Distinct emotion regulation skills explain psychopathology and problems in social relationships following childhood emotional abuse and neglect.

Science.gov (United States)

Berzenski, Sara R

2018-03-22

Efforts to differentiate between the developmental sequelae of childhood emotional abuse and childhood emotional neglect are critical to both research and practice efforts. As an oft-identified mechanism of the effects of child maltreatment on later adjustment, emotion dysregulation represents a key potential pathway. The present study explored a higher order factor model of specific emotion regulation skills, and the extent to which these skill sets would indicate distinct developmental pathways from unique emotional maltreatment experiences to multidomain adjustment. A sample of 500 ethnoracially diverse college students reported on their experiences. A two-factor model of emotion regulation skills based on subscales of the Difficulties in Emotion Regulation Scale was revealed. Significant indirect effects of childhood emotional abuse on psychopathology and problems in social relationships were found through response-focused difficulties in emotion regulation, whereas a significant indirect effect of childhood emotional neglect on problems in social relationships was found through antecedent-focused difficulties in emotion regulation. These results are consistent with theoretical models and empirical evidence suggesting differential effects of childhood emotional abuse and emotional neglect, and provide an important indication for developing targeted interventions focusing on specific higher order emotion dysregulation skill clusters.

Emotional intelligence profiles of nurses caring for people with severe behaviour problems

NARCIS (Netherlands)

Gerits, L.; Derksen, J.J.L.; Verbruggen, A.B.P.M.

2005-01-01

This paper reports on a two-year longitudinal study on the emotional intelligence profiles of 380 nurses caring for clients with highly frequent and extremely severe behaviour problems. The aim was to identify emotional intelligence cluster types for those nurses reporting the fewest symptoms of

Dealing with Emotional Problems Using Rational-Emotive Cognitive Behaviour Therapy: A Client's Guide

OpenAIRE

Dryden, Windy

2012-01-01

Dealing with Emotional Problems offers clear, practical advice on how to deal with some of the most common emotional difficulties.\\ud \\ud Rational-Emotive Cognitive Behaviour Therapy (RECBT) is a technique that encourages a direct focus on emotional problems, helping you to understand the thoughts, beliefs and behaviours that cause you to maintain these problems. This understanding will enable you to overcome problems and lead a happier and more fulfilling life.\\ud \\ud The book begins by outl...

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.

Academic Performance in Primary School Children With Common Emotional and Behavioral Problems.

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Mundy, Lisa K; Canterford, Louise; Tucker, Dawn; Bayer, Jordana; Romaniuk, Helena; Sawyer, Susan; Lietz, Petra; Redmond, Gerry; Proimos, Jenny; Allen, Nicholas; Patton, George

2017-08-01

Many emotional and behavioral problems first emerge in primary school and are the forerunners of mental health problems occurring in adolescence. However, the extent that these problems may be associated with academic failure has been explored less. We aimed to quantify the association between emotional and behavioral problems with academic performance. A stratified random sample of 8- to 9-year-olds (N = 1239) were recruited from schools in Australia. Data linkage was performed with a national assessment of academic performance to assess reading and numeracy. Parent report assessed emotional and behavioral problems with students dichotomized into "borderline/abnormal" and "normal" categories. One in 5 grade 3 students fell in the "borderline/abnormal" category. Boys with total difficulties (β = -47.8, 95% CI: -62.8 to -32.8), conduct problems, and peer problems scored lower on reading. Numeracy scores were lower in boys with total difficulties (β = -37.7, 95% CI: -53.9 to -21.5) and emotional symptoms. Children with hyperactivity/inattention scored lower in numeracy. Girls with peer problems scored lower in numeracy. Boys with emotional and behavioral problems in mid-primary school were 12 months behind their peers. Children with emotional and behavioral problems are at high risk for academic failure, and this risk is evident in mid-primary school. © 2017, American School Health Association.

Maternal Attachment Status, Mother-Child Emotion Talk, Emotion Understanding, and Child Conduct Problems

Directory of Open Access Journals (Sweden)

Brad M. Farrant

2013-01-01

Full Text Available Conduct problems that emerge in childhood often persist into adolescence and are associated with a range of negative outcomes. It is therefore important to identify the factors that predict conduct problems in early childhood. The present study investigated the relations among maternal attachment status, mother-child emotion talk, child emotion understanding, and conduct problems in a sample of 92 (46 males typically developing children (M age = 61.3 months, SD = 8.3 months. The results support a model in which maternal attachment status predicts the level of appropriate/responsive mother-child emotion talk, which predicts child emotion understanding, which in turn negatively predicts child conduct problems. These findings further underline the developmental role of mother-child emotion talk as well as the importance of involving parents in programs designed to increase children’s emotion understanding and/or decrease the incidence of conduct problems.

Poor peer relations predict parent- and self-reported behavioral and emotional problems of adolescents with gender dysphoria: a cross-national, cross-clinic comparative analysis.

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de Vries, Annelou L C; Steensma, Thomas D; Cohen-Kettenis, Peggy T; VanderLaan, Doug P; Zucker, Kenneth J

2016-06-01

This study is the third in a series to examine behavioral and emotional problems in children and adolescents with gender dysphoria in a comparative analysis between two clinics in Toronto, Ontario, Canada and Amsterdam, the Netherlands. In the present study, we report Child Behavior Checklist (CBCL) and Youth Self-Report (YSR) data on adolescents assessed in the Toronto clinic (n = 177) and the Amsterdam clinic (n = 139). On the CBCL and the YSR, we found that the percentage of adolescents with clinical range behavioral and emotional problems was higher when compared to the non-referred standardization samples but similar to the referred adolescents. On both the CBCL and the YSR, the Toronto adolescents had a significantly higher Total Problem score than the Amsterdam adolescents. Like our earlier studies of CBCL data of children and Teacher's Report Form data of children and adolescents, a measure of poor peer relations was the strongest predictor of CBCL and YSR behavioral and emotional problems in gender dysphoric adolescents.

Parent report measures of infant and toddler social-emotional development

DEFF Research Database (Denmark)

Pontoppidan, Maiken; Niss, Nete K; Pejtersen, Jan H

2017-01-01

Background. Identifying young children at risk for socio-emotional developmental problems at an early stage, to prevent serious problems later in life, is crucial. Therefore, we need high quality measures to identify those children at risk for social-emotional problems who require further...... evaluation and intervention. Objective. To systematically identify parent report measures of infant and toddler (0–24 months) social-emotional development for use in primary care settings. Methods. We conducted a systematic review applying a narrative synthesis approach. We searched Medline, Psych......Info, Embase and SocIndex for articles published from 2008 through September 2015 to identify parent-report measures of infant and toddler social-emotional development. Data on the characteristics of the measures, including psychometric data, were collected. Results. Based on 3310 screened articles, we located...

Emotional and behavioral problems among adolescent smokers and their help-seeking behavior.

Science.gov (United States)

Muthupalaniappen, Leelavathi; Omar, Juslina; Omar, Khairani; Iryani, Tuti; Hamid, Siti Norain

2012-09-01

We carried out a cross sectional study to detect emotional and behavioral problems among adolescents who smoke and their help-seeking behavior. This study was conducted in Sarawak, East Malaysia, between July and September 2006. Emotional and behavioral problems were measured using the Youth Self-Report (YSR/11-18) questionnaire; help seeking behavior was assessed using a help-seeking questionnaire. Three hundred ninety-nine students participated in the study; the smoking prevalence was 32.8%. The mean scores for emotional and behavioral problems were higher among smokers than non-smokers in all domains (internalizing, p = 0.028; externalizing, p = 0.001; other behavior, p = 0.001). The majority of students who smoked (94.7%) did not seek help from a primary health care provider for their emotional or behavioral problems. Common barriers to help-seeking were: the perception their problems were trivial (60.3%) and the preference to solve problems on their own (45.8%). Our findings suggest adolescent smokers in Sarawak, East Malaysia were more likely to break rules, exhibit aggressive behavior and have somatic complaints than non-smoking adolescents. Adolescent smokers preferred to seek help for their problems from informal sources. Physicians treating adolescents should inquire about smoking habits, emotional and behavioral problems and offer counseling if required.

Families Affected by Huntington's Disease Report Difficulties in Communication, Emotional Involvement, and Problem Solving.

Science.gov (United States)

Jona, Celine M H; Labuschagne, Izelle; Mercieca, Emily-Clare; Fisher, Fiona; Gluyas, Cathy; Stout, Julie C; Andrews, Sophie C

2017-01-01

Family functioning in Huntington's disease (HD) is known from previous studies to be adversely affected. However, which aspects of family functioning are disrupted is unknown, limiting the empirical basis around which to create supportive interventions. The aim of the current study was to assess family functioning in HD families. We assessed family functioning in 61 participants (38 HD gene-expanded participants and 23 family members) using the McMaster Family Assessment Device (FAD; Epstein, Baldwin and Bishop, 1983), which provides scores for seven domains of functioning: Problem Solving; Communication; Affective Involvement; Affective Responsiveness; Behavior Control; Roles; and General Family Functioning. The most commonly reported disrupted domain for HD participants was Affective Involvement, which was reported by 39.5% of HD participants, followed closely by General Family Functioning (36.8%). For family members, the most commonly reported dysfunctional domains were Affective Involvement and Communication (both 52.2%). Furthermore, symptomatic HD participants reported more disruption to Problem Solving than pre-symptomatic HD participants. In terms of agreement between pre-symptomatic and symptomatic HD participants and their family members, all domains showed moderate to very good agreement. However, on average, family members rated Communication as more disrupted than their HD affected family member. These findings highlight the need to target areas of emotional engagement, communication skills and problem solving in family interventions in HD.

Emotional autonomy and problem behavior among Chinese adolescents.

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Chou, Kee-Lee

2003-12-01

The author examined the association between emotional autonomy and problem behavior among Chinese adolescents living in Hong Kong. The respondents were 512 adolescents, 16 to 18 years of age, who were interviewed for a cross-sectional study. Three dimensions of emotional autonomy including individuation, nondependency on parents, and de-idealization of parents were significantly and positively correlated with the amount of problem behavior the participants engaged in during the past 6 months. Using a simple linear multiple regression model, the author found that problem behavior was associated with only one aspect of emotional autonomy-individuation. Results indicated that the relationship between problem behavior and three aspects of emotional autonomy was similar in both individualistic and collectivistic societies.

Bullying of preterm children and emotional problems at school age: cross-culturally invariant effects.

Science.gov (United States)

Wolke, Dieter; Baumann, Nicole; Strauss, Victoria; Johnson, Samantha; Marlow, Neil

2015-06-01

To investigate whether adolescents who were born extremely preterm (weight (bullied, and whether this contributes to higher emotional problem scores. We used 2 whole population samples: the German Bavarian Longitudinal Study (BLS) (287 very preterm/very low birth weight and 293 term comparison children) and the UK EPICure Study (183 extremely preterm and 102 term comparison children). Peer bullying was assessed by parent report in both cohorts at school years 2 and 6/7. The primary outcome was emotional problems in year 6/7. The effects of prematurity and bullying on emotional problems were investigated with regression analysis and controlled for sex, socioeconomic status, disability, and preexisting emotional problems. Preterm-born children were more often bullied in both cohorts than term comparisons (BLS: relative risk, 1.27; 95% CI, 1.07-1.50; EPICure: relative risk, 1.69; 95% CI, 1.19-2.41). Both preterm birth and being bullied predicted emotional problems, but after controlling for confounders, only being bullied at both ages remained a significant predictor of emotional problem scores in both cohorts (BLS: B, 0.78; 95% CI, 0.28-1.27; P bullied at just a single time point also predicted emotional problems. Preterm-born children are more vulnerable to being bullied by peers. Those children who experience bullying over years are more likely to develop emotional problems. Health professionals should routinely ask about peer relationships. Copyright © 2015 Elsevier Inc. All rights reserved.

Emotion regulation and psychological problems among Indian college youth

Directory of Open Access Journals (Sweden)

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 and behavioural problems in Swedish 7- to 9-year olds with asthma.

Science.gov (United States)

Reichenberg, K; Broberg, A G

2004-01-01

The purpose of this study is to compare emotional and behavioural problems between preadolescent children with asthma and healthy children, and to explore if disease factors relate to problem scores. This was a cross-sectional study of 59 children, 34 boys and 25 girls, aged 7-9 years with mild (n = 11), moderate (n = 38) or severe (n = 10) asthma. A normative sample of 306 children in the same age range, 150 boys and 156 girls, was used as a comparison group. Parents assessed emotional and behavioural problems using the Child Behaviour Checklist. Peak expiratory flow rate and urinary eosinophil protein X were used as measures of lung function and inflammation. Children were interviewed about activity restriction and symptoms during the last week using the Paediatric Asthma Quality of Life Questionnaire. Parents scored day, night and exercise-induced symptoms during the same week. On average, children with asthma were attributed more problems than healthy children of the same age and comparable family socio-economic status. Effect sizes were 0.80 (95% confidence interval 0.52-1.09) for total problems, 0.89 (0.60-1.18) for internalizing problems and 0.67 (0.38-0.95) for externalizing problems. The relative risk for children with asthma exceeding the 95% cut-offpoint for total problems was 4.2 (2.1-8.3) compared to healthy children. Children with parent-reported exercise-induced asthma symptoms were attributed more total problems than asthmatic children without such symptoms. Parent-reported day symptoms and child report of symptoms and restricted activities related with problem scores to a lesser degree. Objective measures of lung function and inflammation were not related to problem scores. Concurrent eczema increased problem scores. It is concluded that asthma in preadolescent children is associated with emotional and behavioural problems. Special attention should be paid to children reported to have exercise-induced symptoms.

Families Affected by Huntington’s Disease Report Difficulties in Communication, Emotional Involvement, and Problem Solving

Science.gov (United States)

Jona, Celine M.H.; Labuschagne, Izelle; Mercieca, Emily-Clare; Fisher, Fiona; Gluyas, Cathy; Stout, Julie C.; Andrews, Sophie C.

2017-01-01

Background: Family functioning in Huntington’s disease (HD) is known from previous studies to be adversely affected. However, which aspects of family functioning are disrupted is unknown, limiting the empirical basis around which to create supportive interventions. Objective: The aim of the current study was to assess family functioning in HD families. Methods: We assessed family functioning in 61 participants (38 HD gene-expanded participants and 23 family members) using the McMaster Family Assessment Device (FAD; Epstein, Baldwin and Bishop, 1983), which provides scores for seven domains of functioning: Problem Solving; Communication; Affective Involvement; Affective Responsiveness; Behavior Control; Roles; and General Family Functioning. Results: The most commonly reported disrupted domain for HD participants was Affective Involvement, which was reported by 39.5% of HD participants, followed closely by General Family Functioning (36.8%). For family members, the most commonly reported dysfunctional domains were Affective Involvement and Communication (both 52.2%). Furthermore, symptomatic HD participants reported more disruption to Problem Solving than pre-symptomatic HD participants. In terms of agreement between pre-symptomatic and symptomatic HD participants and their family members, all domains showed moderate to very good agreement. However, on average, family members rated Communication as more disrupted than their HD affected family member. Conclusion: These findings highlight the need to target areas of emotional engagement, communication skills and problem solving in family interventions in HD. PMID:28968240

Parents and teachers reporting on a child's emotional and behavioural problems following severe traumatic brain injury (TBI): the moderating effect of time.

Science.gov (United States)

Silberg, Tamar; Tal-Jacobi, Dana; Levav, Miriam; Brezner, Amichai; Rassovsky, Yuri

2015-01-01

Gathering information from parents and teachers following paediatric traumatic brain injury (TBI) has substantial clinical value for diagnostic decisions. Yet, a multi-informant approach has rarely been addressed when evaluating children at the chronic stage post-injury. In the current study, the goals were to examine (1) differences between parents' and teachers' reports on a child's emotional and behavioural problems and (2) the effect of time elapsed since injury on each rater's report. A sample of 42 parents and 42 teachers of children following severe TBI completed two standard rating scales. Receiver Operating Characteristic (ROC) curves were used to determine whether time elapsed since injury reliably distinguished children falling above and below clinical levels. Emotional-behavioural scores of children following severe TBI fell within normal range, according to both teachers and parents. Significant differences were found between parents' reports relatively close to the time of injury and 2 years post-injury. However, no such differences were observed in teachers' ratings. Parents and teachers of children following severe TBI differ in their reports on a child's emotional and behavioural problems. The present study not only underscores the importance of multiple informants, but also highlights, for the first time, the possibility that informants' perceptions may vary across time.

Prevalence and associated factors of emotional and behavioural problems in Chinese school adolescents: a cross-sectional survey.

Science.gov (United States)

Wang, J-N; Liu, L; Wang, L

2014-05-01

Emotional and behavioural problems are key health issues in adolescence. The aim of this study was to evaluate the prevalence of emotional and behavioural problems in Chinese school adolescents and to explore associated factors. This cross-sectional study was conducted during the period of November/December 2009. A questionnaire including the Strengths and Difficulties Questionnaire (SDQ) self-reported version, and the characteristics of child (age, gender, only child and study pressure), parents (parent-adolescent relationship and parental expectations) and families (living area, family structure, socio-economic status and negative life events) was distributed to our study population. A total of 5220 Chinese adolescents (aged 11-18) from 30 public schools in Liaoning province completed the questionnaire. Multivariate logistic analysis was used to explore the factors associated with emotional and behavioural problems. The average problem score was 11.28 (SD = 5.86) and the 10.7% scored above the cut-off for emotional and behavioural problems. Factors that increased the risk of having emotional and behavioural problems were: poor parent-adolescent relationship, experiencing more negative life events, older age, having study pressure, living in rural areas, boys and lower parental expectations. The prevalence of emotional and behavioural problems among Chinese adolescents was lower level compared with those reported in other countries. We found parent-adolescent relationship, negative life events and age to be the strongest contributing factors of emotional and behavioural problems. © 2013 John Wiley & Sons Ltd.

The Impact of Inattention and Emotional Problems on Cognitive Control in Primary School Children

DEFF Research Database (Denmark)

Sørensen, Lin; Plessen, Kerstin J; Lundervold, Astri J

2012-01-01

by the Behavior Rating Inventory of Executive Function (BRIEF) and performance-based tests (i.e.,Color Trail Test and Digit Span Test). Symptoms of inattention and emotional problems were measured with parent and teacher reports on Swanson Nolan and Pelham-IV questionnaire and Strengths and Difficulties......Objective: The present study investigated the predictive value of parent/teacher reports of inattention and emotional problems on cognitive control function in 241 children in primary school. Method: Cognitive control was measured by functions of set-shifting and working memory as assessed...

International Comparisons of Behavioral and Emotional Problems in Preschool Children: Parents’ Reports From 24 Societies

Science.gov (United States)

Rescorla, Leslie A.; Achenbach, Thomas M.; Ivanova, Masha Y.; Harder, Valerie S.; Otten, Laura; Bilenberg, Niels; Bjarnadottir, Gudrun; Capron, Christiane; De Pauw, Sarah S. W.; Dias, Pedro; Dobrean, Anca; Döpfner, Manfred; Duyme, Michel; Eapen, Valsamma; Erol, Nese; Esmaeili, Elaheh Mohammad; Ezpeleta, Lourdes; Frigerio, Alessandra; Fung, Daniel S. S.; Gonçalves, Miguel; Guđmundsson, Halldór; Jeng, Suh-Fang; Jusiené, Roma; Kim, Young Ah; Kristensen, Solvejg; Liu, Jianghong; Lecannelier, Felipe; Leung, Patrick W. L.; Machado, Bárbara César; Montirosso, Rosario; Oh, Kyung Ja; Ooi, Yoon Phaik; Plück, Julia; Pomalima, Rolando; Pranvera, Jetishi; Schmeck, Klaus; Shahini, Mimoza; Silva, Jaime R.; Simsek, Zeynep; Sourander, Andre; Valverde, José; van der Ende, Jan; Van Leeuwen, Karla G.; Wu, Yen-Tzu; Yurdusen, Sema; Zubrick, Stephen R.; Verhulst, Frank C.

2014-01-01

International comparisons were conducted of preschool children’s behavioral and emotional problems as reported on the Child Behavior Checklist for Ages 1½–5 by parents in 24 societies (N =19,850). Item ratings were aggregated into scores on syndromes; Diagnostic and Statistical Manual of Mental Disorders–oriented scales; a Stress Problems scale; and Internalizing, Externalizing, and Total Problems scales. Effect sizes for scale score differences among the 24 societies ranged from small to medium (3–12%). Although societies differed greatly in language, culture, and other characteristics, Total Problems scores for 18 of the 24 societies were within 7.1 points of the omnicultural mean of 33.3 (on a scale of 0–198). Gender and age differences, as well as gender and age interactions with society, were all very small (effect sizes societies, correlations between mean item ratings averaged .78, and correlations between internal consistency alphas for the scales averaged .92, indicating that the rank orders of mean item ratings and internal consistencies of scales were very similar across diverse societies. PMID:21534056

Parental Perceptions and Child Emotional and Behavioral Problems in Autism

Science.gov (United States)

Haney, Jolynn L.; Houser, Linda; Cullen, Jennifer A.

2018-01-01

Emotional and behavioral difficulties in children with autism often present problems for families seeking appropriate treatment interventions. Using data from the 2011 Survey of Pathways to Diagnosis and Services, ordinal logistic regression models were used to examine the association between parental perceptions about autism and their reports of…

Emotional and behavioural problems in children with language impairments and children with autism spectrum disorders.

Science.gov (United States)

Charman, Tony; Ricketts, Jessie; Dockrell, Julie E; Lindsay, Geoff; Palikara, Olympia

2015-01-01

Although it is well-established that children with language impairment (LI) and children with autism spectrum disorders (ASD) both show elevated levels of emotional and behavioural problems, the level and types of difficulties across the two groups have not previously been directly compared. To compare levels of emotional and behavioural problems in children with LI and children with ASD recruited from the same mainstream schools. We measured teacher-reported emotional and behavioural problems using the Strengths and Difficulties Questionnaire (SDQ) in a sample of 5-13-year-old children with LI (N = 62) and children with ASD (N = 42) attending mainstream school but with identified special educational needs. Both groups showed similarly elevated levels of emotional, conduct and hyperactivity problems. The only differences between the LI and ASD groups were on subscales assessing peer problems (which were higher in the ASD group) and prosocial behaviours (which were higher in the LI group). Overall, there were few associations between emotional and behavioural problems and child characteristics, reflecting the pervasive nature of these difficulties in children with LI and children with ASD, although levels of problems were higher in children with ASD with lower language ability. However, in the ASD group only, a measure of family social economic status was associated with language ability and attenuated the association between language ability and emotional and behavioural problems. Children with LI and children with ASD in mainstream school show similarly elevated levels of emotional and behavioural problems, which require monitoring and may benefit from intervention. Further work is required to identify the child, family and situational factors that place children with LI and children with ASD at risk of emotional and behavioural problems, and whether these differ between the two groups. This work can then guide the application of evidence-based interventions to

The Screening Test for Emotional Problems--Teacher-Report Version (Step-T): Studies of Reliability and Validity

Science.gov (United States)

Erford, Bradley T.; Butler, Caitlin; Peacock, Elizabeth

2015-01-01

The Screening Test for Emotional Problems-Teacher Version (STEP-T) was designed to identify students aged 7-17 years with wide-ranging emotional disturbances. Coefficients alpha and test-retest reliability were adequate for all subscales except Anxiety. The hypothesized five-factor model fit the data very well and external aspects of validity were…

A twin study exploring the association between childhood emotional and behaviour problems and specific psychotic experiences in a community sample of adolescents.

Science.gov (United States)

Shakoor, Sania; McGuire, Philip; Cardno, Alastair G; Freeman, Daniel; Ronald, Angelica

2018-05-01

Childhood emotional and behaviour problems are antecedents for later psychopathology. This study investigated genetic and environmental influences shaping the longitudinal association between childhood emotional and behaviour problems and specific PEs. In a community-based twin sample, parents reported on emotional and behaviour problems when twins were ages 7 and 12 years. At age 16 years, specific PEs were measured using self-reports and parent reports. Structural equation model-fitting was conducted. Childhood emotional and behaviour problems were significantly associated with paranoia, cognitive disorganisation and parent-rated negative symptoms in adolescence (mean r = .15-.38), and to a lesser extent with hallucinations, grandiosity and anhedonia (mean r = .04-.12). Genetic influences on childhood emotional and behaviour problems explained significant proportions of variance in adolescent paranoia (4%), cognitive disorganisation (8%) and parent-rated negative symptoms (3%). Unique environmental influences on childhood emotional and behaviour problems explained ≤1% of variance in PEs. Common environmental influences were only relevant for the relationship between childhood emotional and behaviour problems and parent-rated negative symptoms (explaining 28% of variance) and are partly due to correlated rater effects. Childhood emotional and behaviour problems are significantly, if weakly, associated with adolescent PEs. These associations are driven in part by common genetic influences underlying both emotional and behaviour problems and PEs. However, psychotic experiences in adolescence are largely influenced by genetic and environmental factors that are independent of general childhood emotional and behaviour problems, suggesting they are not merely an extension of childhood emotional and behaviour problems. © 2017 The Authors. Journal of Child Psychology and Psychiatry published by John Wiley & Sons Ltd on behalf of Association for Child and

Reducing developmental risk for emotional/behavioral problems: a randomized controlled trial examining the Tools for Getting Along curriculum.

Science.gov (United States)

Daunic, Ann P; Smith, Stephen W; Garvan, Cynthia W; Barber, Brian R; Becker, Mallory K; Peters, Christine D; Taylor, Gregory G; Van Loan, Christopher L; Li, Wei; Naranjo, Arlene H

2012-04-01

Researchers have demonstrated that cognitive-behavioral intervention strategies - such as social problem solving - provided in school settings can help ameliorate the developmental risk for emotional and behavioral difficulties. In this study, we report the results of a randomized controlled trial of Tools for Getting Along (TFGA), a social problem-solving universally delivered curriculum designed to reduce the developmental risk for serious emotional or behavioral problems among upper elementary grade students. We analyzed pre-intervention and post-intervention teacher-report and student self-report data from 14 schools, 87 classrooms, and a total of 1296 students using multilevel modeling. Results (effect sizes calculated using Hedges' g) indicated that students who were taught TFGA had a more positive approach to problem solving (g=.11) and a more rational problem-solving style (g=.16). Treated students with relatively poor baseline scores benefited from TFGA on (a) problem-solving knowledge (g=1.54); (b) teacher-rated executive functioning (g=.35 for Behavior Regulation and .32 for Metacognition), and proactive aggression (g=.20); and (c) self-reported trait anger (g=.17) and anger expression (g=.21). Thus, TFGA may reduce risk for emotional and behavioral difficulties by improving students' cognitive and emotional self-regulation and increasing their pro-social choices. Copyright © 2011 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.

Emotional and meta-emotional intelligence as predictors of adjustment problems in students with Specific Learning Disorders

Directory of Open Access Journals (Sweden)

Antonella D’Amico

2017-11-01

Full Text Available The purpose of this study was to analyse adjustment problems in a group of adolescents with a Specific Learning Disorder (SLD, examining to what extent they depend on the severity level of the learning disorder and/or on the individual‟s level of emotional intelligence. Adjustment problems,, perceived severity levels of SLD, and emotional and meta-emotional intelligence were examined in 34 adolescents with SLD. Results demonstrated that emotional beliefs, emotional self-concept and emotional intelligence are very important factors in the psychological adjustment of adolescents with SLD. These results provide evidence for the importance of considering meta-emotional intelligence in both diagnostic and intervention protocols, as well as in the inclusive education of students with SLD.

ADHD-related symptoms, emotional/behavioral problems, and physical conditions in Taiwanese children with epilepsy.

Science.gov (United States)

Tsai, Fang-Ju; Liu, Shu-Tsen; Lee, Chi-Mei; Lee, Wang-Tso; Fan, Pi-Chuan; Lin, Wei-Sheng; Chiu, Yen-Nan; Gau, Susan Shur-Fen

2013-07-01

Little is known about whether Asian children with epilepsy have more attention-deficit hyperactivity disorder (ADHD)-related symptoms, emotional/ behavioral problems, and physical conditions compared with those described in Western studies. The authors investigated the rates of ADHD-related symptoms, emotional/behavioral problems, and physical conditions among pediatric patients with epilepsy. We recruited 61 patients with epilepsy, aged 6-16 years, and 122 age-, sex-, and parental education-matched school controls. Data on demographics, parental reports on the Child Behavior Checklist (CBCL) and Swanson, Nolan, and Pelham, version IV scale (SNAP-IV), and medical records were collected. The average full-scale intelligence quotient of the case group was 95.8. There were 11 (18.0%), 7 (11.5%), 26 (42.6%), and 26 (42.6%) of children with epilepsy ever clinically diagnosed with developmental delay, overt ADHD symptoms, allergies reported by physicians, and behavior problems measured by the CBCL, respectively. Those children with epilepsy had more severe ADHD-related symptoms and a wider range of emotional/behavioral problems than controls (Cohen's d 0.36-0.80). The rate of potential cases of ADHD among children with epilepsy was 24.6%. A history of developmental delay predicted ADHD- related symptoms and internalizing and externalizing problems. Among children with epilepsy, a longer duration of treatment with antiepileptic drugs predicted externalizing problems, and an earlier onset of epilepsy predicted inattention and hyperactivity/impulsivity. Our findings imply that clinicians should assess physical and emotional/behavioral problems among children with epilepsy in order to provide interventions to offset possible adverse psychiatric outcomes. Copyright © 2012. Published by Elsevier B.V.

The heterogeneity of attention-deficit/hyperactivity disorder symptoms and conduct problems: Cognitive inhibition, emotion regulation, emotionality, and disorganized attachment.

Science.gov (United States)

Forslund, Tommie; Brocki, Karin C; Bohlin, Gunilla; Granqvist, Pehr; Eninger, Lilianne

2016-09-01

This study examined the contributions of several important domains of functioning to attention-deficit/hyperactivity disorder (ADHD) symptoms and conduct problems. Specifically, we investigated whether cognitive inhibition, emotion regulation, emotionality, and disorganized attachment made independent and specific contributions to these externalizing behaviour problems from a multiple pathways perspective. The study included laboratory measures of cognitive inhibition and disorganized attachment in 184 typically developing children (M age = 6 years, 10 months, SD = 1.7). Parental ratings provided measures of emotion regulation, emotionality, and externalizing behaviour problems. Results revealed that cognitive inhibition, regulation of positive emotion, and positive emotionality were independently and specifically related to ADHD symptoms. Disorganized attachment and negative emotionality formed independent and specific relations to conduct problems. Our findings support the multiple pathways perspective on ADHD, with poor regulation of positive emotion and high positive emotionality making distinct contributions to ADHD symptoms. More specifically, our results support the proposal of a temperamentally based pathway to ADHD symptoms. The findings also indicate that disorganized attachment and negative emotionality constitute pathways specific to conduct problems rather than to ADHD symptoms. © 2016 The British Psychological Society.

Behavioral/Emotional Problems of Preschoolers

DEFF Research Database (Denmark)

Rescorla, L.A.; Achenbach, T.M.; Ivanova, M.Y.

2012-01-01

This study tested societal effects on caregiver/teacher ratings of behavioral/emotional problems for 10,521 preschoolers from 15 societies. Many societies had problem scale scores within a relatively narrow range, despite differences in language, culture, and other characteristics. The small age...... and gender effects were quite similar across societies. The rank orders of mean item ratings were similar across diverse societies. For 7,380 children from 13 societies, ratings were also obtained from a parent. In all 13 societies, mean Total Problems scores derived from parent ratings were significantly...

Self-reported behaviour problems and sibling relationship quality by siblings of children with autism spectrum disorder.

Science.gov (United States)

Hastings, R P; Petalas, M A

2014-11-01

There are few published research studies in which siblings of children with autism spectrum disorder (ASD) provide self-reports about their own behavioural and emotional problems and their sibling relationships. Reliance on parent reports may lead to incomplete conclusions about the experiences of siblings themselves. Siblings 7-17 years and their mothers from 94 families of children with ASD were recruited. Mothers reported on family demographics, the behavioural and emotional problems of their child with ASD, and on their own symptoms of depression. Siblings reported on their relationship with their brother or sister with ASD, and siblings 11+ years of age also self-reported on their behavioural and emotional problems. Compared with normative British data, siblings reported very slightly elevated levels of behavioural and emotional problems. However, none of the mean differences were statistically significant and all group differences were associated with small or very small effect sizes - the largest being for peer problems (effect size = 0.31). Regression analysis was used to explore family systems relationships, with sibling self-reports predicted by the behaviour problems scores for the child with ASD and by maternal depression. Maternal depression did not emerge as a predictor of siblings' self-reported sibling relationships or their behavioural and emotional problems. Higher levels of behaviour problems in the child with ASD predicted decreased warmth/closeness and increased conflict in the sibling relationship. These data support the general findings of recent research in that there was little indication of clinically meaningful elevations in behavioural and emotional problems in siblings of children with ASD. Although further research replication is required, there was some indication that sibling relationships may be at risk where the child with ASD has significant behaviour problems. © 2014 John Wiley & Sons Ltd.

Parental adjustment, parenting attitudes and emotional and behavioral problems in children with selective mutism.

Science.gov (United States)

Alyanak, Behiye; Kılınçaslan, Ayşe; Harmancı, Halime Sözen; Demirkaya, Sevcan Karakoç; Yurtbay, Tülin; Vehid, Hayriye Ertem

2013-01-01

The present study investigated emotional and behavioral problems in children with selective mutism (SM) along with the psychological adjustment and parenting attitudes of their mothers and fathers. Participants included 26 children with SM (mean age = 8.11 ± 2.11 years), 32 healthy controls (mean age = 8.18 ± 2.55 years) and the parents of all children. Children with SM displayed higher problem scores than controls in a variety of emotional and behavioral parameters. They predominantly displayed internalizing problems, whereas aggressive and delinquent behavior was described among a subsample of the children. Significant differences existed between the SM and control groups only in paternal psychopathology, which included anxiety and depression. They did not differ with respect to maternal psychological distress or mother or father reported parental attitudes. Another important result of the present study was that the severity of emotional and behavioral problems of children with SM was correlated with maternal psychopathology but not paternal psychopathology. Copyright © 2012 Elsevier Ltd. All rights reserved.

Understanding feline emotions: … and their role in problem behaviours.

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Heath, Sarah

2018-05-01

Practical relevance: Despite its importance, emotional health is a subject that is sadly neglected in the context of companion animals. Understanding emotions is at the heart of veterinary behavioural medicine and is key to preventing, managing and treating reported behavioural problems in domestic cats. Clinical challenges: On a daily basis, veterinary practices are presented with the physical health impact of emotional health and with emotionally motivated behaviours that are undesirable to owners and/or detrimental to the cat. Emotional health is of equal importance to physical health and lies at the very core of veterinary medicine. Clinically, the emotional motivation for a behaviour must be identified before an assessment is made of whether the motivation is contextually appropriate and whether the cat's response is justified and normal, or abnormal in the circumstances. Evidence base: The majority of referenced evidence for our understanding of emotional motivations in mammals has come from the human field, but recently there has been increasing interest in the emotional health of non-human animals and a resulting growth in research. This review draws on the published literature and the author's personal experience to explore how emotions can influence feline behaviours. Global importance: Understanding the importance of emotional health is a major factor in ensuring positive welfare for cats, wherever they are kept as companion animals. It impacts on their physical health and their quality of life, and also on the relationship between cat and owner.

The Role of Aspirations in Young Children's Emotional and Behavioural Problems

Science.gov (United States)

Moulton, Vanessa; Flouri, Eirini; Joshi, Heather; Sullivan, Alice

2015-01-01

Using data from a large UK cohort (n = 11,656), we investigated the determinants of 7-year-old children's aspirations, and the role of these aspirations in emotional and behavioural problems, as reported by both parents and teachers. Aspirations were classified to reflect their occupational status, masculinity/femininity and intrinsic/extrinsic…

Emotional Problems, Quality of Life, and Symptom Burden in Patients With Lung Cancer.

Science.gov (United States)

Morrison, Eleshia J; Novotny, Paul J; Sloan, Jeff A; Yang, Ping; Patten, Christi A; Ruddy, Kathryn J; Clark, Matthew M

2017-09-01

Lung cancer is associated with a greater symptom burden than other cancers, yet little is known about the prevalence of emotional problems and how emotional problems may be related to the physical symptom burden and quality of life in newly diagnosed patients with lung cancer. This study aimed to identify the patient and disease characteristics of patients with lung cancer experiencing emotional problems and to examine how emotional problems relate to quality of life and symptom burden. A total of 2205 newly diagnosed patients with lung cancer completed questionnaires on emotional problems, quality of life, and symptom burden. Emotional problems at diagnosis were associated with younger age, female gender, current cigarette smoking, current employment, advanced lung cancer disease, surgical or chemotherapy treatment, and a lower Eastern Cooperative Oncology Group performance score. Additionally, strong associations were found between greater severity of emotional problems, lower quality of life, and greater symptom burden. Certain characteristics place patients with lung cancer at greater risk for emotional problems, which are associated with a reduced quality of life and greater symptom burden. Assessment of the presence of emotional problems at the time of lung cancer diagnosis provides the opportunity to offer tailored strategies for managing negative mood, and for improving the quality of life and symptom burden management of patients with lung cancer. Copyright © 2017 Elsevier Inc. All rights reserved.

Bedwetting and behavioural and/or emotional problems

NARCIS (Netherlands)

Hirasing, R.A.; Leerdam, F. van; Bolk-Bennink, L.B.; Bosch, J.D.

1997-01-01

Objective: To assess the link between enuresis nocturna and the severity of behavioural and/or emotional problems in Dutch children and the course of these problems. Setting: West-Mine Region in the Netherlands: Subjects and methods: Prospective cohort study involving 66 of the 80 bedwetting

Stress and emotional problems during pregnancy and excessive infant crying

NARCIS (Netherlands)

van der Wal, Marcel F.; van Eijsden, Manon; Bonsel, Gouke J.

2007-01-01

OBJECTIVE: There is evidence that stress and emotional problems during pregnancy are related to adverse health outcomes of the child at birth and in later life. The aim of this study was to determine the association between stress and emotional problems during pregnancy and excessive infant crying.

Using Rational-Emotive Therapy to Prevent Classroom Problems.

Science.gov (United States)

Webber, Jo; Coleman, Maggie

1988-01-01

Teachers are encouraged to utilize rational-emotive therapy to prevent and deal with classroom behavior problems. Rational-emotive therapy is defined, the ABC model of rational thinking briefly explained, types of irrational thinking identified, and suggestions for becoming a rational thinker are offered. Classroom examples are given. (DB)

Emotional and Meta-Emotional Intelligence as Predictors of Adjustment Problems in Students with Specific Learning Disorders

Science.gov (United States)

D'Amico, Antonella; Guastaferro, Teresa

2017-01-01

The purpose of this study was to analyse adjustment problems in a group of adolescents with a Specific Learning Disorder (SLD), examining to what extent they depend on the severity level of the learning disorder and/or on the individual's level of emotional intelligence. Adjustment problems,, perceived severity levels of SLD, and emotional and…

Parent report measures of infant and toddler social-emotional development: a systematic review.

Science.gov (United States)

Pontoppidan, Maiken; Niss, Nete K; Pejtersen, Jan H; Julian, Megan M; Væver, Mette S

2017-04-01

Identifying young children at risk for socio-emotional developmental problems at an early stage, to prevent serious problems later in life, is crucial. Therefore, we need high quality measures to identify those children at risk for social-emotional problems who require further evaluation and intervention. To systematically identify parent report measures of infant and toddler (0-24 months) social-emotional development for use in primary care settings. We conducted a systematic review applying a narrative synthesis approach. We searched Medline, PsychInfo, Embase and SocIndex for articles published from 2008 through September 2015 to identify parent-report measures of infant and toddler social-emotional development. Data on the characteristics of the measures, including psychometric data, were collected. Based on 3310 screened articles, we located 242 measures that were screened for eligibility. In all 18 measures of infant and toddler social-emotional development were included. Ten of the measures were developed specifically for measuring social-emotional development, and eight were measures including subscales of social-emotional development. The measures varied with respect to, e.g. the time of publication, number of items, age span, cost and amount of psychometric data available. Several measures of infant and toddler social-emotional development have been developed within the last decade. The majority of psychometric data are available through manuals, not peer-reviewed journals. Although all measures show acceptable reliability, the most comprehensive and psychometrically sound measures are the Ages and Stages Questionnaires: Social-Emotional-2, Infant-Toddler Social and Emotional Assessment, Brief Infant-Toddler Social and Emotional Assessment and Child Behaviour Checklist 1½-5. © The Author 2017. Published by Oxford University Press. All rights reserved. For permissions, please e-mail: journals.permissions@oup.com.

The Heterogeneity of ADHD Symptoms and Conduct Problems : Cognitive Inhibition, Emotion Regulation, Emotionality and Disorganized Attachment

OpenAIRE

Forslund, Tommie; Brocki, Karin; Bohlin, Gunilla; Granqvist, Pehr; Eninger, Lilianne

2016-01-01

This study examined the contributions of several important domains of functioning to attention-deficit/hyperactivity disorder (ADHD) symptoms and conduct problems. Specifically, we investigated whether cognitive inhibition, emotion regulation, emotionality, and disorganized attachment made independent and specific contributions to these externalizing behaviour problems from a multiple pathways perspective. The study included laboratory measures of cognitive inhibition and disorganized attachm...

Emotion Oriented Programming: Computational Abstractions for AI Problem Solving

OpenAIRE

Darty , Kevin; Sabouret , Nicolas

2012-01-01

International audience; In this paper, we present a programming paradigm for AI problem solving based on computational concepts drawn from Affective Computing. It is believed that emotions participate in human adaptability and reactivity, in behaviour selection and in complex and dynamic environments. We propose to define a mechanism inspired from this observation for general AI problem solving. To this purpose, we synthesize emotions as programming abstractions that represent the perception ...

