation of emotion: messy layers

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Kappas, Arvid

2013-01-01

Emotions are evolved systems of intra- and interpersonal processes that are regulatory in nature, dealing mostly with issues of personal or social concern. They regulate social interaction and in extension, the social sphere. In turn, processes in the social sphere regulate emotions of individuals and groups. In other words, intrapersonal processes project in the interpersonal space, and inversely, interpersonal experiences deeply influence intrapersonal processes. Thus, I argue that the conc...

Emotional Self-Regulation of Individuals with Autism Spectrum Disorders: Smartwatches for Monitoring and Interaction

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Juan C. Torrado

2017-06-01

Full Text Available In this paper, we analyze the needs of individuals with Autism Spectrum Disorders (ASD to have a pervasive, feasible and non-stigmatizing form of assistance in their emotional self-regulation, in order to ease certain behavioral issues that undermine their mental health throughout their life. We argue the potential of recent widespread wearables, and more specifically smartwatches, to achieve this goal. Then, a smartwatch system that implements a wide range of self-regulation strategies and infers outburst patterns from physiological signals and movement is presented, along with an authoring tool for smartphones that is to be used by caregivers or family members to create and edit these strategies, in an adaptive way. We conducted an intensive experiment with two individuals with ASD who showed varied, representative behavioral responses to their emotional dysregulation. Both users were able to employ effective, customized emotional self-regulation strategies by means of the system, recovering from the majority of mild stress episodes and temper tantrums experienced in the nine days of experiment in their classroom.

Everyday executive functioning influences adaptive skills in autism spectrum disorders

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Rachel K. Peterson

2015-11-01

Full Text Available Adaptive skills are often defined as a set of behaviors or constellation of skills that allow for an individual to function independently and meet environmental demands. Adaptive skills have been linked with an array of social and academic outcomes. Executive functions (EF have been defined as a set of “capacities that enable a person to engage successfully in independent, purposive, self-serving behavior”. While the literature has demonstrated some overlap in the definitions of adaptive skills and the purpose of executive functions, little has been done to investigate the relationship between the two. The current study sought to investigate this relationship within Autistic Spectrum Disorders (ASD, a clinical grouping that has demonstrated a predisposition towards deficits within both of these functional domains. ASD are oftentimes associated with EF deficits, especially in the domains of cognitive flexibility, planning, and working memory. Deficits in adaptive skills have also been commonly reported in relation to ASD, with a wide range of abilities being noted across previous studies. The purpose of this study was to examine relationships between adaptive skills and EF in individuals with ASD with the idea that an understanding of such relationships may offer insight into possible focus for intervention.

The Role of Language Skill in Child Psychopathology: Implications for Intervention in the Early Years.

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Salmon, Karen; O'Kearney, Richard; Reese, Elaine; Fortune, Clare-Ann

2016-12-01

In this narrative review, we suggest that children's language skill should be targeted in clinical interventions for children with emotional and behavioral difficulties in the preschool years. We propose that language skill predicts childhood emotional and behavioral problems and this relationship may be mediated by children's self-regulation and emotion understanding skills. In the first sections, we review recent high-quality longitudinal studies which together demonstrate that that children's early language skill predicts: (1) emotional and behavioral problems, and this relationship is stronger than the reverse pattern; (2) self-regulation skill; this pattern may be stronger than the reverse pattern but moderated by child age. Findings also suggest that self-regulation skill mediates the relation between early language skill and children's emotional and behavioral problems. There is insufficient evidence regarding the mediating role of emotion understanding. In subsequent sections, we review evidence demonstrating that: (1) particular kinds of developmentally targeted parent-child conversations play a vital role in the development of language skill, and (2) some current clinical interventions, directly or indirectly, have a beneficial impact on children's vocabulary and narrative skills, but most approaches are ad hoc. Targeting language via parent-child conversation has the potential to improve the outcomes of current clinical interventions in the preschool years.

Emotion regulation in Asperger's syndrome and high-functioning autism.