Emotional and Behavioral Problems of Afghan Refugees and War-Zone Adolescents

Directory of Open Access Journals (Sweden)

Jalil Babapour-Kheiroddin

2009-02-01

Full Text Available "nObjective: Wars' stress and violence can have tremendous effects on children's and adolescents' health and general well being; it may result in patterns of bio-psychosocial problems. The goal of this study was to compare emotional and behavioral problems in Afghan refugees and war-zone adolescents. "n Method: One hundred and eighty high school students (90 students in the refugee group and 90 in the war-zone group in Harat were included in this research. All participants completed the Youth Self-Report (YSR. War zone and refugee adolescents were compared based on their scores on different scales of behavioral and emotional problems. "n Results: War-zone adolescents scored significantly higher on Anxious/Depression, Withdrawn, Somatic Complaints, Attention Problems, and Internalizing Problems scales than refugee adolescents. In this study, no significant difference was found between the two groups on Social Problems, Thought Problems, Delinquent Behavior, Aggressive Behavior, and Externalizing scales. "nConclusion: Findings revealed that although asylum is not an ideal condition for children's and adolescents' psychological development and prosperity, it can have a protective role in comparison with war zone's circumstances. Further investigation is needed, however, to elucidate the lack of significant differences in externalizing scales among war zone and refugee adolescents

Emotional Intelligence and Adaptive Success of Nurses Caring for People with Mental Retardation and Severe Behavior Problems

Science.gov (United States)

Gerits, Linda; Derksen, Jan J. L.; Verbruggen, Antoine B.

2004-01-01

The emotional intelligence profiles, gender differences, and adaptive success of 380 Dutch nurses caring for people with mental retardation and accompanying severe behavior problems are reported. Data were collected with the Bar-On Emotional Quotient Inventory, Utrecht-Coping List, Utrecht-Burnout Scale, MMPI-2, and GAMA. Absence due to illness…

Drinking motives mediate emotion regulation difficulties and problem drinking in college students.

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Aurora, Pallavi; Klanecky, Alicia K

2016-05-01

Problem drinking in college places students at an increased risk for a wealth of negative consequences including alcohol use disorders. Most research has shown that greater emotion regulation difficulties are related to increased problem drinking, and studies generally assume that drinking is motivated by efforts to cope with or enhance affective experiences. However, there is a lack of research specifically testing this assumption. The current study sought to examine the mediating potential of drinking motives, specifically coping and enhancement, on the relationship between emotion regulation and problem drinking. College participants (N = 200) completed an online survey, consisting of a battery of measures assessing alcohol use behaviors and related variables. Coping drinking motives fully mediated the emotion regulation/problem drinking relationship, and enhancement motives partially mediated this relationship. Exploratory analyses indicated that all four drinking motives (i.e. coping, enhancement, social, and conformity) simultaneously mediated the relationship between emotion regulation and quantity/frequency of alcohol use. However, only coping and enhancement significantly mediated the relationship between emotion regulation and alcohol-related consequences (e.g. alcohol dependence symptoms, alcohol-related injuries). The current results offer direction for potentially modifying brief alcohol interventions in efforts to reduce students' engagement in problem drinking behaviors. For example, interventions might incorporate information on the risks of using alcohol as a means of emotion regulation and offer alternative emotion regulation strategies.

Exploring the relation of harsh parental discipline with child emotional and behavioral problems by using multiple informants. The generation R study.

Directory of Open Access Journals (Sweden)

Joreintje D Mackenbach

Full Text Available Parental harsh disciplining, like corporal punishment, has consistently been associated with adverse mental health outcomes in children. It remains a challenge to accurately assess the consequences of harsh discipline, as researchers and clinicians generally rely on parent report of young children's problem behaviors. If parents rate their parenting styles and their child's behavior this may bias results. The use of child self-report on problem behaviors is not common but may provide extra information about the relation of harsh parental discipline and problem behavior. We examined the independent contribution of young children's self-report above parental report of emotional and behavioral problems in a study of maternal and paternal harsh discipline in a birth cohort. Maternal and paternal harsh discipline predicted both parent reported behavioral and parent reported emotional problems, but only child reported behavioral problems. Associations were not explained by pre-existing behavioral problems at age 3. Importantly, the association with child reported outcomes was independent from parent reported problem behavior. These results suggest that young children's self-reports of behavioral problems provide unique information on the effects of harsh parental discipline. Inclusion of child self-reports can therefore help estimate the effects of harsh parental discipline more accurately.

Exploring the relation of harsh parental discipline with child emotional and behavioral problems by using multiple informants. The generation R study.

Science.gov (United States)

Mackenbach, Joreintje D; Ringoot, Ank P; van der Ende, Jan; Verhulst, Frank C; Jaddoe, Vincent W V; Hofman, Albert; Jansen, Pauline W; Tiemeier, Henning W

2014-01-01

Parental harsh disciplining, like corporal punishment, has consistently been associated with adverse mental health outcomes in children. It remains a challenge to accurately assess the consequences of harsh discipline, as researchers and clinicians generally rely on parent report of young children's problem behaviors. If parents rate their parenting styles and their child's behavior this may bias results. The use of child self-report on problem behaviors is not common but may provide extra information about the relation of harsh parental discipline and problem behavior. We examined the independent contribution of young children's self-report above parental report of emotional and behavioral problems in a study of maternal and paternal harsh discipline in a birth cohort. Maternal and paternal harsh discipline predicted both parent reported behavioral and parent reported emotional problems, but only child reported behavioral problems. Associations were not explained by pre-existing behavioral problems at age 3. Importantly, the association with child reported outcomes was independent from parent reported problem behavior. These results suggest that young children's self-reports of behavioral problems provide unique information on the effects of harsh parental discipline. Inclusion of child self-reports can therefore help estimate the effects of harsh parental discipline more accurately.

An investigation on the effect of emotional management problems on children's anxiety

Directory of Open Access Journals (Sweden)

Afrooz Afshari

2014-04-01

Full Text Available Today’s research on emotion regulation reveals its importance on many mental and physical heath related issues. One of the problems to deregulation of emotions is anxiety disorders subject. The aim of this research is to identify the relationship between emotional management problems including emotional inhibition, emotional deregulation and emotional coping on children’s anxiety symptoms, where it includes separation anxiety, social anxiety, panic disorder, school phobia and generalized anxiety symptoms. The sample was consisted of 307 primary students including boy and girl aged between 9-13 years old in city of Isfahan selected by simple random sampling. The instruments were Screen for Child Anxiety Related Disorders (SCARED, child Sadness Management Scale (CSMS and child Anger Management Scale (CAMS. The results shows that problems of children in management of anger and sadness consist of anger and sadness inhibition; anger and sadness deregulation predicts anxiety symptoms in children (p<0.0001. However, emotional coping could not predict children's anxiety symptoms, significantly. In addition, deregulation and inhibition of sadness and anger predicts anxiety in children.

Caregiver Emotional Expressiveness, Child Emotion Regulation, and Child Behavior Problems among Head Start Families

Science.gov (United States)

McCoy, Dana Charles; Raver, C. Cybele

2011-01-01

The present study examined the relationships between caregivers' self-reported positive and negative emotional expressiveness, observer assessments of children's emotion regulation, and teachers' reports of children's internalizing and externalizing behaviors in a sample of 97 primarily African American and Hispanic Head Start families. Results…

Emotion recognition in girls with conduct problems.

Science.gov (United States)

Schwenck, Christina; Gensthaler, Angelika; Romanos, Marcel; Freitag, Christine M; Schneider, Wolfgang; Taurines, Regina

2014-01-01

A deficit in emotion recognition has been suggested to underlie conduct problems. Although several studies have been conducted on this topic so far, most concentrated on male participants. The aim of the current study was to compare recognition of morphed emotional faces in girls with conduct problems (CP) with elevated or low callous-unemotional (CU+ vs. CU-) traits and a matched healthy developing control group (CG). Sixteen girls with CP-CU+, 16 girls with CP-CU- and 32 controls (mean age: 13.23 years, SD=2.33 years) were included. Video clips with morphed faces were presented in two runs to assess emotion recognition. Multivariate analysis of variance with the factors group and run was performed. Girls with CP-CU- needed more time than the CG to encode sad, fearful, and happy faces and they correctly identified sadness less often. Girls with CP-CU+ outperformed the other groups in the identification of fear. Learning effects throughout runs were the same for all groups except that girls with CP-CU- correctly identified fear less often in the second run compared to the first run. Results need to be replicated with comparable tasks, which might result in subgroup-specific therapeutic recommendations.

Behavioral and emotional problems reported by parents of children ages 6 to 16 in 31 societies

DEFF Research Database (Denmark)

Rescorla, L.; Achenbach, T.; Ivanova, M.Y.

2007-01-01

This study compared parents' ratings of behavioral and emotional problems on the Child Behavior Checklist (Achenbach, 1991; Achenbach & Rescorla, 2001) for general population samples of children ages 6 to 16 from 31 societies (N = 55,508). Effect sizes for society ranged from .03 to .14. Effect s...

The Experience of Anger and Sadness in Everyday Problems Impacts Age Differences in Emotion Regulation

Science.gov (United States)

Blanchard-Fields, Fredda; Coats, Abby Heckman

2008-01-01

The authors examined regulation of the discrete emotions anger and sadness in adolescents through older adults in the context of describing everyday problem situations. The results support previous work; in comparison to younger age groups, older adults reported that they experienced less anger and reported that they used more passive and fewer…

EMOTIONAL MATURITY OF PERSONALITY: THE PRACTICAL PROBLEM OF PSYCHOLOGICAL DIAGNOSIS

Directory of Open Access Journals (Sweden)

O. I. Afonina

2013-03-01

Full Text Available In the dif?cult conditions of the contemporary society which are far from being favorable to maintain one’s emotional and physical health the problem of development and achievement of emotional maturity as a factor of the well-being is getting more signi?cant. Based on the theoretical concepts of different scientists who de?ned the construct of emotional maturity three groups of psychological methods for assessing emotional maturity are analyzed. The ?rst group includes the methods that are used to assess emotional maturity explicitly and have a theoretical or empirical veri?cation. The second group includes the methods that are intended to assess emotional maturity as a separate scale complimented by other scales, related to evaluating other aspects of emotionality in  the  structure  of  the  personality.  The  third  group  includes  the  methods  in  which  emotional maturity is mentioned in the description of other psychic phenomena, or in the interpretation of certain factors (scales. Psychodiagnostic methods studying different parameters depending on the theoretical concepts of the authors about the structure and content of the emotional maturity of the personality make references to concepts of emotional development, consciousness, cognitive and volitional capacities of the personality and the coping strategies the individual prefer to use. The problem of developing valid and reliable psychodiagnostic methods of studying emotional maturity of the adult personality as a holistic phenomenon still awaits attention and retains its signi?cance.

[Study on the correlation between adolescents' emotional and behavioral problems and life events].

Science.gov (United States)

Huang, Xue-zhu; Guo, Lan-ting; Tang, Guang-zheng

2006-03-01

To study the life events which are correlated with adolescent's emotion and behavior problems, and to provide evidence for clinicians and school staff to develop intervention for those problems. Youth's Self Report (YSR) and Adolescent Self-Rating Life Events Check List (ASLEC) were used to assess adolescent's emotional and behavioral problems and life events by 'spot' study. The referred group consisted of 585 patients from 11 to 18 years old in a Mental Health Centre of West China Hospital of Sichuan University from July in 2002 to March in 2004. Level of IQ was above 5th grade of primary school among the study subjects who were willing to fill in the YSR and ASLEC. The non-referred group was selected in a 1280 students cluster-sample from the schools of Chengdu city, whose sex, age and father's career were matched with the referred group. Variance inflation factor (VIF) was used to verify that there was no collinearity to each other in the 6 factors of ASLEC: interpersonal relationship, learning pressure, being punished, losing good adaptation and other. Linear stepwise regression was adopted. The YSR scores in referred group were higher than those in non-referred group, and the referred group had more emotional and behavioral problems than the non-referred one. Partial correlations ranged from 0.124 to 0.418 in referred group, and from 0.104 to 0.388 in non-referred group. Unsatisfied interpersonal relationship, heavy learning pressure, having been punished and poor adaptation were likely to increase the risk of youth's emotional and behavioral problems. More attention should be paid to help adolescents in the following areas: solving intrapersonal affairs, relieving pressure from learning, avoiding punishment, and improving ability to fit themselves to their surroundings.

Behavioral and emotional problems reported by parents of children ages 6 to 16 in 31 societies

NARCIS (Netherlands)

Rescorla, Leslie; Achenbach, Thomas; Ivanova, Masha Y.; Dumenci, Levent; Almqvist, Fredrik; Bilenberg, Niels; Bird, Hector; Chen, Wei; Dobrean, Anca; Doepfner, Manfred; Erol, Nese; Fombonne, Eric; Fonseca, Antonio; Frigerio, Alessandra; Grietens, Hans; Hannesdottir, Helga; Kanbayashi, Yasuko; Lambert, Michael; Larsson, Bo; Leung, Patrick; Liu, Xianchen; Minaei, Asghar; Mulatu, Mesfin S.; Novik, Torunn S.; Oh, Kyung-Ja; Roussos, Alexandra; Sawyer, Michael; Simsek, Zeynep; Steinhausen, Hans-Christoph; Weintraub, Sheila; Weisz, John; Metzke, Christa Winkler; Wolanczyk, Tomasz; Yang, Hao-Jan; Zilber, Nelly; Zukauskiene, Rita; Verhulst, Frank

2007-01-01

This study compared parents' ratings of behavioral and emotional problems on the Child Behavior Checklist (Achenbach, 199 1; Achenbach & Rescorla, 2001) for general population samples of children ages 6 to 16 from 31 societies (N = 55,508). Effect sizes for society ranged from.03 to.14. Effect sizes

Gendered emotion work around physical health problems in mid- and later-life marriages.

Science.gov (United States)

Thomeer, Mieke Beth; Reczek, Corinne; Umberson, Debra

2015-01-01

The provision and receipt of emotion work-defined as intentional activities done to promote another's emotional well-being-are central dimensions of marriage. However, emotion work in response to physical health problems is a largely unexplored, yet likely important, aspect of the marital experience. We analyze dyadic in-depth interviews with husbands and wives in 21 mid- to later-life couples to examine the ways that health-impaired people and their spouses provide, interpret, and explain emotion work. Because physical health problems, emotion work, and marital dynamics are gendered, we consider how these processes differ for women and men. We find that wives provide emotion work regardless of their own health status. Husbands provide emotion work less consistently, typically only when the husbands see themselves as their wife's primary source of stability or when the husbands view their marriage as balanced. Notions of traditional masculinity preclude some husbands from providing emotion work even when their wife is health-impaired. This study articulates emotion work around physical health problems as one factor that sustains and exacerbates gender inequalities in marriage with implications for emotional and physical well-being. Copyright © 2014 Elsevier Inc. All rights reserved.

Gendered emotion work around physical health problems in mid- and later-life marriages☆

Science.gov (United States)

Thomeer, Mieke Beth; Reczek, Corinne; Umberson, Debra

2015-01-01

The provision and receipt of emotion work—defined as intentional activities done to promote another’s emotional well-being—are central dimensions of marriage. However, emotion work in response to physical health problems is a largely unexplored, yet likely important, aspect of the marital experience. We analyze dyadic in-depth interviews with husbands and wives in 21 mid-to later-life couples to examine the ways that health-impaired people and their spouses provide, interpret, and explain emotion work. Because physical health problems, emotion work, and marital dynamics are gendered, we consider how these processes differ for women and men. We find that wives provide emotion work regardless of their own health status. Husbands provide emotion work less consistently, typically only when the husbands see themselves as their wife’s primary source of stability or when the husbands view their marriage as balanced. Notions of traditional masculinity preclude some husbands from providing emotion work even when their wife is health-impaired. This study articulates emotion work around physical health problems as one factor that sustains and exacerbates gender inequalities in marriage with implications for emotional and physical well-being. PMID:25661852

Emotional problems among recent immigrants and parenting status: Findings from a national longitudinal study of immigrants in Canada.

Science.gov (United States)

Browne, Dillon T; Kumar, Aarti; Puente-Duran, Sofia; Georgiades, Katholiki; Leckie, George; Jenkins, Jennifer

2017-01-01

The present study examined predictors of emotional problems amongst a nationally representative cohort of recent immigrants in Canada. Specifically, the effects of parenting status were examined given the association between parenting stress and mental health. Data came from the Longitudinal Survey of Immigrants to Canada (N = 7055). Participants were recruited 6-months post landing (2001-2002) and followed up at 2 and 4 years. Self-reported emotional problems over time were considered as a function of parenting status (Two Parent, Lone Parent, Divorced Non-Parent, Non-Divorced Non-Parent) and sociodemographic characteristics. Odds of emotional problems were higher among Two Parent, OR = 1.12 (1.01, 1.24), Lone Parent, OR = 2.24 (1.75, 2.88), and Divorced Non-Parent, OR = 1.30 (1.01, 1.66) immigrants compared to Non-Divorced Non-Parents. Visible minority status, female gender, low income, and refugee status were associated with elevated risk. Findings reveal that immigrant parents are at risk for emotional health problems during the post-migration period. Such challenges may be compounded by other sociodemographic risk.

Emotional problems among recent immigrants and parenting status: Findings from a national longitudinal study of immigrants in Canada.

Directory of Open Access Journals (Sweden)

Dillon T Browne

Full Text Available The present study examined predictors of emotional problems amongst a nationally representative cohort of recent immigrants in Canada. Specifically, the effects of parenting status were examined given the association between parenting stress and mental health. Data came from the Longitudinal Survey of Immigrants to Canada (N = 7055. Participants were recruited 6-months post landing (2001-2002 and followed up at 2 and 4 years. Self-reported emotional problems over time were considered as a function of parenting status (Two Parent, Lone Parent, Divorced Non-Parent, Non-Divorced Non-Parent and sociodemographic characteristics. Odds of emotional problems were higher among Two Parent, OR = 1.12 (1.01, 1.24, Lone Parent, OR = 2.24 (1.75, 2.88, and Divorced Non-Parent, OR = 1.30 (1.01, 1.66 immigrants compared to Non-Divorced Non-Parents. Visible minority status, female gender, low income, and refugee status were associated with elevated risk. Findings reveal that immigrant parents are at risk for emotional health problems during the post-migration period. Such challenges may be compounded by other sociodemographic risk.

Enhanced amygdala reactivity to emotional faces in adults reporting childhood emotional maltreatment

Science.gov (United States)

van Tol, Marie-José; Demenescu, Liliana R.; van der Wee, Nic J. A.; Veltman, Dick J.; Aleman, André; van Buchem, Mark A.; Spinhoven, Philip; Penninx, Brenda W. J. H.; Elzinga, Bernet M.

2013-01-01

In the context of chronic childhood emotional maltreatment (CEM; emotional abuse and/or neglect), adequately responding to facial expressions is an important skill. Over time, however, this adaptive response may lead to a persistent vigilance for emotional facial expressions. The amygdala and the medial prefrontal cortex (mPFC) are key regions in face processing. However, the neurobiological correlates of face processing in adults reporting CEM are yet unknown. We examined amydala and mPFC reactivity to emotional faces (Angry, Fearful, Sad, Happy, Neutral) vs scrambled faces in healthy controls and unmedicated patients with depression and/or anxiety disorders reporting CEM before the age of 16 years (n = 60), and controls and patients who report no childhood abuse (n = 75). We found that CEM was associated with enhanced bilateral amygdala reactivity to emotional faces in general, and independent of psychiatric status. Furthermore, we found no support for differential mPFC functioning, suggesting that amygdala hyper-responsivity to emotional facial perception in adults reporting CEM may be independent from top–down influences of the mPFC. These findings may be key in understanding the increased emotional sensitivity and interpersonal difficulties, that have been reported in individuals with a history of CEM. PMID:22258799

Emotion dysregulation and peer drinking norms uniquely predict alcohol-related problems via motives.

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Simons, Raluca M; Hahn, Austin M; Simons, Jeffrey S; Murase, Hanako

2017-08-01

This study examined the relationships between emotion dysregulation, peer drinking norms, drinking motives, and alcohol-related outcomes among 435 college students. We examined the mediating roles of drinking motives when predicting alcohol consumption and related problems from the subscales of the Difficulties in Emotion Regulation Scale (DERS; Gratz and Roemer, 2004) via negative and positive reinforcement models. First, we hypothesized that individuals who lack in emotion regulation strategies or have difficulties in accepting negative emotions are more likely to drink to cope. Additionally, we hypothesized that individuals who act impulsively or become distracted when upset as well as those with higher peer drinking norms are more likely to drink for social and enhancement motives. The results of the path model indicated that limited access to emotion regulation strategies significantly predicted alcohol-related problems via both depression and anxiety coping motives, but did not predict alcohol consumption. Nonacceptance of emotional responses was not significantly associated with coping motives. Impulsivity had a significant direct relationship with alcohol problems. Difficulty in engaging in goal-directed behaviors predicted both enhancement and social motives, but only enhancement motives in turn predicted consumption. Norms indirectly predicted problems via enhancement motives and consumption. The results indicated that using alcohol to reduce negative or to increase positive emotions increases alcohol consumption and alcohol-related problems. Overall, results advance our understanding of the mechanisms of increased alcohol use and problems among college students. Copyright © 2017 Elsevier B.V. All rights reserved.

EMOTIONAL MATURITY OF PERSONALITY: THE PRACTICAL PROBLEM OF PSYCHOLOGICAL DIAGNOSIS

OpenAIRE

O. I. Afonina

2013-01-01

In the dif?cult conditions of the contemporary society which are far from being favorable to maintain one’s emotional and physical health the problem of development and achievement of emotional maturity as a factor of the well-being is getting more signi?cant. Based on the theoretical concepts of different scientists who de?ned the construct of emotional maturity three groups of psychological methods for assessing emotional maturity are analyzed. The ?rst group includes the methods that are u...

Contextual risk, maternal parenting and adolescent externalizing behaviour problems: the role of emotion regulation.

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Walton, A; Flouri, Eirini

2010-03-01

The objective of this study was to test if emotion regulation mediates the association between mothers' parenting and adolescents' externalizing behaviour problems (conduct problems and hyperactivity). The parenting dimensions were warmth, psychological control and behavioural control (measured with knowledge, monitoring and discipline). Adjustment was made for contextual risk (measured with the number of proximal adverse life events experienced), gender, age and English as an additional language. Data were from a UK community sample of adolescents aged 11-18 from a comprehensive school in a disadvantaged area. At the multivariate level, none of the parenting variables predicted hyperactivity, which was associated only with difficulties in emotion regulation, contextual risk and English as a first language. The parenting variables predicting conduct problems at the multivariate level were warmth and knowledge. Knowledge did not predict emotion regulation. However, warmth predicted emotion regulation, which was negatively associated with conduct problems. Contextual risk was a significant predictor of both difficulties in emotion regulation and externalizing behaviour problems. Its effect on conduct problems was independent of parenting and was not via its association with difficulties in emotion regulation. The findings add to the evidence for the importance of maternal warmth and contextual risk for both regulated emotion and regulated behaviour. The small maternal control effects on both emotion regulation and externalizing behaviour could suggest the importance of paternal control for adolescent outcomes.

Emotional communication in families of conduct problem children with high versus low callous-unemotional traits.

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Pasalich, Dave S; Dadds, Mark R; Vincent, Lucy C; Cooper, Francesca A; Hawes, David J; Brennan, John

2012-01-01

This study examined relationships between parent-child emotional communication and callous-unemotional (CU) traits and conduct problems. References to negative and positive emotions made by clinic-referred boys (3-9 years) and their parents were coded from direct observations of family interactions involving the discussion of shared emotional experiences. Although frequencies of parents' emotion expression did not generally relate to levels of CU traits, boys higher on CU traits were observed to be more expressive of negative emotions in conversation with their caregivers-specifically for sadness and fear. Independent coders did not judge these children to be less genuine in their emotion expression compared to their low-CU counterparts. We also examined whether CU traits moderated the relationship between parents' focus on emotions and conduct problem severity. Higher levels of maternal focus on negative emotions were found to be associated with lower conduct problems in high-CU boys but related to higher conduct problems in low-CU boys. Frequencies of fathers' emotional communication were unrelated to either child CU traits or conduct problems. We discuss the implications of these findings for the conceptualization of CU traits in preadolescent children, and interventions for conduct problems in children elevated on these traits.

Behavioral and Emotional Problems Reported by Parents of Children Ages 6 to 16 in 31 Societies

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Rescorla, Leslie; Achenbach, Thomas; Ivanova, Masha Y.; Dumenci, Levent; Almqvist, Fredrik; Bilenberg, Niels; Bird, Hector; Chen, Wei; Dobrean, Anca; Dopfner, Manfred; Erol, Nese; Fombonne, Eric; Fonseca, Antonio; Frigerio, Alessandra; Grietens, Hans; Hannesdottir, Helga; Kanbayashi, Yasuko; Lambert, Michael; Larsson, Bo; Leung, Patrick; Liu, Xianchen; Minaei, Asghar; Mulatu, Mesfin S.; Novik, Torunn S.; Oh, Kyung-Ja; Roussos, Alexandra; Sawyer, Michael; Simsek, Zeynep; Steinhausen, Hans-Christoph; Weintraub, Sheila; Weisz, John; Metzke, Christa Winkler; Wolanczyk, Tomasz; Yang, Hao-Jan; Zilber, Nelly; Zukauskiene, Rita; Verhulst, Frank

2007-01-01

This study compared parents' ratings of behavioral and emotional problems on the "Child Behavior Checklist" (Achenbach, 1991; Achenbach & Rescorla, 2001) for general population samples of children ages 6 to 16 from 31 societies (N = 55,508). Effect sizes for society ranged from 0.03 to 0.14. Effect sizes for gender were less than or…

Toddlers with Early Behavioral Problems at Higher Family Demographic Risk Benefit the Most from Maternal Emotion Talk.

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Brophy-Herb, Holly E; Bocknek, Erika London; Vallotton, Claire D; Stansbury, Kathy E; Senehi, Neda; Dalimonte-Merckling, Danielle; Lee, Young-Eun

2015-09-01

To test the hypothesis that toddlers at highest risk for behavioral problems from the most economically vulnerable families will benefit most from maternal talk about emotions. This study included 89 toddlers and mothers from low-income families. Behavioral problems were rated at 2 time points by masters-level trained Early Head Start home visiting specialists. Maternal emotion talk was coded from a wordless book-sharing task. Coding focused on mothers' emotion bridging, which included labeling emotions, explaining the context of emotions, noting the behavioral cues of emotions, and linking emotions to toddlers' own experiences. Maternal demographic risk reflected a composite score of 5 risk factors. A significant 3-way interaction between Time 1 toddler behavior problems, maternal emotion talk, and maternal demographic risk (p = .001) and examination of slope difference tests revealed that when maternal demographic risk was greater, more maternal emotion talk buffered associations between earlier and later behavior problems. Greater demographic risk and lower maternal emotion talk intensified Time 1 behavior problems as a predictor of Time 2 behavior problems. The model explained 54% of the variance in toddlers' Time 2 behavior problems. Analyses controlled for maternal warmth to better examine the unique contributions of emotion bridging to toddlers' behaviors. Toddlers at highest risk, those with more early behavioral problems from higher demographic-risk families, benefit the most from mothers' emotion talk. Informing parents about the use of emotion talk may be a cost-effective, simple strategy to support at-risk toddlers' social-emotional development and reduce behavioral problems.

Psychological maltreatment, emotional and behavioral problems in adolescents: The mediating role of resilience and self-esteem.

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Arslan, Gökmen

2016-02-01

In this study, structural equation modeling was used to examine the mediating role of resilience and self-esteem in the relationships between psychological maltreatment-emotional problems and psychological maltreatment-behavioral problems in adolescents. Participants were 937 adolescents from different high schools in Turkey. The sample included 502 female (53.6%) and 435 male (46.4%) students, 14-19 years old (mean age=16.51, SD=1.15). Results indicated that psychological maltreatment was negatively correlated with resilience and self-esteem, and positively correlated with behavioral problems and emotional problems. Resilience and self-esteem also predicted behavioral problems and emotional problems. Finally, psychological maltreatment predicted emotional and behavioral problems mediated by resilience and self-esteem. Resilience and self-esteem partially mediated the relationship between psychological maltreatment-behavioral and psychological maltreatment-emotional problems in adolescents. Thus, resilience and self-esteem appear to play a protective role in emotional problems and behavioral problems in psychologically maltreated individuals. Implications are discussed and suggestions for psychological counselors and other mental health professionals are presented. Copyright © 2015 Elsevier Ltd. All rights reserved.

Moral Emotions, Emotion Self-Regulation, Callous-Unemotional Traits, and Problem Behavior in Children of Incarcerated Mothers

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Lotze, Geri M.; Ravindran, Neeraja; Myers, Barbara J.

2010-01-01

Children with incarcerated mothers are at high risk for developing problem behaviors. Fifty children (6-12 years; 62% girls) participated in summer camps, along with adult mentors. Regression analyses of child and adult measures of child's emotion self-regulation and callous-unemotional traits, and a child measure of moral emotions, showed that…

Metacognition, Motivation and Emotions: Contribution of Self-Regulated Learning to Solving Mathematical Problems

Directory of Open Access Journals (Sweden)

Meirav Tzohar-Rozen

2014-11-01

Full Text Available Mathematical problem solving is among the most valuable aspects of mathematics education. It is also the hardest for elementary school students (Verschaffel, Greer & De Corte, 2000. Students experience cognitive and metacognitive difficulties in this area and develop negative emotions and poor motivation which hamper their efforts (Kramarski, Weiss, & Kololshi-Minsker, 2010. 9–11 seems the critical stage for developing attitudes and emotional reactions towards mathematics (Artino, 2009. These metacognitive and motivational-emotional factors are fundamental components of Self-Regulated Learning (SRL, a non-innate process requiring systematic, explicit student training (Pintrich, 2000; Zimmerman, 2000. Most self-regulation studies relating to problem-solving focus on metacognition. Few explore the motivational-emotional component. This study aimed to develop, examine, and compare two SRL interventions dealing with two additional components of self-regulation: metacognitive regulation (MC and motivational-emotional regulation (ME. It also sought to examine the significance of these components and their contribution to learners' problem-solving achievements and self-regulation. The study examined 118 fifth grade students, randomly assigned to two groups. Pre- and post-intervention, the two groups completed self-regulation questionnaires relating to metacognition, motivation, and emotion. They also solved arithmetic series problems presented in two ways (verbal form and numeric form. After intervention we also examined a novel transfer problem. The intervention consisted of 10 hours for 5 weeks. Following the intervention the groups exhibited similar improvements across all the problems. The MC group performed best in metacognitive self-regulation and the ME group performed best in certain motivational-emotional aspects of self-regulation. Research implications are discussed.

Bullying-related behaviour in adolescents with autism: Links with autism severity and emotional and behavioural problems

NARCIS (Netherlands)

Fink, Elian; Olthof, Tjeert; Goossens, Frits; van der Meijden, Sandra; Begeer, Sander

2017-01-01

This study examined the association between peer-reported bullying-related behaviours (bully, victim, outsider and defender), age, gender, autism severity and teacher-rated emotional and behavioural problems in adolescents with autism spectrum disorder, using a multi-informant approach. The sample

[Assessment of parental stress using the "Eltern-Belastungs-Screening zur Kindeswohlgefährdung" (EBSK) - association with emotional and behavioral problems in children].

Science.gov (United States)

Eichler, Anna K; Glaubitz, Katharina A; Hartmann, Luisa C; Spangler, Gottfried

2014-07-01

Parental stress is increased in clinical contexts (e.g., child psychiatry) and correlates with behavioral and emotional problems of children. In addition, parental stress can result in a biased parental perception of child's behavior and emotions. These interrelations were examined in a normal (N = 320) and a clinical (N = 75) sample. The "Eltern-Belastungs-Screening zur Kindeswohlgefährdung" (EBSK; Deegener, Spangler, Körner & Becker, 2009) was used for the assessment of parental stress. As expected, increased EBSK scores were overrepresented in the clinical sample. In both samples stressed parents reported having children with more behavioral and emotional problems. Children of stressed parents in turn reported significantly less problems than their parents did. The rating of independent third persons, e.g. teachers, was not available and should be added in future research. Restrictions in methodology and conclusions for practice are discussed.

Emotional Problems in Traditional and Cyber Victimization

Science.gov (United States)

Sjursø, Ida Risanger; Fandrem, Hildegunn; Roland, Erling

2016-01-01

Previous studies show an association between traditional and cyber victimization. However, there seem to be differences in how these forms of being bullied relates to emotional problems in the victims. Few studies focus on symptoms of general anxiety and depression as separate variables when comparing traditional and cyber victimization.…

Adolescents' use of care for behavioral and emotional problems: types, trends, and determinants.

Science.gov (United States)

Reijneveld, Sijmen A; Wiegersma, P Auke; Ormel, Johan; Verhulst, Frank C; Vollebergh, Wilma A M; Jansen, Danielle E M C

2014-01-01

While adolescents use various types of care for behavioral and emotional problems, evidence on age trends and determinants per type is scarce. We aimed to assess use of care by adolescents because of behavioral and emotional problems, overall and by type, and its determinants, for ages 10-19 years. We obtained longitudinal data on 2,230 adolescents during ages 10-19 from four measurements regarding use of general care and specialized care (youth social care and mental healthcare) in the preceding 6 months, the Child Behavior Checklist (CBCL) and Youth Self-Report, and child and family characteristics. We analyzed data by multilevel logistic regression. Overall rates of use increased from 20.1% at age 10/11 to 32.2% at age 19: general care was used most. At age 10/11 use was higher among boys, at age 19 among girls. Use of general care increased for both genders, whereas use of specialized care increased among girls but decreased among boys. This differential change was associated with CBCL externalizing and internalizing problems, school problems, family socioeconomic status, and parental divorce. Preceding CBCL problems predicted more use: most for mental health care and least for general care. Moreover, general care was used more frequently by low and medium socioeconomic status families, with odds ratios (95%-confidence intervals): 1.52 (1.23;1.88) and 1.40 (1.17;1.67); youth social care in case of parental divorce, 2.07 (1.36;3.17); and of special education, 2.66 (1.78;3.95); and mental healthcare in case of special education, 2.66 (1.60;4.51). Adolescents with behavioral and emotional problems use general care most frequently. Overall use increases with age. Determinants of use vary per type.

Adolescents' use of care for behavioral and emotional problems: types, trends, and determinants.

Directory of Open Access Journals (Sweden)

Sijmen A Reijneveld

Full Text Available While adolescents use various types of care for behavioral and emotional problems, evidence on age trends and determinants per type is scarce. We aimed to assess use of care by adolescents because of behavioral and emotional problems, overall and by type, and its determinants, for ages 10-19 years.We obtained longitudinal data on 2,230 adolescents during ages 10-19 from four measurements regarding use of general care and specialized care (youth social care and mental healthcare in the preceding 6 months, the Child Behavior Checklist (CBCL and Youth Self-Report, and child and family characteristics. We analyzed data by multilevel logistic regression.Overall rates of use increased from 20.1% at age 10/11 to 32.2% at age 19: general care was used most. At age 10/11 use was higher among boys, at age 19 among girls. Use of general care increased for both genders, whereas use of specialized care increased among girls but decreased among boys. This differential change was associated with CBCL externalizing and internalizing problems, school problems, family socioeconomic status, and parental divorce. Preceding CBCL problems predicted more use: most for mental health care and least for general care. Moreover, general care was used more frequently by low and medium socioeconomic status families, with odds ratios (95%-confidence intervals: 1.52 (1.23;1.88 and 1.40 (1.17;1.67; youth social care in case of parental divorce, 2.07 (1.36;3.17; and of special education, 2.66 (1.78;3.95; and mental healthcare in case of special education, 2.66 (1.60;4.51.Adolescents with behavioral and emotional problems use general care most frequently. Overall use increases with age. Determinants of use vary per type.

PREMATURITY, NEONATAL HEALTH STATUS, AND LATER CHILD BEHAVIORAL/EMOTIONAL PROBLEMS: A SYSTEMATIC REVIEW.

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Cassiano, Rafaela G M; Gaspardo, Claudia M; Linhares, Maria Beatriz M

2016-05-01

Preterm birth can impact on child development. As seen previously, children born preterm present more behavioral and/or emotional problems than do full-term counterparts. In addition to gestational age, neonatal clinical status should be examined to better understand the differential impact of premature birth on later developmental outcomes. The aim of the present study was to systematically review empirical studies on the relationship between prematurity, neonatal health status, and behavioral and/or emotional problems in children. A systematic search of the PubMed, PsycINFO, Web of Science, and LILACS databases for articles published from 2009 to 2014 was performed. The inclusion criteria were empirical studies that evaluated behavioral and/or emotional problems that are related to clinical neonatal variables in children born preterm. Twenty-seven studies were reviewed. Results showed that the degree of prematurity and birth weight were associated with emotional and/or behavioral problems in children at different ages. Prematurity that was associated with neonatal clinical conditions (e.g., sepsis, bronchopulmonary dysplasia, and hemorrhage) and such treatments as corticoids and steroids increased the risk for these problems. The volume and abnormalities of specific brain structures also were associated with these outcomes. In conclusion, the neonatal health problems associated with prematurity present a negative impact on later child emotional and adapted behavior. © 2016 Michigan Association for Infant Mental Health.

Parental Interpersonal Sensitivity and Youth Social Problems: A Mediational Role for Child Emotion Dysregulation

Science.gov (United States)

Suveg, Cynthia; Jacob, Marni L.; Payne, Mary

2010-01-01

We examined the relations between parental interpersonal sensitivity and youth social problems and explored the mediational role of child emotion dysregulation. Mothers (N = 42; M age = 39.38) and fathers (N = 41; M age = 39.38) of youth aged 7-12 (N = 42; M age = 9.12) completed measures of their own interpersonal sensitivity and reported on…

Adolescents' use of care for behavioral and emotional problems: Types, trends, and determinants

NARCIS (Netherlands)

S.A. Reijneveld (Sijmen); P.A. Wiegersma (Auke); J. Ormel (Johan); F.C. Verhulst (Frank); W.A.M. Vollebergh (Wilma); D.E.M.C. Jansen (Daniëlle)

2014-01-01

textabstractObjective: While adolescents use various types of care for behavioral and emotional problems, evidence on age trends and determinants per type is scarce. We aimed to assess use of care by adolescents because of behavioral and emotional problems, overall and by type, and its determinants,

Adolescents' Use of Care for Behavioral and Emotional Problems : Types, Trends, and Determinants

NARCIS (Netherlands)

Reijneveld, Sijmen A.; Wiegersma, P. Auke; Ormel, Johan; Verhulst, Frank C.; Vollebergh, Wilma A. M.; Jansen, Danielle E. M. C.

2014-01-01

Objective: While adolescents use various types of care for behavioral and emotional problems, evidence on age trends and determinants per type is scarce. We aimed to assess use of care by adolescents because of behavioral and emotional problems, overall and by type, and its determinants, for ages

PREDICTORS OF EMOTIONAL AND BEHAVIORAL PROBLEMS IN 1-YEAR-OLD CHILDREN: A LONGITUDINAL PERSPECTIVE.

Science.gov (United States)

Sirvinskiene, Giedre; Zemaitiene, Nida; Jusiene, Roma; Markuniene, Egle

2016-07-01

Emotional and behavioral problems at an early age can reasonably be considered a high-risk factor for later mental health disorders. The aim of the article is to reveal predictive factors of 1½-year-old children's emotional and behavioral problems. The study was a part of a prospective birth-cohort study. The study sample consisted of 172 full-term infants (born during Gestational Weeks 37-42) and their mothers. Emotional and behavioral problems at the age of 1½ years were measured using the Child Behavior Checklist for Ages 1½-5 (T. Achenbach & L. Rescorla, 2000), which was completed by mothers. Emotional and behavioral problems at age of 1½ years were more prevalent in infants born via cesarean section, as compared to infants born vaginally without administration of medication. Newborns' suboptimal functioning after birth, complicated emotional acceptance of pregnancy, a couple's nonsatisfactory relationship during pregnancy, maternal distress during pregnancy and in the first months after childbirth, and inflexible and parent-oriented attitudes toward infant-rearing also predicted children's emotional and behavioral problems independent of sociodemographic factors. Results suggest that biomedical and psychosocial factors which manifest themselves in the prenatal and perinatal periods can have associations with later infant and child mental health. © 2016 Michigan Association for Infant Mental Health.

Dialectical behavior therapy skills use and emotion dysregulation in personality disorders and psychopathy: a community self-report study.

Science.gov (United States)

Neacsiu, Andrada D; Tkachuck, Mathew A

2016-01-01

Emotion dysregulation is a critical transdiagnostic mental health problem that needs to be further examined in personality disorders (PDs). The current study examined dialectical behavior therapy (DBT) skills use, emotion dysregulation, and dysfunctional coping among adults who endorsed symptoms of cluster B PDs and psychopathy. We hypothesized that skills taught in DBT and emotion dysregulation are useful for adults with PDs other than borderline personality disorder (BPD). Using a self-report questionnaire, we examined these constructs in three groups of community adults: those who reported symptoms consistent with borderline personality disorder (BPD; N = 29), those who reported symptoms consistent with any other cluster B PD (N = 22), and those with no reported cluster B PD symptoms (N = 77) as measured by the Personality Diagnostic Questionnaire-4 + . Both PD groups reported higher emotion dysregulation and dysfunctional coping when compared to the no PD group. Only the BPD group had significantly lower DBT skills use. DBT skills use was found to be a significant predictor of cluster B psychopathology but only before accounting for emotion dysregulation. When added to the regression model, emotion dysregulation was found to be a significant predictor of cluster B psychopathology but DBT skills use no longer had a significant effect. Across all groups, DBT skills use deficits and maladaptive coping, but not emotion dysregulation, predicted different facets of psychopathy. Emotion dysregulation and use of maladaptive coping are problems in cluster B PDs, outside of BPD, but not in psychopathy. Inability to use DBT skills may be unique to BPD. Because this study relied exclusively on self-report, this data is preliminary and warrants further investigation.