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Samson, Andrea C; Huber, Oswald; Gross, James J

2012-08-01

It is generally thought that individuals with Asperger's syndrome and high-functioning autism (AS/HFA) have deficits in theory of mind. These deficits have been previously linked to problems with social cognition. However, we reasoned that AS/HFA individuals' Theory of Mind deficits also might lead to problems with emotion regulation. To assess emotional functioning in AS/HFA, 27 AS/HFA adults (16 women) and 27 age-, gender-, and education-matched typically developing (TD) participants completed a battery of measures of emotion experience, labeling, and regulation. With respect to emotion experience, individuals with AS/HFA reported higher levels of negative emotions, but similar levels of positive emotions, compared with TD individuals. With respect to emotion labeling, individuals with AS/HFA had greater difficulties identifying and describing their emotions, with approximately two-thirds exceeding the cutoff for alexithymia. With respect to emotion regulation, individuals with AS/HFA used reappraisal less frequently than TD individuals and reported lower levels of reappraisal self-efficacy. Although AS/HFA individuals used suppression more frequently than TD individuals, no difference in suppression self-efficacy was found. It is important to note that these differences in emotion regulation were evident even when controlling for emotion experience and labeling. Implications of these deficits are discussed, and future research directions are proposed.

Maternal Depressive Symptoms, Toddler Emotion Regulation, and Subsequent Emotion Socialization

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Premo, Julie E.; Kiel, Elizabeth J.

2015-01-01

Although many studies have examined how maternal depressive symptoms relate to parenting outcomes, less work has examined how symptoms affect emotion socialization, a parenting construct linked to a myriad of socioemotional outcomes in early childhood. In line with a transactional perspective on the family, it is also important to understand how children contribute to these emotional processes. The current study examined how toddler emotion regulation strategies moderated the relation between...

Emotion regulation promotes persistence in a residential substance abuse treatment.

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Hopwood, Christopher J; Schade, Nick; Matusiewicz, Alexis; Daughters, Stacey B; Lejuez, Carl W

2015-01-01

Emotion regulation at treatment entry was evaluated among 115 patients in an inner-city substance use residential facility who either persisted (N = 94) or discontinued treatment (N = 21). Emotion regulation capacity including emotional clarity and the ability to engage in goal-directed behavior despite emotional distress, as well as lower scores on a measure of trait-negative emotionality, were associated with treatment persistence, whereas motivational variables were not. Findings indicate the importance of regulating negative emotions for treatment engagement among substance abusers.

Looking into the crystal ball of our emotional lives: emotion regulation and the overestimation of future guilt and shame.

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van Dijk, Wilco W; van Dillen, Lotte F; Rotteveel, Mark; Seip, Elise C

2017-04-01

In the present study, we examined the impact of emotion regulation on the intensity bias in guilt and shame. Fifty-two undergraduates either forecasted their emotions and emotion regulation following a guilt- and shame-eliciting situation or reported their actual experienced emotions and employed emotion regulation. Results showed a clear intensity bias, that is, forecasters predicted to experience more guilt and shame than experiencers actually experienced. Furthermore, results showed that forecasters predicted to employ less down-regulating emotion regulation (i.e. less acceptance) and more up-regulating emotion regulation (i.e. more rumination) than experiencers actually employed. Moreover, results showed that the intensity differences between forecasted and experienced guilt and shame could be explained (i.e. were mediated) by the differences between forecasted and actually employed emotion regulation (i.e. acceptance and rumination). These findings provide support for the hypothesis that the intensity bias can-at least in part-be explained by the misprediction of future emotion regulation.

Emotion Regulation as a Transdiagnostic Feature Among Eating Disorders: Cross-sectional and Longitudinal Approach.

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Mallorquí-Bagué, Núria; Vintró-Alcaraz, Cristina; Sánchez, Isabel; Riesco, Nadine; Agüera, Zaida; Granero, Roser; Jiménez-Múrcia, Susana; Menchón, José M; Treasure, Janet; Fernández-Aranda, Fernando

2018-01-01

Emotion regulation (ER) difficulties are observed in eating disorders (EDs). However, few studies have explored ER before and after treatment. The aims are as follows: to explore ER difficulties across ED types and a healthy control (HC) group (Study 1) and to assess pretreatment and post-treatment changes among ED types (Study 2). In Study 1, adult women with EDs (n = 438) and HC (n = 126) completed an assessment including Eating Disorders Inventory-2, Difficulties in Emotion Regulation Scale and Symptom Checklist-90-Revised. Patients in Study 2 (n = 69) were also reassessed after treatment. All ED types reported worse ER compared with HC (p eating disorder might be enhanced by targeting ER skills. Copyright © 2017 John Wiley & Sons, Ltd and Eating Disorders Association. Copyright © 2017 John Wiley & Sons, Ltd and Eating Disorders Association.

How emotions regulate social life: the emotions as social information (EASI) model

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van Kleef, G.A.