The Effect of Emotion Regulation Training based on Dialectical Behavior Therapy and Gross Process Model on Symptoms of Emotional Problems

Directory of Open Access Journals (Sweden)

Azam Salehi

2012-04-01

Full Text Available Background: The purpose of this study was to investigate the effect of two training methods of emotional regulation based on dialectical behavior therapy (DBT and gross emotion regulation process model(GERM in reducing symptoms of emotional problems (depression, anxiety, interpersonal sensitivity and hostility. Materials and Method: In this semi-experimental study, 45 students who referred to Isfahan university center by themselves, randomly selected between the students who have emotional problems, they randomly assigned into three groups (two experimental and a waiting list group. One of the experimental group received DBT and another on GERM. The data obtained using SCL-90-R and psychological interview (in pre- post test and follow-up. Results: 1- Both experimental methods reduce interpersonal sensitivity of students. 2- Just DBT reduced depression symptoms. 3- Both experimental methods reduce anxiety symptoms but in DBT, recurrent anxiety symptoms were observed in follow up stage. Also these methods had different effect on anxiety symptoms. 4- None of the above methods could reduce hostility symptoms. Conclusion: Those findings showed effectiveness of two training methods of emotional regulation on emotion problems. We could use GERM method for intervention in anxiety, DBT method for intervention in depression and both method for intervention in interpersonal sensitivity

Co-occurring motor, language and emotional-behavioral problems in children 3-6 years of age.

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King-Dowling, Sara; Missiuna, Cheryl; Rodriguez, M Christine; Greenway, Matt; Cairney, John

2015-02-01

Developmental Coordination Disorder (DCD) has been shown to co-occur with behavioral and language problems in school-aged children, but little is known as to when these problems begin to emerge, or if they are inherent in children with DCD. The purpose of this study was to determine if deficits in language and emotional-behavioral problems are apparent in preschool-aged children with movement difficulties. Two hundred and fourteen children (mean age 4years 11months, SD 9.8months, 103 male) performed the Movement Assessment Battery for Children 2nd Edition (MABC-2). Children falling at or below the 16th percentile were classified as being at risk for movement difficulties (MD risk). Auditory comprehension and expressive communication were examined using the Preschool Language Scales 4th Edition (PLS-4). Parent-reported emotional and behavioral problems were assessed using the Child Behavior Checklist (CBCL). Preschool children with diminished motor coordination (n=37) were found to have lower language scores, higher externalizing behaviors in the form of increased aggression, as well as increased withdrawn and other behavior symptoms compared with their typically developing peers. Motor coordination, language and emotional-behavioral difficulties tend to co-occur in young children aged 3-6years. These results highlight the need for early intervention. Copyright © 2014 Elsevier B.V. All rights reserved.

Agreement between parents and adolescents on emotional and behavioral problems and its associated factors among Chinese school adolescents: a cross-sectional study.

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Wang, Jiana; Liu, Li; Wu, Hui; Yang, Xiaoshi; Wang, Yang; Wang, Lie

2014-04-15

Most studies about informant agreements on adolescents' emotional and behavioral problems have been conducted in Western countries, but this subject has not been well researched in China. The aim of this study was to evaluate the pattern of parent-adolescent agreement on adolescents' problems and its associated factors among school-age adolescents in China. This cross-sectional study was conducted in November and December of 2010. A questionnaire including the Child Behavior Checklist (CBCL), the Youth Self-Report (YSR), the Family Environment Scale (FES) and the characteristics of the child (age and gender), parents (parent-adolescent relationship and parental expectations) and family (family structure, negative life events) was distributed to our study population. A total of 2,199 Chinese adolescents (aged 11-18) from 15 public schools in Liaoning Province, who completed the questionnaire, became our final participants. Pearson's correlation coefficient was used to assess parent-adolescent agreement, and linear regression analysis was used to explore the associated factors of parent-adolescent discrepancies on emotional and behavioral problems. The parent-adolescent agreement on emotional and behavioral problems was high (mean r = 0.6). The scores of YSR were higher than those of CBCL. Factors that increased informant discrepancies on emotional and behavioral problems were boys, older age, the experience of negative life events, low levels of cohesion and organization, and high levels of conflict in the family. A high level of parent-adolescent agreement on emotional and behavioral problems was found. Adolescents reported more problems than their parents did. Family environment is an important factor to be considered when interpreting informant discrepancies on the mental health of Chinese adolescents.

Nurses' recognition and registration of depression, anxiety and diabetes-specific emotional problems in outpatients with diabetes mellitus

DEFF Research Database (Denmark)

Pouwer, Francois; Beekman, Aartjan T F; Lubach, Caroline

2006-01-01

OBJECTIVE: The aim of this study was to investigate how often emotional problems were recognized and registered by diabetes nurses. METHODS: We studied medical charts and questionnaire data of 112 diabetes patients. The hospital anxiety, depression scale and the problem areas in diabetes survey...... were used to measure anxiety, depression and diabetes-specific emotional distress. RESULTS: In patients with moderate to severe levels of anxiety or depression, the presence of an emotional problem was recorded in the medical chart in 20-25% of the cases. The registration-rate of diabetes......-specific emotional distress was also found to be low, ranging from 0% (treatment-related problems) to 29% (diabetes-related emotional problems). CONCLUSION: Registration-rates of emotional problems by diabetes nurses were found to be low, but quite similar to detection rates of physicians and nurses in studies...

Self reported behavioral and emotional difficulties in relation to dentition status among school going children of Dilsukhnagar, Hyderabad, India.

Science.gov (United States)

Srilatha, Adepu; Doshi, Dolar; Reddy, Madupu Padma; Kulkarni, Suhas; Reddy, Bandari Srikanth

2016-01-01

Oral health has strong biological, psychological, and social projections, which influence the quality of life. Thus, developing a common vision and a comprehensive approach to address children's social, emotional, and behavioral health needs is an integral part of the child and adolescent's overall health. To assess and compare the behavior and emotional difficulties among 15-year-olds and to correlate it with their dentition status based on gender. Study Settings and Design: A cross-sectional questionnaire study among 15-year-old schoolgoing children in six private schools in Dilsukhnagar, Hyderabad, India. The behavior and emotional difficulties were assessed using self-reported Strengths and Difficulties Questionnaire (SDQ). The dentition status was recorded by the criteria given by the World Health Organization (WHO) in the Basic Oral Health Survey Assessment Form (1997). Independent Student's t-test was used for comparison among the variables. Correlation between scales of SDQ and dentition status was done using Karl Pearson's correlation coefficient method. Girls reported more emotional problems and good prosocial behavior and males had more conduct problems, hyperactivity, peer problems, and total difficulty problems. Total decayed-missing-filled teeth (DMFT) and decayed component were significantly and positively correlated with total difficulty, emotional symptom, and conduct problems scale while missing component was correlated with the hyperactivity scale and filled component with prosocial behavior. DMFT and its components showed an association with all scales of SDQ except for peer problem scale. Thus, the oral health of children was significantly influenced by behavioral and emotional difficulties; so, changes in the mental health status will affect the oral health of children.

Gender differences in emotion perception and self-reported emotional intelligence: A test of the emotion sensitivity hypothesis.

Science.gov (United States)

Fischer, Agneta H; Kret, Mariska E; Broekens, Joost

2018-01-01

Previous meta-analyses and reviews on gender differences in emotion recognition have shown a small to moderate female advantage. However, inconsistent evidence from recent studies has raised questions regarding the implications of different methodologies, stimuli, and samples. In the present research based on a community sample of more than 5000 participants, we tested the emotional sensitivity hypothesis, stating that women are more sensitive to perceive subtle, i.e. low intense or ambiguous, emotion cues. In addition, we included a self-report emotional intelligence test in order to examine any discrepancy between self-perceptions and actual performance for both men and women. We used a wide range of stimuli and models, displaying six different emotions at two different intensity levels. In order to better tap sensitivity for subtle emotion cues, we did not use a forced choice format, but rather intensity measures of different emotions. We found no support for the emotional sensitivity account, as both genders rated the target emotions as similarly intense at both levels of stimulus intensity. Men, however, more strongly perceived non-target emotions to be present than women. In addition, we also found that the lower scores of men in self-reported EI was not related to their actual perception of target emotions, but it was to the perception of non-target emotions.

Gender differences in emotion perception and self-reported emotional intelligence: A test of the emotion sensitivity hypothesis

Science.gov (United States)

Kret, Mariska E.; Broekens, Joost

2018-01-01

Previous meta-analyses and reviews on gender differences in emotion recognition have shown a small to moderate female advantage. However, inconsistent evidence from recent studies has raised questions regarding the implications of different methodologies, stimuli, and samples. In the present research based on a community sample of more than 5000 participants, we tested the emotional sensitivity hypothesis, stating that women are more sensitive to perceive subtle, i.e. low intense or ambiguous, emotion cues. In addition, we included a self-report emotional intelligence test in order to examine any discrepancy between self-perceptions and actual performance for both men and women. We used a wide range of stimuli and models, displaying six different emotions at two different intensity levels. In order to better tap sensitivity for subtle emotion cues, we did not use a forced choice format, but rather intensity measures of different emotions. We found no support for the emotional sensitivity account, as both genders rated the target emotions as similarly intense at both levels of stimulus intensity. Men, however, more strongly perceived non-target emotions to be present than women. In addition, we also found that the lower scores of men in self-reported EI was not related to their actual perception of target emotions, but it was to the perception of non-target emotions. PMID:29370198

Mediating effects of teacher and peer relationships between parental abuse/neglect and emotional/behavioral problems.

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Ban, Jiyoon; Oh, Insoo

2016-11-01

The current study examined the mediating effects of the teacher and peer relationships between parental abuse/neglect and a child's emotional/behavioral problems. A total of 2070 student surveys from the panel of the Korean Child Youth Panel Study (KCYPS) were analyzed by path analysis. The key findings of this study are outlined below. Firstly, parental physical and emotional abuse and neglect had significant effects on children's problems. The direct effect of parental abuse on emotional/behavioral problems was higher than the direct effect of parental neglect on emotional/behavioral problems. Secondly, the teacher relationship partially mediated the effects of the parental abuse/neglect on emotional/behavioral problems. Thirdly, the peer relationship also partially mediated the effects of parental abuse/neglect on children's emotional/behavioral problems. The indirect effect of parental neglect via teacher relationships and peer relationships was stronger than the indirect effect of parental abuse. This study is significant in that it identified that parental abuse/neglect was mediated by the teacher and peer relationship, thereby suggesting an implication for effective intervention with children who have suffered abuse and neglect. In terms of the teacher and peer relationship, understanding the influence of parental abuse and neglect on children's problems was discussed, and the limitations and recommendations for future study were suggested. Copyright © 2016 Elsevier Ltd. All rights reserved.

Childhood Maltreatment, Emotional Lability, and Alcohol Problems in Young Adults At-Risk for ADHD: Testing Moderation and Moderated Moderation.

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Bunford, Nóra; Wymbs, Brian T; Dawson, Anne E; Shorey, Ryan C

2017-01-01

Childhood maltreatment and alcohol problems are common among young adults with attention-deficit hyperactivity disorder (ADHD). However, little is known about the degree to which maltreatment and alcohol problems are associated; potential pertinent mediating or moderating mechanisms, such as emotional lability; and whether this association varies by sex. We examined, in a sample of adults at risk for ADHD (N = 122, 37% male), the association between childhood maltreatment and alcohol problems, whether emotional lability mediated or moderated this association, and whether either role of emotional lability differed between men and women. Emotional lability moderated the association between emotional neglect and alcohol problems; maltreatment increased risk for alcohol problems for those scoring high tovery high on emotional lability, but not for those with very low-moderate levels. The association between emotional abuse and alcohol problems depended both on emotional lability and sex; emotional abuse decreased the risk for alcohol problems among men very low/low on emotional lability, but not for men who were moderate to very high on emotional lability, or for women. These findings have implications for the way in which targeting maltreatment and emotional lability may be incorporated into prevention and intervention programs to prevent alcohol problems among men and women at risk for ADHD.

Cognition-emotion interactions: patterns of change and implications for math problem solving

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Trezise, Kelly; Reeve, Robert A.

2014-01-01

Surprisingly little is known about whether relationships between cognitive and emotional states remain stable or change over time, or how different patterns of stability and/or change in the relationships affect problem solving abilities. Nevertheless, cross-sectional studies show that anxiety/worry may reduce working memory (WM) resources, and the ability to minimize the effects anxiety/worry is higher in individuals with greater WM capacity. To investigate the patterns of stability and/or change in cognition-emotion relations over time and their implications for problem solving, 126 14-year-olds’ algebraic WM and worry levels were assessed twice in a single day before completing an algebraic math problem solving test. We used latent transition analysis to identify stability/change in cognition-emotion relations, which yielded a six subgroup solution. Subgroups varied in WM capacity, worry, and stability/change relationships. Among the subgroups, we identified a high WM/low worry subgroup that remained stable over time and a high WM/high worry, and a moderate WM/low worry subgroup that changed to low WM subgroups over time. Patterns of stability/change in subgroup membership predicted algebraic test results. The stable high WM/low worry subgroup performed best and the low WM capacity-high worry “unstable across time” subgroup performed worst. The findings highlight the importance of assessing variations in cognition-emotion relationships over time (rather than assessing cognition or emotion states alone) to account for differences in problem solving abilities. PMID:25132830

Cognition-emotion interactions: Patterns of change and implications for math problem solving

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Kelly eTrezise

2014-07-01

Full Text Available Surprisingly little is known about whether relationships between cognitive and emotional states remain stable or change over time, or how different patterns of stability and/or change in the relationships affect problem solving abilities. Nevertheless, cross-sectional studies show that anxiety/worry may reduce working memory resources, and the ability to minimize the effects anxiety/worry is higher in individuals with greater WM capacity. To investigate the patterns of stability and/or change in cognition-emotion relations over time and their implications for problem solving, 126 14-year-olds’ algebraic WM and worry levels were assessed twice in a single day before completing an algebraic math problem solving test. We used latent transition analysis to identify stability/change in cognition-emotion relations, which yielded a six subgroup solution. Subgroups varied in WM capacity, worry, and stability/change relationships. Among the subgroups, we identified a high WM/low worry subgroup that remained stable over time and a high WM/high worry, and a moderate WM/low worry subgroup that changed to low WM subgroups over time. Patterns of stability/change in subgroup membership predicted algebraic test results. The stable high WM/low worry subgroup performed best and the low WM capacity-high worry unstable across time subgroup performed worst. The findings highlight the importance of assessing variations in cognition-emotion relationships over time (rather than assessing cognition or emotion states alone to account for differences in problem solving abilities.

Positively Biased Processing of Mother's Emotions Predicts Children's Social and Emotional Functioning.

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Donohue, Meghan Rose; Goodman, Sherryl H; Tully, Erin C

Risk for internalizing problems and social skills deficits likely emerges in early childhood when emotion processing and social competencies are developing. Positively biased processing of social information is typical during early childhood and may be protective against poorer psychosocial outcomes. We tested the hypothesis that young children with relatively less positively biased attention to, interpretations of, and attributions for their mother's emotions would exhibit poorer prosocial skills and more internalizing problems. A sample of 4- to 6-year-old children ( N =82) observed their mothers express happiness, sadness and anger during a simulated emotional phone conversation. Children's attention to their mother when she expressed each emotion was rated from video. Immediately following the phone conversation, children were asked questions about the conversation to assess their interpretations of the intensity of mother's emotions and misattributions of personal responsibility for her emotions. Children's prosocial skills and internalizing problems were assessed using mother-report rating scales. Interpretations of mother's positive emotions as relatively less intense than her negative emotions, misattributions of personal responsibility for her negative emotions, and lack of misattributions of personal responsibility for her positive emotions were associated with poorer prosocial skills. Children who attended relatively less to mother's positive than her negative emotions had higher levels of internalizing problems. These findings suggest that children's attention to, interpretations of, and attributions for their mother's emotions may be important targets of early interventions for preventing prosocial skills deficits and internalizing problems.

Epidemiological comparisons of problems and positive qualities reported by adolescents in 24 countries

DEFF Research Database (Denmark)

Rescorla, Leslie; Achenbach, Thomas M; Ivanova, Masha Y

2007-01-01

In this study, the authors compared ratings of behavioral and emotional problems and positive qualities on the Youth Self-Report (T. M. Achenbach & L. A. Rescorla, 2001) by adolescents in general population samples from 24 countries (N = 27,206). For problem scales, country effect sizes (ESs) ran...

Identification of Social-Emotional Problems among Young Children in Foster Care

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Jee, Sandra H.; Conn, Anne-Marie; Szilagyi, Peter G.; Blumkin, Aaron; Baldwin, Constance D.; Szilagyi, Moira A.

2010-01-01

Background: Little is known about how best to implement behavioral screening recommendations in practice, especially for children in foster care, who are at risk for having social-emotional problems. Two validated screening tools are recommended for use with young children: the Ages and Stages Questionnaire: Social Emotional (ASQ-SE) identifies…

Compositional and contextual predictors for emotional problems among adolescents

DEFF Research Database (Denmark)

Meilstrup, Charlotte; Ersbøll, Annette Kjær; Nielsen, Line

years from a random sample of Danish schools. Students answered a questionnaire including mental health and the classroom environment. The outcome measure emotional problems was defined as daily presence of at least one of four symptoms: feeling low; irritable or bad tempered; feeling nervous and having...... and conditions at the individual-, classroom- and school level that are associated with students´ experiences of emotional problems. Methods Data come from the Danish contribution to the international Health Behaviour in School-aged Children (HBSC) study in 2010 and include 4,922 students aged 11, 13 and 15...... difficulties falling asleep. Further, school-administrators answered a questionnaire on school environment and characteristics, e.g. policies against bullying. We applied multilevel multivariate logistic regression analyses to identify and quantify explanatory factors at individual, classroom and school levels...

Self reported behavioral and emotional difficulties in relation to dentition status among school going children of Dilsukhnagar, Hyderabad, India

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Adepu Srilatha

2016-01-01

Full Text Available Background: Oral health has strong biological, psychological, and social projections, which influence the quality of life. Thus, developing a common vision and a comprehensive approach to address children′s social, emotional, and behavioral health needs is an integral part of the child and adolescent′s overall health. Aim: To assess and compare the behavior and emotional difficulties among 15-year-olds and to correlate it with their dentition status based on gender. Study Settings and Design: A cross-sectional questionnaire study among 15-year-old schoolgoing children in six private schools in Dilsukhnagar, Hyderabad, India. Materials and Methods: The behavior and emotional difficulties were assessed using self-reported Strengths and Difficulties Questionnaire (SDQ. The dentition status was recorded by the criteria given by the World Health Organization (WHO in the Basic Oral Health Survey Assessment Form (1997. Statistical Analysis: Independent Student′s t-test was used for comparison among the variables. Correlation between scales of SDQ and dentition status was done using Karl Pearson′s correlation coefficient method. Results: Girls reported more emotional problems and good prosocial behavior and males had more conduct problems, hyperactivity, peer problems, and total difficulty problems. Total decayed-missing-filled teeth (DMFT and decayed component were significantly and positively correlated with total difficulty, emotional symptom, and conduct problems scale while missing component was correlated with the hyperactivity scale and filled component with prosocial behavior. Conclusion: DMFT and its components showed an association with all scales of SDQ except for peer problem scale. Thus, the oral health of children was significantly influenced by behavioral and emotional difficulties; so, changes in the mental health status will affect the oral health of children.

The Emotional Healing Efficacy of Romance Fiction for Undergraduates with Love-related Emotional Disturbance Problems: An Exploratory Research

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Chen Su-may Sheih

2014-12-01

Full Text Available Previous studies have revealed that emotional healing reading materials can sooth readers’ negative emotions. Among the various reading materials, the romance fiction is a genre of high healing efficacy for undergraduate students who encounter love-related emotional disturbance. To explore the problems they experience in love relationships and the emotional healing efficacy of romance fictions for such situations, this study first employed content analysis to identify a list of fictions that are considered of emotional healing efficacy. It continued to conduct an online survey to examine the emotional healing process in undergraduate students’ reading experiences. The results showed that undergraduate students often experienced one-sided love, ambiguous relationship, lack of intimacy, rivalry, conflict, and breakup. It also identified 18 Chinese romance titles that may assist the readers to go through the emotional healing stages of identification, catharsis, and insight. [Article content in Chinese

The association between emotional and behavioral problems and gastrointestinal symptoms among children with high-functioning autism.

Science.gov (United States)

Mazefsky, Carla A; Schreiber, Dana R; Olino, Thomas M; Minshew, Nancy J

2014-07-01

This study investigated the association between gastrointestinal symptoms and a broad set of emotional and behavioral concerns in 95 children with high-functioning autism and IQ scores ≥ 80. Gastrointestinal symptoms were assessed via the Autism Treatment Network's Gastrointestinal Symptom Inventory, and data were gathered on autism symptom severity, adaptive behavior, and multiple internalizing and externalizing problems. The majority (61%) of children had at least one reported gastrointestinal symptom. Emotional and behavioral problems were also common but with a high degree of variability. Children with and without gastrointestinal problems did not differ in autism symptom severity, adaptive behavior, or total internalizing or externalizing problem scores. However, participants with gastrointestinal problems had significantly higher levels of affective problems. This finding is consistent with a small body of research noting a relationship between gastrointestinal problems, irritability, and mood problems in autism spectrum disorder. More research to identify the mechanisms underlying this relationship in autism spectrum disorder is warranted. Future research should include a medical assessment of gastrointestinal concerns, longitudinal design, and participants with a range of autism spectrum disorder severity in order to clarify the directionality of this relationship and to identify factors that may impact heterogeneity in the behavioral manifestation of gastrointestinal concerns. © The Author(s) 2013.

The Glass Half Empty: How Emotional Exhaustion Affects the State-Trait Discrepancy in Self-Reports of Teaching Emotions.

Science.gov (United States)

Goetz, Thomas; Becker, Eva S; Bieg, Madeleine; Keller, Melanie M; Frenzel, Anne C; Hall, Nathan C

2015-01-01

Following from previous research on intensity bias and the accessibility model of emotional self-report, the present study examined the role of emotional exhaustion in explaining the discrepancy in teachers' reports of their trait (habitual) versus state (momentary, "real") emotions. Trait reports (habitual emotions, exhaustion) were assessed via trait questionnaires, and state reports (momentary emotions) were assessed in real time via the experience sampling method by using personal digital assistants (N = 69 high school teachers; 1,089 measures within teachers). In line with our assumptions, multi-level analyses showed that, as compared to the state assessment, teachers reported higher levels of habitual teaching-related emotions of anger, anxiety, shame, boredom, enjoyment, and pride. Additionally, the state-trait discrepancy in self-reports of negative emotions was accounted for by teachers' emotional exhaustion, with high exhaustion levels corresponding with a greater state-trait discrepancy. Exhaustion levels did not moderate the state-trait discrepancy in positive emotions indicating that perceived emotional exhaustion may reflect identity-related cognitions specific to the negative belief system. Implications for research and educational practice are discussed.

The Glass Half Empty: How Emotional Exhaustion Affects the State-Trait Discrepancy in Self-Reports of Teaching Emotions

Science.gov (United States)

Goetz, Thomas; Becker, Eva S.; Bieg, Madeleine; Keller, Melanie M.; Frenzel, Anne C.; Hall, Nathan C.

2015-01-01

Following from previous research on intensity bias and the accessibility model of emotional self-report, the present study examined the role of emotional exhaustion in explaining the discrepancy in teachers’ reports of their trait (habitual) versus state (momentary, “real”) emotions. Trait reports (habitual emotions, exhaustion) were assessed via trait questionnaires, and state reports (momentary emotions) were assessed in real time via the experience sampling method by using personal digital assistants (N = 69 high school teachers; 1,089 measures within teachers). In line with our assumptions, multi-level analyses showed that, as compared to the state assessment, teachers reported higher levels of habitual teaching-related emotions of anger, anxiety, shame, boredom, enjoyment, and pride. Additionally, the state-trait discrepancy in self-reports of negative emotions was accounted for by teachers’ emotional exhaustion, with high exhaustion levels corresponding with a greater state-trait discrepancy. Exhaustion levels did not moderate the state-trait discrepancy in positive emotions indicating that perceived emotional exhaustion may reflect identity-related cognitions specific to the negative belief system. Implications for research and educational practice are discussed. PMID:26368911

A STUDY OF THE DEGREES OF EMOTIONAL INTELLIGENCE ON PROBLEM SOLVING SKILLS IN THE WAY OF DANIEL GOLEMAN

OpenAIRE

Yalın, Elif; SÖZEN, İlyas

2015-01-01

The aim of the study is to reveal the effects of emotional intelligence upon problem-solving for business challenges that an employee meets at any time in business life. For this purpose, it is aimed to analyze behaviors of 135 white collars working in textile and food industry by making them complete self-report surveys. Prior to the survey, it has highly been suggested that emotional traits consisting of intrapersonal, interpersonal, motivation and self management are effective. Daniel Gole...

An Internationally Comparative Study of Immigration and Adolescent Emotional and Behavioral Problems:Effects of Generation and Gender

DEFF Research Database (Denmark)

Stevens, Gonneke W J M; Walsh, Sophie D; Huijts, Tim

2015-01-01

psychosomatic symptoms than native adolescents. Effect sizes varied considerable for the different outcomes, and similar effects were found for first- and second-generation immigrant adolescents. Differences in these indicators of emotional and behavioral problems between immigrant and native adolescents did......PURPOSE: Although the potential consequences of immigration for adolescent problem behaviors have been addressed in many former studies, internationally comparative research is scarce. This study investigated the impact of immigration on four indicators of adolescents' emotional and behavioral...... not vary significantly with the receiving country. With two exceptions, effects of immigrant status were similar for boys and girls. Although no differences in psychosomatic symptoms were found between first-generation immigrant and native girls, first-generation immigrant boys reported less psychosomatic...

Consistency of Teacher-Reported Problems for Students in 21 Countries

Science.gov (United States)

Rescorla, Leslie A.; Achenbach, Thomas M.; Ginzburg, Sofia; Ivanova, Masha; Dumenci, Levent; Almqvist, Fredrik; Bathiche, Marie; Bilenberg, Niels; Bird, Hector; Domuta, Anca; Erol, Nese; Fombonne, Eric; Fonseca, Antonio; Frigerio, Alessandra; Kanbayashi, Yasuko; Lambert, Michael C.; Liu, Xianchen; Leung, Patrick; Minaei, Asghar; Roussos, Alexandra; Simsek, Zeynep; Weintraub, Sheila; Weisz, John; Wolanczyk, Tomasz; Zubrick, Stephen R.; Zukauskiene, Rita; Verhulst, Frank

2007-01-01

This study compared teachers' ratings of behavioral and emotional problems on the Teacher's Report Form for general population samples in 21 countries (N = 30,957). Correlations between internal consistency coefficients in different countries averaged 0.90. Effects of country on scale scores ranged from 3% to 13%. Gender effects ranged from less…

Aetiological influences on stability and change in emotional and behavioural problems across development: a systematic review.

Science.gov (United States)

Hannigan, L J; Walaker, N; Waszczuk, M A; McAdams, T A; Eley, T C

2017-01-01

Emotional and behavioural problems in childhood and adolescence can be chronic and are predictive of future psychiatric problems. Understanding what factors drive the development and maintenance of these problems is therefore crucial. Longitudinal behavioural genetic studies using twin, sibling or adoption data can be used to explore the developmental aetiology of stability and change in childhood and adolescent psychopathology. We present a systematic review of longitudinal, behavioural genetic analyses of emotional and behavioural problems between ages 0 to 18 years. We identified 58 studies, of which 19 examined emotional problems, 30 examined behavioural problems, and 9 examined both. In the majority of studies, stability in emotional and behavioural problems was primarily genetically influenced. Stable environmental factors were also widely found, although these typically played a smaller role. Both genetic and environmental factors were involved in change across development. We discuss the findings in the context of the wider developmental literature and make recommendations for future research.

[School absenteeism in Germany: prevalence of excused and unexcused absenteeism and its correlation with emotional and behavioural problems].

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Lenzen, Christoph; Fischer, Gloria; Jentzsch, Anika; Kaess, Michael; Parzer, Peter; Carli, Vladimir; Wasserman, Danuta; Resch, Franz; Brunner, Romuald

2013-01-01

Data about the prevalence of school absenteeism and its correlation with emotional and behavioural problems in Germany is scarce, in particular regarding excused absenteeism. This study aims to close the gap by examining a sample of 2,679 pupils attending the different types of secondary school (Hauptschule, Realschule, Gymnasium), who participated in a clinical trial for the prevention of truancy (WE-STAY-Project). Pupils' mean age was 14 years (M = 13.94, SD = 0.85, Range = 11-19) and gender distribution was balanced (49.35% males, 50.65% females). Using a self-report questionnaire, pupils where asked on how many days they had missed school on average per month during the last school year (excused and unexcused). Emotional and behavioural problems were measured by using the "Strengths and Difficulties Questionnaire" (SDQ). 4.1% of the pupils reported to have missed school without a valid excuse on more than four days per month (unexcused absenteeism). 6.1% had missed school having an excuse on more than ten days per month (excused absenteeism). Both, unexcused and excused absenteeism, showed an increase of emotional and behavioural problems dependent on the intensity of absenteeism. In conclusion, these findings show the relevance of school absenteeism in Germany. In the future, more attention should be given to pupils with also excused absenteeism.

Associations Between Fathers? and Mothers? Psychopathology Symptoms, Parental Emotion Socialization, and Preschoolers? Social-Emotional Development

OpenAIRE

van der Pol, Lotte D.; Groeneveld, Marleen G.; Endendijk, Joyce J.; van Berkel, Sheila R.; Hallers-Haalboom, Elizabeth T.; Bakermans-Kranenburg, Marian J.; Mesman, Judi

2016-01-01

In this study we tested whether the relation between fathers’ and mothers’ psychopathology symptoms and child social-emotional development was mediated by parents’ use of emotion talk about negative emotions in a sample of 241 two-parent families. Parents’ internalizing and externalizing problems were measured with the Adult Self Report and parental emotion talk was observed while they discussed a picture book with their children (child age: 3 years). Children’s parent-reported internalizing ...

Effect of Emotion Management Training to Mothers on the Behavioral Problems of Offspring: Parents’ View

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Rahman Gowdini

2017-06-01

Conclusion We conclude that the training intervention (especially, emotion management training for mothers who have male offspring with behavioral problems is beneficial not only for strengthening the parents to manage their emotions effectively but also for reducing behavioral problems in their offspring.

Emotional and behavioral problems associated with sleep disorders in children

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I. A. Kelmanson

2014-01-01

Full Text Available The paper considers whether parasomnia may be associated with emotional and behavioral problems. It gives data on the relationship of impaired sleep duration and integrity to increased emotional responsiveness and lability, high levels of anxiety, and depression symptoms. Whether the clinical symptoms of attention-deficit/hyperactivity disorder, aggression, and academic underachievement are related to sleep disorders, including those in the presence of sleep disordered breathing, restless legs syndrome and periodic limb movement disorder, is discussed. There are data on the characteristic polysomnographic changes detected in the presence of the discussed emotional and behavioral disorders in children. A possible pathophysiological rationale is provided for the found associations. Practical guidelines for examination of children with complaints about emotional and behavioral disorders for possible concomitant parasomnias are substantiated. 

Self-reported emotional dysregulation but no impairment of emotional intelligence in borderline personality disorder: an explorative study.

Science.gov (United States)

Beblo, Thomas; Pastuszak, Anna; Griepenstroh, Julia; Fernando, Silvia; Driessen, Martin; Schütz, Astrid; Rentzsch, Katrin; Schlosser, Nicole

2010-05-01

Emotional dysfunction is a key feature of patients with borderline personality disorder (BPD) but emotional intelligence (EI) has rarely been investigated in this sample. This study aimed at an investigation of ability EI, general intelligence, and self-reported emotion regulation in BPD. We included 19 patients with BPD and 20 healthy control subjects in the study. EI was assessed by means of the Mayer-Salovey-Caruso emotional intelligence test and the test of emotional intelligence. For the assessment of general intelligence, we administered the multidimensional "Leistungsprüfsystem-Kurzversion." The emotion regulation questionnaire and the difficulties in Emotion Regulation Scale were used to assess emotion regulation. The patients with BPD did not exhibit impairments of ability EI and general intelligence but reported severe impairments in emotion regulation. Ability EI was related both to general intelligence (patients and controls) and to self-reported emotion regulation (patients). In conclusion, emotional dysfunction in BPD might primarily affect self-perceived behavior rather than abilities. Intense negative emotions in everyday life may trigger dysfunctional emotion regulation strategies in BPD although patients possess sufficient theoretical knowledge about optimal regulation strategies.

Selective attention to emotional pictures as a function of gambling motives in problem and nonproblem gamblers.

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Hudson, Amanda; Jacques, Sophie; Stewart, Sherry H

2013-12-01

Problem gambling may reflect a maladaptive means of fulfilling specific affect-regulation motives, such as enhancing positive affect or coping with negative affect. Research with clinical populations indicates that disorders with prominent affective symptoms are characterized by attentional biases for symptom-congruent information. Thus, we assessed whether problem gamblers with enhancement motives for gambling would demonstrate attentional biases for positive emotional information, relative to other types of emotional information, and problem gamblers with coping motives for gambling would demonstrate attentional biases for negative emotional information, compared with other types of emotional information. In addition, we expected motive-congruent biases to be stronger in problem gamblers than nonproblem gamblers. To test these hypotheses, problem and nonproblem gamblers received an emotional orienting task in which neutral, negative, and positive pictorial cues appeared to one side of the computer screen, followed by target words in cued or uncued locations. In a look-away condition, participants had to shift attention away from pictures to respond to predominantly uncued targets, whereas in a look-toward condition, they had to orient to pictures to categorize predominantly cued targets. The results revealed motive-congruent orienting biases and disengagement lags for emotional pictures in problem gamblers. The link between motives and affective biases was less apparent in nonproblem gamblers. Results suggest that attentional measures may provide a useful complement to the subjective methodologies that are typically employed in studying problem gamblers. PsycINFO Database Record (c) 2013 APA, all rights reserved.

Reports of adolescent emotion regulation and school engagement mediating the relation between parenting and adolescent functioning in India.

Science.gov (United States)

Raval, Vaishali V; Ward, Rose M; Raval, Pratiksha H; Trivedi, Shwetang S

2017-02-07

Much like other parts of Asia, late adolescence in India is a particularly stressful time with academic pressures of a highly competitive examination system that determines future occupational success. The present study examined interrelations among reports of parenting, adolescents' regulation of academics-related emotions, school engagement, adolescent socio-emotional functioning and state-exam performance. Four hundred and fifty 10th and 12th graders from suburban high schools in India participated, along with their mothers. At the beginning of the school year, mothers completed measures of parenting, and adolescents completed measures of emotion regulation, school engagement and behaviour problems. At the end of the school year, grades from state exams were obtained from the schools. A multiple mediator model was tested using structural equation modelling. Authoritarian parenting was positively related to adolescent behaviour problems, but not adolescent state-exam performance. Maternal non-supportive responses to adolescent negative emotion were indirectly positively related to adolescent behaviour problems through adolescent emotion dysregulation. Adolescent school engagement mediated the positive relation between maternal supportive responses to adolescent negative emotion and adolescent state-exam performance. These findings underscore the relevance of adolescent emotions for their academic functioning, with implications for the development of interventions for those who struggle during these highly stressful years. © 2017 International Union of Psychological Science.

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

Science.gov (United States)

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…

THE EFFECT OF EMOTIONAL INTELLIGENCE TRAINING ON BEHAVIOR PROBLEMS OF BOYS WITH EXTERNALIZED BEHAVIOR DISORDER IN ELEMENTARY SCHOOLS

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Kosar Moghaddam POUR

2014-09-01

Full Text Available The purpose of this study is to investigate the effect of emotional intelligence on the behavior problems of boys with Externalized behavior disorder in Primary Schools. Method: This quasi-experimental study was conducted along with a pre-test, post-test, with a control group and a follow-up test. For sampling, 40 students identified with Externalized behavioral problems through the Teacher Report Form (TRF and the Child Behavior Checklist (CBCL were chosen and randomly divided into two groups (20 in the experimental group and 20 in the control group. The experimental group received emotional intelligence training program in 17 sessions (2 sessions per week, 60 minutes per session and the control group received no training beyond their regular school program. After two months, in order to examine the stability (durability of training effect, the follow-up test was conducted. Finally, the data obtained were analyzed using the statistical method of generalized estimating equations. Results: The results showed that the intervention program had created a significant difference between the scores of the experimental and control group (p<0.001 and the rate of behavioral problems (aggression, rule breaking occurrence has dropped. This was true for the follow-up results too. Conclusions: It can be concluded that Emotional Intelligence Training decreases the behavior problems of boys with Externalized behavior disorder and helps to prevent high occurrence of these problems.

Epidemiological Comparisons of Problems and Positive Qualities Reported by Adolescents in 24 Countries

Science.gov (United States)

Rescorla, Leslie; Achenbach, Thomas M.; Ivanova, Masha Y.; Dumenci, Levent; Almqvist, Fredrik; Bilenberg, Niels; Bird, Hector; Broberg, Anders; Dobrean, Anca; Dopfner, Manfred; Erol, Nese; Forns, Maria; Hannesdottir, Helga; Kanbayashi, Yasuko; Lambert, Michael C.; Leung, Patrick; Minaei, Asghar; Mulatu, Mesfin S.; Novik, Torunn S.; Oh, Kyung-Ja; Roussos, Alexandra; Sawyer, Michael; Simsek, Zeynep; Steinhausen, Hans-Christoph; Weintraub, Sheila; Metzke, Christa Winkler; Wolanczyk, Tomasz; Zilber, Nelly; Zukauskiene, Rita; Verhulst, Frank

2007-01-01

In this study, the authors compared ratings of behavioral and emotional problems and positive qualities on the Youth Self-Report (T. M. Achenbach & L. A. Rescorla, 2001) by adolescents in general population samples from 24 countries (N = 27,206). For problem scales, country effect sizes (ESs) ranged from 3% to 9%, whereas those for gender and age…

Maternal Depression, Locus of Control, and Emotion Regulatory Strategy as Predictors of Preschoolers' Internalizing Problems

Science.gov (United States)

Coyne, Lisa W.; Thompson, Alysha D.

2011-01-01

Childhood internalizing problems may occur as early as preschool, tend to be stable over time, and undermine social and academic functioning. Parent emotion regulatory behaviors may contribute to child internalizing problems and may be especially important during the preschool years when parents model emotion coping and regulation for their…

Self-report captures 27 distinct categories of emotion bridged by continuous gradients.

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Cowen, Alan S; Keltner, Dacher

2017-09-19

Emotions are centered in subjective experiences that people represent, in part, with hundreds, if not thousands, of semantic terms. Claims about the distribution of reported emotional states and the boundaries between emotion categories-that is, the geometric organization of the semantic space of emotion-have sparked intense debate. Here we introduce a conceptual framework to analyze reported emotional states elicited by 2,185 short videos, examining the richest array of reported emotional experiences studied to date and the extent to which reported experiences of emotion are structured by discrete and dimensional geometries. Across self-report methods, we find that the videos reliably elicit 27 distinct varieties of reported emotional experience. Further analyses revealed that categorical labels such as amusement better capture reports of subjective experience than commonly measured affective dimensions (e.g., valence and arousal). Although reported emotional experiences are represented within a semantic space best captured by categorical labels, the boundaries between categories of emotion are fuzzy rather than discrete. By analyzing the distribution of reported emotional states we uncover gradients of emotion-from anxiety to fear to horror to disgust, calmness to aesthetic appreciation to awe, and others-that correspond to smooth variation in affective dimensions such as valence and dominance. Reported emotional states occupy a complex, high-dimensional categorical space. In addition, our library of videos and an interactive map of the emotional states they elicit (https://s3-us-west-1.amazonaws.com/emogifs/map.html) are made available to advance the science of emotion.

Helping Students with Emotional and Behavioral Disorders Solve Mathematics Word Problems

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Alter, Peter

2012-01-01

The author presents a strategy for helping students with emotional and behavioral disorders become more proficient at solving math word problems. Math word problems require students to go beyond simple computation in mathematics (e.g., adding, subtracting, multiplying, and dividing) and use higher level reasoning that includes recognizing relevant…

Positively Biased Processing of Mother’s Emotions Predicts Children’s Social and Emotional Functioning

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Donohue, Meghan Rose; Goodman, Sherryl H.; Tully, Erin C.

2016-01-01

Risk for internalizing problems and social skills deficits likely emerges in early childhood when emotion processing and social competencies are developing. Positively biased processing of social information is typical during early childhood and may be protective against poorer psychosocial outcomes. We tested the hypothesis that young children with relatively less positively biased attention to, interpretations of, and attributions for their mother’s emotions would exhibit poorer prosocial skills and more internalizing problems. A sample of 4- to 6-year-old children (N=82) observed their mothers express happiness, sadness and anger during a simulated emotional phone conversation. Children’s attention to their mother when she expressed each emotion was rated from video. Immediately following the phone conversation, children were asked questions about the conversation to assess their interpretations of the intensity of mother’s emotions and misattributions of personal responsibility for her emotions. Children’s prosocial skills and internalizing problems were assessed using mother-report rating scales. Interpretations of mother’s positive emotions as relatively less intense than her negative emotions, misattributions of personal responsibility for her negative emotions, and lack of misattributions of personal responsibility for her positive emotions were associated with poorer prosocial skills. Children who attended relatively less to mother’s positive than her negative emotions had higher levels of internalizing problems. These findings suggest that children’s attention to, interpretations of, and attributions for their mother’s emotions may be important targets of early interventions for preventing prosocial skills deficits and internalizing problems. PMID:28348456

Is the emotion-health connection a "first-world problem"?