2009-01-01

The idea that emotions regulate social interaction is increasingly popular. But exactly how do emotions do this? To address this question, I draw on research on the interpersonal effects of emotions on behavior in personal relationships, parent-child interactions, conflict, negotiation, and

Specificity of emotion regulation deficits in social anxiety: an internet study.

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Rusch, Silke; Westermann, Stefan; Lincoln, Tania M

2012-09-01

There is evidence for an association between social anxiety and emotion regulation difficulties. This study investigates that emotion regulation difficulties are specific to two domains of social anxiety. An explorative study was conducted to examine the associations between emotion regulation facets and social anxiety in the normal population. N= 149 healthy volunteers participated in an internet-based survey. Emotion regulation deficits were measured by the Difficulties in Emotion Regulation Scale which consists of six subscales. Social anxiety was measured by the Social Phobia Scale and the Social Interaction Anxiety Scale. Hierarchical regression analyses showed that anxiety of interactive social situations is associated with non-acceptance of negative emotions, impulse control difficulties, and lack of functional emotion regulation strategies over and above the impact of age and general psychopathology. In contrast, anxiety of being observed by others was not specifically associated with emotion regulation strategies. The results support the hypothesis that specific emotion regulation deficits are relevant to specific aspects of social anxiety. Implications for further research and therapy are discussed. © 2011 The British Psychological Society.

Emotion discourse, social cognition, and social skills in children with and without developmental delays.

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Fenning, Rachel M; Baker, Bruce L; Juvonen, Jaana

2011-01-01

This study examined parent-child emotion discourse, children's independent social information processing, and social skills outcomes in 146 families of 8-year-olds with and without developmental delays. Children's emergent social-cognitive understanding (internal state understanding, perspective taking, and causal reasoning and problem solving) was coded in the context of parent-child conversations about emotion, and children were interviewed separately to assess social problem solving. Mothers, fathers, and teachers reported on children's social skills. The proposed strengths-based model partially accounted for social skills differences between typically developing children and children with delays. A multigroup analysis of the model linking emotion discourse to social skills through children's prosocial problem solving suggested that processes operated similarly for the two groups. Implications for ecologically focused prevention and intervention are discussed. © 2011 The Authors. Child Development © 2011 Society for Research in Child Development, Inc.

That’s not funny! – But it should be: effects of humorous emotion regulation on emotional experience and memory

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Kugler, Lisa; Kuhbandner, Christof

2015-01-01

Previous research has shown that humorous reappraisal can reduce elicited negative emotions, suggesting that humor may be a functional strategy to cope with emotionally negative situations. However, the effect of humorous reappraisal on later memory about the emotion-eliciting situation is currently unknown, although this is crucial for more adaptive responding in future situations. To address this issue, we examined the effects of humorous reappraisal on both emotional experience and memory, compared to non-humorous rational reappraisal and a non-reappraisal control condition. Replicating previous findings, humorous reappraisal reduced evoked negative valence and arousal levels very effectively, and the down-regulation of experienced negative emotions was even more pronounced after humorous compared to rational reappraisal. Regarding later memory for emotion-eliciting stimuli, both humorous and rational reappraisal reduced free recall, but recognition memory was unaffected, with memory strength being stronger after humorous than after rational reappraisal. These results indicate that humor seems to be indeed an optimal strategy to cope with negative situations because humor can help us to feel better when confronted with negative stimuli, but still allows us to retrieve stimulus information later when afforded to do so by the presence of appropriate contextual features. PMID:26379608

Rational Behavior Skills: A Teaching Sequence for Students with Emotional Disabilities.

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Patton, Patricia Lucey

1995-01-01

Rational behavior training is a proactive teaching model concerned with helping students with behavior disorders or serious emotional disturbances develop rational thinking and appropriate social skills. Describes a seven-session sequence for teaching rational behavior skills in a middle school setting. Pre- and posttest data revealed significant…

Emotion regulation in spider phobia: role of the medial prefrontal cortex

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Schäfer, Axel; Walter, Bertram; Stark, Rudolf; Vaitl, Dieter; Schienle, Anne