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Pressman, Sarah D; Gallagher, Matthew W; Lopez, Shane J

2013-04-01

Emotions have been shown to play a critical role in health outcomes, but research on this topic has been limited to studies in industrialized countries, which prevents broad generalizations. This study assessed whether emotion-health connections persist across various regions, including less-developed countries, where the degree to which people's fundamental needs are met might be a better predictor of physical well-being. Individuals from 142 countries (N = 150,048) were surveyed about their emotions, health, hunger, shelter, and threats to safety. Both positive and negative emotions exhibited unique, moderate effects on self-reported health, and together, they accounted for 46.1% of the variance. These associations were stronger than the relative impact of hunger, homelessness, and threats to safety and were not simply attributable to countries' gross domestic products (GDPs). Furthermore, connections between positive emotion and health were stronger in low-GDP countries than in high-GDP countries. Our findings suggest that emotion matters for health around the globe and may in fact be more critical in less-developed areas.

Adolescents' Emotion Regulation Strategies, Self-Concept, and Internalizing Problems

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Hsieh, Manying; Stright, Anne Dopkins

2012-01-01

This study examined the relationships among adolescents' emotion regulation strategies (suppression and cognitive reappraisal), self-concept, and internalizing problems using structural equation modeling. The sample consisted of 438 early adolescents (13 to 15 years old) in Taiwan, including 215 boys and 223 girls. For both boys and girls,…

Physical and emotional health problems experienced by youth engaged in physical fighting and weapon carrying.

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Sophie D Walsh

Full Text Available Then aims of the current study were 1 to provide cross-national estimates of the prevalence of physical fighting and weapon carrying among adolescents aged 11-15 years; (2 To examine the possible effects of physical fighting and weapon carrying on the occurrence of physical (medically treated injuries and emotional health outcomes (multiple health complaints among adolescents within the theoretical framework of Problem Behaviour Theory. 20,125 adolescents aged 11-15 in five countries (Belgium, Israel, USA, Canada, FYR Macedonia were surveyed via the 2006 Health Behaviour in School Aged Children survey. Prevalence was calculated for physical fighting and weapon carrying along with physical and emotional measures that potentially result from violence. Regression analyses were used to quantify associations between violence/weapon carrying and the potential health consequences within each country. Large variations in fighting and weapon carrying were observed across countries. Boys reported more frequent episodes of fighting/weapon carrying and medically attended injuries in every country, while girls reported more emotional symptoms. Although there were some notable variations in findings between different participating countries, increased weapon carrying and physical fighting were both independently and consistently associated with more frequent reports of the potential health outcomes. Adolescents engaging in fighting and weapon carrying are also at risk for physical and emotional health outcomes. Involvement in fighting and weapon carrying can be seen as part of a constellation of risk behaviours with obvious health implications. Our findings also highlight the importance of the cultural context when examining the nature of violent behaviour for adolescents.

Emotion dysregulation and social competence: stability, change and predictive power.

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Berkovits, L D; Baker, B L

2014-08-01

Social difficulties are closely linked to emotion dysregulation among children with typical development (TD). Children with developmental delays (DD) are at risk for poor social outcomes, but the relationship between social and emotional development within this population is not well understood. The current study examines the extent to which emotion dysregulation is related to social problems across middle childhood among children with TD or DD. Children with TD (IQ ≥ 85, n = 113) and children with DD (IQ ≤ 75, n = 61) participated in a longitudinal study. Annual assessments were completed at ages 7, 8 and 9 years. At each assessment, mothers reported on children's emotion dysregulation, and both mothers and teachers reported on children's social difficulties. Children with DD had higher levels of emotion dysregulation and social problems at each age than those with TD. Emotion dysregulation and social problems were significantly positively correlated within both TD and DD groups using mother report of social problems, and within the TD group using teacher report of social problems. Among children with TD, emotion dysregulation consistently predicted change in social problems from one year to the next. However, among children with DD, emotion dysregulation offered no unique prediction value above and beyond current social problems. Results suggested that the influence of emotion regulation abilities on social development may be a less salient pathway for children with DD. These children may have more influences, beyond emotion regulation, on their social behaviour, highlighting the importance of directly targeting social skill deficits among children with DD in order to ameliorate their social difficulties. © 2013 MENCAP and International Association of the Scientific Study of Intellectual and Developmental Disabilities and John Wiley & Sons Ltd.

Self-reported emotion regulation in adults with Tourette's syndrome.

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Drury, Helena; Wilkinson, Verity; Robertson, Mary M; Channon, Shelley

2016-11-30

Recent work has reported mild impairments in social and emotional processing in Tourette's syndrome (TS), but deliberate attempts to use specific emotion regulation strategies have not been investigated previously. In the present study, adult participants with TS and no comorbidities (TS-alone) were compared to healthy control participants on several self-report measures assessing habitual use of reappraisal and suppression emotion regulation strategies. There were no group differences on measures of reappraisal, but the TS-alone group reported using suppression more frequently than the control group and this was true across a range of negative emotions. The groups did not differ on symptomatology scores of anxiety or depression, although more frequent use of suppression was associated with higher depressive symptomatology for the TS-alone group only. Further work is needed to examine potential factors that may influence emotion regulation in TS, including increased emotional reactivity or expertise in applying strategies to suppress tic symptoms. Copyright © 2016 Elsevier Ireland Ltd. All rights reserved.

Negative emotionality and externalizing problems in toddlerhood: overreactive parenting as a moderator of genetic influences.

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Lipscomb, Shannon T; Leve, Leslie D; Shaw, Daniel S; Neiderhiser, Jenae M; Scaramella, Laura V; Ge, Xiaojia; Conger, Rand D; Reid, John B; Reiss, David

2012-02-01

The current study examines the interplay between parental overreactivity and children's genetic backgrounds as inferred from birth parent characteristics on the development of negative emotionality during infancy, and in turn, to individual differences in externalizing problems in toddlerhood. The sample included 361 families linked through adoption (birth parents and adoptive families). Data were collected when the children were 9, 18, and 27 months old. Results indicated links between individual levels and changes in negative emotionality during infancy and toddlerhood to externalizing problems early in the third year of life. Findings also revealed an interaction between birth mother negative affect and adoptive mother overreactive parenting on children's negative emotionality. This Genotype × Environment interaction predicted externalizing problems indirectly through its association with negative emotionality and revealed stronger effects of genetic risk for children with less overreactive parenting from their mothers. Limitations of this study and directions for future research are discussed.

A Comparison of Postpartum Depression among Low-risk-pregnant Women with Emotion- and Problem-focused Coping Strategies

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Habibeh Salehi

2013-03-01

Full Text Available Background and Objectives: Postpartum depression is one of most important health problems in women. This study was performed with the purpose of comparing the frequency of postpartum depression in pregnant women with emotion and problem-focused coping strategies. Methods: This study was conducted as a prospective cohort study on 200 pregnant women with stress (low and high levels. The samples were pregnant women referred to all health-treatment, centers of Ardabil, which were selected using a multi-stage sampling method; and according to coping strategy, they were divided into two groups: emotion-focused and problem-focused. Low-risk pregnant women completed questionnaires about demographic characteristics, perceived stress, and Billings and Moos coping strategies in the 38th to 42th week of their pregnancy, and completed the Edinburgh depression scale in the 3th to 4th weeks after childbirth. Data were analyzed using chi 2 and t tests. p<0.05 considered significant.Results: In this study, 170 participant women (85% used emotion-focused strategy and 30 women (15% used problem-focused strategy. Frequency of postpartum depression was 6.7% in the problem-focused group and 8.2% in the emotion-focused group. There was no significant difference in the frequency of postpartum depression between women with the problem- and emotion-focused strategies. Relative risk for postpartum depression was 1.2 times more among the women used emotion-focused strategy than women used problem-focused strategy (p<0.05.Conclusion: According to the results of this study, there was no significant relationship between postpartum depression and the two emotion-focused and problem-focused coping strategies. This can be due to high influence of postpartum specific endocrine factors in the etiology of this type of depression compared to other depressions.

ADHD-related symptoms, emotional/behavioral problems, and physical conditions in Taiwanese children with epilepsy

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Fang-Ju Tsai; Shu-Tsen Liu; Chi-Mei Lee; Wang-Tso Lee; Pi-Chuan Fan; Wei-Sheng Lin; Yen-Nan Chiu; Susan Shur-Fen Gau

2013-01-01

Little is known about whether Asian children with epilepsy have more attention-deficit hyperactivity disorder (ADHD)-related symptoms, emotional/ behavioral problems, and physical conditions compared with those described in Western studies. The authors investigated the rates of ADHD-related symptoms, emotional/behavioral problems, and physical conditions among pediatric patients with epilepsy. Methods: We recruited 61 patients with epilepsy, aged 6–16 years, and 122 age-, sex-, and parenta...

The roles of emotional competence and social problem-solving in the relationship between physical abuse and adolescent suicidal ideation in China.

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Kwok, Sylvia Y C L; Yeung, Jerf W K; Low, Andrew Y T; Lo, Herman H M; Tam, Cherry H L

2015-06-01

The study investigated the relationship among physical abuse, positive psychological factors including emotional competence and social problem-solving, and suicidal ideation among adolescents in China. The possible moderating effects of emotional competence and social problem-solving in the association between physical abuse and adolescent suicidal ideation were also studied. A cross-sectional survey employing convenience sampling was conducted and self-administered questionnaires were collected from 527 adolescents with mean age of 14 years from the schools in Shanghai. Results showed that physical abuse was significantly and positively related to suicidal ideation in both male and female adolescents. Emotional competence was not found to be significantly associated with adolescent suicidal ideation, but rational problem-solving, a sub-scale of social problem-solving, was shown to be significantly and negatively associated with suicidal ideation for males, but not for females. However, emotional competence and rational problem-solving were shown to be a significant and a marginally significant moderator in the relationship between physical abuse and suicidal ideation in females respectively, but not in males. High rational problem-solving buffered the negative impact of physical abuse on suicidal ideation for females. Interestingly, females with higher empathy and who reported being physically abused by their parents have higher suicidal ideation. Findings are discussed and implications are stated. It is suggested to change the attitudes of parents on the concept of physical abuse, guide them on appropriate attitudes, knowledge and skills in parenting, and enhance adolescents' skills in rational problem-solving. Copyright © 2015 Elsevier Ltd. All rights reserved.

The association of behavioural and emotional problems with tobacco use in adolescence

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Crone, M.R.; Reijneveld, S.A.

2007-01-01

Smoking is a highly addictive behaviour, often initiated during adolescence. It is suggested that smoking is associated with behavioural and emotional problems. This study aims to assess the impact of psychosocial problems on smoking initiation and vice versa. Method: We obtained data on

Problem video game playing is related to emotional distress in adolescents.

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Gonzálvez, María T; Espada, José P; Tejeiro, Ricardo

2017-06-28

Problem use of video games is an increasing risk behaviour. High exposure of adolescents to video games has been linked to a variety of disorders, but the relationship between problem video game playing and emotional welfare is unknown. The aim of the study is to analyse problem video game playing in a sample of adolescents and to determine whether there are differences between online and offline players, in addition to examining its relationship with anxiety and depressive symptomatology. A sample of adolescents (N = 380) completed self-reports measuring video game use and symptoms of anxiety and depression. We found that 7.4% of females and 30% of males can be considered as playing at problem levels. Online players were almost 12 times more likely to play at high frequency than offline players (χ2 (1, 267) = 72.72, p < .001, OR = 11.63, 95% CI [6.31, 21.43]). Males play more frequently, and play more online (χ2 (1, 267) = 50.85, p < .001, OR = 6.74, 95% CI [3.90, 11.64]), with a clear relationship between problem video game playing and anxiety (r = .24; p < .001). In females, there is a relationship between problem video game playing and depression (r = .19; p < .05). Our findings contribute to a better understanding of the psychological variables involved in problem video game playing. The implementation of strategies is suggested in order to prevent pathological gaming and associated problems.

Emotion dysregulation and interpersonal problems : The role of defensiveness

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Garofalo, C.; Velotti, Patrizia; Zavattini, Giulio Cesare; Kosson, D.S.

2017-01-01

Despite evidence that individual differences in defensiveness (typically measured with social desirability scales) may affect associations among self-report measures, little is known about the impact of defensiveness in the well-established relations between self-report emotion dysregulation and

Parenting Stress and Emotional/Behavioral Problems in Adolescents with Primary Headache.

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Operto, Francesca Felicia; Craig, Francesco; Peschechera, Antonia; Mazza, Roberta; Lecce, Paola Alessandra; Margari, Lucia

2017-01-01

Primary headache is a frequent and disabling disorder, common among children and adolescents, and it is a painful syndrome often accompanied by functional impairment and associated with emotional and behavior problems. The aim of this study was to investigate parenting stress and emotional/behavioral problems in adolescents affected by primary headache compared with healthy adolescents. The study population consisted of 35 adolescents and a control group of 23 healthy subjects. The assessment included the administration of clinical standardized scales such as Parent Stress Index-Short Form, Pediatric Migraine Disability Assessment Score Questionnaire, and Child Behavior Checklist (CBCL). Headache group and control group did not differ in terms of parenting stress ( p  = 0.29). On the contrary, headache group showed more internalizing problems ( p  = 0.023), affective problems ( p  = 0.01), anxious ( p  = 0.001), and somatic complaints ( p  headache group. The findings emphasize the need for expanded intervention in the clinical treatment of pediatric headache, a treatment that may also include the family members. Further research is needed.

Sleep problems and functional disability in children with functional gastrointestinal disorders: An examination of the potential mediating effects of physical and emotional symptoms

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Schurman Jennifer

2012-10-01

Full Text Available Abstract Background Sleep disturbances are increasingly recognized as a common problem for children and adolescents with chronic pain conditions, but little is known about the prevalence, type, and impact of sleep problems in pediatric functional gastrointestinal disorders (FGIDs. The objectives of the current study were two-fold: 1 to describe the pattern of sleep disturbances reported in a large sample of children and adolescents with FGIDs; and, 2 to explore the impact of sleep by examining the inter-relationships between sleep disturbance, physical symptoms, emotional problems, and functional disability in this population. Methods Over a 3-year period, 283 children aged 8–17 years who were diagnosed with an FGID and a primary caretaker independently completed questionnaires regarding sleep, emotional functioning, physical symptoms, and functional disability during an initial evaluation for chronic abdominal pain at a pediatric tertiary care center. A verbal review of systems also was collected at that time. Descriptive statistics were used to characterize the pattern of sleep disturbances reported, while structural equation modeling (SEM was employed to test theorized meditational relationships between sleep and functional disability through physical and emotional symptoms. Results Clinically significant elevations in sleep problems were found in 45% of the sample, with difficulties related to sleep onset and maintenance being most common. No difference was seen by specific FGID or by sex, although adolescents were more likely to have sleep onset issues than younger children. Sleep problems were positively associated with functional disability and physical symptoms fully mediated this relationship. Emotional symptoms, while associated with sleep problems, evidenced no direct link to functional disability. Conclusions Sleep problems are common in pediatric FGIDs and are associated with functional disability through their impact on physical

Behavioral and emotional problems in a Kuala Lumpur children's home.

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Abd Rahman, Fairuz Nazri; Mohd Daud, Tuti Iryani; Nik Jaafar, Nik Ruzyanei; Shah, Shamsul Azhar; Tan, Susan Mooi Koon; Wan Ismail, Wan Salwina

2013-08-01

There is a dearth of studies on behavioral and emotional problems in residential care children in Malaysia. This study describes the behavioral and emotional problems in a sample of children in a government residential care home and compares them with their classmates living with their birth parents. A comparative cross-sectional study was carried out where carers from both groups were asked to fill in the translated Bahasa Melayu version of the Child Behavior Check List. Forms for 53 residential care children and 61 classmates were completed. The residential care children had significantly higher scores on the rule-breaking (P breaking (P = 0.008), DSM conduct problems (P = 0.018) and externalizing scores (P = 0.017). Abuse and neglect cases had higher anxiety and depression scores (P = 0.024). Number of reasons in care positively correlated with several subscales, including total behavioral problem score (P = 0.005). Logistic regression revealed the greater number of reasons for placement a child had was significantly associated with having externalizing scores in the clinical range (P = 0.016). However, after Bonferroni correction, only the initial findings regarding rule-breaking and DSM conduct problem scores remained significant. Challenges exist in managing residential care children in Malaysia, especially regarding externalizing behavior. More studies are required to describe the Malaysian scene. © 2013 The Authors. Pediatrics International © 2013 Japan Pediatric Society.

Adults Make a Difference: The Protective Effects of Parent and Teacher Emotional Support on Emotional and Behavioral Problems of Peer-Victimized Adolescents

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Yeung, Rachel; Leadbeater, Bonnie

2010-01-01

This longitudinal study investigated the associations between peer victimization and maladaptive outcomes (emotional and behavioral problems) among 580 adolescents concurrently and across a 2-year period, and proposed that adult emotional support moderated this association. Peer victimization and maladaptive outcomes were assessed from…

Evaluating the Emotion Ontology through use in the self-reporting of emotional responses at an academic conference.

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Hastings, Janna; Brass, Andy; Caine, Colin; Jay, Caroline; Stevens, Robert

2014-01-01

We evaluate the application of the Emotion Ontology (EM) to the task of self-reporting of emotional experience in the context of audience response to academic presentations at the International Conference on Biomedical Ontology (ICBO). Ontology evaluation is regarded as a difficult task. Types of ontology evaluation range from gauging adherence to some philosophical principles, following some engineering method, to assessing fitness for purpose. The Emotion Ontology (EM) represents emotions and all related affective phenomena, and should enable self-reporting or articulation of emotional states and responses; how do we know if this is the case? Here we use the EM 'in the wild' in order to evaluate the EM's ability to capture people's self-reported emotional responses to a situation through use of the vocabulary provided by the EM. To achieve this evaluation we developed a tool, EmOntoTag, in which audience members were able to capture their self-reported emotional responses to scientific presentations using the vocabulary offered by the EM. We furthermore asked participants using the tool to rate the appropriateness of an EM vocabulary term for capturing their self-assessed emotional response. Participants were also able to suggest improvements to the EM using a free-text feedback facility. Here, we present the data captured and analyse the EM's fitness for purpose in reporting emotional responses to conference talks. Based on our analysis of this data set, our primary finding is that the audience are able to articulate their emotional response to a talk via the EM, and reporting via the EM ontology is able to draw distinctions between the audience's response to a speaker and between the speakers (or talks) themselves. Thus we can conclude that the vocabulary provided at the leaves of the EM are fit for purpose in this setting. We additionally obtained interesting observations from the experiment as a whole, such as that the majority of emotions captured had

Testing the Emotional Vulnerability Pathway to Problem Gambling in Culturally Diverse University Students.

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Hum, Sandra; Carr, Sherilene M

2018-02-12

Loneliness and adapting to an unfamiliar environment can increase emotional vulnerability in culturally and linguistically diverse (CALD) university students. According to Blaszczynski and Nower's pathways model of problem and pathological gambling, this emotional vulnerability could increase the risk of problem gambling. The current study examined whether loneliness was associated with problem gambling risk in CALD students relative to their Australian peers. Additionally, differences in coping strategies were examined to determine their buffering effect on the relationship. A total of 463 female and 165 male university students (aged 18-38) from Australian (38%), mixed Australian and CALD (23%) and CALD (28%) backgrounds responded to an online survey of problem gambling behaviour, loneliness, and coping strategies. The results supported the hypothesis that loneliness would be related to problem gambling in CALD students. There was no evidence of a moderating effect of coping strategies. Future research could test whether the introduction of programs designed to alleviate loneliness in culturally diverse university students reduces their risk of developing problem gambling.

Neighborhood Ethnic Diversity and Behavioral and Emotional Problems in 3 Year Olds: Results from the Generation R Study

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Flink, Ilse J. E.; Prins, Rick G.; Mackenbach, Johan J. P.; Jaddoe, Vincent W.; Hofman, Albert; Verhulst, Frank C.; Tiemeier, Henning; Raat, Hein

2013-01-01

Background Studies suggest that neighborhood ethnic diversity may be important when it comes to understanding ethnic inequalities in mental health. The primary aim of this study was to investigate whether neighborhood ethnic diversity moderated the association between the ethnic minority status and child behavioral and emotional problems. Methods We included 3076 preschoolers participating in the Generation R Study, a birth cohort study in Rotterdam, the Netherlands. At child age 3-years, parents completed the Child Behavior Checklist (CBCL/1,5-5). Individual-level data, assessed with questionnaires, was combined with neighborhood-level data. Multi-level logistic regression models predicted the Odds Ratios for the CBCL total problems score as a function of maternal ethnic background and neighborhood ethnic diversity, computed with the Racial Diversity Index and categorized into tertiles. Interaction on the additive scale was assessed using Relative Access Risk due to Interaction. Results Being from an ethnic minority was associated with child behavioral and emotional problems in unadjusted (OR 2.76, 95% CI 1.88–4.04) and adjusted models (OR 2.64, 95% CI 1.79–3.92). Residing in a high diversity neighborhood was associated with child behavioral and emotional problems in unadjusted (OR 2.03, 95% CI 1.13–3.64) but not in adjusted models (OR 0.89, 95% CI 0.51–1.57). When stratifying by the three levels of neighborhood ethnic diversity, ethnic inequalities in behavioral and emotional problems were greatest in low diversity neighborhoods (OR 5.24, 95%CI 2.47–11.14), smaller in high diversity neighborhoods (OR 3.15, 95% CI 1.66–5.99) and smallest in medium diversity neighborhoods (OR 1.59, 95% CI 0.90–2.82). Tests for interaction (when comparing medium to low diversity neighborhoods) trended towards negative on both the additive and multiplicative scale for the maternal-report (RERI: −3.22, 95% CI −0.70–0.59; Ratio of ORs: 0.30, 95% CI 0.12–0

Multisystemic Therapy for social, emotional, and behavioral problems in youth aged 10-17.

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Littell, J H; Popa, M; Forsythe, B

2005-07-20

Multisystemic Therapy (MST) is an intensive, home-based intervention for families of youth with social, emotional, and behavioral problems. Masters-level therapists engage family members in identifying and changing individual, family, and environmental factors thought to contribute to problem behavior. Intervention may include efforts to improve communication, parenting skills, peer relations, school performance, and social networks. Most MST trials were conducted by program developers in the USA; results of one independent trial are available and others are in progress. To provide unbiased estimates of the impacts of MST on restrictive out-of-home living placements, crime and delinquency, and other behavioral and psychosocial outcomes for youth and families. Electronic searches were made of bibliographic databases including the Cochrane Library, C2-SPECTR, PsycINFO, Science Direct and Sociological Abstracts) as well as government and professional websites, from 1985 to January 2003. Reference lists of articles were examined, and experts were contacted. Studies where youth (age 10-17) with social, emotional, and/or behavioral problems were randomised to licensed MST programs or other conditions (usual services or alternative treatments). Two reviewers independently reviewed 266 titles and abstracts; 95 full-text reports were retrieved, and 35 unique studies were identified. Two reviewers independently read all study reports for inclusion. Eight studies were eligible for inclusion. Two reviewers independently assessed study quality and extracted data from these studies.Significant heterogeneity among studies was identified (assessed using Chi-square and I(2)), hence random effects models were used to pool data across studies. Odds ratios were used in analyses of dichotomous outcomes; standardised mean differences were used with continuous outcomes. Adjustments were made for small sample sizes (using Hedges g). Pooled estimates were weighted with inverse variance

Emotional and behavioural problems in adolescents with intellectual disability with and without chronic diseases

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Oeseburg, B.; Jansen, D. E. M. C.; Groothoff, J. W.; Dijkstra, G. J.; Reijneveld, S. A.

Background Adolescents with intellectual disability (ID) (ID-adolescents) and adolescents with chronic diseases are both more likely to have emotional and behavioural problems. The aim of this study was to assess the association between chronic diseases in ID-adolescents and emotional and

Lay beliefs about emotional problems and attitudes toward mental health care among parents and adolescents: Exploring the impact of immigration.

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Verhulp, Esmée E; Stevens, Gonneke W J M; Pels, Trees V M; Van Weert, Caroline M C; Vollebergh, Wilma A M

2017-04-01

Individuals' lay beliefs about mental health problems and attitudes toward mental health care are thought to be influenced by the cultural background of these individuals. In the current study, we investigated differences between immigrant Dutch and native Dutch parents and adolescents in lay beliefs about emotional problems and attitudes toward mental health care. Additionally, among immigrant Dutch parents, we examined the associations between acculturation orientations and lay beliefs about emotional problems as well as attitudes toward mental health care. In total, 349 pairs of parents and their adolescent children participated in our study (95 native Dutch, 85 Surinamese-Dutch, 87 Turkish-Dutch, 82 Moroccan-Dutch). A vignette was used to examine participants' lay beliefs. Immigrant Dutch and native Dutch parents differed in their lay beliefs and attitudes toward mental health care, whereas hardly any differences were revealed among their children. Turkish-Dutch and Moroccan-Dutch parents showed more passive and fewer active solutions to emotional problems compared to native Dutch parents. Additionally, Moroccan-Dutch and Surinamese-Dutch parents reported greater fear of mental health care compared to native Dutch parents. Furthermore, the results showed that immigrant Dutch parents who were more strongly oriented toward the Dutch culture reported less fear of mental health care. Our results showed clear differences in lay beliefs and attitudes toward mental health care between immigrant Dutch and native Dutch parents but not between their children. Substantial differences were also found between parents from different immigrant Dutch populations as well as within the population of immigrant Dutch parents. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

PROBLEM OF RESEARCH OF EMOTIONAL DEVELOPMENT OF MENTALLY RETARDED CHILDREN IN FOREIGN PSYCHOLOGY

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Larisa Valentinovna Shipova

2016-02-01

Full Text Available The review of psychology and pedagogical researches of the mentally retarded children devoted to studying of a problem of emotional development in foreign science and practice is presented in article. Various approaches to an assessment of the importance of violations of the emotional sphere of the personality at mentally retarded children for all mental development of the child are considered, need of the accounting of emotional frustration of mentally retarded children for their education and education, and also social adaptation and integration into sociocultural and educational space is discussed. Research of emotional development of mentally retarded children in the course of training is important for development of programs of psychology and pedagogical diagnostics and correction of emotional violations at this category of school students, formation of their self-control, development of the emotional relations.

Perceptions of emotion expression and sibling-parent emotion communication in Latino and non-Latino white siblings of children with intellectual disabilities.

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Long, Kristin A; Lobato, Debra; Kao, Barbara; Plante, Wendy; Grullón, Edicta; Cheas, Lydia; Houck, Christopher; Seifer, Ronald

2013-06-01

Examine general emotion expression and sibling-parent emotion communication among Latino and non-Latino white (NLW) siblings of children with intellectual disabilities (ID) and matched comparisons. 200 siblings (ages 8-15 years) completed the newly developed Sibling-Parent Emotion Communication Scale and existing measures of general emotion expression and psychosocial functioning. Preliminary analyses evaluated scale psychometrics across ethnicity. Structure and internal consistency of the emotion expression and communication measures differed by respondent ethnicity. Latino siblings endorsed more general emotion expression problems and marginally lower sibling-parent emotion communication than NLW siblings. Siblings of children with ID reported marginally more general emotion expression problems than comparisons. Emotion expression problems and lower sibling-parent emotion communication predicted more internalizing and somatic symptoms and poorer personal adjustment, regardless of ID status. Siblings of children with ID endorsed poorer personal adjustment. Cultural differences in emotion expression and communication may increase Latino siblings' risk for emotional adjustment difficulties.

Perceptions of Emotion Expression and Sibling–Parent Emotion Communication in Latino and Non-Latino White Siblings of Children With Intellectual Disabilities

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Lobato, Debra; Kao, Barbara; Plante, Wendy; Grullón, Edicta; Cheas, Lydia; Houck, Christopher; Seifer, Ronald

2013-01-01

Objective Examine general emotion expression and sibling–parent emotion communication among Latino and non-Latino white (NLW) siblings of children with intellectual disabilities (ID) and matched comparisons. Methods 200 siblings (ages 8–15 years) completed the newly developed Sibling–Parent Emotion Communication Scale and existing measures of general emotion expression and psychosocial functioning. Preliminary analyses evaluated scale psychometrics across ethnicity. Results Structure and internal consistency of the emotion expression and communication measures differed by respondent ethnicity. Latino siblings endorsed more general emotion expression problems and marginally lower sibling–parent emotion communication than NLW siblings. Siblings of children with ID reported marginally more general emotion expression problems than comparisons. Emotion expression problems and lower sibling–parent emotion communication predicted more internalizing and somatic symptoms and poorer personal adjustment, regardless of ID status. Siblings of children with ID endorsed poorer personal adjustment. Conclusion Cultural differences in emotion expression and communication may increase Latino siblings’ risk for emotional adjustment difficulties. PMID:23459309

Buffering effect of parental engagement on the relationship between corporal punishment and children's emotional/behavioral problems.

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Tong, Lian; Shinohara, Ryoji; Sugisawa, Yuka; Tanaka, Emiko; Watanabe, Taeko; Koeda, Tatsuya; Anme, Tokie

2015-06-01

Previous research has established links between corporal punishment and children's developmental problems, but few studies have investigated the moderating effect of positive parenting between corporal punishment and children's developmental difficulties in detail. This study investigated the buffering effect of parental engagement on the association between corporal punishment and children's emotional/behavioral problems. The main caregivers completed the Evaluation of Environmental Stimulation Scale (EES), which is an evaluation of daily parenting behaviors, and the Strengths and Difficulties Questionnaire (SDQ), which evaluates children's developmental problems. Corporal punishment was associated with worse emotional and behavioral problems in children, whereas parental engagement in games or sports was associated with fewer emotional symptoms. Similarly, parental engagement in homework or housework significantly moderated the association between corporal punishment and children's behavioral problems. Parental engagement positively moderated the association between parental corporal punishment and children's developmental difficulties. This association varied with child gender. © 2015 Japan Pediatric Society.

Daily emotional states as reported by children and adolescents.

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Larson, R; Lampman-Petraitis, C

1989-10-01

Hour-to-hour emotional states reported by children, ages 9-15, were examined in order to evaluate the hypothesis that the onset of adolescence is associated with increased emotional variability. These youths carried electronic pagers for 1 week and filled out reports on their emotional states in response to signals received at random times. To evaluate possible age-related response sets, a subset of children was asked to use the same scales to rate the emotions shown in drawings of 6 faces. The expected relation between daily emotional variability and age was not found among the boys and was small among the girls. There was, however, a linear relation between age and average mood states, with the older participants reporting more dysphoric average states, especially more mildly negative states. An absence of age difference in the ratings of the faces indicated that this relation could not be attributed to age differences in response set. Thus, these findings provide little support for the hypothesis that the onset of adolescence is associated with increased emotionality but indicate significant alterations in everyday experience associated with this age period.

Emotional intelligence, anxiety, and emotional eating: A deeper insight into a recently reported association?

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Zysberg, Leehu

2018-04-01

Recent studies reported a negative association between emotional intelligence (EI: defined here as individual predispositions associated with effective identification and regulation of emotions) and emotional eating. Although theory provides some insights into how the concept represents mechanisms that may serve as protective factors, empirical evidence of the mechanism behind the association has yet to be presented. This study tested a proposed model in which anxiety levels mediate the association between emotional intelligence and emotional-eating patterns in a normative sample of women in Israel. A cross-sectional/correlational design was used to gather data from 208 generally healthy female participants who completed measures of trait emotional intelligence, anxiety, and tendency toward emotional eating, as well as demographics. Anxiety levels mediated the negative association between emotional intelligence and emotional eating. Background variables had only marginal involvement in this model. The results shed light on the mechanisms underlying the association between emotional intelligence and emotional eating. Should future studies corroborate the findings, they may serve as a basis for future screening protocols, prevention and interventions with individuals and groups at risk of EE and eating disorders. Copyright © 2018 Elsevier Ltd. All rights reserved.

Emotional and behavioural problems in young children with divorced parents

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Theunissen, M.H.C.; Klein Velderman, M.; Cloostermans, A.P.G.; Reijneveld, S.A.

2017-01-01

Background: This study examines the link between divorce or separation and emotional and behavioural problems (EBP) in children aged 2–4 years. Methods: We obtained cross-sectional data for a nationally representative Dutch sample of children aged 2–4 years within the setting of the national system

Emotional and behavioural problems in young children with divorced parents

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Theunissen, Meinou H C; Klein Velderman, Mariska; Cloostermans, Anne P G; Reijneveld, Sijmen A

2017-01-01

This study examines the link between divorce or separation and emotional and behavioural problems (EBP) in children aged 2-4 years. We obtained cross-sectional data for a nationally representative Dutch sample of children aged 2-4 years within the setting of the national system of routine visits to

Maltreatment and Emotional and Behavioral Problems in Chinese Children With and Without Oppositional Defiant Disorder: The Mediating Role of the Parent-Child Relationship.

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Li, Longfeng; Lin, Xiuyun; Chi, Peilian; Heath, Melissa Allen; Fang, Xiaoyi; Du, Hongfei; Wang, Zhonghui

2016-11-01

Maltreatment has negative effects on the parent-child relationship and the emotional and behavioral development of children. The current study aimed to examine the associations among maltreatment, parent-child relationship, and emotional and behavioral problems in Chinese children with or without oppositional defiant disorder (ODD). Participants in the study included 259 children with ODD and their 269 non-ODD counterparts from northern, eastern, and southwestern China. We also collected data from their teachers and fathers or mothers. The results showed that ODD children suffered more maltreatment and had more emotional and behavioral problems than their non-ODD peers. For all children (both ODD and non-ODD children), emotional abuse predicted emotional problems but not behavioral problems. Physical abuse predicted behavioral problems but not emotional problems. Parent-child relationship mediated the effects of emotional abuse and physical abuse on emotional problems among ODD children but not among non-ODD children. Implications for prevention of emotional and physical abuse and ODD in the Chinese cultural context are discussed. © The Author(s) 2016.

Emotional and behavioral problems associated with attachment security and parenting style in adopted and non-adopted children.

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Altınoğlu Dikmeer, Ilkiz; Erol, Neşe; Gençöz, Tülin

2014-01-01

This study aimed to investigate and compare emotional and behavioral problems in Turkish adoptees and non-adopted peers raised by their biological parents. The study included 61 adopted children (34 female and 27 male) aged 6-18 years and 62 age- and gender-matched non-adopted children (35 female and 27 male). Parents rated their children's problem behaviors using the Child Behavior Checklist/6-18, temperament characteristics using the School Age Temperament Inventory, their own personality traits using the Basic Personality Traits Inventory, and their parenting styles using the Measure of Child Rearing Styles. Children rated their parents' availability and reliability as attachment figures using the Kerns Security Scale and parenting styles using the Measure of Child Rearing Styles. Adolescents aged 11-18 years self-rated their problem behaviors using the Youth Self Report. Group differences and correlations were analyzed. There were non-significant differences in all scale scores between the adopted and non-adopted groups. In contrast to the literature, age of the children at the time of adoption was not associated with problem behaviors or attachment relationships. On the other hand, the findings indicate that as the age at which the children learned that they had been adopted increased emotional and behavioral problems increased. Adoption alone could not explain the problem behaviors observed in the adopted children; the observed problem behaviors should be considered within the context of the developmental process.

The influence of personality traits and emotional and behavioral problems on repetitive nonsuicidal self-injury in a school sample.

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Lüdtke, Janine; Weizenegger, Benedict; Rauber, Rachel; Contin, Brigitte; In-Albon, Tina; Schmid, Marc

2017-04-01

Nonsuicidal self-injury (NSSI) is highly prevalent among adolescents and associated with various mental health problems and suicidality. Previous studies have found that certain personality traits are related to NSSI behavior, however only few studies examined personality traits in adolescents with NSSI. Our study aimed to assess the relationship between personality traits and emotional and behavioral problems in predicting repetitive NSSI among adolescents from a school sample. Four hundred and forty-seven students (M=14.95years, SD=0.74, 52% male) completed self-report measures on NSSI, personality traits, and emotional and behavioral problems. The past year prevalence of occasional and repetitive NSSI was 4.9% and 6.3% respectively. Repetitive NSSI was significantly associated with female gender, higher levels of age, novelty seeking, harm avoidance, self-transcendence, antisocial behavior, and positive self and lower levels of persistence and self-directedness in univariate analyses. However, multivariate logistic regression analyses indicated that only high levels of antisocial behavior and low levels of self-directedness significantly predicted repetitive NSSI. The association between a lack of self-directedness and NSSI emphasizes the significance of targeting self-directedness in psychotherapy by strengthening self-awareness, affect tolerance and emotion regulation, as well as establishing and pursuing long-term goals. Copyright © 2017 Elsevier Inc. All rights reserved.

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

Working with Students with Psychiatric Disabilities or Other Emotional Problems

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Mazza, Elena T.

2015-01-01

The professional literature on gatekeeping in social work education has grown; however, there remains a dearth in the literature regarding how educators truly work to engage students who are experiencing a psychiatric disability or other emotional problem. This qualitative study explored the experiences of 26 social work educators from 22 colleges…

Demography, Psychosocial Factors, and Emotional Problems of Korean American Adolescents

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Cho, Sangmi; Bae, Sung-Woo

2005-01-01

This study attempted to identify emotional problems and examine the related demographic and psychosocial factors of 340 Korean American adolescents in a major metropolitan area. Results revealed that lower GPA, longer length of residence in the United States, subjects' poor self-esteem, greater severity of conflict with parents, and poor…

Emotional attachment and emotional availability tele-intervention for adoptive families.

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Baker, Megan; Biringen, Zeynep; Meyer-Parsons, Beatrice; Schneider, Abby

2015-01-01

This study evaluated the new online Emotional Attachment and Emotional Availability (EA2) Intervention for use with adoptive families in enhancing parent-child EA, parental perceptions of EA, child attachment behaviors, parent-child emotional attachment, and reducing parent-reported child behavioral problems and parenting-related stress. Participants in this study were adoptive parents and their adopted children ages 1.5 to 5 years old (N = 15 dyads). Participants were placed in an immediate intervention group (IG) or a delayed intervention group (DG) that would receive the 6-week EA2 Tele-Intervention after the IG. Results revealed significant differences in the IG in child behavioral problems, parent-child EA, parental perceptions of EA, and parent-child emotional attachment, improvements not seen in the DG. Analysis of effects of the DG after receiving the EA2 Tele-Intervention revealed significant differences over time also in most of these qualities. © 2015 Michigan Association for Infant Mental Health.

Temperament in infancy and behavioral and emotional problems at age 5.5: The EDEN mother-child cohort.

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Xian Abulizi

Full Text Available Early temperamental characteristics may influence children's developmental pathways and predict future psychopathology. However, the environmental context may also shape or interact with infant temperament and indirectly contribute to increased vulnerability to adverse developmental outcomes. The aim of the present study is to explore the long-term contribution of temperamental traits at twelve months of age to the presence of emotional and behavioral problems later in childhood, and whether this association varies with the child's sex, parental separation, family socioeconomic status and maternal depression.1184 mother-child pairs from the EDEN mother-child birth cohort study based in France (2003-2011, were followed from 24-28 weeks of pregnancy to the child's fifth birthday. Infant temperament at 12 months was assessed with the Emotionality Activity and Sociability (EAS questionnaire and behavior at 5.5 years was assessed with the Strengths and Difficulties Questionnaire (SDQ.Emotional temperament in infancy predicts children's overall behavioral scores (β = 1.16, p<0.001, emotional difficulties (β = 0.30, p<0.001, conduct problems (β = 0.51, p<0.001 and symptoms of hyperactivity/inattention (β = 0.31, p = 0.01 at 5.5 years. Infants' active temperament predicts later conduct problems (β = 0.30, p = 0.02, while shyness predicts later emotional problems (β = 0.22, p = 0.04. The association between the child's temperament in infancy and later behavior did not vary with children's own or family characteristics.An emotional temperament in infancy is associated with higher levels of emotional and behavioral difficulties at the age of 5.5 years. Children who show high emotionality early on may require early prevention and intervention efforts to divert possible adverse developmental pathways.

Pregaming and Emotion Regulation's Relationship to Alcohol Problems in College Students: A Cross-Sectional Study.

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Norberg, Melissa M; Ham, Lindsay S; Olivier, Jake; Zamboanga, Byron L; Melkonian, Alexander; Fugitt, Jessica L

2016-07-02

Pregaming is a high-risk drinking behavior associated with increased alcohol consumption and alcohol-related problems. Quantity of alcohol consumed does not fully explain the level of problems associated with pregaming; yet, limited research has examined factors that may interact with pregaming behavior to contribute to the experience of alcohol-related problems. The current study examined whether use of two emotion regulation strategies influence pregaming's contribution to alcohol-related problems. Undergraduates (N = 1857) aged 18-25 years attending 19 different colleges completed an online survey in 2008-2009. Linear mixed models were used to test whether emotion regulation strategies moderate the association between pregaming status (pregamers vs. non/infrequent pregamers) and alcohol-related problems, when controlling for alcohol consumption, demographic covariates, and site as a random effect. Greater use of cognitive reappraisal was associated with decreased alcohol problems. Expressive suppression interacted with pregaming status. There was no relationship between pregaming status and alcohol problems for students who rarely used expression suppression; however, the relationship between pregaming status and alcohol problems was statistically significant for students who occasionally to frequently used expression suppression. Findings suggest that the relationship between pregaming and alcohol-related problems is complex. Accordingly, future studies should utilize event-level methodology to understand how emotion regulation strategies influence alcohol-related problems. Further, clinicians should tailor alcohol treatments to help students increase their use of cognitive reappraisal and decrease their use of suppression.

Technology, attributions, and emotions in post-secondary education: An application of Weiner's attribution theory to academic computing problems.