2009-01-01

Phobic responses are strong emotional reactions towards phobic objects, which can be described as a deficit in the automatic regulation of emotions. Difficulties in the voluntary cognitive control of these emotions suggest a further phobia-specific deficit in effortful emotion regulation mechanisms. The actual study is based on this emotion regulation conceptualization of specific phobias. The aim is to investigate the neural correlates of these two emotion regulation deficits in spider phobics. Sixteen spider phobic females participated in a functional magnetic resonance imaging (fMRI) study in which they were asked to voluntarily up- and down-regulate their emotions elicited by spider and generally aversive pictures with a reappraisal strategy. In line with the hypothesis concerning an automatic emotion regulation deficit, increased activity in the insula and reduced activity in the ventromedial prefrontal cortex was observed. Furthermore, phobia-specific effortful regulation within phobics was associated with altered activity in medial prefrontal cortex areas. Altogether, these results suggest that spider phobic subjects are indeed characterized by a deficit in the automatic as well as the effortful regulation of emotions elicited by phobic compared with aversive stimuli. These two forms of phobic emotion regulation deficits are associated with altered activity in different medial prefrontal cortex subregions. PMID:19398537

Regulating deviance with emotions: Emotional expressions as signals of acceptance and rejection

NARCIS (Netherlands)

Heerdink, M.W.

2015-01-01

An individual group member’s deviant behavior can provoke strong emotional reactions from other group members. I have investigated the role of such emotional reactions in regulating deviance by investigating how the deviant is influenced by these emotional reactions. The idea that angry reactions

The Jekyll and Hyde of emotional intelligence: emotion-regulation knowledge facilitates both prosocial and interpersonally deviant behavior.

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Côté, Stéphane; Decelles, Katherine A; McCarthy, Julie M; Van Kleef, Gerben A; Hideg, Ivona

2011-08-01

Does emotional intelligence promote behavior that strictly benefits the greater good, or can it also advance interpersonal deviance? In the investigation reported here, we tested the possibility that a core facet of emotional intelligence--emotion-regulation knowledge--can promote both prosocial and interpersonally deviant behavior. Drawing from research on how the effective regulation of emotion promotes goal achievement, we predicted that emotion-regulation knowledge would strengthen the effects of other-oriented and self-oriented personality traits on prosocial behavior and interpersonal deviance, respectively. Two studies supported our predictions. Among individuals with higher emotion-regulation knowledge, moral identity exhibited a stronger positive association with prosocial behavior in a social dilemma (Study 1), and Machiavellianism exhibited a stronger positive association with interpersonal deviance in the workplace (Study 2). Thus, emotion-regulation knowledge has a positive side and a dark side.

Attachment style and emotional eating in bariatric surgery candidates: The mediating role of difficulties in emotion regulation.

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Taube-Schiff, Marlene; Van Exan, Jessica; Tanaka, Rika; Wnuk, Susan; Hawa, Raed; Sockalingam, Sanjeev

2015-08-01

Difficulties with emotion regulation is a hypothesized mechanism through which attachment insecurity may affect emotional eating. No studies have yet investigated this effect in the bariatric population. Because many obese individuals engage in emotional eating, difficulty regulating emotion may be an important underlying mechanism through which attachment insecurity is linked to emotional eating in bariatric surgery candidates. In this cross-sectional study, 1393 adult bariatric surgery candidates from the Toronto Western Hospital were recruited to complete the Emotional Eating Scale (EES), Patient Health Questionnaire-9 (PHQ9), Generalized Anxiety Disorder-7 (GAD7), Difficulties in Emotion Regulation Scale (DERS), Eating Disorder Examination Questionnaire (EDE-Q), and the Experiences for Close Relationships 16-item Scale (ECR-16) in order to explore the mediating role of emotion regulation on the relationship between attachment insecurity and emotional eating. Path analysis within a structural equation modeling framework examined direct and indirect effects of attachment insecurity on emotional eating. The indices of this overall model indicated that the specified set of direct and indirect pathways and corresponding correlations were a good fit with the data (RMSEAemotional eating were significant. Findings suggest that difficulties in emotion regulation may be an important mechanism to consider when examining the association between attachment insecurity and emotional eating in adult bariatric surgery candidates. Although causality cannot be concluded, these results shed light on the important role that emotion regulation may have in predicting problematic eating in bariatric patients. Copyright © 2015. Published by Elsevier Ltd.

Music as Emotional Self-Regulation throughout Adulthood

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Saarikallio, Suvi

2011-01-01

Emotional self-regulation is acknowledged as one of the most important reasons for musical engagement at all ages. Yet there is little knowledge on how this self-regulatory use of music develops across the life span. A qualitative study was conducted to initially explore central processes and strategies of the emotional self-regulation during…