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Maymon, Rebecca; Hall, Nathan C; Goetz, Thomas; Chiarella, Andrew; Rahimi, Sonia

2018-01-01

As technology becomes increasingly integrated with education, research on the relationships between students' computing-related emotions and motivation following technological difficulties is critical to improving learning experiences. Following from Weiner's (2010) attribution theory of achievement motivation, the present research examined relationships between causal attributions and emotions concerning academic computing difficulties in two studies. Study samples consisted of North American university students enrolled in both traditional and online universities (total N = 559) who responded to either hypothetical scenarios or experimental manipulations involving technological challenges experienced in academic settings. Findings from Study 1 showed stable and external attributions to be emotionally maladaptive (more helplessness, boredom, guilt), particularly in response to unexpected computing problems. Additionally, Study 2 found stable attributions for unexpected problems to predict more anxiety for traditional students, with both external and personally controllable attributions for minor problems proving emotionally beneficial for students in online degree programs (more hope, less anxiety). Overall, hypothesized negative effects of stable attributions were observed across both studies, with mixed results for personally controllable attributions and unanticipated emotional benefits of external attributions for academic computing problems warranting further study.

The Relation of Maternal Emotional and Cognitive Support During Problem Solving to Pre-Academic Skills in Preschoolers

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Leerkes, Esther M.; Blankson, A. Nayena; O’Brien, Marion; Calkins, Susan D.; Marcovitch, Stuart

2011-01-01

Using a sample of 263 mother-child dyads, we examined the extent to which maternal emotional and cognitive support during a joint problem solving task when children were 3-years-old predicted children’s academic skills one year later independent of each other, the quality of the home learning environment, and maternal emotional responsiveness. When all parenting measures were examined simultaneously, only maternal emotional support during problem solving and the quality of the home learning environment predicted unique variation in gains in pre-academic skills from age 3 to age 4. The positive effect of emotional support during problem solving was especially apparent for children whose pre-academic skills were low at age 3. These findings are discussed in light of the changing demands placed on young children and their parents as they prepare for entry to the formal school system. PMID:22121336

The effectiveness of self help technologies for emotional problems in adolescents: a systematic review

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Bower Peter

2008-07-01

Full Text Available Abstract Background Adolescence is a transition period that involves physiological, psychological, and social changes. Emotional problems such as symptoms of anxiety and depression may develop due to these changes. Although many of these problems may not meet diagnostic thresholds, they may develop into more severe disorders and may impact on functioning. However, there are barriers that may make it difficult for adolescents to receive help from health professionals for such problems, one of which is the limited availability of formal psychological therapy. One way of increasing access to help for such problems is through self help technology (i.e. delivery of psychological help through information technology or paper based formats. Although there is a significant evidence base concerning self help in adults, the evidence base is much weaker in adolescents. This study aims to examine the effectiveness of self help technology for the treatment of emotional problems in adolescents by conducting a systematic review of randomized and quasi-experimental evidence. Methods Five major electronic databases were searched: Medline, PsycInfo, Embase, Cochrane Controlled Trials Register and CINAHL. In addition, nine journals were handsearched and the reference lists of all studies were examined for any additional studies. Fourteen studies were identified. Effect sizes were calculated across 3 outcome measures: attitude towards self (e.g. self esteem; social cognition (e.g. self efficacy; and emotional symptoms (i.e. depression and anxiety symptoms. Results Meta analysis showed small, non-significant effect size for attitude towards self (ES = -0.14, 95% CI = -0.72 to 0.43, a medium, non-significant effect size for social cognition (ES = -0.49, 95% CI = -1.23 to 0.25 and a medium, non-significant effect size for emotional symptoms (ES = -0.47, 95% CI = -1.00 to 0.07. However, these findings must be considered preliminary, because of the small number of

Emotional intensity reduces later generalized anxiety disorder symptoms when fear of anxiety and negative problem-solving appraisal are low.

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Sugiura, Yoshinori; Sugiura, Tomoko

2015-08-01

While research based on the emotion dysregulation model indicates a positive relationship between intense emotions and generalized anxiety disorder (GAD) symptoms, emotion-focused intervention involves the use of techniques to enhance emotional experiences, based on the notion that GAD patients are engaging in avoidance strategies. To reveal the conditions under which intense emotions lead to reduced GAD symptoms, we designed a longitudinal study to monitor changes in GAD symptoms among students (N = 129) over 3 months. Our focus was on possible moderators of the effect of emotional intensity. Results indicated that when fear of emotions and negative appraisals about problem solving were low, negative emotional intensity reduced later GAD symptoms. Moreover, under the condition of high responsibility to continue thinking, emotional intensity tended to reduce later GAD symptoms. Results suggest that reduced fear of emotions and reduced negative appraisals about problem solving may enhance the use of emotional processing techniques (e.g., emotional exposure). The interaction between responsibility to continue thinking and emotional intensity requires further examination. Copyright © 2015 The Authors. Published by Elsevier Ltd.. All rights reserved.

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.

Emotional and behavioral problems in late preterm and early term births: outcomes at child age 36 months.

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Stene-Larsen, Kim; Lang, Astri M; Landolt, Markus A; Latal, Beatrice; Vollrath, Margarete E

2016-12-01

Recent findings has shown that late preterm births (gestational weeks 34-36) and early term births (gestational weeks 37-38) is associated with an increased risk of several psychological and developmental morbidities. In this article we investigate whether late preterm and early term births is associated with an increased risk of emotional and behavioral problems at 36 months of age and whether there are gender differences in risk of these outcomes. Forty-three thousand, two hundred ninety-seven children and their mothers participating in the Norwegian Mother and Child Cohort Study (MoBa). One thousand, eight hundred fifty-three (4.3%) of the children in the sample were born late preterm and 7,835 (18.1%) were born early term. Information on gestational age and on prenatal and postnatal risk factors was retrieved from the Medical Birth Registry of Norway. Information on emotional and behavioral problems was assessed by standardized questionnaires (CBCL/ITSEA) filled out by the mothers. Gender-stratified logistic regression analyses were used to explore the association between late preterm / early term and emotional and behavioral problems at 36 months of age. We found a gender-specific increased risk of emotional problems in girls born late preterm (OR 1.47 95%CI 1.11-1.95) and in girls born early term (OR 1.21 95%CI 1.04-1.42). We did not find an increased risk of emotional problems in boys born late preterm (OR 1.09 95%CI 0.82-1.45) or early term (OR 0.93 95%CI 0.79-1.10). Behavioral problems were not increased in children born late preterm or early term. Girls born late preterm and early term show an increased risk of emotional problems at 36 months of age. This finding suggests that gender should be taken into account when evaluating children born at these gestational ages.

Coping, Daily Hassles and Behavior and Emotional Problems in Adolescents with High-Functioning Autism/Asperger's Disorder

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Khor, Angela S.; Melvin, Glenn A.; Reid, Sophie C.; Gray, Kylie M.

2014-01-01

Although daily hassles and coping are associated with behavior and emotional problems in non-clinical populations, few studies have investigated these relationships in individuals with high-functioning autism/Asperger's Disorder (HFASD). This study examined the relationships between daily hassles, coping and behavior and emotional problems in…

Relevance of Perpetrator Identity to Reporting Elder Financial and Emotional Mistreatment.

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Acierno, Ron; Steedley, Mara; Hernandez-Tejada, Melba A; Frook, Gabrielle; Watkins, Jordan; Muzzy, Wendy

2018-04-01

The National Elder Mistreatment Study (NEMS) found that 5.2% of community older adults experienced financial abuse, and 4.6% experienced emotional mistreatment in the past year. Unfortunately, the majority of abuse was not reported to the authorities. This study investigated reasons for non-reporting. In all, 774 NEMS participants were surveyed 8 years later via telephone to assess past-year financial and emotional mistreatment, perpetrator status, and whether any of these episodes were reported to authorities. In total, 87.5% of financial abuse by family, friends, or acquaintances was not reported versus 33% of that perpetrated by strangers; for emotional mistreatment, 89.9% of that perpetrated by family, friends, and acquaintances was not reported, compared with 83.3% by strangers. Reasons for non-reporting of emotional abuse centered largely around with "not wanting publicity" and "not wanting to get the perpetrator in trouble," while no consistent reason emerged for failure to report stranger-perpetrated mistreatment.

A Family-based Intervention for Improving Children’s Emotional Problems Through Effects on Maternal Depressive Symptoms

Science.gov (United States)

Reuben, Julia D.; Shaw, Daniel S.; Brennan, Lauretta M.; Dishion, Thomas J.; Wilson, Melvin N.

2015-01-01

Objective This study focused on whether a brief family-based intervention for toddlers, the Family Check-Up (FCU), designed to address parent management skills and prevent early conduct problems, would have collateral effects on maternal depressive symptoms and subsequent child emotional problems. Method Parents with toddlers were recruited from the Women, Infants, and Children Nutritional Supplement Program based on the presence of socioeconomic, family, and child risk (N= 731). Families were randomly assigned to the FCU intervention or control group with yearly assessments beginning at child age 2. Maternal depressive symptoms were measured using the Center for Epidemiological Studies Depression Scale at child ages 2 and 3. Child internalizing problems were collected from primary caregivers, alternative caregivers, and teachers using the Child Behavior Checklist at ages 7.5 and 8.5. Results Structural equation models revealed that mothers in families randomly assigned to the FCU showed lower levels of depressive symptoms at child age 3, which in turn were related to lower levels of child depressed/withdrawal symptoms as reported by primary caregivers, alternative caregivers, and teacher at ages 7.5–8.5. Conclusions Findings suggest that a brief, preventive intervention improving maternal depressive symptoms can have enduring effects on child emotional problems that are generalizable across contexts. As there is a growing emphasis for the use of evidence-based and cost-efficient interventions that can be delivered in multiple delivery settings serving low-income families and their children, clinicians and researchers welcome evidence that interventions can promote change in multiple problem areas. The FCU appears to hold such promise. PMID:26302250

Emotional Communication in Families of Conduct Problem Children with High versus Low Callous-Unemotional Traits

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Pasalich, Dave S.; Dadds, Mark R.; Vincent, Lucy C.; Cooper, Francesca A.; Hawes, David J.; Brennan, John

2012-01-01

This study examined relationships between parent-child emotional communication and callous-unemotional (CU) traits and conduct problems. References to negative and positive emotions made by clinic-referred boys (3-9 years) and their parents were coded from direct observations of family interactions involving the discussion of shared emotional…

Speech-based recognition of self-reported and observed emotion in a dimensional space

NARCIS (Netherlands)

Truong, Khiet Phuong; van Leeuwen, David A.; de Jong, Franciska M.G.

2012-01-01

The differences between self-reported and observed emotion have only marginally been investigated in the context of speech-based automatic emotion recognition. We address this issue by comparing self-reported emotion ratings to observed emotion ratings and look at how differences between these two

Assessment of Behavioral and Emotional Problems in Infancy: A Systematic Review

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Bagner, Daniel M.; Rodriguez, Gabriela M.; Blake, Clair A.; Linares, Dainelys; Carter, Alice S.

2012-01-01

Behavioral and emotional problems are highly prevalent in early childhood and represent an important focus of practice for clinical child and pediatric psychologists. Although psychological or psychiatric disorders are not typically diagnosed in children under the age of 2 years, recent research has demonstrated the appropriateness of assessing…

Maternal folate status in early pregnancy and child emotional and behavioral problems: The generation R study

NARCIS (Netherlands)

J.C.J. Steenweg-de Graaff (Jolien); S.J. Roza (Sabine); E.A.P. Steegers (Eric); A. Hofman (Albert); F.C. Verhulst (Frank); V.W.V. Jaddoe (Vincent); H.W. Tiemeier (Henning)

2012-01-01

textabstractBackground: Maternal prenatal folate status has been linked to neurodevelopmental disorders, but the association with child emotional and behavioral problems is unclear. Objectives: We assessed the association of maternal folate status during pregnancy with child emotional and behavioral

Polyvagal Theory and developmental psychopathology: emotion dysregulation and conduct problems from preschool to adolescence.

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Beauchaine, Theodore P; Gatzke-Kopp, Lisa; Mead, Hilary K

2007-02-01

In science, theories lend coherence to vast amounts of descriptive information. However, current diagnostic approaches in psychopathology are primarily atheoretical, emphasizing description over etiological mechanisms. We describe the importance of Polyvagal Theory toward understanding the etiology of emotion dysregulation, a hallmark of psychopathology. When combined with theories of social reinforcement and motivation, Polyvagal Theory specifies etiological mechanisms through which distinct patterns of psychopathology emerge. In this paper, we summarize three studies evaluating autonomic nervous system functioning in children with conduct problems, ages 4-18. At all age ranges, these children exhibit attenuated sympathetic nervous system responses to reward, suggesting deficiencies in approach motivation. By middle school, this reward insensitivity is met with inadequate vagal modulation of cardiac output, suggesting additional deficiencies in emotion regulation. We propose a biosocial developmental model of conduct problems in which inherited impulsivity is amplified through social reinforcement of emotional lability. Implications for early intervention are discussed.

Adolescents' emotional engagement in friends' problems and joys: Associations of empathetic distress and empathetic joy with friendship quality, depression, and anxiety.

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Smith, Rhiannon L

2015-12-01

Although empathetic distress (i.e., taking on a friend's emotional distress as one's own) has been examined as a "cost of caring" especially common among girls, relations with adjustment remain untested. The current study tested associations of empathetic distress with friendship quality, depression, and anxiety. Adolescents (N = 300, ages 12-18) reported on their perceived experience of empathetic distress following a conversation with a friend about problems. The study also considered youths' emotional engagement in friends' positive life events, referred to as empathetic joy. Results indicated that girls reported greater empathetic distress and empathetic joy compared with boys. Findings also suggest that although empathetic distress may have positive implications for youths' friendship adjustment, this may come at the expense of emotional well-being. In contrast, empathetic joy was associated with greater positive friendship quality and fewer internalizing symptoms. Copyright © 2015 The Foundation for Professionals in Services for Adolescents. Published by Elsevier Ltd. All rights reserved.

Mother- and Father-Reported Reactions to Children's Negative Emotions: Relations to Young Children's Emotional Understanding and Friendship Quality

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McElwain, Nancy L.; Halberstadt, Amy G.; Volling, Brenda L.

2007-01-01

Mother- and father-reported reactions to children's negative emotions were examined as correlates of emotional understanding (Study 1, N = 55, 5- to 6-year-olds) and friendship quality (Study 2, N = 49, 3- to 5-year-olds). Mothers' and fathers' supportive reactions together contributed to greater child-friend coordinated play during a sharing task. Further, when one parent reported low support, greater support by the other parent was related to better understanding of emotions and less intens...

Discrepancies in Parents' and Children's Reports of Child Emotion Regulation

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Hourigan, Shannon E.; Goodman, Kimberly L.; Southam-Gerow, Michael A.

2011-01-01

The ability to regulate one's emotions effectively has been linked with many aspects of well-being. The current study examined discrepancies between mothers' and children's reports of child emotion regulation. This investigation examined patterns of discrepancies for key aspects of emotion regulation (i.e., inhibition and dysregulated expression)…

Association between Parental Involvement in School and Child Conduct, Social, and Internalizing Problems: Teacher Report

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Kirkhaug, Bente; Drugli, May Britt; Klockner, Christian A.; Morch, Willy-Tore

2013-01-01

The present study examined the factor structure of the Teacher Involvement Questionnaire (Involve-T) by means of exploratory factor analysis and examined the association between children's socio-emotional and behavioural problems and teacher-reported parental involvement in school, using structural equation modelling. The study was conducted with…

Stable prediction of mood and anxiety disorders based on behavioral and emotional problems in childhood: a 14-year follow-up during childhood, adolescence, and young adulthood

NARCIS (Netherlands)

S.J. Roza (Sabine); M.B. Hofstra (Marijke); J. van der Ende (Jan); F.C. Verhulst (Frank)

2003-01-01

textabstractOBJECTIVE: The goal of this study was to predict the onset of mood and anxiety disorders from parent-reported emotional and behavioral problems in childhood across a 14-year period from childhood into young adulthood. METHOD: In 1983, parent reports of behavioral and

The role of socio-economic disadvantage in the development of comorbid emotional and conduct problems in children with ADHD.

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Flouri, Eirini; Midouhas, Emily; Ruddy, Alexandra; Moulton, Vanessa

2017-06-01

Previous research shows that, compared to children without ADHD, children with ADHD have worse socio-emotional outcomes and more experience of socio-economic disadvantage. In this study, we explored if and how the increased emotional and behavioural difficulties faced by children with ADHD may be accounted for by their more disadvantaged socio-economic circumstances. Our study, using data from 180 children (149 boys) with ADHD from the Millennium Cohort Study, had two aims. First, to examine the role of socio-economic disadvantage in the trajectories of emotional and conduct problems in children with ADHD at ages 3, 5, 7 and 11 years. Second, to explore the roles of the home environment (household chaos) and parenting (quality of emotional support, quality of the parent-child relationship and harsh parental discipline) in mediating any associations between socio-economic disadvantage and child emotional and conduct problems. Using growth curve models, we found that socio-economic disadvantage was associated with emotional and conduct problems but neither the home environment nor parenting attenuated this association. Lower quality of the parent-child relationship and harsher discipline were associated with more conduct problems. It appears that socio-economic disadvantage and parenting contribute independently to the prediction of comorbid psychopathology in children with ADHD.

Evolution of Self-Reporting Methods for Identifying Discrete Emotions in Science Classrooms

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Ritchie, Stephen M.; Hudson, Peter; Bellocchi, Alberto; Henderson, Senka; King, Donna; Tobin, Kenneth

2016-01-01

Emotion researchers have grappled with challenging methodological issues in capturing emotions of participants in naturalistic settings such as school or university classrooms. Self-reporting methods have been used frequently, yet these methods are inadequate when used alone. We argue that the self-reporting methods of emotion diaries and…

Gender differences in the pathway from adverse life events to adolescent emotional and behavioural problems via negative cognitive errors.

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Flouri, Eirini; Panourgia, Constantina

2011-06-01

The aim of this study was to test for gender differences in how negative cognitive errors (overgeneralizing, catastrophizing, selective abstraction, and personalizing) mediate the association between adverse life events and adolescents' emotional and behavioural problems (measured with the Strengths and Difficulties Questionnaire). The sample consisted of 202 boys and 227 girls (aged 11-15 years) from three state secondary schools in disadvantaged areas in one county in the South East of England. Control variables were age, ethnicity, special educational needs, exclusion history, family structure, family socio-economic disadvantage, and verbal cognitive ability. Adverse life events were measured with Tiet et al.'s (1998) Adverse Life Events Scale. For both genders, we assumed a pathway from adverse life events to emotional and behavioural problems via cognitive errors. We found no gender differences in life adversity, cognitive errors, total difficulties, peer problems, or hyperactivity. In both boys and girls, even after adjustment for controls, cognitive errors were related to total difficulties and emotional symptoms, and life adversity was related to total difficulties and conduct problems. The life adversity/conduct problems association was not explained by negative cognitive errors in either gender. However, we found gender differences in how adversity and cognitive errors produced hyperactivity and internalizing problems. In particular, life adversity was not related, after adjustment for controls, to hyperactivity in girls and to peer problems and emotional symptoms in boys. Cognitive errors fully mediated the effect of life adversity on hyperactivity in boys and on peer and emotional problems in girls.

Traditional bullying and cyberbullying: Differences in emotional problems, and personality. Are cyberbullies more Machiavellians?

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Resett, Santiago; Gamez-Guadix, Manuel

2017-12-01

Few studies have examined differences in emotional problems and personality of traditional bullies and cyberbullies. The present study aimed to determine whether those engaged in cyberbullying differ in emotional problems, and personality from those engage in traditional bullying perpetration. An Argentinean sample of 898 high school students was recruited (56% female; mean age = 15.2 SD = 1.6). Adolescents completed measures of traditional bullying, cyberbullying, self-esteem, anxiety, depression, and personality. A 6% were traditional bullies; 8%, cyberbullies; and 4% were involved in both forms; the remainders were non involved. Results indicated that cyberbullies showed less depression and anxiety than traditional bullies. Also, cyberbullies scored low in neuroticism and high in agreeableness compared to traditional bullies. The results suggest that cyberbullies are characterized by an emotional and personality profile different from traditional bullies. In the discussion we analyze the implications of these results. Copyright © 2017 The Foundation for Professionals in Services for Adolescents. Published by Elsevier Ltd. All rights reserved.

Polyvagal Theory and Developmental Psychopathology: Emotion Dysregulation and Conduct Problems from Preschool to Adolescence

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Beauchaine, Theodore P.; Gatzke-Kopp, Lisa; Mead, Hilary K.

2007-01-01

In science, theories lend coherence to vast amounts of descriptive information. However, current diagnostic approaches in psychopathology are primarily atheoretical, emphasizing description over etiological mechanisms. We describe the importance of Polyvagal Theory toward understanding the etiology of emotion dysregulation, a hallmark of psychopathology. When combined with theories of social reinforcement and motivation, Polyvagal Theory specifies etiological mechanisms through which distinct patterns of psychopathology emerge. In this paper, we summarize three studies evaluating autonomic nervous system functioning in children with conduct problems, ages 4-18. At all age ranges, these children exhibit attenuated sympathetic nervous system responses to reward, suggesting deficiencies in approach motivation. By middle school, this reward insensitivity is met with inadequate vagal modulation of cardiac output, suggesting additional deficiencies in emotion regulation. We propose a biosocial developmental model of conduct problems in which inherited impulsivity is amplified through social reinforcement of emotional lability. Implications for early intervention are discussed. PMID:17045726

Development of a Scale To Assess Emotional Disturbance.

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Epstein, Michael H.; Cullinan, Douglas; Ryser, Gail; Pearson, Nils

2002-01-01

This study reports on the standardization of the Scale for Assessing Emotional Disturbance. Data collected on 2,266 typical students (ages 5- 18) and 1,371 students with emotional disturbances led to the identification of six behavioral problem factors that correspond to the federal definition of emotional disturbance and were highly internally…

Electrophysiological evidence for emotional valence and competitive arousal effects on insight problem solving.

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Li, Yadan; Xiao, Xiao; Ma, Wenjuan; Jiang, Jun; Qiu, Jiang; Zhang, Qinglin

2013-11-13

Accumulating evidence suggests that insight can be substantially influenced by task-irrelevant emotion stimuli and interpersonal competitive situation, and a close link might exist between them. Using a learning-testing paradigm and Event-Related Potentials (ERPs), the present study investigated the independent and joint effects of emotional and competitive information on insight problem solving especially their neural mechanisms. Subjects situated in either competitive or non-competitive condition learned heuristic logogriphs first and then viewed task-irrelevant positive or negative emotional pictures, which were followed by test logogriphs to solve. Both behavioral and ERP findings showed a more evident insight boost following negative emotional pictures in competitive context. Results demonstrated that negative emotion and competitive situation might promote insight by a defocused mode of attention (as indicated by N1 and P2), the enhanced semantic integration and breaking mental set (as indicated by N450), and the increased forming of novel associations activated by motivational arousal originating from competition (as indicated by P800-1600 and P1600-2500). These results indicate that the dynamic interactions between emotional valence and competitive arousal effects on insight. © 2013 Elsevier B.V. All rights reserved.

Technology, attributions, and emotions in post-secondary education: An application of Weiner’s attribution theory to academic computing problems

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Hall, Nathan C.; Goetz, Thomas; Chiarella, Andrew; Rahimi, Sonia

2018-01-01

As technology becomes increasingly integrated with education, research on the relationships between students’ computing-related emotions and motivation following technological difficulties is critical to improving learning experiences. Following from Weiner’s (2010) attribution theory of achievement motivation, the present research examined relationships between causal attributions and emotions concerning academic computing difficulties in two studies. Study samples consisted of North American university students enrolled in both traditional and online universities (total N = 559) who responded to either hypothetical scenarios or experimental manipulations involving technological challenges experienced in academic settings. Findings from Study 1 showed stable and external attributions to be emotionally maladaptive (more helplessness, boredom, guilt), particularly in response to unexpected computing problems. Additionally, Study 2 found stable attributions for unexpected problems to predict more anxiety for traditional students, with both external and personally controllable attributions for minor problems proving emotionally beneficial for students in online degree programs (more hope, less anxiety). Overall, hypothesized negative effects of stable attributions were observed across both studies, with mixed results for personally controllable attributions and unanticipated emotional benefits of external attributions for academic computing problems warranting further study. PMID:29529039

"Only you can play with me!" Children's inclusive decision making, reasoning, and emotions based on peers' gender and behavior problems.

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Peplak, Joanna; Song, Ju-Hyun; Colasante, Tyler; Malti, Tina

2017-10-01

This study examined the development of children's decisions, reasoning, and emotions in contexts of peer inclusion/exclusion. We asked an ethnically diverse sample of 117 children aged 4years (n=59; 60% girls) and 8years (n=58; 49% girls) to choose between including hypothetical peers of the same or opposite gender and with or without attention deficit/hyperactivity problems and aggressive behavior. Children also provided justifications for, and emotions associated with, their inclusion decisions. Both 4- and 8-year-olds predominantly chose to include the in-group peer (i.e., the same-gender peer and peers without behavior problems), thereby demonstrating a normative in-group inclusive bias. Nevertheless, children included the out-group peer more in the gender context than in the behavior problem contexts. The majority of children reported group functioning-related, group identity-related, and stereotype-related reasoning after their in-group inclusion decisions, and they associated happy feelings with such decisions. Although most children attributed sadness to the excluded out-group peer, they attributed more anger to the excluded out-group peer in the aggression context compared with other contexts. We discuss the implications of our findings for current theorizing about children's social-cognitive and emotional development in contexts of peer inclusion and exclusion. Copyright © 2017 Elsevier Inc. All rights reserved.

Associations between work family conflict, emotional exhaustion, musculoskeletal pain, and gastrointestinal problems in a sample of business travelers.

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Jensen, Maria Therese; Rundmo, Torbjørn

2015-02-01

The aim of the study was to examine the associations among work-family conflict (WFC), emotional exhaustion, musculoskeletal (MS) pain, and gastrointestinal problems on a sample of business travelers (n = 2,093). An additional aim was to examine differences in the mentioned relationships among three traveler groups: commuters, national travelers, and international travelers. The study was conducted in a large Norwegian oil and gas company, and the company's business travel database was utilized to examine business travel. Structural equation modeling (SEM) revealed significant relations between WFC and emotional exhaustion and between emotional exhaustion and health problems. Contrary to the expectations, no direct association was found between WFC and health problems. However, we found that emotional exhaustion mediated the relation between WFC and health outcomes. The results from multi-group analysis revealed that associations among WFC, emotional exhaustion, and health-outcomes showed a similar pattern for commuters, national travelers, and international travelers. However, the association between emotional exhaustion and MS pain proved to be significantly stronger for the commuter group compared to the national and international travel groups. Practical implications and the consequences of these findings for future research are discussed. © 2014 Scandinavian Psychological Associations and John Wiley & Sons Ltd.

Emotional And Behavioral Problems of Single Parent Vs. Two Parent Children: Imam Khomeini Charity

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A Hajebi

2008-06-01

Full Text Available Background: The aim of this survey is to compare the emotional and behavioral problems of children with only one parent versus those from two-parent families. We analyzed behavioral problems such as aggression, delinquency and socialization issues, as well as emotional problems such as depression, anxiety, and somatic complaints.Methods: Using a multi-stage cluster sampling, 10 of the 20 geographic regions covered by Imam Khomeini Charity were selected. Using systematic random sampling, 460 families with children aged 4-18 years were selected. All children were evaluated using the Child Behavior Check List (CBCL to determine behavioral and emotional problems. Logistic regression tests were conducted to measure the effects variables, including age, gender, number of parents in the family, psychiatric history of each child and history of parental psychiatric treatment, on the internalizing, externalizing and total CBCL scores. A cut-off score of 64 was used to convert raw scores.Results: No differences were observed in CBCL subscales between single-parent children vs. children of two-parent families.Conclusion: Regarding the two-parent families among the study population, the results could not be generalized. As these families have qualified for assistance, the father cannot manage the family because of his disability, such as physical or mental problems. This minimizes the effect of having a father in a two-parent family, rendering them similar to single-parent families. Thus, differences were not observed between the two types of families. Further studies are necessary to compare single-parent families with two-parent families among the community.

Analysis of Behavioral and Emotional Problems in Children Highlights the Role of Genotype × Environment Interaction.

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Molenaar, Dylan; Middeldorp, Christel; van Beijsterveldt, Toos; Boomsma, Dorret I

2015-01-01

This study tested for Genotype × Environment (G × E) interaction on behavioral and emotional problems in children using new methods that do not require identification of candidate genes or environments, can distinguish between interaction with shared and unique environment, and are insensitive to scale effects. Parental ratings of problem behavior from 14,755 twin pairs (5.3 years, SD = 0.22) indicated G × E interaction on emotional liability, social isolation, aggression, attention problems, dependency, anxiety, and physical coordination. Environmental influences increased in children who were genetically more predisposed to problem behavior, with ~20% of the variance due to G × E interaction (8% for anxiety to 37% for attention problems). Ignoring G × E interaction does not greatly bias heritability estimates, but it does offer a comprehensive model of the etiology for childhood problems. © 2015 The Authors. Child Development © 2015 Society for Research in Child Development, Inc.

Evaluation of an early detection tool for social-emotional and behavioral problems in toddlers: The Brief Infant Toddler Social and Emotional Assessment - A cluster randomized trial

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I. Kruizinga (Ingrid); W. Jansen (Wilma); A.S. Carter (Alice); H. Raat (Hein)

2011-01-01

textabstractBackground: The prevalence of social-emotional and behavioral problems is estimated to be 8 to 9% among preschool children. Effective early detection tools are needed to promote the provision of adequate care at an early stage. The Brief Infant-Toddler Social and Emotional Assessment

Severity of Emotional and Behavioral Problems among Poor and Typical Readers.

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Arnold, Elizabeth Mayfield; Goldston, David B.; Walsh, Adam K.; Reboussin, Beth A.; Daniel, Stephanie Sergent; Hickman, Enith; Wood, Frank B.

2005-01-01

The purpose of this study was to examine the severity of behavioral and emotional problems among adolescents with poor and typical single word reading ability (N = 188) recruited from public schools and followed for a median of 2.4 years. Youth and parents were repeatedly assessed to obtain information regarding the severity and course of symptoms…

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.

Effortful control as modifier of the association between negative emotionality and adolescents' mental health problems

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Oldehinkel, Albertine J.; Hartman, Catharina A.; Ferdinand, Robert F.; Verhulst, Frank C.; Ormel, Johan

2007-01-01

This study examined the extent to which effortful control moderated the risk of internalizing or externalizing problems associated with high negative emotionality in a Dutch population sample of pre- and early adolescents (N = 1,922). Internalizing and externalizing problems were assessed with the

ADHD-related symptoms, emotional/behavioral problems, and physical conditions in Taiwanese children with epilepsy

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Fang-Ju Tsai

2013-07-01

Conclusion: Our findings imply that clinicians should assess physical and emotional/behavioral problems among children with epilepsy in order to provide interventions to offset possible adverse psychiatric outcomes.

Emotional and behavioral problems among adolescent students: the role of immigrant, racial/ethnic congruence and belongingness in schools.

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Georgiades, Katholiki; Boyle, Michael H; Fife, Kelly A

2013-09-01

As levels of immigration and ethnic diversity continue to rise in most Western societies, the social demography of schools is changing rapidly. Although schools represent a prominent developmental context, relatively little is known about the extent to which the racial/ethnic composition of schools influences mental health outcomes in students. The objective of the present study is to examine the association between immigrant and racial/ethnic congruence in school-the numerical representation of a student's immigrant generational status and race/ethnicity in the student body-and levels of emotional and behavioral problems. This study also examines the extent to which the association between congruence and emotional-behavioral problems differs across racial/ethnic immigrant sub-groups and is accounted for by individual perceptions of school belonging. Data come from the in-school survey of the Longitudinal Study of Adolescent Health (Add Health) conducted in the United States. The sample is nationally representative, and includes 128 schools and 77,150 adolescents in grades 7-12 (50 % female, M age = 14.9 years, SD = 1.78). After controlling for school and family socio-demographic characteristics, immigrant and racial/ethnic congruence in school exhibited a negative association with emotional and behavioral problems for most sub-groups examined. School belonging was associated negatively with emotional and behavioral problems, and partially accounted for the effects linked to congruence in schools. The immigrant and racial/ethnic composition of schools and perceptions of belonging have strong links with emotional and behavioral problems and may represent important targets for intervention.

Characteristic, Emotional, and Behavioral Problems of Street Adolescent in Bandung October–December 2012

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Annisa Nurfitriani

2015-06-01

Full Text Available Background: Street adolescents were psychosocial problem that increased in number each year and was worsened by their low-moral subculture-value that could cause them more vulnerable in having emotional and behavioral problems. This study aims to describe the characteristics, emotional and behavioral problems of the street adolescent in Bandung. Methods: A descriptive study was carried out in October–December 2012. From 22 shelters in Bandung, two shelters (RPA GANK and Pesantren Kolong Nurul Hayat were selected and organized into 4 areas: Cihampelas, ‘Samsat’, Laswi Street and Kiaracondong. A hundred-seven street adolescents aged 11 to 16 years were participated in this study. They were divided into small groups and filled in the sociodemographic questionnaire and the Indonesian version of standardized Strength and Difficulty Questionnaires (SDQ. Only 100 questionnaires were filled in completely. Data were analyzed using frequency tabulation and bar chart Results: Sixty-five percent were boys, 53% were aged 11–13 years, and 53% were students, 76% related to more than one sibling, still lived with their families (81%, and had parents. Their parents had low educational background, had job, and implemented authoritative parenting pattern (41%. In becoming street adolescent, 63% were caused by their own motivation, 81% were children on street, and 55% had lived in the street more than 5 years. Approximately 27% of street adolescents were rated as abnormal on the total difficulty score. Conclusion: Street adolescent in Bandung still have emotional and behavioral problems, which mostly were boys, in the early adolescence stage, school student, had more than one sibling, permissive parenting pattern, and lived in the street for more than 5 years.

Life Satisfaction among High School Students with Social, Emotional, and Behavioral Problems

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State, Talida M.; Kern, Lee

2017-01-01

Over the last decade, there has been increased interest in measuring life satisfaction among children and adolescents as an indicator of broad well-being and happiness. Although limited, existing research with students with social, emotional, and behavioral (SEB) problems indicates they experience lower life satisfaction compared with their…

MATERNAL INTERACTION QUALITY MODERATES EFFECTS OF PRENATAL MATERNAL EMOTIONAL SYMPTOMS ON GIRLS' INTERNALIZING PROBLEMS.

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Endendijk, Joyce J; De Bruijn, Anouk T C E; Van Bakel, Hedwig J A; Wijnen, Hennie A A; Pop, Victor J M; Van Baar, Anneloes L

2017-09-01

The role of mother-infant interaction quality is studied in the relation between prenatal maternal emotional symptoms and child behavioral problems. Healthy pregnant, Dutch women (N = 96, M = 31.6, SD = 3.3) were allocated to the "exposed group" (n = 46), consisting of mothers with high levels of prenatal feelings of anxiety and depression, or the "low-exposed group" (n = 50), consisting of mothers with normal levels of depressive or anxious symptoms during pregnancy. When the children (49 girls, 47 boys) were 23 to 60 months of age (M = 39.0, SD = 9.6), parents completed the Child Behavior Checklist (T.M. Achenbach & L.A. Rescorla, ), and mother-child interaction quality during a home visit was rated using the Emotional Availability Scales. There were no differences in mother-child interaction quality between the prenatally exposed and low-exposed groups. Girls exposed to high prenatal emotional symptoms showed more internalizing problems, if maternal interaction quality was less optimal. No significant effects were found for boys. © 2017 Michigan Association for Infant Mental Health.

Perceived Expressed Emotion, Emotional and Behavioral Problems and Self Esteem in Obese Adolescents: A Case-Control Study.

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Çolpan, Merve; Eray, Şafak; Eren, Erdal; Vural, Ayşe Pınar

2018-05-23

Obesity is a chronic disease which causes medical and psychiatric complications. Family climate is also a critical factor in the presence and treatment of obesity and comorbid psychiatric disorders. In our study, perceived expressed emotion (EE), psychopathology, self-esteem and emotional and behavioural problems among obese adolescents will be investigated by comparison with their non-obese peers. This study was carried out with 49 obese adolescents and 47 non-obese adolescents as a control group. All participants were requested to fill out the Socio-demographic Data Form, Shortened Level of Expressed Emotion Scale, Rosenberg Self-Esteem Scale, Strength and Difficulties Questionnaire-Adolescent Form. In our study, obese adolescents showed a significant difference in perceived EE (pself-esteem (pself esteem. A higher rate of perceived EE, psychopathology and low self-esteem among obese adolescents showed that obesity prevention and treatment are also crucial for mental health in adolescents. With the help of our study results, we aimed to emphasize the role of the family in obese adolescent's mental health and their treatment. By the help of our results we try to identifying risk factors in childhood that promote obesity in order to help develop targeted intervention and prevention programs.

Parenting behaviour and adolescent behavioural and emotional problems: The role of self-control

NARCIS (Netherlands)

Finkenauer, C.; Engels, R.C.M.E.; Baumeister, R.F.

2005-01-01

Cross-sectional data from 1359 boys and girls aged 10-14 years investigated whether parenting behaviours are directly or indirectly (through building self-control) associated with emotional (depression, stress, low self-esteem) and behavioural (delinquency, aggression) problems among adolescents.

The behavioral and emotional problems of former unaccompanied refugee children 3-4 years after their return to Vietnam.

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Loughry, M; Flouri, E

2001-02-01

The objective of this study was to examine the behavioral and emotional problems of former unaccompanied refugee children who had repatriated to Vietnam from refugee centers in Hong Kong and South East Asia. The children were compared with a matched sample of children who had never left Vietnam. The participants consisted of 455 Vietnamese children aged between 10 and 22 years; 238 of the children had formerly resided in refugee camps without their parents. Data were collected using the Achenbach Youth Self-Report, the Cowen Perceived Self-Efficacy scale, a Social Support scale as well as an Exposure to Trauma scale. No significant difference was found between the two groups of children on the YSR Total Score. The former refugee children had significantly lower Externalizing scores and failed marginally to report significantly higher Internalizing scores than the local children. The study showed that the perceived self-efficacy, number of social supports and experience of social support did not differ between the two groups of children. Further analysis showed that a significant interaction between the immigration status of the children and the children's subjective perception of their current standard of living explained the differences in the YSR. The results suggest that the experience of living without parents in a refugee camp does not lead to increased behavioral and emotional problems in the immediate years after repatriation.

Serotonin Transporter Gene Moderates the Development of Emotional Problems among Children Following Bullying Victimization

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Sugden, Karen; Arseneault, Louise; Harrington, HonaLee; Moffitt, Terrie E.; Williams, Benjamin; Caspi, Avshalom

2010-01-01

Objective: Bullying is the act of intentionally and repeatedly causing harm to someone who has difficulty defending him- or herself, and is a relatively widespread school-age phenomenon. Being the victim of bullying is associated with a broad spectrum of emotional problems; however, not all children who are bullied go on to develop such problems.…

Gender differences in the association between pre-adolescent smoking initiation and emotional or behavioural problems

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de Meer, G.; Crone, M.R.; Reijneveld, S.A.

2010-01-01

Background: Emotional and behavioural problems are a risk factor for the initiation of smoking. In this study, we aimed to assess this relationship beyond clinical cut-off values of problem behaviour. Methods: Cross-sectional national survey among 9-13 year old children with data on smoking and

An Investigation of Maternal Emotion Socialization Behaviors, Children's Self-Perceptions, and Social Problem-Solving Skills

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Ozkan, Hurside Kubra; Aksoy, Ayse Belgin

2017-01-01

Purpose: The present study aims to investigate maternal emotion socialization, children's self-perception, and social problem-solving skills. In addition, this study describes the association between the levels of children's self-perception and social problem-solving skills. Research Methods: This is a quantitative study adopting a relational…

Toward Greater Specificity in Identifying Associations among Interparental Aggression, Child Emotional Reactivity to Conflict, and Child Problems

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Davies, Patrick T.; Cicchetti, Dante; Martin, Meredith J.

2012-01-01

This study examined specific forms of emotional reactivity to conflict and temperamental emotionality as explanatory mechanisms in pathways among interparental aggression and child psychological problems. Participants of the multimethod, longitudinal study included 201 two-year-old children and their mothers who had experienced elevated violence…

Emotion Knowledge and Attentional Differences in Preschoolers Showing Context-Inappropriate Anger.

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Locke, Robin L; Lang, Nichole J

2016-08-01

Some children show anger inappropriate for the situation based on the predominant incentives, which is called context-inappropriate anger. Children need to attend to and interpret situational incentives for appropriate emotional responses. We examined associations of context-inappropriate anger with emotion recognition and attention problems in 43 preschoolers (42% male; M age = 55.1 months, SD = 4.1). Parents rated context-inappropriate anger across situations. Teachers rated attention problems using the Child Behavior Checklist-Teacher Report Form. Emotion recognition was ability to recognize emotional faces using the Emotion Matching Test. Anger perception bias was indicated by anger to non-anger situations using an adapted Affect Knowledge Test. 28% of children showed context-inappropriate anger, which correlated with lower emotion recognition (β = -.28) and higher attention problems (β = .36). Higher attention problems correlated with more anger perception bias (β = .32). This cross-sectional, correlational study provides preliminary findings that children with context-inappropriate anger showed more attention problems, which suggests that both "problems" tend to covary and associate with deficits or biases in emotion knowledge. © The Author(s) 2016.

Age and Gender Differences in Emotion Regulation Strategies: Autobiographical Memory, Rumination, Problem Solving and Distraction.

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Ricarte Trives, Jorge Javier; Navarro Bravo, Beatriz; Latorre Postigo, José Miguel; Ros Segura, Laura; Watkins, Ed

2016-07-18

Our study tested the hypothesis that older adults and men use more adaptive emotion regulatory strategies but fewer negative emotion regulatory strategies than younger adults and women. In addition, we tested the hypothesis that rumination acts as a mediator variable for the effect of age and gender on depression scores. Differences in rumination, problem solving, distraction, autobiographical recall and depression were assessed in a group of young adults (18-29 years) compared to a group of older adults (50-76 years). The older group used more problem solving and distraction strategies when in a depressed state than their younger counterparts (ps .06). Ordinary least squares regression analyses with bootstrapping showed that rumination mediated the association between age, gender and depression scores. These results suggest that older adults and men select more adaptive strategies to regulate emotions than young adults and women with rumination acting as a significant mediator variable in the association between age, gender, and depression.

Mother-Youth Acculturation Gaps and Health-Risking/Emotional Problems among Latin-American Adolescents.

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Wiesner, Margit; Arbona, Consuelo; Capaldi, Deborah M; Kim, Hyoun K; Kaplan, Charles D

2015-07-20

Second-generation Latin-American adolescents tend to show higher levels of various health-risking behaviors and emotional problems than first-generation Latin-American adolescents. This cross-sectional study of 40 mother-adolescent dyads examined the association of mother-youth acculturation gaps to youth adjustment problems. Intergenerational acculturation gaps were assessed as a bidimensional self-report component and a novel observational measurement component. The Latin-American adolescents were predominantly second-generation of Mexican descent (M age = 13.42 years, SD = 0.55). Most of the mothers were born in Mexico (M age = 39.18 years, SD = 5.17). Data were collected from mothers, adolescents, and coders, using questionnaires, structured interviews, and videotaped mother-youth interaction tasks. Findings revealed generally weak support for the acculturation gap-distress hypothesis. In addition, stronger relative adherence to their heritage culture by the adolescents was significantly (p acculturation processes. Mother-youth acculturation gaps in orientation to the heritage culture were the most salient dimension, changing the focus on the original formulation of the acculturation gap-distress hypothesis.

Ecological Factors Influencing Emotional/Behavioral Problems and Self-Concept in Adolescents from Low-Income Families in South Korea.

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Baek, Suyon; Yoo, Haewon

2017-09-01

In this study, we examined emotional/behavioral problems and self-concept in adolescents from low-income families in Korea; additionally, we identified ecological factors associated with these traits. This descriptive study employed an ecological model to analyze data from the Korean Children and Youth Panel Survey. A nationwide stratified multistage cluster sampling methodology was used. Overall, 2534 first-year middle school students were included in the survey, and the survey was conducted from 2010 to 2016. Hierarchical multiple regression models were generated. The mean score of emotional/behavioral problem has been changed from 2.20 (2011), 2.15 (2013), to 2.11 (2015) out of 4, and the mean score of self-concept has been changed from 2.73 (2012), 2.73 (2014), to 2.77 (2015) out of 4. Factors that influenced emotional/behavioral problems and self-concept among adolescents were health perception and academic achievement (only associated with self-concept) at the intrapersonal level and parenting style, peer attachment (only associated with self-concept), and relationships with teachers at the interpersonal level. These results may be used to inform the development of interventions designed to decrease emotional/behavioral problems and improve positive self-concept in adolescents from low-income families.

A Comparison of Emotions Elicited in Fair and Unfair Situations between Children with and without Behaviour Problems

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Averill-Roper, Gillian; Ricklidge, Julia J.

2006-01-01

This study compared emotions, assessed during fair and unfair situations, between children (aged 8 to 11) with and without behaviour problems, controlling for SES, depression, anxiety, IQ and educational achievement in order to study the relationship between emotional responses and subclinical antisocial behaviours. Group allocation was determined…

Positive emotion in distress as a potentially effective emotion regulation strategy for depression: A preliminary investigation.

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Yamaguchi, Keiko; Ito, Masaya; Takebayashi, Yoshitake

2018-03-12

Emotion regulation utilizing positive emotion during negative emotional states might be one of the effective ways to alleviate depression and anxiety problems among people with emotional disorders. This study examined the psychometric properties and incremental validity of the Positive Emotion In Distress Scale (PEIDS), a newly developed self-report scale, in a sample of university students in Japan. To examine the psychometric properties of the PEIDS, the scale was completed by Japanese university students (396 men and 363 women; mean age of 19.92). Participants additionally answered the Emotion Regulation Questionnaire, Rumination and Reflection Questionnaire - Shorter Version, Affective Style Questionnaire, Positive and Negative Affective Schedule, and Hospital Anxiety and Depression Scale. The survey was conducted at two time points separated by 1 month to assess test-retest reliability and validity of the PEIDS. Exploratory and confirmatory factor analyses confirmed a one-factor structure. Reliability was confirmed by high internal consistency and test-retest stability; the convergent and discriminant validity was confirmed by correlations with related and unrelated variables. The results of hierarchical regression analyses demonstrated that positive emotion in distress might predict depression above and beyond the effect of baseline depression and other common emotion regulation strategies. The PEIDS showed acceptable reliability and validity within young adults and a non-clinical population in Japan. Further research will be needed to examine the effect of positive emotion among clinical populations. Previous research suggests that positive emotions play a key role in recovery from depression and anxiety problems through some forms of psychotherapy. The Positive Emotion In Distress Scale (PEIDS) measures individual differences regarding the extent to which people can experience positive emotions in negative emotional states. Results suggested that the

The Relationship between Emotional Intelligence and Problem Solving Skills in Prospective Teachers

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Deniz, Sabahattin

2013-01-01

This study aims to investigate the relationship between emotional intelligence and problem solving. The sample set of the research was taken from the Faculty of Education of Mugla University by the random sampling method. The participants were 386 students--prospective teachers--(224 females; 182 males) who took part in the study voluntarily.…

A Social-Ecological Approach to Addressing Emotional and Behavioral Problems in Schools: Focusing on Group Processes and Social Dynamics

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Trach, Jessica; Lee, Matthew; Hymel, Shelley

2018-01-01

A substantial body of evidence verifies that social-emotional learning (SEL) can be effectively taught in schools and can reduce the prevalence and impact of emotional and behavioral problems (EBP) among children and youth. Although the positive effects of SEL on individual student's emotional, behavioral, and academic outcomes have been…

Hypoactive medial prefrontal cortex functioning in adults reporting childhood emotional maltreatment.

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van Harmelen, Anne-Laura; van Tol, Marie-José; Dalgleish, Tim; van der Wee, Nic J A; Veltman, Dick J; Aleman, André; Spinhoven, Philip; Penninx, Brenda W J H; Elzinga, Bernet M

2014-12-01

Childhood emotional maltreatment (CEM) has adverse effects on medial prefrontal cortex (mPFC) morphology, a structure that is crucial for cognitive functioning and (emotional) memory and which modulates the limbic system. In addition, CEM has been linked to amygdala hyperactivity during emotional face processing. However, no study has yet investigated the functional neural correlates of neutral and emotional memory in adults reporting CEM. Using functional magnetic resonance imaging, we investigated CEM-related differential activations in mPFC during the encoding and recognition of positive, negative and neutral words. The sample (N = 194) consisted of patients with depression and/or anxiety disorders and healthy controls (HC) reporting CEM (n = 96) and patients and HC reporting no abuse (n = 98). We found a consistent pattern of mPFC hypoactivation during encoding and recognition of positive, negative and neutral words in individuals reporting CEM. These results were not explained by psychopathology or severity of depression or anxiety symptoms, or by gender, level of neuroticism, parental psychopathology, negative life events, antidepressant use or decreased mPFC volume in the CEM group. These findings indicate mPFC hypoactivity in individuals reporting CEM during emotional and neutral memory encoding and recognition. Our findings suggest that CEM may increase individuals' risk to the development of psychopathology on differential levels of processing in the brain; blunted mPFC activation during higher order processing and enhanced amygdala activation during automatic/lower order emotion processing. These findings are vital in understanding the long-term consequences of CEM. © The Author (2014). Published by Oxford University Press. For Permissions, please email: journals.permissions@oup.com.

Developing an Emotional Intelligence Program Training and Study Its Effectiveness on Emotional Intelligence of Adolescents with Emotional and Behavioral Problems That Living in Single Parent Families

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Motamedi, Farzaneh; Ghobari-Bonab, Bagher; Beh-pajooh, Ahmad; Yekta, Mohsen Shokoohi; Afrooz, Gholam Ali

2017-01-01

Development of children and adolescents' personality is strongly affected by their parents, and absence of one of them has an undesirable effect on their development, and makes them vulnerable to later psychological disorders and behavioral problems. The purpose of this study was to develop an emotional intelligence training program and to…

Burden, risk factors, and comorbidities of behavioural and emotional problems in Kenyan children : a population-based study

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Kariuki, Symon M.; Abubakar Ali, Amina; Kombe, Martha; Kazungu, Michael; Odhiambo, Rachael; Stein, Alan; Newton, Charles R J C

BACKGROUND: Three-quarters of the burden of mental health problems occurs in low-and-middle-income countries, but few epidemiological studies of these problems in preschool children from sub-Saharan Africa have been published. Behavioural and emotional problems often start in early childhood, and

Intrusions of autobiographical memories in individuals reporting childhood emotional maltreatment

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Philip Spinhoven

2011-09-01

Full Text Available During childhood emotional maltreatment (CEM negative attitudes are provided to the child (e.g., “you are worthless”. These negative attitudes may result in emotion inhibition strategies in order to avoid thinking of memories of CEM, such as thought suppression. However, thought suppression may paradoxically enhance occurrences (i.e., intrusions of these memories, which may occur immediately or sometime after active suppression of these memories.Until now, studies that examined suppressive coping styles in individuals reporting CEM have utilized self-report questionnaires. Therefore, it is unclear what the consequences will be of emotion inhibition styles on the intrusion of autobiographical memories in individuals reporting CEM.Using a thought suppression task, this study aimed to investigate the experience of intrusions during suppression of, and when no longer instructed to actively suppress, positive and negative autobiographical memories in individuals reporting Low, Moderate, and Severe CEM compared to No Abuse (total N = 83.We found no group differences during active suppression of negative and positive autobiographical memories. However, when individuals reporting Severe CEM were no longer instructed to suppress thinking about the memory, individuals reporting No Abuse, Low CEM, or Moderate CEM reported fewer intrusions of both positive and negative autobiographical memories than individuals reporting Severe CEM. Finally, we found that intrusions of negative memories are strongly related with psychiatric distress.The present study results provide initial insights into the cognitive mechanisms that may underlie the consequences of childhood emotional maltreatment and suggests avenues for successful interventions.For the abstract or full text in other languages, please see Supplementary files under Reading Tools online

Framing a 'social problem': Emotion in anti-abortion activists' depiction of the abortion debate.

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Ntontis, Evangelos; Hopkins, Nick

2018-02-27

Social psychological research on activism typically focuses on individuals' social identifications. We complement such research through exploring how activists frame an issue as a social problem. Specifically, we explore anti-abortion activists' representation of abortion and the abortion debate's protagonists so as to recruit support for the anti-abortion cause. Using interview data obtained with UK-based anti-abortion activists (N = 15), we consider how activists characterized women having abortions, pro-abortion campaigners, and anti-abortion campaigners. In particular, we consider the varied ways in which emotion featured in the representation of these social actors. Emotion featured in different ways. Sometimes, it was depicted as constituting embodied testament to the nature of reality. Sometimes, it was depicted as blocking the rational appraisal of reality. Our analysis considers how such varied meanings of emotion shaped the characterization of abortion and the abortion debate's protagonists such that anti-abortion activists were construed as speaking for women and their interests. We discuss how our analysis of the framing of issues as social problems complements and extends social psychological analyses of activism. © 2018 The British Psychological Society.

Impact of emotion on consciousness: positive stimuli enhance conscious reportability.

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Kristine Rømer Thomsen

2011-04-01

Full Text Available Emotion and reward have been proposed to be closely linked to conscious experience, but empirical data are lacking. The anterior cingulate cortex (ACC plays a central role in the hedonic dimension of conscious experience; thus potentially a key region in interactions between emotion and consciousness. Here we tested the impact of emotion on conscious experience, and directly investigated the role of the ACC. We used a masked paradigm that measures conscious reportability in terms of subjective confidence and objective accuracy in identifying the briefly presented stimulus in a forced-choice test. By manipulating the emotional valence (positive, neutral, negative and the presentation time (16 ms, 32 ms, 80 ms we measured the impact of these variables on conscious and subliminal (i.e. below threshold processing. First, we tested normal participants using face and word stimuli. Results showed that participants were more confident and accurate when consciously seeing happy versus sad/neutral faces and words. When stimuli were presented subliminally, we found no effect of emotion. To investigate the neural basis of this impact of emotion, we recorded local field potentials (LFPs directly in the ACC in a chronic pain patient. Behavioural findings were replicated: the patient was more confident and accurate when (consciously seeing happy versus sad faces, while no effect was seen in subliminal trials. Mirroring behavioural findings, we found significant differences in the LFPs after around 500 ms (lasting 30 ms in conscious trials between happy and sad faces, while no effect was found in subliminal trials. We thus demonstrate a striking impact of emotion on conscious experience, with positive emotional stimuli enhancing conscious reportability. In line with previous studies, the data indicate a key role of the ACC, but goes beyond earlier work by providing the first direct evidence of interaction between emotion and conscious experience in the human

The facial and subjective emotional reaction in response to a video game designed to train emotional regulation (Playmancer).

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Claes, Laurence; Jiménez-Murcia, Susana; Santamaría, Juan J; Moussa, Maher B; Sánchez, Isabel; Forcano, Laura; Magnenat-Thalmann, Nadia; Konstantas, Dimitri; Overby, Mikkel L; Nielsen, Jeppe; Bults, Richard G A; Granero, Roser; Lam, Tony; Kalapanidas, Elias; Treasure, Janet; Fernández-Aranda, Fernando

2012-11-01

Several aspects of social and emotional functioning are abnormal in people with eating disorders. The aim of the present study was to measure facial emotional expression in patients with eating disorders and healthy controls whilst playing a therapeutic video game (Playmancer) designed to train individuals in emotional regulation. Participants were 23 ED patients (11 AN, 12 BN) and 11 HCs. ED patients self reported more anger at baseline but expressed less facial expression of anger during the Playmancer game. The discrepancy between self-report and non-verbal expression may lead to problems in social communication. Copyright © 2012 John Wiley & Sons, Ltd and Eating Disorders Association.

Identity, Stress, and Behavioral and Emotional Problems in Undergraduates: Evidence for Interaction Effects

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Burt, Keith B.; Paysnick, Amy A.

2014-01-01

The present study examined sense of identity (assessed using the Identity subscale of the Psychosocial Maturity Inventory) as a moderator of associations between stressful life events, behavioral/emotional problems, and substance abuse in a sample of 187 college undergraduates (67% female). Correlations showed evidence for positive associations…

Emotional Issues and Bathroom Problems

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... Healthy Living Healthy Living Healthy Living Nutrition Fitness Sports Oral Health Emotional Wellness Growing Healthy Sleep Safety & Prevention Safety & Prevention Safety and Prevention Immunizations ...

Service use by Australian children for emotional and behavioural problems: Findings from the second Australian Child and Adolescent Survey of Mental Health and Wellbeing.

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Johnson, Sarah E; Lawrence, David; Hafekost, Jennifer; Saw, Suzy; Buckingham, William J; Sawyer, Michael; Ainley, John; Zubrick, Stephen R

2016-09-01

To identify the proportion of children and adolescents in Australia and the proportion of those with mental disorders who used services for emotional and behavioural problems, the type of services used and what characteristics were associated with service use. During 2013-2014, a national face-to-face household survey of mental health and wellbeing (Young Minds Matter) was conducted, involving 6310 parents and carers of 4- to 17-year-olds (55% of eligible households) and self-report surveys from 2967 11- to 17-year-olds in these households (89% of eligible youth). The survey identified 12-month mental disorders based on the Diagnostic Interview Schedule for Children-Version IV and asked about service use for emotional or behavioural problems in the previous 12 months. Overall, 17.0% of all 4- to 17-year-olds used services for emotional or behavioural problems in the previous 12 months. Of those with mental disorders, 56.0% used services (48.9% of 4- to 11-year-olds; 65.1% of 12- to 17-year-olds). Service use was highest among 4- to 17-year-olds with major depressive disorder (79.6%) and lowest for those with attention-deficit/hyperactivity disorder (52.7%). Two-fifths (41.2%), 72.5% and 87.6% of those with mild, moderate and severe disorders used services. General practitioners, psychologists, paediatricians and counsellors/family therapists were the most commonly accessed health service providers. Two-fifths with mental disorders had attended school services. About 5% of adolescents reported use of online personal support or counselling for help with their problems. From multivariate models, service use was higher in sole carer families, but also among those living in the least socially and economically disadvantaged compared to the most disadvantaged areas. Rates of service use for mental disorders in Australia's children and adolescents appear to have increased substantially. Health services and schools are the major providers of services for emotional and

Emotional, developmental, and behavioral health of American children and their families: a report from the 2003 National Survey of Children's Health.

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Blanchard, Laura T; Gurka, Matthew J; Blackman, James A

2006-06-01

Recent children's health surveys have documented a high prevalence of emotional, developmental, and behavioral problems among children. Data from the 2003 National Survey of Children's Health provide new insights into these problems and their association with family function and community participation. These issues have become a current focus of the World Health Organization. Answers to questions of interest from the 2003 National Survey of Children's Health were reported using estimates and SEs of rates. Statistical comparisons of rates with chi2 tests at the 0.05 level were made when relevant. The most commonly diagnosed problems among children 6-17 years of age were learning disabilities (11.5%), attention-deficit/hyperactivity disorder (8.8%), and behavioral problems (6.3%); among preschoolers, speech problems (5.8%) and developmental delay (3.2%) were most common. One in 200 children was diagnosed with autism. In contrast, rates of parental concerns about emotional, developmental, or behavioral problems were much higher; for example, 41% of parents had concerns about learning difficulties and 36% about depression or anxiety. Children with developmental problems had lower self-esteem, more depression and anxiety, more problems with learning, missed more school, and were less involved in sports and other community activities. Their families experienced more difficulty in the areas of childcare, employment, parent-child relationships, and caregiver burden. The most recent National Survey of Children's Health mirrored results of previous surveys regarding rates of diagnosed emotional, developmental, and behavioral problems, including an escalating diagnosis of autism among children. Reported rates of parental concerns about these problems were much higher, suggesting possible underdiagnosis of children's problems. Children with chronic problems had diminished family functioning, more school absences, and less participation in community activities compared with

The environmental factors as reason for emotional tension

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Prisniakova, L.

The information from environment is a reason of activation of an organism, it calls abrupt changings in nervous processes and it offers emotions. One part of emotions organizes and supports activity, others disorganize it. In fields of perception, of making decision, fulfilment of operatings, of learning the emotional excitation raises the level of carrying-out more easy problems and reduces of more difficult one. The report are presented the outcomes of quantitative determination of a level of emotional tension on successful activity. The inverse of the sign of influencing on efficiency of activity of the man is detected. The action of the emotional tension on efficiency of professional work was demonstrated to have similarly to influencing of motivation according to the law Yerkes -Dodson. The report introduces a mathematical model of connection of successful activity and motivations or the emotional tension. Introduced in the report the outcomes can serve the theoretical idealized basis of the quantitative characteristics of an estimation of activity of astronauts in conditions of the emotional factors at a phase of selection

Identification of emotional and behavior problems in obese children using Child Behavior Checklist (CBCL and 17-items Pediatric Symptom Checklist (PSC-17

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Dwi Fachri Harahap

2010-03-01

Conclusions The prevalence of emotional and behavior problems detected using CBCL and PSC-17 in obese children was 28% and 22%, respectively. The PSC-17 has moderate sensitivity to screen emotional and behavior problem in obese children.[Paediatr Indones. 2010;50:42-8].

Metacognition, Motivation, and Emotions: Contribution of Self-Regulated Learning to Solving Mathematical Problems

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Tzohar-Rozen, Meirav; Kramarski, Bracha

2014-01-01

Mathematical problem solving is one of the most valuable aspects of mathematics education. It is also the most difficult for elementary-school students (Verschaffel, Greer, & De Corte, 2000). Students experience cognitive and metacognitive difficulties in this area and develop negative emotions and poor motivation, which hamper their efforts…

Emotional intelligence and emotions associated with optimal and dysfunctional athletic performance.

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Lane, Andrew M; Devonport, Tracey J; Soos, Istvan; Karsai, Istvan; Leibinger, Eva; Hamar, Pal

2010-01-01

This study investigated relationships between self-report measures of emotional intelligence and memories of pre-competitive emotions before optimal and dysfunctional athletic performance. Participant-athletes (n = 284) completed a self-report measure of emotional intelligence and two measures of pre-competitive emotions; a) emotions experienced before an optimal performance, and b) emotions experienced before a dysfunctional performance. Consistent with theoretical predictions, repeated MANOVA results demonstrated pleasant emotions associated with optimal performance and unpleasant emotions associated with dysfunctional performance. Emotional intelligence correlated with pleasant emotions in both performances with individuals reporting low scores on the self-report emotional intelligence scale appearing to experience intense unpleasant emotions before dysfunctional performance. We suggest that future research should investigate relationships between emotional intelligence and emotion-regulation strategies used by athletes. Key pointsAthletes reporting high scores of self-report emotional intelligence tend to experience pleasant emotions.Optimal performance is associated with pleasant emotions and dysfunctional performance is associated with unpleasant emotions.Emotional intelligence might help athletes recognize which emotional states help performance.

Emotional pain: surviving mental health problems related to childhood experiences.

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Holm, A L; Bégat, I; Severinsson, E

2009-09-01

Emotional pain is described as intense by women who suffer from borderline personality disorder (BPD), and a high prevalence of reported childhood abuse was found in the literature and in research. The aim of this study was to explore the experiences of women suffering from BPD with focus on emotional pain related to childhood. An explorative design was used. Data were collected from in-depth interviews consisting of women suffering from BPD (n = 13) and an interpretive content analysis was used to analyse the text. The findings revealed two main themes: 'Power' and 'Assessment of vulnerability'. The main theme 'Power' resulted in two categories: 'Surviving the feeling of being forced' and 'Surviving the feeling of having to assume responsibility'. The other main theme 'Assessment of vulnerability' had two categories: 'Surviving the feeling of being victimized' and 'Surviving the feeling of not being loved'. The findings suggest that nursing care need to develop an understanding of how these women endure their emotional pain, and try to survive as fighting spirits and how struggling became their way of life.

Profil Problem Emosi/ Perilaku Pada Remaja Pelajar SMP-SMA Di Kota Semarang

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Annastasia Ediati

2015-10-01

Full Text Available The aims of this study is to identify the profile of emotional/behavioral problems on adolescents students of junior and senior high school (SMP-SMA in Semarang, Central Java. The subjects comprised 568 students (grade VII and X; males and females, aged between 13-17 years. Data were collected using the Indonesian translation of the Youth Self Report (YSR. The results of data analysis showed that adolescents in the junior high school/SMP reported emotional/behavioral problems more frequently than the adolescents in the senior high school/SMA (t (566 = 2.08, p = .038, especially in terms of social relations (t (566 = 2.92, p = .004, thought problems (t (566 = 2.47, p = .014, somatic complaints (t(566 = 2.98, p = .002, rule-breaking behavior (t (566 = 6.63, p < .001, and externalizing problems (t(566 = 3,37; p = .001. Gender differences was found in the adolescents’ emotional/behavioral problems. In group of junior high school students (SMP, girls reported more emotional problems than boys (t(335 = -3.55; p < .001, particularly in anxiety/depression (t(335 = -6.51; p < .001; withdrawal (t(335 = -4.26; p < .001, somatic complaints (t(335 = -2.86; p = .004; social problems (t(335 = -3.30; p = .001, attention problems (t(335 = -2.39; p = .017; and internalizing problem (t(335 = -5.76; p < .001. In group of senior high school students (SMA, boys reported more externalizing problems (t(229 = 2.10; p = .037 and rule-breaking behavior (t(229 = 4.44; p < .001 than girls. In contrasts, girls reported more somatic complaints than boys (t(229 = -3.09; p = .001. Adolescents’ emotional/behavioral problems should gained more attention. Preventive as well as curative intervention is needed, particularly intervention that sensitive to gender and age, which also involve significant figures for adolescents (parents, school teachers, and peers.

The Social Context of Emotion: Effects of Ethnicity and Authority/Peer Status on the Emotional Reports of African American College Students.

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Vrana, Scott R.; Rollock, David

1996-01-01

Examines the emotional impact of inter- and intraethnic interactions with peers and authority figures among black undergraduates (n=66). Subjects reported more negative emotions in hypothetical interactions with whites and intensification of both positive and negative affect in interactions with authority figures. Range of reported effect was more…

Parental reactions to children's negative emotions: prospective relations to Chinese children's psychological adjustment.

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Tao, Annie; Zhou, Qing; Wang, Yun

2010-04-01

The prospective relations between five types of parental reactions to children's negative emotions (PRCNE) and children's psychological adjustment (behavioral problems and social competence) were examined in a two-wave longitudinal study of 425 school-age children in China. Parents (mostly mothers) reported their own PRCNE. Parents, teachers, and children or peers reported on children's adjustment. Parental punitive reactions positively predicted externalizing problems (controlling for baseline), whereas emotion- and problem-focused reactions were negatively related to internalizing problems. Parental minimizing and encouragement of emotion expression were unrelated to adjustment. Concurrent relations were found between PRCNE and parents' authoritative and authoritarian parenting dimensions. However, PRCNE did not uniquely predict adjustment controlling for global parenting dimensions. The findings have implications for cultural adaptation of parent-focused interventions for families of Chinese origin. 2010 APA, all rights reserved

Emotional reactivity and emotion regulation among adults with a history of self-harm: laboratory self-report and functional MRI evidence.

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Davis, Tchiki S; Mauss, Iris B; Lumian, Daniel; Troy, Allison S; Shallcross, Amanda J; Zarolia, Paree; Ford, Brett Q; McRae, Kateri

2014-08-01

Intentionally hurting one's body (deliberate self-harm; DSH) is theorized to be associated with high negative emotional reactivity and poor emotion regulation ability. However, little research has assessed the relationship between these potential risk factors and DSH using laboratory measures. Therefore, we conducted 2 studies using laboratory measures of negative emotional reactivity and emotion regulation ability. Study 1 assessed self-reported negative emotions during a sad film clip (reactivity) and during a sad film clip for which participants were instructed to use reappraisal (regulation). Those with a history of DSH were compared with 2 control groups without a history of DSH matched on key demographics: 1 healthy group low in depression and anxiety symptoms and 1 group matched to the DSH group on depression and anxiety symptoms. Study 2 extended Study 1 by assessing neural responding to negative images (reactivity) and negative images for which participants were instructed to use reappraisal (regulation). Those with a history of DSH were compared with a control group matched to the DSH group on demographics, depression, and anxiety symptoms. Compared with control groups, participants with a history of DSH did not exhibit greater negative emotional reactivity but did exhibit lower ability to regulate emotion with reappraisal (greater self-reported negative emotions in Study 1 and greater amygdala activation in Study 2 during regulation). These results suggest that poor emotion regulation ability, but not necessarily greater negative emotional reactivity, is a correlate of and may be a risk factor for DSH, even when controlling for mood disorder symptoms. (c) 2014 APA, all rights reserved.

Report on the Validation of the Emotionally Intelligent Leadership for Students Inventory

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Miguel, Rosanna F.; Allen, Scott J.

2016-01-01

The present study was designed to examine the measurement of the Emotionally Intelligent Leadership (EIL) construct and to provide evidence of validation for the multidimensional Emotionally Intelligence Leadership for Students: Inventory 2.0 (EILS:I 2.0). The EILS:I 2.0 is a self-report assessment of emotionally intelligent leadership in the…

Impact of a family-oriented rehabilitation programme on behavioural and emotional problems in healthy siblings of chronically ill children.

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Besier, T; Hölling, H; Schlack, R; West, C; Goldbeck, L

2010-09-01

To evaluate the impact of a family-oriented inpatient rehabilitation programme on behavioural and emotional problems in healthy siblings of chronically ill children and to assess the association between these problems and quality of life. A total of 259 healthy children (4-16 years, M = 8.6 years, SD = 3.3) with a chronically ill sibling were enrolled in the study. Parents filled in the Strengths and Difficulties Questionnaire, while the children answered a self-report quality of life instrument (LQ-KID) at the time of admission and discharge from the clinic and at a 6-month follow-up. Comparisons were performed with a matched control group from the German general population (n= 777). Significant behavioural or emotional symptoms were found in 30.5% of the healthy siblings, the relative risk of having elevated scores being 2.2 compared with the control group. Symptoms were inversely correlated with quality of life (r=-0.42). During the inpatient rehabilitation, symptoms decreased significantly to a normal level. Similarly, quality of life significantly improved, except in the dimension family relations. Family-oriented inpatient rehabilitation is a promising approach to improve the mental health of children with a chronically ill sibling.

The Meaning of Emotional Overinvolvement in Early Development: Prospective Relations with Child Behavior Problems

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Khafi, Tamar Y.; Yates, Tuppett M.; Sher-Censor, Efrat

2015-01-01

Emotional Overinvolvement (EOI) in parents’ Five Minute Speech Samples (FMSS; Magaña-Amato, 1993) is thought to measure overconcern and enmeshment with one’s child. Although related to maladaptive outcomes in studies of adult children, FMSS-EOI evidences varied relations with behavior problems in studies with young children. These mixed findings may indicate that certain FMSS-EOI criteria reflect inappropriate and excessive involvement with adult children, but do not indicate maladaptive processes when parenting younger children. Thus, this study evaluated relations of each FMSS-EOI criterion with changes in child behavior problems from preschool to first grade in a community sample of 223 child-mother dyads (47.98% female; Mage_W1 = 49.08 months; 56.50% Hispanic/Latina). Maternal FMSS-EOI ratings were obtained at wave 1, and independent examiners rated child externalizing and internalizing behavior problems at wave 1 and two years later. Path analyses indicated that both the Self-Sacrifice/Overprotection (SSOP) and Statements of Attitude (SOAs) FMSS-EOI criteria predicted increased externalizing problems. In contrast, Excessive Detail and Exaggerated Praise were not related to child externalizing behavior problems, and Emotional Display was not evident in this sample. None of the FMSS-EOI criteria evidenced significant relations with internalizing behavior problems. Multigroup comparisons indicated that the effect of SOAs on externalizing behavior problems was significant for boys but not for girls, and there were no significant group differences by race/ethnicity. These findings point to the salience of SSOP and SOAs for understanding the developmental significance of EOI in early development. PMID:26147935

The Impact of Childhood Emotional Abuse and Experiential Avoidance on Maladaptive Problem Solving and Intimate Partner Violence

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Bell, Kathryn M.; Higgins, Lorrin

2015-01-01

The purpose of the current study was to examine the joint influences of experiential avoidance and social problem solving on the link between childhood emotional abuse (CEA) and intimate partner violence (IPV). Experiential avoidance following CEA may interfere with a person’s ability to effectively problem solve in social situations, increasing risk for conflict and interpersonal violence. As part of a larger study, 232 women recruited from the community completed measures assessing childhood emotional, physical, and sexual abuse, experiential avoidance, maladaptive social problem solving, and IPV perpetration and victimization. Final trimmed models indicated that CEA was indirectly associated with IPV victimization and perpetration via experiential avoidance and Negative Problem Orientation (NPO) and Impulsivity/Carelessness Style (ICS) social problem solving strategies. Though CEA was related to an Avoidance Style (AS) social problem solving strategy, this strategy was not significantly associated with IPV victimization or perpetration. Experiential avoidance had both a direct and indirect effect, via NPO and ICS social problem solving, on IPV victimization and perpetration. Findings suggest that CEA may lead some women to avoid unwanted internal experiences, which may adversely impact their ability to effectively problem solve in social situations and increase IPV risk. PMID:25893570

The impact of childhood emotional abuse and experiential avoidance on maladaptive problem solving and intimate partner violence.

Science.gov (United States)

Bell, Kathryn M; Higgins, Lorrin

2015-04-16

The purpose of the current study was to examine the joint influences of experiential avoidance and social problem solving on the link between childhood emotional abuse (CEA) and intimate partner violence (IPV). Experiential avoidance following CEA may interfere with a person's ability to effectively problem solve in social situations, increasing risk for conflict and interpersonal violence. As part of a larger study, 232 women recruited from the community completed measures assessing childhood emotional, physical, and sexual abuse, experiential avoidance, maladaptive social problem solving, and IPV perpetration and victimization. Final trimmed models indicated that CEA was indirectly associated with IPV victimization and perpetration via experiential avoidance and Negative Problem Orientation (NPO) and Impulsivity/Carelessness Style (ICS) social problem solving strategies. Though CEA was related to an Avoidance Style (AS) social problem solving strategy, this strategy was not significantly associated with IPV victimization or perpetration. Experiential avoidance had both a direct and indirect effect, via NPO and ICS social problem solving, on IPV victimization and perpetration. Findings suggest that CEA may lead some women to avoid unwanted internal experiences, which may adversely impact their ability to effectively problem solve in social situations and increase IPV risk.

Facial expressions of emotion and psychopathology in adolescent boys.

Science.gov (United States)

Keltner, D; Moffitt, T E; Stouthamer-Loeber, M

1995-11-01

On the basis of the widespread belief that emotions underpin psychological adjustment, the authors tested 3 predicted relations between externalizing problems and anger, internalizing problems and fear and sadness, and the absence of externalizing problems and social-moral emotion (embarrassment). Seventy adolescent boys were classified into 1 of 4 comparison groups on the basis of teacher reports using a behavior problem checklist: internalizers, externalizers, mixed (both internalizers and externalizers), and nondisordered boys. The authors coded the facial expressions of emotion shown by the boys during a structured social interaction. Results supported the 3 hypotheses: (a) Externalizing adolescents showed increased facial expressions of anger, (b) on 1 measure internalizing adolescents showed increased facial expressions of fear, and (c) the absence of externalizing problems (or nondisordered classification) was related to increased displays of embarrassment. Discussion focused on the relations of these findings to hypotheses concerning the role of impulse control in antisocial behavior.

Contemplative/emotion training reduces negative emotional behavior and promotes prosocial responses.

Science.gov (United States)

Kemeny, Margaret E; Foltz, Carol; Cavanagh, James F; Cullen, Margaret; Giese-Davis, Janine; Jennings, Patricia; Rosenberg, Erika L; Gillath, Omri; Shaver, Phillip R; Wallace, B Alan; Ekman, Paul

2012-04-01

Contemplative practices are believed to alleviate psychological problems, cultivate prosocial behavior and promote self-awareness. In addition, psychological science has developed tools and models for understanding the mind and promoting well-being. Additional effort is needed to combine frameworks and techniques from these traditions to improve emotional experience and socioemotional behavior. An 8-week intensive (42 hr) meditation/emotion regulation training intervention was designed by experts in contemplative traditions and emotion science to reduce "destructive enactment of emotions" and enhance prosocial responses. Participants were 82 healthy female schoolteachers who were randomly assigned to a training group or a wait-list control group, and assessed preassessment, postassessment, and 5 months after training completion. Assessments included self-reports and experimental tasks to capture changes in emotional behavior. The training group reported reduced trait negative affect, rumination, depression, and anxiety, and increased trait positive affect and mindfulness compared to the control group. On a series of behavioral tasks, the training increased recognition of emotions in others (Micro-Expression Training Tool), protected trainees from some of the psychophysiological effects of an experimental threat to self (Trier Social Stress Test; TSST), appeared to activate cognitive networks associated with compassion (lexical decision procedure), and affected hostile behavior in the Marital Interaction Task. Most effects at postassessment that were examined at follow-up were maintained (excluding positive affect, TSST rumination, and respiratory sinus arrhythmia recovery). Findings suggest that increased awareness of mental processes can influence emotional behavior, and they support the benefit of integrating contemplative theories/practices with psychological models and methods of emotion regulation. (PsycINFO Database Record (c) 2012 APA, all rights reserved).

Children's psychosocial stress and emotional eating: A role for leptin?

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Michels, Nathalie; Sioen, Isabelle; Ruige, Johannes; De Henauw, Stefaan

2017-05-01

Psychosocial stress can be a health threat by stimulating unhealthier eating behaviors. We aim to test the role of the hormone leptin in the association between stress and diet/emotional eating as detected in primary school children. In a two-wave longitudinal study with 308 Belgian children (5-12y) in 2010-2012, the association of fasting serum leptin with reported stress (negative events and emotional problems), measured stress by salivary cortisol (overall cortisol output and awakening response), emotional eating and food consumption frequency was examined. Analyses were split by sex. Mediation and moderation by leptin change were tested. One stress marker (overall cortisol output) was significantly correlated with high leptin levels, but only in girls and cross-sectionally. Only in boys, leptin was associated with low emotional eating. Leptin was not a significant predictor of unhealthy food consumption. Leptin change was not a mediator but an enhancing moderator in the link between stress (high cortisol output and emotional problems) and emotional eating in girls: high reports of emotional eating in 2012 were present in the case of combined high 2-year leptin increase and high stress at baseline. Stress (represented by emotional problems and high daily cortisol) seems to lead to hyperleptinemia in girls; and the combination of high stress and hyperleptinemia might make girls more vulnerable to stress-induced eating. No functional data on leptin sensitivity were present, but results might suggest that stress induces lower sensitivity to the anorexigenic leptin activity. © 2016 Wiley Periodicals, Inc.(Int J Eat Disord 2017; 50:471-480). © 2016 Wiley Periodicals, Inc.

The intertemporal choice behaviour. The role of emotions in a multi-agent decision problem

Directory of Open Access Journals (Sweden)

Angelarosa Longo

2015-12-01

Full Text Available Decision Neuroscience has shown positive and negative side of emotions in intertemporal choices. Psychological evidences, indeed, point out anomalies (impulsivity modifies the discount function of each individual and the false consensus effect which increases the degree of consensus in a multi-agent decision problem. An experiment (Engelmann and Strobel 2004 demonstrates that the relevance of the false consensus effect depends on the difficulty of the information retrieval, so the underlying mechanism is an information processing deficiency rather than egocentricity. We demonstrate that emotions can not cause anomalies in a cooperative strategic interaction because information is explicit.

Impulsive responses to emotion as a transdiagnostic vulnerability to internalizing and externalizing symptoms.

Science.gov (United States)

Johnson, Sheri L; Carver, Charles S; Joormann, Jutta

2013-09-25

This study explored the hypothesis that impulsive reactions to heightened emotion may reflect a transdiagnostic vulnerability to both externalizing and internalizing symptoms. A sample of undergraduates completed self-report measures of aggression, borderline personality disorder symptoms, anxiety symptoms, and alcohol problems, and a subset completed interviews that assessed suicidality. All participants also completed self-report measures relating to impulsivity. We predicted that emotion-reactive impulsivity, but not other aspects of impulsivity, would be related to the set of psychopathology symptoms. Multiple regression analyses found that emotion-reactive impulsivity was uniquely related to each of the psychopathology scales, whereas non-emotion-relevant impulsivity was uniquely related only to alcohol problems. Discussion focuses on limitations and clinical implications. © 2013 Elsevier B.V. All rights reserved.

Emotional, self-conceptual, and relational characteristics of bullies and the bullied.

Science.gov (United States)

Meland, Eivind; Rydning, Jan Henrik; Lobben, Stian; Breidablik, Hans-Johan; Ekeland, Tor-Johan

2010-06-01

To clarify distributions of emotional and somatic symptoms among different groups involved in bullying behaviour during early adolescence; to explore differences in social integration and self-perceptions; to explore how different cut-off limits for bullying behaviour may affect the impact of these measures; and to interpret our findings in the light of theories of identity that may suggest directions for interventions against bullying in schools. A cross-sectional study, based on self-completion questionnaire, of 1237 pupils aged 11-15 years in autumn 2000 in Alesund, Norway. Bullies and their victims reported similar and greater emotional impairments and psychosomatic complaints, lack of self-confidence, and pessimism than students not involved in bullying. With increasing involvement, bullies differed from non-involved students only in regard to depressive complaints and pessimism. The bullied group reported more depressive, somatic and anxiety complaints, and self-reproach with increasing victimisation. Both bullies and the bullied reported problems relating to school, parents, and teachers. Bullies enjoyed friendships to the same degree or better than their peers not involved in bullying, whereas the bullied group reported impaired peer relations and increasing problems with more serious involvement. Bullies, the bullied, and bully-victims reported diminishing peer support in their class with increasing involvement. Both the bullied and bullies share relational, emotional, and self-conceptual problems, but they also differ in whether they succeed in social arenas and to what extent they are affected by different emotional and self-conceptual problems. They are, however, fellow sufferers in many aspects.

Posttraumatic stress disorder symptoms impact the emotional experience of intimacy during couple discussions.

Science.gov (United States)

Leifker, Feea R; White, Kaitlin Hanley; Blandon, Alysia Y; Marshall, Amy D

2015-01-01

We examined the impact of PTSD symptom severity on emotional reactions to one's own and one's partner's intimacy behaviors. Heterosexual, community couples in which at least one partner reported elevated symptoms of PTSD were video-recorded discussing a relationship problem and self-reported their emotions immediately before and after the discussion. Each partner's intimacy behaviors were coded. Actor-Partner Interdependence Models indicate that, among those with greater PTSD symptom severity, partners' caring, understanding, and validation were associated with increased negative emotions, particularly fear. Among those with greater PTSD severity, provision of caring was associated with decreased anger, guilt, and sadness. Therefore, the receipt of intimacy was associated with increased negative emotions among individuals with elevated PTSD symptoms while provision of intimacy was associated with decreased negative emotions. Existing treatments for PTSD should consider the emotional context of provision and receipt of intimacy to more fully address relationship problems among couples dealing with PTSD. Copyright © 2014 Elsevier Ltd. All rights reserved.

Maternal interaction quality moderates effects of prenatal maternal emotional symptoms on girls’ internalizing problems

NARCIS (Netherlands)

Endendijk, J. J.; de Bruijn, A.; van Bakel, H.J.A.; Wijnen, H.; Pop, V.J.M.; van Baar, A.L.

2017-01-01

The role of mother-infant interaction quality is studied in the relation between prenatal maternal emotional symptoms and child behavioral problems. Healthy pregnant, Dutch women (N = 96, M = 31.6, SD = 3.3) were allocated to the "exposed group" (n = 46), consisting of mothers with high levels of

Parent and Child Independent Report of Emotional Responses to Asthma-Specific Vignettes: The Relationship Between Emotional States, Self-Management Behaviors, and Symptoms.

Science.gov (United States)

Conn, Kelly M; Fisher, Susan G; Rhee, Hyekyun

2016-01-01

Little is known about the emotional intelligence (EI) of parents and their children with asthma. Objectives of this study were to assess: 1) parent's and children's report of emotions in response to an asthma vignette (proxy for EI) and 2) the relationship between emotions, self-management behaviors, and symptoms. We conducted a descriptive, mixed methods study of children 7-12 years old with asthma. Parent-Child dyads (n=104) responded to an asthma vignette to gain insight into emotions, symptoms, and self-management behaviors. Additional questions assessed confidence and worry using a 5-point Likert scale. Thematic analyses and descriptive statistics were used to assess qualitative and quantitative outcomes. Children were predominantly male (58%), 7-9 (58%), and White (46%). The most common negative emotions reported by children were scared and sad. Children who sought help from an adult were less likely to report using medications compared to children who did not seek help (39.5% vs. 62.3%, p=.029). Children with low worry and high confidence had fewer symptoms compared to children reporting high worry and low confidence (symptoms: days 3.24 vs. 6.77, p=.012, nights 2.71 vs. 5.36, p=.004). Children provided appropriate emotional responses to the asthma vignette; emotions were related to self-management behaviors and symptoms. More studies are needed to specifically assess EI in this population. Parents and children with greater EI may be better able to understand their needs, engage in self-management behaviors, and communicate with their nurses, to improve their support network and ability to access services. Copyright © 2016 Elsevier Inc. All rights reserved.

[Psychosocial problems and needs among cancer patients].

Science.gov (United States)

Mehlsen, Mimi Yung; Jensen, Anders Bonde; Zachariae, Bobby

2007-04-30

Cancer can have a serious impact on patient well-being and quality of life. The international literature reports a higher prevalence of psychosocial problems among cancer patients; primarily problems associated with difficulties in the family, duties in the household, work and leisure, sexuality and finances. The prevalence of these problems among Danish cancer patients is still unknown. A questionnaire assessing psychosocial problems and needs was mailed out to all patients who had been at the Department of Oncology, Aarhus Hospital in week 35, 2004. A total of 71%, i.e. 515 patients (34% men and 66% women) in active treatment and control returned the questionnaire. High levels of emotional distress were reported by 39% of the patients. High levels of distress were primarily related to problems with worries about their spouses, household duties, financial problems and experiences of insufficient collaboration between health care and social services. Between 19% and 25% of the patients required further help to handle emotional problems, legal and financial problems and practical problems in the home. A considerable proportion of oncology patients experience significant levels of distress. This group of distressed patients also report unmet needs for psychosocial support.

The effects of positive emotion priming on self-reported reckless driving.

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Taubman-Ben-Ari, Orit

2012-03-01

Five studies examined the effects of positive emotion priming on the willingness to drive recklessly. In all five, young drivers were exposed to one of the following primes of positive affect: a positive mood story; happy memories; an exciting film; a relaxing film; or thoughts on the meaning in life. Following the prime, the participants were asked to report on their willingness to drive recklessly. The responses were compared to those of groups exposed either to neutral affect, another kind of positive affect, or negative affect priming. In two of the studies, participants were also asked to report on their driving styles (risky, anxious, angry, or careful) as a second dependent variable. Positive affect, especially in the form of arousal, was found to be related to higher willingness to drive recklessly. Although men tended to report higher intentions to drive recklessly, men and women did not react differently to the emotional induction. Most interestingly, positive emotions of a relaxing nature, as well as thinking about the meaning in life, lowered the willingness to engage in risky driving. The discussion emphasizes the importance of looking for new ways to use positive emotions effectively in road safety interventions, and considers the practical implications of the studies. Copyright © 2011 Elsevier Ltd. All rights reserved.

The profile of conceptual comprehension of pre-service teacher in the mathematical problem solving with low emotional intelligence

Science.gov (United States)

Prayitno, S. H.; Suwarsono, St.; Siswono, T. Y. E.

2018-03-01

Conceptual comprehension in this research is the ability to use the procedures that are owned by pre-service teachers to solve problems by finding the relation of the concept to another, or can be done by identifying the type of problem and associating it with a troubleshooting procedures, or connect the mathematical symbols with mathematical ideas and incorporate them into a series of logical reasoning, or by using prior knowledge that occurred directly, through its conceptual knowledge. The goal of this research is to describe the profile of conceptual comprehensin of pre-service teachers with low emotional intelligence in mathematical problems solving. Through observation and in-depth interview with the research subject the conclusion was that: pre-service teachers with low emotional intelligence pertained to the level of formal understanding in understanding the issues, relatively to the level of intuitive understanding in planning problem solving, to the level of relational understanding in implementing the relational problem solving plan, and pertained to the level of formal understanding in looking back to solve the problem.

The role of general cognitive ability in moderating the relation of adverse life events to emotional and behavioural problems.

Science.gov (United States)

Flouri, Eirini; Mavroveli, Stella; Panourgia, Constantina

2013-02-01

Previous studies have established the role of various measures of cognitive functioning in dampening the association between adverse life events ('life stress') and adolescents' emotional and behavioural problems. However, it is not yet clear if general cognitive ability ('intelligence') is a protective factor. In this study of 1,175 10- to 19-year-olds in five secondary schools in England, we explored this issue. We found that even after controlling for sex, age, family poverty, and special educational needs, the association of life stress with emotional, hyperactivity, and conduct problems was significant. General cognitive ability moderated the association between life stress and conduct problems; among adolescents with higher than average general cognitive ability, the association between life stress and conduct problems was non-significant. © 2012 The British Psychological Society.

Family poverty and trajectories of children's emotional and behavioural problems: the moderating roles of self-regulation and verbal cognitive ability.

Science.gov (United States)

Flouri, Eirini; Midouhas, Emily; Joshi, Heather

2014-08-01

Socio-economic disadvantage is strongly associated with children's emotional (internalising) and behavioural (externalising) problems. Self-regulation and verbal cognitive ability have been related to children's emotional and behavioural resilience to socio-economic disadvantage. Despite being inter-related, self-regulation and verbal cognitive ability have not been examined jointly as promoting resilience in young children. This study investigated the roles of self-regulation and verbal cognitive ability in children's emotional and behavioural resilience to family socio-economic disadvantage from early to middle childhood (ages 3, 5, and 7 years; N = 16,916; 49 % girls). Using multivariate response growth curve modelling, we found that the relationship between socio-economic disadvantage and internalising problems was stronger for children with lower verbal cognitive ability. Also, poor children with high and low levels of self-regulation showed a widening gap in both emotional and behavioural problems over time. Poor and non-poor children alike benefited from self-regulation, but poor children appeared to be more vulnerable to low self-regulation. Self-regulation and verbal cognitive ability seem to be important protective factors for young children growing up in poor families.

How groups cope with collective responsibility for ecological problems: Symbolic coping and collective emotions.

Science.gov (United States)

Caillaud, Sabine; Bonnot, Virginie; Ratiu, Eugenia; Krauth-Gruber, Silvia

2016-06-01

This study explores the way groups cope with collective responsibility for ecological problems. The social representations approach was adopted, and the collective symbolic coping model was used as a frame of analysis, integrating collective emotions to enhance the understanding of coping processes. The original feature of this study is that the analysis is at group level. Seven focus groups were conducted with French students. An original use of focus groups was proposed: Discussions were structured to induce feelings of collective responsibility and enable observation of how groups cope with such feelings at various levels (social knowledge; social identities; group dynamics). Two analyses were conducted: Qualitative analysis of participants' use of various kinds of knowledge, social categories and the group dynamics, and lexicometric analysis to reveal how emotions varied during the different discussion phases. Results showed that groups' emotional states moved from negative to positive: They used specific social categories and resorted to shared stereotypes to cope with collective responsibility and maintain the integrity of their worldview. Only then did debate become possible again; it was anchored in the nature-culture dichotomy such that groups switched from group-based to system-based emotions. © 2015 The British Psychological Society.

Adolescents with a history of specific language impairment (SLI): strengths and difficulties in social, emotional and behavioral functioning.

Science.gov (United States)

Conti-Ramsden, Gina; Mok, Pearl L H; Pickles, Andrew; Durkin, Kevin

2013-11-01

Adolescents with specific language impairment (SLI) are at a greater risk of emotional and behavioral problems compared to their typically developing (TD) peers, but little is known about their self-perceived strengths and difficulties. In this study, the self-reported social, emotional and behavioral functioning of 139 adolescents with a history of SLI and 124 TD individuals at age 16 was examined. The self-report version of the Strengths and Difficulties Questionnaire (SDQ) was used to assess their prosocial behavior and levels of peer, emotional and behavioral difficulties. Associations of these areas of functioning with gender, verbal and non-verbal skills were also investigated. Adolescents with a history of SLI were more likely than their TD peers to report higher levels of peer problems, emotional symptoms, hyperactivity and conduct problems. The majority of adolescents in both groups (87% SLI and 96% TD), however, reported prosocial behavior within the typical range. Difficulty with peer relations was the strongest differentiator between the groups, with the odds of reporting borderline or abnormally high levels of peer problems being 12 times higher for individuals with a history of SLI. Adolescents with poorer receptive language skills were also more likely to report higher levels of emotional and behavioral difficulties. The findings of this study identify likely traits that may lead to referral to services. Copyright © 2013 The Authors. Published by Elsevier Ltd.. All rights reserved.

Conflict, negative emotion, and reports of partners' relationship maintenance in same-sex couples.

Science.gov (United States)

Ogolsky, Brian G; Gray, Christine R

2016-03-01

The literature on relationship maintenance has focused primarily on the beneficial outcomes of maintenance, and, as a result, little is known about relational processes that may interfere with reports of partners' maintenance. The authors examine how daily conflict influences individuals' reports of their partners' maintenance, and how a constructive communication style buffers this influence by reducing negative emotion on conflict days. In a daily diary study of 98 same-sex couples in romantic relationships, they found that the negative association between conflict and reports of a partner's relationship maintenance was mediated by negative emotion. That is, there was an indirect effect by which daily conflict was associated with higher levels of daily negative emotion, which was associated with reports of lower levels of partners' relationship maintenance. This indirect effect was moderated by couples' overall level of constructive communication such that higher levels diminished the degree to which couples experienced negative emotion on days with episodes of relational conflict. The authors discuss results in the context of interpersonal theory and provide implications for clinicians and practitioners. (c) 2016 APA, all rights reserved).

Preschool Boys' Development of Emotional Self-regulation Strategies in a Sample At-risk for Behavior Problems

Science.gov (United States)

Supplee, Lauren H.; Skuban, Emily Moye; Trentacosta, Christopher J.; Shaw, Daniel S.; Stoltz, Emilee

2011-01-01

Little longitudinal research has been conducted on changes in children's emotional self-regulation strategy (SRS) use after infancy, particularly for children at risk. The current study examined changes in boys' emotional SRS from toddlerhood through preschool. Repeated observational assessments using delay of gratification tasks at ages 2, 3, and 4 were examined with both variable- and person-oriented analyses in a low-income sample of boys (N = 117) at-risk for early problem behavior. Results were consistent with theory on emotional SRS development in young children. Children initially used more emotion-focused SRS (e.g., comfort seeking) and transitioned to greater use of planful SRS (e.g., distraction) by age 4. Person-oriented analysis using trajectory analysis found similar patterns from 2–4, with small groups of boys showing delayed movement away from emotion-focused strategies or delay in the onset of regular use of distraction. The results provide a foundation for future research to examine the development of SRS in low-income young children. PMID:21675542

[Stress and attitudes toward negative emotions in adolescence].

Science.gov (United States)

Ozawa, Eiji

2010-12-01

This study investigated the relationship between stress and attitudes toward negative emotions in adolescents. Adolescent students (N=1500) completed a questionnaire that measured attitudes toward negative emotions, emotional-stress reactions, and stress coping. Analysis of date yielded, two factors of the attitudes toward negative emotions: "Negative feelings about negative emotions" and "Capabilities of switching of negative emotions". In order to examine the theoretical relationships among attitudes toward negative emotions, emotional-stress reactions, and stress coping, a hypothetical model was tested by covariance structure analysis. This model predicted that students who have a high level of attitudes toward negative emotions would report enhanced problem solving which promoted stress coping. The results indicated that "Negative feelings about negative emotions" enhanced avoidable coping, and avoidable coping enhanced stress reactions. "Capabilities of switching of negative emotions" was related to a decrease of avoidable coping. Based on the results from covariance structure analysis and a multiple population analysis, the clinical significance and developmental characteristics were discussed.

Mindfulness-based cognitive therapy for people with diabetes and emotional problems

DEFF Research Database (Denmark)

VAN Son, Jenny; Nyklíček, Ivan; Pop, Victor J M

2014-01-01

OBJECTIVE: The DiaMind trial showed beneficial immediate effects of mindfulness-based cognitive therapy (MBCT) on emotional distress, but not on diabetes distress and HbA1c. The aim of the present report was to examine if the effects would be sustained after six month follow-up. METHODS: In the Dia...

Early childhood risk and resilience factors for behavioural and emotional problems in middle childhood.

Science.gov (United States)

Cabaj, Jason L; McDonald, Sheila W; Tough, Suzanne C

2014-07-01

Mental disorders in childhood have a considerable health and societal impact but the associated negative consequences may be ameliorated through early identification of risk and protective factors that can guide health promoting and preventive interventions. The objective of this study was to inform health policy and practice through identification of demographic, familial and environmental factors associated with emotional or behavioural problems in middle childhood, and the predictors of resilience in the presence of identified risk factors. A cohort of 706 mothers followed from early pregnancy was surveyed at six to eight years post-partum by a mail-out questionnaire, which included questions on demographics, children's health, development, activities, media and technology, family, friends, community, school life, and mother's health. Although most children do well in middle childhood, of 450 respondents (64% response rate), 29.5% and 25.6% of children were found to have internalising and externalising behaviour problem scores in the lowest quintile on the NSCLY Child Behaviour Scales. Independent predictors for problem behaviours identified through multivariable logistic regression modelling included being male, demographic risk, maternal mental health risk, poor parenting interactions, and low parenting morale. Among children at high risk for behaviour problems, protective factors included high maternal and child self-esteem, good maternal emotional health, adequate social support, good academic performance, and adequate quality parenting time. These findings demonstrate that several individual and social resilience factors can counter the influence of early adversities on the likelihood of developing problem behaviours in middle childhood, thus informing enhanced public health interventions for this understudied life course phase.

Serious diabetes-specific emotional problems in patients with type 2 diabetes who have different levels of comorbid depression

DEFF Research Database (Denmark)

Kokoszka, A; Pouwer, F; Jodko, A

2009-01-01

patients with diagnosed depression with those with a subclinical form of depression and those without depression. METHODS: A cross-sectional study was conducted in 101 DM2 patients (51 men and 50 women, mean age = 63,17; SD = 10,74) who completed a standardized, structured psychiatric diagnostic interview...... (MINI), the Beck Depression Inventory, the Hamilton Depression Rating Scale as well as the Problem Areas in Diabetes (PAID) scale (a 20-item measure, with an overall scale measuring diabetes-related emotional distress and four subscales [negative emotions, treatment-related problems, food...... with a depressive disorder (significantly highest PAID score: 39) compared to patients with subclinical depression or no depression. In the group of non-depressed patients, only 14% agreed to have four or more (somewhat) serious diabetes-specific problems. In those with subclinical depression, this percentage...

Goleman-Boyatzis Model of Emotional Intelligence for Dealing with Problems in Project Management

Directory of Open Access Journals (Sweden)

Peter Vincent Livesey

2017-03-01

Full Text Available As projects grow in size and complexity the sizes of teams needed to manage them also increases. This places greater emphasis on the need for the project manager to develop people management skills, commonly called soft skills, of which emotional intelligence (EI has been recognised as an important component. The objective of this research was to investigate the relevance of the Goleman-Boyatzis model of EI in dealing with the problems in large projects identified via a literature review. To achieve this end, a Delphi study using project managers who had been involved in the management of projects in excess of $500 million was used. The responses from the Delphi panel were analysed and the results showed that the competencies contained in the Goleman-Boyatzis model had a relevance of 95% or greater to the problems presented to the panel. A ranking of the various competencies contained within the model was also developed, some competencies being found to be more important than others. By confirming the importance of emotional intelligence, as described by the model, this research adds to the understanding of the necessary skills needed by a project manager to successfully manage large projects.

Discriminant Validity of Self-Reported Emotional Intelligence: A Multitrait-Multisource Study

Science.gov (United States)

Joseph, Dana L.; Newman, Daniel A.

2010-01-01

A major stumbling block for emotional intelligence (EI) research has been the lack of adequate evidence for discriminant validity. In a sample of 280 dyads, self- and peer-reports of EI and Big Five personality traits were used to confirm an a priori four-factor model for the Wong and Law Emotional Intelligence Scale (WLEIS) and a five-factor…

Rational Emotive Education

Science.gov (United States)

Knaus, William

1977-01-01

Rational Emotive Education--an outgrowth of theories developed by Albert Ellis--is a teaching design of mental health concepts and problem-solving activities designed to help students to approach and cope with their problems through experiential learning, via a structured, thematic sequence of emotive education lessons. (MJB)

Adverse life events as risk factors for behavioural and emotional problems in a 7-year follow-up of a population-based child cohort

DEFF Research Database (Denmark)

Rasmussen, Cathrine Skovmand; Nielsen, Louise Gramstrup; Petersen, Dorthe Janne

2014-01-01

on emotional and behavioural problems was obtained from parents filling in the Child Behavior Checklist (CBCL) when the child was 8-9 and again when 15 years old. Data on risk factors was drawn from Danish registers. Analysis used was logistic regression for crude and adjusted change. Results: Parental divorce......Background and aim: The aim of the study was to identify risk factors for significant changes in emotional and behavioural problem load in a community-based cohort of Danish children aged 9-16 years, the risk factors being seven parental and two child-related adverse life events. Methods: Data...... significantly raised the odds ratio of an increase in emotional and behavioural problems; furthermore, the risk of deterioration in problem behaviour rose significantly with increasing number of adverse life events. By dividing the children into four groups based on the pathway in problem load (increasers...

Behavioral and Emotional Regulation and Adolescent Substance Use Problems: A Test of Moderation Effects in a Dual-Process Model

Science.gov (United States)

Wills, Thomas A.; Pokhrel, Pallav; Morehouse, Ellen; Fenster, Bonnie

2011-01-01

In a structural model, we tested how relations of predictors to level of adolescent substance use (tobacco, alcohol, marijuana), and to substance-related impaired-control and behavior problems, are moderated by good self-control and poor regulation in behavioral and emotional domains. The participants were a sample of 1,116 public high-school students. In a multiple-group analysis for good self-control, the paths from negative life events to substance use level and from level to behavior problems were lower among persons scoring higher on good behavioral self-control. In a multiple-group analysis for poor regulation, the paths from negative life events to level and from peer substance use to level were greater among persons scoring higher on poor behavioral (but not emotional) regulation; an inverse path from academic competence to level was greater among persons scoring higher on both aspects of poor regulation. Paths from level to impaired-control and behavior problems were greater among persons scoring higher on both poor behavioral and poor emotional regulation. Theoretical implications for the basis of moderation effects are discussed. PMID:21443302

Aging Parents' Daily Support Exchanges With Adult Children Suffering Problems.

Science.gov (United States)

Huo, Meng; Graham, Jamie L; Kim, Kyungmin; Birditt, Kira S; Fingerman, Karen L

2017-06-17

When adult children incur life problems (e.g., divorce, job loss, health problems), aging parents generally report providing more frequent support and experiencing poorer well-being. Yet, it is unclear how adult children's problems may influence aging parents' daily support exchanges with these children or the parents' daily mood. Aging parents from the Family Exchanges Study Wave 2 (N = 207, Mage = 79.86) reported providing and receiving emotional support, practical support, and advice from each adult child each day for 7 days. Parents also rated daily positive and negative mood. Multilevel models showed that aging parents were more likely to provide emotional and practical support to adult children incurring life problems than children not suffering problems. Parents were also more likely to receive emotional support and advice from these children with problems. Further, parents reported less negative mood on days when providing practical support to children with problems. Examining daily support exchanges adds to our understanding of how children's problems influence parent-child ties in late life. Prior research suggests that children's problems upset parents. In this study, however, it appears that supporting adult children who suffer problems may alleviate aging parents' distress regarding such children. © The Author 2017. Published by Oxford University Press on behalf of The Gerontological Society of America. All rights reserved. For permissions, please e-mail: journals.permissions@oup.com.

Measuring and Validating Emotional Intelligence as Performance or Self-Report

OpenAIRE

Sjöberg, Lennart; Engelberg, Elisabeth

2004-01-01

This is a study of emotional intelligence (EI). EI was measured by performance and self-report tasks. Data were also obtained on basic values, some standard personality dimensions such as those specified in the five-factor model, social adjustment and several scales of impression management. Criteria were loneliness, work-family life balance and Internet addiction, and also measures of emotional and value deviance. Participants were college students in a business education program who partici...

Emotions and trait emotional intelligence among ultra-endurance runners.

Science.gov (United States)

Lane, Andrew M; Wilson, Mathew

2011-07-01

The aim of this study was to investigate relationships between trait emotional intelligence and emotional state changes over the course of an ultra-endurance foot race covering a route of approximately 175 miles (282 km) and held in set stages over six days. A repeated measures field design that sought to maintain ecological validity was used. Trait emotional intelligence was defined as a relatively stable concept that should predict adaptive emotional states experienced over the duration of the race and therefore associate with pleasant emotions during a 6-stage endurance event. Thirty-four runners completed a self-report measure of trait emotional intelligence before the event started. Participants reported emotional states before and after each of the six races. Repeated measures ANOVA results showed significant variations in emotions over time and a main effect for trait emotional intelligence. Runners high in self-report trait emotional intelligence also reported higher pleasant and lower unpleasant emotions than runners low in trait emotional intelligence. Findings lend support to the notion that trait emotional intelligence associates with adaptive psychological states, suggesting that it may be a key individual difference that explains why some athletes respond to repeated bouts of hard exercise better than others. Future research should test the effectiveness of interventions designed to enhance trait emotional intelligence and examine the attendant impact on emotional responses to intense exercise during multi-stage events. Copyright © 2011. Published by Elsevier Ltd.

Laws of emotion

NARCIS (Netherlands)

Frijda, N.H.

2006-01-01

The Laws of Emotion is an accessible new book that reviews much of the insightful new research on emotions conducted over the last ten years. It expands on the theory of emotions introduced in Nico Frijda's earlier work, and addresses a number of unanswered, basic problems on emotion theory. The

Late-adoptions in adolescence: Can attachment and emotion regulation influence behaviour problems? A controlled study using a moderation approach.

Science.gov (United States)

Pace, Cecilia Serena; Di Folco, Simona; Guerriero, Viviana

2018-03-01

A growing body of research suggests that, compared to normative adolescence, adoptive adolescence could be considered a specific risk condition characterized by more psychiatric problems, attachment insecurity, and emotional regulation difficulties as consequences of negative experiences in preadoption relationships. The current study explores (a) a moderation model of adoption status on the association between attachment representations (secure, dismissing, preoccupied, and disorganized) and behavioural problems and (b) a moderation model of adoption status on the association between emotion regulation processes (cognitive reappraisal and expressive suppression) and behavioural problems. Both the moderation models were controlled for verbal skills. Forty-six adopted adolescents and a control group of 34 nonadopted peers (12-16 years old) living with both their biological parents were assessed using the Friends and Family Interview, the Emotion Regulation Questionnaire for Children and Adolescents, the Child Behaviour Check List 6-18, and the verbal subtests of the Wechsler Intelligence Scale for Children, the latter as control measure. Results showed that adoption status (but not attachment) positively predicted externalizing and total behaviour problems, whereas attachment disorganization (but not adoption status) positively predicted internalizing problems in both group. Moreover, low cognitive reappraisal had a negative impact on externalizing problems only for adopted adolescents, but not for nonadopted youths. The clinical implications of these findings are discussed in order to enhance effective intervention with adopted adolescents and their parents. Copyright © 2017 John Wiley & Sons, Ltd.

Preschoolers’ Emotion Knowledge and the Differential Effects of Harsh Punishment

Science.gov (United States)

Berzenski, Sara R.; Yates, Tuppett M.

2013-01-01

This study examined the influence of caregiver-reported harsh physical and verbal punishment on children’s behavioral and self-system adjustment. Children’s emotion knowledge was evaluated as a heretofore unrecognized moderator of these relations. Two hundred fifty preschool age children (50% female; Mage=49.06 months) from diverse backgrounds (50% Hispanic, 18% African American, 10.4% Caucasian, 21.6% Multiracial/Other) were assessed through teacher, caregiver, self, and observer report in the domains of harsh punishment (Parent Child Conflict Tactics Scale), conduct problems (Teacher Report Form, California Child Q-Sort), self concept (Self Description Questionnaire for Preschoolers, California Child Q-Sort), and emotion knowledge (Kuschè Emotion Inventory). Emotion knowledge moderated the relation between harsh punishment and child adjustment. Harsh physical punishment was associated with conduct problems for children with higher emotion knowledge, especially for boys. Harsh verbal punishment was associated with self concept deficits among children with higher emotion knowledge, especially for girls. These relations were also specifically applicable to non-Hispanic children. These results highlight the importance of investigating hypothesis driven interactive effects and the specificity of experience to understand the psychosocial sequelae of parenting practices broadly, and to clarify the mixed evidence in the punishment literature specifically. Clinical implications point to the salience of emotion processes in parent-child disciplinary interventions for understanding the prevalence and pattern of child behavioral adjustment and self concept, as well as more broadly to the role of individual differences in children’s responses to adversity and subsequent therapeutic needs. PMID:23750528

Rational Emotive Approaches to the Problems of Parents with Exceptional Children: A Brief Overview.

Science.gov (United States)

McInerney, John F.

Parents of exceptional children face numerous challenges in their efforts to meet the needs of their child. Reaction to the realization that a problem exists in the child's development or educational achievement may lead to emotional distress which can be self-defeating. Such parents often benefit from a direct approach to addressing these issues…

Family factors and life events as risk factors for behavioural and emotional problems in children

NARCIS (Netherlands)

Harland, P.; Reijneveld, S.A.; Brugman, E.; Verloove-Vanhorick, S.P.; Verhulst, F.C.

2002-01-01

Abstract The aim of this study was to identify groups of children at increased risk of behavioural or emotional problems on the basis of socio-demographic characteristics, family characteristics, and recent life events with a focus on unemployment and divorce or separation. We obtained data on the

Relationship between children's intelligence and their emotional/behavioral problems and social competence: gender differences in first graders.

Science.gov (United States)

Tong, Lian; Shinohara, Ryoji; Sugisawa, Yuka; Tanaka, Emiko; Watanabe, Taeko; Onda, Yoko; Kawashima, Yuri; Yato, Yuko; Yamakawa, Noriko; Koeda, Tatsuya; Ishida, Hiraku; Terakawa, Shinako; Seki, Ayumi; Anme, Tokie

2010-01-01

The present study examines gender differences in the correlations between intelligence and developmental problems as well as social competence in first graders. Ninety parent-child dyads participated in this study. The children comprised 7-year-olds recruited from the first grade of an elementary school. All the children were administered the Wechsler Intelligence Scale for Children-Third Edition (WISC-III), Parent-child Interaction Rating Scale (IRS), and the parent report version of Strength and Difficulties Questionnaire (SDQ). The findings clarified that the processing speed of boys significantly correlated with their peer relationship. On the other hand, the emotional symptoms exhibited by girls had a more common association with their intellectual abilities. The correlations between parenting and intellectual abilities differed in boys and girls. Children's gender should be taken into account when assessing the diversity in their intellectual abilities and developmental problems. Moreover, parenting also influences the development of children in various ways.

[Testing a Model to Predict Problem Gambling in Speculative Game Users].

Science.gov (United States)

Park, Hyangjin; Kim, Suk Sun

2018-04-01

The purpose of the study was to develop and test a model for predicting problem gambling in speculative game users based on Blaszczynski and Nower's pathways model of problem and pathological gambling. The participants were 262 speculative game users recruited from seven speculative gambling places located in Seoul, Gangwon, and Gyeonggi, Korea. They completed a structured self-report questionnaire comprising measures of problem gambling, negative emotions, attentional impulsivity, motor impulsivity, non-planning impulsivity, gambler's fallacy, and gambling self-efficacy. Structural Equation Modeling was used to test the hypothesized model and to examine the direct and indirect effects on problem gambling in speculative game users using SPSS 22.0 and AMOS 20.0 programs. The hypothetical research model provided a reasonable fit to the data. Negative emotions, motor impulsivity, gambler's fallacy, and gambling self-efficacy had direct effects on problem gambling in speculative game users, while indirect effects were reported for negative emotions, motor impulsivity, and gambler's fallacy. These predictors explained 75.2% problem gambling in speculative game users. The findings suggest that developing intervention programs to reduce negative emotions, motor impulsivity, and gambler's fallacy, and to increase gambling self-efficacy in speculative game users are needed to prevent their problem gambling. © 2018 Korean Society of Nursing Science.

The Effects of Schema-Based Instruction on the Mathematical Problem Solving of Students with Emotional and Behavioral Disorders

Science.gov (United States)

Peltier, Corey; Vannest, Kimberly J.

2018-01-01

The current study examines the effects of schema instruction on the problem-solving performance of four second-grade students with emotional and behavioral disorders. The existence of a functional relationship between the schema instruction intervention and problem-solving accuracy in mathematics is examined through a single case experiment using…

Schema-Based Strategy Instruction and the Mathematical Problem-Solving Performance of Two Students with Emotional or Behavioral Disorders

Science.gov (United States)

Peltier, Corey; Vannest, Kimberly J.

2016-01-01

The purpose of this study was to analyze the effects of schema instruction on the mathematical problem solving of students with emotional or behavioral disorders (EBD). The participants were two fourth-grade students identified with EBD. The intervention package consisted of schema instruction, strategy instruction on problem-solving heuristics…

Regulating sadness and fear from outside and within: mothers' emotion socialization and adolescents' parasympathetic regulation predict the development of internalizing difficulties.

Science.gov (United States)

Hastings, Paul D; Klimes-Dougan, Bonnie; Kendziora, Kimberly T; Brand, Ann; Zahn-Waxler, Carolyn

2014-11-01

Multilevel models of developmental psychopathology implicate both characteristics of the individual and their rearing environment in the etiology of internalizing problems and disorders. Maladaptive regulation of fear and sadness, the core of anxiety and depression, arises from the conjoint influences of ineffective parasympathetic regulation of emotion and ineffective emotion socialization experiences. In 171 youths (84 female, M = 13.69 years, SD = 1.84), we measured changes of respiratory sinus arrhythmia (RSA) in response to sadness- and fear-inducing film clips and maternal supportive and punitive responses to youths' internalizing emotions. Youths and mothers reported on youths' internalizing problems and anxiety and depression symptoms concurrently and 2 years later at Time 2. Maternal supportive emotion socialization predicted fewer, and punitive socialization predicted more, mother-reported internalizing problems at Time 2 only for youths who showed RSA suppression to fear-inducing films. More RSA suppression to sadness-inducing films predicted more youth-reported internalizing problems at Time 2 in girls only. In addition, less supportive emotion socialization predicted more youth-reported depression symptoms at Time 2 only for girls who showed more RSA suppression to sadness. RSA suppression to sadness versus fear might reflect different patterns of atypical parasympathetic regulation of emotional arousal, both of which increase the risk for internalizing difficulties in youths, and especially girls, who lack maternal support for regulating emotions.

Parents' evaluation of developmental status: how well do parents' concerns identify children with behavioral and emotional problems?

Science.gov (United States)

Glascoe, Frances Page

2003-03-01

This study was undertaken to determine which parental concerns are most associated with significant behavioral/emotional problems and the extent to which parents' concerns can be depended on in the detection of mental health problems. An additional goal is to view how well a recently published screening test relying on parents' concerns, Parents' Evaluation of Developmental Status (PEDS), detects behavioral and emotional problems. Subjects were a national sample of 472 parents and their children (21 months to 8 years old) who were participants in 1 of 2 test standardization and validation studies. Sites included various pediatric settings, public schools, and Head Start programs in 5 diverse geographic locations. Subjects were representative of U.S. demographics in terms of ethnicity, parental level of education, gender, and socioeconomic status. At each site, psychological examiners, educational diagnosticians, or school psychologists recruited families, and obtained informed consent. Examiners disseminated a demographics questionnaire (in English or Spanish) and a developmental screening test that relies on parents' concerns (PEDS). Examiners were blinded to PEDS' scoring and interpretation administered either by interview or in writing, the Eyberg Child Behavior Inventory (ECBI) or the Possible Problems Checklist (PPC), a subtest of the Child Development Inventory that includes items measuring emotional well-being and behavioral self-control. PEDS was used to sort children into risk for developmental disabilities according to various types of parental concern. Those identified as having high or moderate risk were nominated for diagnostic testing or screening followed by developmental and mental health services when indicated. Because their emotional and behavioral needs would have been identified and addressed, these groups were removed from the analysis (N = 177). Of the 295 children who would not have been nominated for further scrutiny on PEDS due to their

Differentiating emotional hotel experiences

NARCIS (Netherlands)

Desmet, P.M.A.; Guiza Caicedo, D.; Van Hout, M.

2009-01-01

Emotions experienced in response to hotel services were examined with an online questionnaire. The study resulted in 348 cases of hotel service emotions. The frequency of reported pleasant emotions was similar to the frequency of reported unpleasant emotions. Often reported pleasant emotions were

Choir singing and creative writing enhance emotion regulation in adults with chronic mental health conditions.

Science.gov (United States)

Dingle, Genevieve A; Williams, Elyse; Jetten, Jolanda; Welch, Jonathon

2017-11-01

Adults with mental health conditions commonly experience difficulties with emotion regulation which affect their social functioning. Arts-based groups provide opportunities for shared emotional experiences and emotion regulation. This study explores emotion regulation strategies and the emotional effects of arts-based group participation in adults with mental health problems and in controls. The 62 participants included 39 adults with chronic mental health problems who were members of arts-based groups (ABG) and 23 comparison choir (CC) members who were not specifically experiencing mental health problems. The repeated measures design included self-reports of emotion upon waking (T1), the hour before group (T2), end of the group (T3), and evening (T4), as well as participant notes to explain their emotion ratings at each time. They also completed measures of individual and interpersonal emotion regulation. The ABG participants engaged marginally more in affect worsening strategies than CC (p = .057 and .08), but there were no other group differences. All participants reported a significant increase in positive emotions, F (3, 180) = 28.044, p emotions during the arts-based activity: F (2.637, 155.597) = 21.09, p emotions was short-lived, while the effect on negative emotions lasted until evening. Findings show that participation in arts-based groups benefits the emotions of both healthy adults and those experiencing mental health conditions through individual and interpersonal processes. Individuals with chronic mental health conditions often experience difficulties in emotion processing Participation in arts-based groups was associated with significant increases in positive emotions although these were short-lived Negative emotion was significantly decreased during arts-based group activities, and sustained to the evening assessment Adults with chronic mental health conditions were equally able to derive emotional benefits as healthy adults. © 2017 The

Age and the experience of strong self-conscious emotion.

Science.gov (United States)

Henry, Julie D; von Hippel, William; Nangle, Matthew R; Waters, Michele

2018-04-01

It remains unclear whether there are age-related changes in the experience of strong self-conscious emotion, such as shame, guilt, pride and embarrassment. Because shame and guilt figure prominently in the aetiology of depressive symptoms and other mental health problems, a better understanding of how age affects the strong experience of these two negative self-conscious emotions is of particular importance. Thirty younger, 30 middle-aged and 30 older adults were compared on standardised cognitive assessments, in addition to an interview-based measure that assessed whether there are age differences in the likelihood of strongly experiencing four different types of self-conscious emotion within the past five years (shame, guilt, embarrassment and pride). The three groups did not differ in their likelihood of reporting an event that strongly elicited the positive self-conscious emotion of pride. However, older adults were more likely to report sources of pride that were other (as opposed to self) focused. Older adults were also less likely to report experiencing events that elicited all three negative self-conscious emotions, in particular, shame. Strong negative self-conscious emotion, and in particular shame, appears to be experienced less by older than younger adults.

Relationship Between Emotional Processing, Drinking Severity and Relapse in Adults Treated for Alcohol Dependence in Poland

Science.gov (United States)

Kopera, Maciej; Jakubczyk, Andrzej; Suszek, Hubert; Glass, Jennifer M.; Klimkiewicz, Anna; Wnorowska, Anna; Brower, Kirk J.; Wojnar, Marcin

2015-01-01

Aims: Growing data reveals deficits in perception, understanding and regulation of emotions in alcohol dependence (AD). The study objective was to explore the relationships between emotional processing, drinking history and relapse in a clinical sample of alcohol-dependent patients. Methods: A group of 80 inpatients entering an alcohol treatment program in Warsaw, Poland was recruited and assessed at baseline and follow-up after 12 months. Baseline information about demographics, psychopathological symptoms, personality and severity of alcohol problems was obtained. The Schutte Self-Report Emotional Intelligence (EI) Test and Toronto Alexithymia Scale (TAS) were utilized for emotional processing assessment. Follow-up information contained data on drinking alcohol during the last month. Results: At baseline assessment, the duration of alcohol drinking was associated with lower ability to utilize emotions. Patients reporting more difficulties with describing feelings drank more during their last episode of heavy drinking, and had a longer duration of intensive alcohol use. A longer duration of the last episode of heavy drinking was associated with more problems identifying and regulating emotions. Poor utilization of emotions and high severity of depressive symptoms contributed to higher rates of drinking at follow-up. Conclusions: These results underline the importance of systematic identification of discrete emotional problems and dynamics related to AD. This knowledge has implications for treatment. Psychotherapeutic interventions to improve emotional skills could be utilized in treatment of alcohol-dependent patients. PMID:25543129

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

Science.gov (United States)

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 Discrete Emotions Questionnaire: A New Tool for Measuring State Self-Reported Emotions.

Science.gov (United States)

Harmon-Jones, Cindy; Bastian, Brock; Harmon-Jones, Eddie

2016-01-01

Several discrete emotions have broad theoretical and empirical importance, as shown by converging evidence from diverse areas of psychology, including facial displays, developmental behaviors, and neuroscience. However, the measurement of these states has not progressed along with theory, such that when researchers measure subjectively experienced emotions, they commonly rely on scales assessing broad dimensions of affect (positivity and negativity), rather than discrete emotions. The current manuscript presents four studies that validate a new instrument, the Discrete Emotions Questionnaire (DEQ), that is sensitive to eight distinct state emotions: anger, disgust, fear, anxiety, sadness, happiness, relaxation, and desire. Emotion theory supporting the importance of distinguishing these specific emotions is reviewed.

Personality dimensions and emotional problems: the mediating role of irrational beliefs in Pakistani adult non-clinical sample.

Science.gov (United States)

Jibeen, Tahira

2015-03-01

This study presents the first examination of the relation between the Big Five personality traits, irrational beliefs and emotional problems in Pakistan, which is an understudied country in the psychological distress literature. A total of 195 participants (aged 25-60 years), employees at COMSATS University, completed a demographic information sheet, the Big Five Personality Questionnaire, the Irrational Belief Inventory and two subscales of the Brief Symptom Inventory including depression and anxiety. Direct effects of neuroticism, openness and conscientiousness were also observed for depression and anxiety. Structural Equation Modelling demonstrated that irrational beliefs played a significant mediating role in the relationship between neuroticism and anxiety and neuroticism and depression. The results highlight the importance of cognitive beliefs in functionally linking personality traits and emotional problems. © 2014 International Union of Psychological Science.

Parental Socialization of Emotion: How Mothers Respond to Their Children's Emotions in Turkey

Science.gov (United States)

Ersay, Ebru

2014-01-01

Several research studies suggest a link between parents' emotion socialization and children's social competence and behavior problems. Parents contribute to their children's emotion socialization, more directly, through responses to their children's emotions. Early emotion socialization experiences with parents establish patterns of emotion…

Exploring the Reciprocal Relations between Nonsuicidal Self-Injury, Negative Emotions and Relationship Problems in Chinese Adolescents: A Longitudinal Cross-Lag Study

Science.gov (United States)

You, Jianing; Leung, Freedom; Fu, Kei

2012-01-01

The present study explored the reciprocal relations between nonsuicidal self-injury (NSSI), negative emotions and relationship problems in a community sample of 2,435 (57.6% females) Chinese adolescents. Participants completed measures assessing 12 NSSI behaviors, three negative emotions (depression, anxiety and tension), and relationship problems…

It’s a kind of magic – what self-reports can reveal about the phenomenology of insight problem solving

Directory of Open Access Journals (Sweden)

Amory H. Danek

2014-12-01

Full Text Available Magic tricks usually remain a mystery to the observer. For the sake of science, we offered participants the opportunity to discover the magician’s secret method by repeatedly presenting the same trick and asking them to find out how the trick worked. In the context of insightful problem solving, the present work investigated the emotions that participants experience upon solving a magic trick. We assumed that these emotions form the typical Aha! experience that accompanies insightful solutions to difficult problems. We aimed to show that Aha! experiences can be triggered by magic tricks and to systematically explore the phenomenology of the Aha! experience by breaking it down into five previously postulated dimensions. 34 video clips of different magic tricks were presented up to three times to 50 participants who had to find out how the trick was accomplished, and to indicate whether they had experienced an Aha! during the solving process. Participants then performed a comprehensive quantitative and qualitative assessment of their Aha! experiences which was repeated after 14 days to control for its reliability. 41% of all suggested solutions were accompanied by an Aha! experience. The quantitative assessment remained stable across time in all five dimensions. Happiness was rated as the most important dimension. This primacy of positive emotions was also reflected in participants’ qualitative self-reports which contained more emotional than cognitive aspects. Implementing magic tricks as problem solving task, we could show that strong Aha! experiences can be triggered if a trick is solved. We could at least partially capture the phenomenology of Aha! by identifying one prevailing aspect (positive emotions, a new aspect (release of tension upon gaining insight into a magic trick and one less important aspect (impasse.

Developing a parent-professional team leadership model in group work: work with families with children experiencing behavioral and emotional problems.

Science.gov (United States)

Ruffolo, Mary C; Kuhn, Mary T; Evans, Mary E

2006-01-01

Building on the respective strengths of parent-led and professional-led groups, a parent-professional team leadership model for group interventions was developed and evaluated for families of youths with emotional and behavioral problems. The model was developed based on feedback from 26 parents in focus group sessions and recommendations from mental health professionals in staff meetings. Evaluations of an implementation of the model in a support, empowerment, and education group intervention (S.E.E. group) have demonstrated the usefulness of this approach in work with families of children with behavioral and emotional problems. This article discusses the challenges of instituting the model in an S.E.E. group. It explores how parents and professionals build the team leadership model and the strengths of this approach in working with parents of youths with serious emotional disturbances.

Analysis of Behavioral and Emotional Problems in Children Highlights the Role of Genotype 9 Environment Interaction

NARCIS (Netherlands)

Molenaar, D.; Middeldorp, C.M.; van Beijsterveldt, C.E.M.; Boomsma, D.I.

2015-01-01

This study tested for Genotype × Environment (G × E) interaction on behavioral and emotional problems in children using new methods that do not require identification of candidate genes or environments, can distinguish between interaction with shared and unique environment, and are insensitive to

Analysis of behavioral and emotional problems in children highlights the role of genotype × environment interaction

NARCIS (Netherlands)

Molenaar, D.; Middeldorp, C.; van Beijsterveldt, T.; Boomsma, D.I.

2015-01-01

This study tested for Genotype × Environment (G × E) interaction on behavioral and emotional problems in children using new methods that do not require identification of candidate genes or environments, can distinguish between interaction with shared and unique environment, and are insensitive to

Effect of Tools for Getting along on Student Risk for Emotional and Behavioral Problems in Upper Elementary Classrooms: A Replication Study

Science.gov (United States)

Smith, Stephen W.; Daunic, Ann P.; Aydin, Burak; Van Loan, Christopher L.; Barber, Brian R.; Taylor, Gregory G.

2016-01-01

Social-emotional learning curricula to prevent student problematic behaviors should play a prominent role in public school instruction. While social-emotional curricula have been shown to be effective, there are few replication studies that substantiate their capacity to improve outcomes for students who exhibit problem behaviors. Thus, we…

An Internationally Comparative Study of Immigration and Adolescent Emotional and Behavioral Problems : Effects of Generation and Gender

NARCIS (Netherlands)

Stevens, Gonneke W J M; Walsh, Sophie D; Huijts, Tim; Maes, Marlies; Madsen, Katrine Rich; Cavallo, Franco; Molcho, Michal

2015-01-01

PURPOSE: Although the potential consequences of immigration for adolescent problem behaviors have been addressed in many former studies, internationally comparative research is scarce. This study investigated the impact of immigration on four indicators of adolescents' emotional and behavioral

Decision making, cognitive distortions and emotional distress: A comparison between pathological gamblers and healthy controls.

Science.gov (United States)

Ciccarelli, Maria; Griffiths, Mark D; Nigro, Giovanna; Cosenza, Marina

2017-03-01

The etiology of problem gambling is multifaceted and complex. Among others factors, poor decision making, cognitive distortions (i.e., irrational beliefs about gambling), and emotional factors (e.g., negative mood states) appear to be among the most important factors in the development and maintenance of problem gambling. Although empirical evidence has suggested that cognitive distortions facilitate gambling and negative emotions are associated with gambling, the interplay between cognitive distortions, emotional states, and decision making in gambling remains unexplored. Pathological gamblers (N = 54) and healthy controls (N = 54) completed the South Oaks Gambling Screen (SOGS), the Iowa Gambling Task (IGT), the Gambling Related Cognitions Scale (GRCS), and the Depression Anxiety Stress Scale (DASS-21). Compared to healthy controls, pathological gamblers showed poorer decision making and reported higher scores on measures assessing cognitive distortions and emotional distress. All measures were positively associated with gambling severity. A significant negative correlation between decision making and cognitive distortions was also observed. No associations were found between poor decision making and emotional distress. Logistic regression analysis indicated that cognitive distortions, emotional distress, and poor decision making were significant predictors of problem gambling. The use of self-report measures and the absence of female participants limit the generalizability of the reported findings. The present study is the first to demonstrate the mutual influence between irrational beliefs and poor decision making, as well as the role of cognitive bias, emotional distress, and poor decision making in gambling disorder. Copyright © 2016 Elsevier Ltd. All rights reserved.

Preventing Behavioural and Emotional Problems in Children Who Have a Developmental Disability: A Public Health Approach

Science.gov (United States)

Mazzucchelli, Trevor G.; Sanders, Matthew R.

2011-01-01

Children with developmental disabilities are at substantially greater risk of developing emotional and behavioural problems compared to their typically developing peers. While the quality of parenting that children receive has a major effect on their development, empirically supported parenting programs reach relatively few parents. A recent trend…

Childhood maltreatment: A predictor of mental health problems among adolescents and young adults.

Science.gov (United States)

Badr, Hanan E; Naser, Jumana; Al-Zaabi, Abdullah; Al-Saeedi, Anfal; Al-Munefi, Khalifa; Al-Houli, Shaikha; Al-Rashidi, Dana

2018-06-01

Child maltreatment is a risk factor for detrimental effects on mental health that may extend to adulthood. This study aimed to examine the association between exposure to childhood maltreatment, socio-demographic factors, and students' mental health status and self-esteem. A cross-sectional study enrolled a representative sample of 1270 students from Kuwait University. An anonymous self-administered questionnaire included students' socio-demographic characteristics, history of exposure to childhood physical and/or emotional maltreatment, DASS-21 to assess mental health status, and Rosenberg self-esteem scale was used. Chi-square test and binary logistic regression models were applied. The study found that among participants, 49.6%(95% CI: 64.8%-52.4%), 63.0%(95% CI: 60.3%-65.7%), and 43.8%(95% CI: 41.1%-46.6%) reported having depression, anxiety, and stress respectively. Moreover, 22.5%(95% CI: 20.1%-24.8%) and 18.6%(95% CI:16.5%-20.9%) reported childhood physical and emotional maltreatment, respectively; while 12.7% reported both. Multivariate analysis revealed that experiencing childhood physical and emotional maltreatment were independent contributors to reporting depression and anxiety; while exposure to only emotional maltreatment contributed to reporting stress. Gender, GPA, childhood enrollment in private/public schools, number of close friends, were other contributors to mental health problems. Participants' median score of self-esteem was 17/30, and only childhood emotional maltreatment was a significant predictor to low self-esteem after adjustment for other confounders. Mental health problems, and experiencing childhood physical and emotional maltreatment were prevalent relatively high among university students. Childhood corporal and emotional maltreatment were independent predictors to adolescents and young adults' mental health problems. Experiencing childhood emotional maltreatment predicted low self-esteem. Further research to assess culture factors

Emotion, emotion regulation and sleep: An intimate relationship

OpenAIRE

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...

Coping with post-war mental health problems among survivors of violence in Northern Uganda: Findings from the WAYS study.

Science.gov (United States)

Amone-P'Olak, Kennedy; Omech, Bernard

2018-05-01

Cognitive emotion regulation strategies and mental health problems were assessed in a sample of war-affected youth in Northern Uganda. Univariable and multivariable regression models were fitted to assess the influence of CERS on mental health problems. Maladaptive cognitive emotion regulation strategies (e.g., rumination) were significantly associated with more mental health problems while adaptive cognitive emotion regulation strategies (e.g., putting into perspective) were associated with reporting fewer symptoms of mental health problems. The youth with significant scores on mental health problems (scores ≥ 85th percentile) reported more frequent use of maladaptive than adaptive strategies. Interventions to reduce mental health problems should focus on enhancing the use of adaptive strategies.

Emotional Desensitization to Violence Contributes to Adolescents’ Violent Behavior

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Mrug, Sylvie; Madan, Anjana; Windle, Michael

2015-01-01

Many adolescents are exposed to violence in their schools, communities and homes. Exposure to violence at high levels or across multiple contexts has been linked with emotional desensitization, indicated by low levels of internalizing symptoms. However, the long-term consequences of such desensitization are unknown. This study examined emotional desensitization to violence, together with externalizing problems, as mediators of the relationship between exposure to violence in pre-adolescence and violent behavior in late adolescence. A community sample of youth (N=704; 48% female; 76% African American, 22% Caucasian) reported on their exposure to violence in multiple settings at ages 11, 13 and 18. Internalizing and externalizing problems were assessed at ages 11 and 13; violent behavior was measured at age 18. Structural Equation Modeling showed that exposure to high levels of violence at age 11 was associated with lower levels of internalizing problems (quadratic effect) at age 13, as was exposure to violence across multiple contexts (linear effect). In turn, fewer internalizing problems and more externalizing problems at age 13 predicted more violent behavior at age 18. The results suggest that emotional desensitization to violence in early adolescence contributes to serious violence in late adolescence. PMID:25684447

Emotional Desensitization to Violence Contributes to Adolescents' Violent Behavior.

Science.gov (United States)

Mrug, Sylvie; Madan, Anjana; Windle, Michael

2016-01-01

Many adolescents are exposed to violence in their schools, communities and homes. Exposure to violence at high levels or across multiple contexts has been linked with emotional desensitization, indicated by low levels of internalizing symptoms. However, the long-term consequences of such desensitization are unknown. This study examined emotional desensitization to violence, together with externalizing problems, as mediators of the relationship between exposure to violence in pre-adolescence and violent behavior in late adolescence. A community sample of youth (N = 704; 48% female; 76% African American, 22% Caucasian) reported on their exposure to violence in multiple settings at ages 11, 13 and 18. Internalizing and externalizing problems were assessed at ages 11 and 13; violent behavior was measured at age 18. Structural Equation Modeling showed that exposure to high levels of violence at age 11 was associated with lower levels of internalizing problems (quadratic effect) at age 13, as was exposure to violence across multiple contexts (linear effect). In turn, fewer internalizing problems and more externalizing problems at age 13 predicted more violent behavior at age 18. The results suggest that emotional desensitization to violence in early adolescence contributes to serious violence in late adolescence.

Relationship between emotional processing, drinking severity and relapse in adults treated for alcohol dependence in Poland.

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Kopera, Maciej; Jakubczyk, Andrzej; Suszek, Hubert; Glass, Jennifer M; Klimkiewicz, Anna; Wnorowska, Anna; Brower, Kirk J; Wojnar, Marcin

2015-03-01

Growing data reveals deficits in perception, understanding and regulation of emotions in alcohol dependence (AD). The study objective was to explore the relationships between emotional processing, drinking history and relapse in a clinical sample of alcohol-dependent patients. A group of 80 inpatients entering an alcohol treatment program in Warsaw, Poland was recruited and assessed at baseline and follow-up after 12 months. Baseline information about demographics, psychopathological symptoms, personality and severity of alcohol problems was obtained. The Schutte Self-Report Emotional Intelligence (EI) Test and Toronto Alexithymia Scale (TAS) were utilized for emotional processing assessment. Follow-up information contained data on drinking alcohol during the last month. At baseline assessment, the duration of alcohol drinking was associated with lower ability to utilize emotions. Patients reporting more difficulties with describing feelings drank more during their last episode of heavy drinking, and had a longer duration of intensive alcohol use. A longer duration of the last episode of heavy drinking was associated with more problems identifying and regulating emotions. Poor utilization of emotions and high severity of depressive symptoms contributed to higher rates of drinking at follow-up. These results underline the importance of systematic identification of discrete emotional problems and dynamics related to AD. This knowledge has implications for treatment. Psychotherapeutic interventions to improve emotional skills could be utilized in treatment of alcohol-dependent patients. © The Author 2014. Medical Council on Alcohol and Oxford University Press. All rights reserved.

Emotional Functioning in Obsessive-Compulsive Personality Disorder: Comparison to Borderline Personality Disorder and Healthy Controls.

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Steenkamp, Maria M; Suvak, Michael K; Dickstein, Benjamin D; Shea, M Tracie; Litz, Brett T

2015-12-01

Few studies have investigated emotional functioning in obsessive-compulsive personality disorder (OCPD). To explore the nature and extent of emotion difficulties in OCPD, the authors examined four domains of self-reported emotional functioning--negative affectivity, anger, emotion regulation, and emotion expressivity--in women with OCPD and compared them to a borderline personality disorder (BPD) group and a healthy control group. Data were collected as part of a larger psychophysiological experimental study on emotion regulation and personality. Compared to healthy controls, participants with OCPD reported significantly higher levels of negative affectivity, trait anger, emotional intensity, and emotion regulation difficulties. Emotion regulation difficulties included lack of emotional clarity, nonacceptance of emotional responses, and limited access to effective emotion regulation strategies. Participants with OCPD scored similarly to participants with BPD on only one variable, namely, problems engaging in goal-directed behavior when upset. Results suggest that OCPD may be characterized by notable difficulties in several emotional domains.

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.

Post-traumatic stress disorder symptoms in emotionally distressed individuals referred for a depression prevention intervention: relationship to problem-solving skills.

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Kasckow, J; Brown, C; Morse, J; Begley, A; Bensasi, S; Reynolds, C F

2012-11-01

This study examined the rates of syndromal and subthreshold post-traumatic stress disorder (PTSD) and PTSD symptom scores in participants with symptoms of emotional distress, subsyndromal depression, and a history of traumatic exposure. Participants had been referred to a study of an indicated depression prevention intervention using problem-solving therapy in primary care. We hypothesized that higher severity of PTSD symptom scores would predict poorer problem-solving skills. In addition, some reports have suggested that there are higher rates of PTSD in minority populations relative to Caucasians; thus we hypothesized that race would also predict problem-solving skills in these individuals. We examined the rates of traumatic exposure, syndromal, and subthreshold PTSD. In those exposed to trauma, we performed a multiple linear regression to examine the effects of PTSD symptoms, depression symptoms, race, age, and gender on social problem-solving skills. Of the 244 participants, 64 (26.2%) reported a traumatic event; 6/234 (2.6%) had syndromal PTSD, and 14/234 (6.0%) had subthreshold PTSD. By way of regression analysis, higher PTSD symptom scores predicted poorer problem-solving skills. In addition, racial status (Caucasian vs. African American) predicted problem-solving skills; Caucasians exhibited lower levels of problem-solving skills. Individuals presenting with subsyndromal depressive symptoms may also have a history of traumatic exposure, subthreshold and syndromal PTSD. Thus, screening these individuals for PTSD symptoms is important and may inform clinical management decisions because problem-solving skills are lower in those with more severe PTSD symptoms (even after adjusting for race, age, gender, and depressive symptoms). Copyright © 2011 John Wiley & Sons, Ltd.

[Effects of Group Counseling Program Based on Goal Attainment Theory for Middle School Students with Emotional and Behavioral Problems].

Science.gov (United States)

Jeong, In Ju; Kim, Soo Jin

2017-04-01

The purpose of this study was to examine the effects of a group counseling program based on goal attainment theory on self-esteem, interpersonal relationships, and school adjustment of middle school students with emotional and behavioral problems. Forty-four middle school students with emotional and behavioral problems (22 in the experimental group and 22 in the control group) from G city participated in this study. Data were collected from July 30 to September 24, 2015. The experimental group received the 8-session program, scheduled once a week, with each session lasting 45 minutes. Outcome variables included self-esteem, interpersonal relationship, and school adjustment. There were significant increases for self-esteem (t=3.69, p=.001), interpersonal relationship (t=8.88, pgroup compared to the control group. These results indicate that the group counseling program based on goal attainment theory is very effective in increasing self-esteem, interpersonal relationship, and school adjustment for middle school students with emotional and behavioral problems. Therefore, it is recommended that the group counseling program based on goal attainment theory be used as an effective psychiatric nursing intervention for mental health promotion and the prevention of mental illness in adolescents. © 2017 Korean Society of Nursing Science

The Emotional Movie Database (EMDB): a self-report and psychophysiological study.

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Carvalho, Sandra; Leite, Jorge; Galdo-Álvarez, Santiago; Gonçalves, Oscar F

2012-12-01

Film clips are an important tool for evoking emotional responses in the laboratory. When compared with other emotionally potent visual stimuli (e.g., pictures), film clips seem to be more effective in eliciting emotions for longer periods of time at both the subjective and physiological levels. The main objective of the present study was to develop a new database of affective film clips without auditory content, based on a dimensional approach to emotional stimuli (valence, arousal and dominance). The study had three different phases: (1) the pre-selection and editing of 52 film clips (2) the self-report rating of these film clips by a sample of 113 participants and (3) psychophysiological assessment [skin conductance level (SCL) and the heart rate (HR)] on 32 volunteers. Film clips from different categories were selected to elicit emotional states from different quadrants of affective space. The results also showed that sustained exposure to the affective film clips resulted in a pattern of a SCL increase and HR deceleration in high arousal conditions (i.e., horror and erotic conditions). The resulting emotional movie database can reliably be used in research requiring the presentation of non-auditory film clips with different ratings of valence, arousal and dominance.

Parental socialization of emotion : how mothers respond to their children's emotions in turkey

OpenAIRE

Ersay, Ebru

2014-01-01

Several research studies suggest a link between parents’ emotion socialization and children’s social competence and behavior problems. Parents contribute to their children’s emotion socialization, more directly, through responses to their children’s emotions. Early emotion socialization experiences with parents establish patterns of emotion experience, expression, and regulation that children carry into their broader social circles. Few scales exist to document parents’ responses to childr...

PERCEIVED EMOTIONAL INTELLIGENCE AS A MODERATOR VARIABLE BETWEEN CYBERVICTIMIZATION AND ITS EMOTIONAL IMPACT

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Paz eElipe

2015-04-01

Full Text Available The negative effects of traditional bullying and, recently, cyberbullying on victims are well documented, and abundant empirical evidence for it exists. Cybervictimization affects areas such as academic performance, social integration and self-esteem, and causes emotions ranging from anger and sadness to more complex problems such as depression. However, not all victims are equally affected, and the differences seem to be due to certain situational and personal characteristics. The objective of this study is to analyze the relationship between perceived emotional intelligence and the emotional impact of cybervictimization. We hypothesize that emotional intelligence, which has previously been found to play a role in traditional bullying and cyberbullying, may also affect the emotional impact of cyberbullying.The participants in our study were 636 university students from two universities in the south of Spain. Three self-report questionnaires were used: the European Cyberbullying Intervention Project Questionnaire, the Cyberbullying Emotional Impact Scale; and Trait Meta-Mood Scale-24. Structural Equation Models were used to test the relationships between the analyzed variables.The results support the idea that perceived emotional intelligence, by way of a moderator effect, affects the relationship between cybervictimization and emotional impact. Taken together, cybervictimization and perceived emotional intelligence explain much of the variance observed in the emotional impact in general and in the negative dimensions of that impact in particular. Attention and Repair were found to be inversely related to Annoyance and Dejection, and positively related to Invigoration. Clarity has the opposite pattern; a positive relationship with Annoyance and Dejection and an inverse relationship with Invigoration. Various hypothetical explanations of these patterns are discussed.

Emotional Intelligence and School Leadership

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Gray, David

2009-01-01

Emotional intelligence is the cornerstone of every decision a principal makes; solving problems and making judgments are part of a leader's system of values and beliefs. Mayer and Salovney (1997) described emotionally intelligent leaders as those who are able to perceive and understand emotions and to regulate emotions to foster emotional and…

Use of a brief standardized screening instrument in a primary care setting to enhance detection of social-emotional problems among youth in foster care.

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Jee, Sandra H; Halterman, Jill S; Szilagyi, Moira; Conn, Anne-Marie; Alpert-Gillis, Linda; Szilagyi, Peter G

2011-01-01

To determine whether systematic use of a validated social-emotional screening instrument in a primary care setting is feasible and improves detection of social-emotional problems among youth in foster care. Before-and-after study design, following a practice intervention to screen all youth in foster care for psychosocial problems using the Strengths and Difficulties Questionnaire (SDQ), a validated instrument with 5 subdomains. After implementation of systematic screening, youth aged 11 to 17 years and their foster parents completed the SDQ at routine health maintenance visits. We assessed feasibility of screening by measuring the completion rates of SDQ by youth and foster parents. We compared the detection of psychosocial problems during a 2-year period before systematic screening to the detection after implementation of systematic screening with the SDQ. We used chart reviews to assess detection at baseline and after implementing systematic screening. Altogether, 92% of 212 youth with routine visits that occurred after initiation of screening had a completed SDQ in the medical record, demonstrating high feasibility of systematic screening. Detection of a potential mental health problem was higher in the screening period than baseline period for the entire population (54% vs 27%, P youth had 2 or more significant social-emotional problem domains on the SDQ. Systematic screening for potential social-emotional problems among youth in foster care was feasible within a primary care setting and doubled the detection rate of potential psychosocial problems. Copyright © 2011 Academic Pediatric Association. Published by Elsevier Inc. All rights reserved.

Fostering Student Emotional Growth: Teacher Self-Assessments.

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Strein, William; Murphy, James P.

1982-01-01

Analyzed 78 teachers' perceptions of their skills, knowledge, and attitudes about fostering students' emotional growth. Teachers rated themselves moderately skilled on most skill items and reported frequent use of skills designed to increase students' problem solving ability and self esteem. Results indicated much less curriculum use of affective…

Evaluation of an early detection tool for social-emotional and behavioral problems in toddlers: The Brief Infant Toddler Social and Emotional Assessment - A cluster randomized trial

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Carter Alice S

2011-06-01

Full Text Available Abstract Background The prevalence of social-emotional and behavioral problems is estimated to be 8 to 9% among preschool children. Effective early detection tools are needed to promote the provision of adequate care at an early stage. The Brief Infant-Toddler Social and Emotional Assessment (BITSEA was developed for this purpose. This study evaluates the effectiveness of the BITSEA to enhance social-emotional and behavioral health of preschool children. Methods and Design A cluster randomized controlled trial is set up in youth health care centers in the larger Rotterdam area in the Netherlands, to evaluate the BITSEA. The 31 youth health care centers are randomly allocated to either the control group or the intervention group. The intervention group uses the scores on the BITSEA and cut-off points to evaluate a child's social-emotional and behavioral health and to decide whether or not the child should be referred. The control group provides care as usual, which involves administering a questionnaire that structures the conversation between child health professionals and parents. At a one year follow-up measurement the social-emotional and behavioral health of all children included in the study population will be evaluated. Discussion It is hypothesized that better results will be found, in terms of social-emotional and behavioral health in the intervention group, compared to the control group, due to more adequate early detection, referral and more appropriate and timely care. Trial registration Current Controlled Trials NTR2035

Emotional reactivity and regulation in individuals with psychopathic traits: Evidence for a disconnect between neurophysiology and self-report.

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Ellis, Jennifer D; Schroder, Hans S; Patrick, Christopher J; Moser, Jason S

2017-10-01

Individuals with psychopathic traits often demonstrate blunted reactivity to negative emotional stimuli. However, it is not yet clear whether these individuals also have difficulty regulating their emotional responses to negative stimuli. To address this question, participants with varying levels of psychopathic traits (indexed by the Triarchic Measure of Psychopathy; Patrick, 2010) completed a task in which they passively viewed, increased, or decreased their emotions to negative picture stimuli while electrocortical activity was recorded. During passive viewing of negative images, higher boldness, but not higher disinhibition or meanness, was associated with reduced amplitude of the late positive potential (LPP), an ERP that indexes reactivity to emotionally relevant stimuli. However, all participants demonstrated expected enhancement of the LPP when asked to increase their emotional response. Participants did not show expected suppression of the LPP when asked to decrease their emotional response. Contrary to the electrophysiological data, individuals with higher boldness did not self-report experiencing blunted emotional response during passive viewing trials, and they reported experiencing greater emotional reactivity relative to other participants when regulating (e.g., both increasing and decreasing) their emotions. Results suggest inconsistency between physiological and self-report indices of emotion among high-bold individuals during both affective processing and regulation. © 2017 Society for Psychophysiological Research.

Appraisal of emotions in media use: Towards a process model of meta-emotion and emotion regulation

NARCIS (Netherlands)

Bartsch, A.; Vorderer, P.A.; Mangold, R.; Viehoff, R.

2008-01-01

Over the past 20 years, research on meta-emotion and related concepts such as meta-mood and need for affect has become fruitful and prominent across a variety of disciplines, including media psychology. This paper reviews the literature on meta-emotion and considers problems regarding the definition

Self-Report and Brain Indicators of Impaired Emotion Regulation in the Broad Autism Spectrum

NARCIS (Netherlands)

de Groot, K. (Kristel); J.W. van Strien (Jan)

2017-01-01

textabstractAlthough not used as a diagnostic criterion, impaired emotion regulation is frequently observed in autism. The present study examined self-reported use of emotion regulation strategies in individuals scoring low or high on autistic traits. In addition, the late positive potential, which

Needed Research on Child Socialization. A Special Report of the USOE-Sponsored Grant Study: Critical Appraisal of Research in the Personality-Emotions-Motivation Domain.

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Gorsuch, Richard L.; And Others

The task group report presented in this publication is one of a series prepared by eminent psychologists who have served as consultants in the U.S. Office of Education-sponsored grant study to conduct a Critical Appraisal of the Personality-Emotions-Motivation Domain. In order to achieve the goal of identifying important problems and areas for new…

Virtual morality: emotion and action in a simulated three-dimensional "trolley problem".

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Navarrete, C David; McDonald, Melissa M; Mott, Michael L; Asher, Benjamin

2012-04-01

Experimentally investigating the relationship between moral judgment and action is difficult when the action of interest entails harming others. We adopt a new approach to this problem by placing subjects in an immersive, virtual reality environment that simulates the classic "trolley problem." In this moral dilemma, the majority of research participants behaved as "moral utilitarians," either (a) acting to cause the death of one individual in order to save the lives of five others, or (b) abstaining from action, when that action would have caused five deaths versus one. Confirming the emotional distinction between moral actions and omissions, autonomic arousal was greater when the utilitarian outcome required action, and increased arousal was associated with a decreased likelihood of utilitarian-biased behavior. This pattern of results held across individuals of different gender, age, and race. (PsycINFO Database Record (c) 2012 APA, all rights reserved).

Predictive Validity of a Student Self-Report Screener of Behavioral and Emotional Risk in an Urban High School

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Dowdy, Erin; Harrell-Williams, Leigh; Dever, Bridget V.; Furlong, Michael J.; Moore, Stephanie; Raines, Tara; Kamphaus, Randy W.

2016-01-01

Increasingly, schools are implementing school-based screening for risk of behavioral and emotional problems; hence, foundational evidence supporting the predictive validity of screening instruments is important to assess. This study examined the predictive validity of the Behavior Assessment System for Children-2 Behavioral and Emotional Screening…

Heterogeneity of emotional and interpersonal difficulties in alcohol-dependence: A cluster analytic approach.

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Maurage, Pierre; Timary, Philippe de; D'Hondt, Fabien

2017-08-01

Emotional and interpersonal impairments have been largely reported in alcohol-dependence, and their role in its development and maintenance is widely established. However, earlier studies have exclusively focused on group comparisons between healthy controls and alcohol-dependent individuals, considering them as a homogeneous population. The variability of socio-emotional profiles in this disorder thus remains totally unexplored. The present study used a cluster analytic approach to explore the heterogeneity of affective and social disorders in alcohol-dependent individuals. 296 recently-detoxified alcohol-dependent patients were first compared with 246 matched healthy controls regarding self-reported emotional (i.e. alexithymia) and social (i.e. interpersonal problems) difficulties. Then, a cluster analysis was performed, focusing on the alcohol-dependent sample, to explore the presence of differential patterns of socio-emotional deficits and their links with demographic, psychopathological and alcohol-related variables. The group comparison between alcohol-dependent individuals and controls clearly confirmed that emotional and interpersonal difficulties constitute a key factor in alcohol-dependence. However, the cluster analysis identified five subgroups of alcohol-dependent individuals, presenting distinct combinations of alexithymia and interpersonal problems ranging from a total absence of reported impairment to generalized socio-emotional difficulties. Alcohol-dependent individuals should no more be considered as constituting a unitary group regarding their affective and interpersonal difficulties, but rather as a population encompassing a wide variety of socio-emotional profiles. Future experimental studies on emotional and social variables should thus go beyond mere group comparisons to explore this heterogeneity, and prevention programs proposing an individualized evaluation and rehabilitation of these deficits should be promoted. Copyright © 2017

Mother-Child Affect and Emotion Socialization Processes across the Late Preschool Period: Predictions of Emerging Behaviour Problems

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Newland, Rebecca P.; Crnic, Keith A.

2011-01-01

The current study examined concurrent and longitudinal relations between maternal negative affective behaviour and child negative emotional expression in preschool age children with (n=96) or without (n=126) an early developmental risk, as well as the predictions of later behaviour problems. Maternal negative affective behaviour, child…

Emotion Regulation Enhancement of Cognitive Behavior Therapy for College Student Problem Drinkers: A Pilot Randomized Controlled Trial

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Ford, Julian D.; Grasso, Damion J.; Levine, Joan; Tennen, Howard

2018-01-01

This pilot randomized clinical trial tested an emotion regulation enhancement to cognitive behavior therapy (CBT) with 29 college student problem drinkers with histories of complex trauma and current clinically significant traumatic stress symptoms. Participants received eight face-to-face sessions of manualized Internet-supported CBT for problem…

Economic Stress, Emotional Quality of Life, and Problem Behavior in Chinese Adolescents with and without Economic Disadvantage

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Shek, Daniel T. L.

2005-01-01

The relationships between perceived economic stress (current economic hardship and future economic worry) and emotional quality of life (existential well-being, life satisfaction, self-esteem, sense of mastery, psychological morbidity) as well as problem behavior (substance abuse and delinquency) were examined in 1519 Chinese adolescents with and…

Designing training programs for the development of emotional intelligence in adolescents with behavioral problems

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A.V. Degtyarev

2013-10-01

Full Text Available In this article, deviant behavior is considered as a combination of different manifestations of personality, leading eventually to its social desaptation. It is shown that an effective method of preventing deviant behavior is psychological training. Group training activity helps to solve the problems associated with the development of various behavioral skills, to provide psychological support, and can be used as a means of psychological work with teenagers with behavioral problems. We discuss the basic points required to effectively create and conduct training programs in general, as well as the challenges and opportunities of designing trainings in order to develop emotional intelligence as a method of prevention of deviant behavior

Adolescents' emotional competence is associated with parents' neural sensitivity to emotions.

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Telzer, Eva H; Qu, Yang; Goldenberg, Diane; Fuligni, Andrew J; Galván, Adriana; Lieberman, Matthew D

2014-01-01

An essential component of youths' successful development is learning to appropriately respond to emotions, including the ability to recognize, identify, and describe one's feelings. Such emotional competence is thought to arise through the parent-child relationship. Yet, the mechanisms by which parents transmit emotional competence to their children are difficult to measure because they are often implicit, idiosyncratic, and not easily articulated by parents or children. In the current study, we used a multifaceted approach that went beyond self-report measures and examined whether parental neural sensitivity to emotions predicted their child's emotional competence. Twenty-two adolescent-parent dyads completed an fMRI scan during which they labeled the emotional expressions of negatively valenced faces. Results indicate that parents who recruited the amygdala, VLPFC, and brain regions involved in mentalizing (i.e., inferring others' emotional states) had adolescent children with greater emotional competence. These results held after controlling for parents' self-reports of emotional expressivity and adolescents' self-reports of the warmth and support of their parent relationships. In addition, adolescents recruited neural regions involved in mentalizing during affect labeling, which significantly mediated the associated between parental neural sensitivity and adolescents' emotional competence, suggesting that youth are modeling or referencing their parents' emotional profiles, thereby contributing to better emotional competence.

Adolescents’ emotional competence is associated with parents’ neural sensitivity to emotions

Directory of Open Access Journals (Sweden)

Eva H Telzer

2014-07-01

Full Text Available An essential component of youths’ successful development is learning to appropriately respond to emotions, including the ability to recognize, identify, and describe one’s feelings. Such emotional competence is thought to arise through the parent-child relationship. Yet, the mechanisms by which parents transmit emotional competence to their children are difficult to measure because they are often implicit, idiosyncratic, and not easily articulated by parents or children. In the current study, we used a multifaceted approach that went beyond self-report measures and examined whether parental neural sensitivity to emotions predicted their child’s emotional competence. Twenty-two adolescent-parent dyads completed an fMRI scan during which they labeled the emotional expressions of negatively valenced faces. Results indicate that parents who recruited the amygdala, VLPFC, and brain regions involved in mentalizing (i.e., inferring others’ emotional states had adolescent children with greater emotional competence. These results held after controlling for parents’ self-reports of emotional expressivity and adolescents’ self-reports of the warmth and support of their parent relationships. In addition, adolescents recruited neural regions involved in mentalizing during affect labeling, which significantly mediated the associated between parental neural sensitivity and adolescents’ emotional competence, suggesting that youth are modeling or referencing their parents’ emotional profiles, thereby contributing to better emotional competence.

Socioeconomic status and child mental health: the role of parental emotional well-being and parenting practices.

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Bøe, Tormod; Sivertsen, Børge; Heiervang, Einar; Goodman, Robert; Lundervold, Astri J; Hysing, Mari

2014-01-01

This study examined the role of parental emotional well-being and parenting practices as mediators of the association between familial socioeconomic status (SES) and child mental health problems. The sample included 2,043 5th-7th graders (50.7 % female) participating in the second wave of the Bergen Child Study. Children completed the Strengths and Difficulties Questionnaire, parents reported family economy and education level, emotional well-being (measured with the Everyday Feelings Questionnaire), and the use of negative disciplinary and affirmative parenting practices (measured using the Family Life Questionnaire). Path analyses were conducted to examine the associations between SES and externalizing and internalizing problems. Results supported a model where family economy was associated with externalizing problems through parental emotional well-being and parenting practices, whereas maternal education level was associated with externalizing problems through negative discipline. The direct association between paternal education level and externalizing problems was not mediated by parenting. For internalizing problems, we found both direct associations with family economy and indirect associations with family economy through parental emotional well-being and parenting. The results suggest that parental emotional well-being and parenting practices are two potential mechanisms through which low socioeconomic status is associated with child mental health problems.

Family income, maternal psychological distress and child socio-emotional behaviour: Longitudinal findings from the UK Millennium Cohort Study.

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Noonan, Katharine; Burns, Richéal; Violato, Mara

2018-04-01

The association between low family income and socio-emotional behaviour problems in early childhood has been well-documented, and maternal psychological distress is highlighted as central in mediating this relationship. However, whether this relationship holds for older children, and the precise mechanisms by which income may influence child behaviour is unclear. This study investigated the relationship between family income and child socio-emotional behaviour at 11 years of age, and examined the mediating role of maternal psychological distress over time using the UK Millennium Cohort Study. The primary outcome was parent-reported behavioural problems, as captured by the Total Difficulties Score (TDS), derived from the Strengths and Difficulties Questionnaire (SDQ). Secondary outcomes were the emotional, peer-related, conduct, and hyperactivity/inattention problems subscales of the SDQ; and teacher-reported TDS. Permanent family income was the primary exposure variable; frequency of poverty up to age 11 years was the secondary exposure variable. Maternal psychological distress was operationalised to reflect the trajectory from child birth to age 11. Multivariable logistic regression models were used to estimate the effect of permanent family income on child behaviour at age 11, controlling for maternal psychological distress and other relevant covariates. Results showed a statistically significant protective effect of increased permanent family income on the likelihood of behavioural problems at age 11. This finding was consistent for all SDQ subscales apart from emotional problems, and was strongest for teacher-reported behavioural problems. Maternal distress was an important mediator in the income-child behaviour relationship for parent-reported, but not teacher-reported, behavioural problems. The results of this study strengthen empirical evidence that the child behaviour-income gradient is maintained in older childhood. Mother's psychological distress

Early Child Social-Emotional Problems and Child Obesity: Exploring the Protective Role of a Primary Care-Based General Parenting Intervention.

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Gross, Rachel S; Briggs, Rahil D; Hershberg, Rebecca S; Silver, Ellen J; Velazco, Nerissa K; Hauser, Nicole R; Racine, Andrew D

2015-10-01

To determine whether early social-emotional problems are associated with child feeding practices, maternal-child feeding styles, and child obesity at age 5 years, in the context of a primary care-based brief general parenting intervention led by an integrated behavioral health specialist to offer developmental monitoring, on-site intervention, and/or referrals. A retrospective cohort study was conducted of mothers with 5-year-old children previously screened using the Ages and Stages Questionnaires: Social-Emotional (ASQ:SE) during the first 3 years of life. ASQ:SE scores were dichotomized "not at risk" versus "at risk." "At risk" subjects were further classified as participating or not participating in the intervention. Regression analyses were performed to determine relationships between social-emotional problems and feeding practices, feeding styles, and weight status at age 5 years based on participation, controlling for potential confounders and using "not at risk" as a reference group. Compared with children "not at risk," children "at risk-no participation" were more likely to be obese at age 5 years (adjusted odds ratio, 3.12; 95% confidence interval, 1.03 to 9.45). Their mothers were less likely to exhibit restriction and limit setting and more likely to pressure to eat than mothers in the "not at risk" group. Children "at risk-participation" did not demonstrate differences in weight status compared with children "not at risk." Early social-emotional problems, unmitigated by intervention, were related to several feeding styles and to obesity at age 5 years. Further study is needed to understand how a general parenting intervention may be protective against obesity.

Internet use and electronic gaming by children and adolescents with emotional and behavioural problems in Australia - results from the second Child and Adolescent Survey of Mental Health and Wellbeing.

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Rikkers, Wavne; Lawrence, David; Hafekost, Jennifer; Zubrick, Stephen R

2016-05-13

Concerns have been raised of a potential connection between excessive online activity outside the academic realm and increased levels of psychological distress in young people. Young Minds Matter: the second Australian Child and Adolescent Survey of Mental Health and Wellbeing provides estimates of the prevalence of online activity and allows an exploration of associations between this activity, a range of mental disorders, socio-demographic characteristics and risk taking behaviour. Based on a randomized nationally representative sample, a household survey of mental health and wellbeing (Young Minds Matter) was conducted in 2013-14. Interviews were conducted with 6,310 parents and carers of 4-17 year-olds (55 % response rate), together with self-report questionnaires completed by 2,967 11-17 year-olds in these households (89 % response rate). The survey identified a range of mental disorders and emotional problems using a variety of diagnostic tools, with the self-report including questions about use of the Internet and electronic games. Five behaviours were measured related to this activity, with 'problem behaviour' being defined as exhibiting at least four out of five behaviours. Levels of Internet use (98.9 %, CI 98.5-99.3 %) and electronic gaming (85.3 %, CI 83.9-86.6 %) were high, and 3.9 % (CI 3.2-4.6 %) of young people reported problem behaviour. The proportion of girls with very high levels of psychological distress and problem behaviour (41.8 %,CI 28.8-54.9 %) was twice that for boys (19.4 %, CI 7.7-31.1 %). Those engaging with a range of risk factors reported higher prevalence of problem behaviour than others. Youth who suffered from emotional problems or high levels of psychological distress spent the most time online or playing games. Multivariate analysis showed associations with problem behaviour and having attempted suicide, experiencing high to very high levels of psychological distress, using alcohol, and living in a poorly functioning

Emotion Regulation Profiles, Temperament, and Adjustment Problems in Preadolescents

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Zalewski, Maureen; Lengua, Liliana J.; Wilson, Anna C.; Trancik, Anika; Bazinet, Alissa

2011-01-01

The longitudinal relations of emotion regulation profiles to temperament and adjustment in a community sample of preadolescents (N = 196, 8-11 years at Time 1) were investigated using person-oriented latent profile analysis (LPA). Temperament, emotion regulation, and adjustment were measured at 3 different time points, with each time point…

Lesion mapping of social problem solving.

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Barbey, Aron K; Colom, Roberto; Paul, Erick J; Chau, Aileen; Solomon, Jeffrey; Grafman, Jordan H

2014-10-01

Accumulating neuroscience evidence indicates that human intelligence is supported by a distributed network of frontal and parietal regions that enable complex, goal-directed behaviour. However, the contributions of this network to social aspects of intellectual function remain to be well characterized. Here, we report a human lesion study (n = 144) that investigates the neural bases of social problem solving (measured by the Everyday Problem Solving Inventory) and examine the degree to which individual differences in performance are predicted by a broad spectrum of psychological variables, including psychometric intelligence (measured by the Wechsler Adult Intelligence Scale), emotional intelligence (measured by the Mayer, Salovey, Caruso Emotional Intelligence Test), and personality traits (measured by the Neuroticism-Extraversion-Openness Personality Inventory). Scores for each variable were obtained, followed by voxel-based lesion-symptom mapping. Stepwise regression analyses revealed that working memory, processing speed, and emotional intelligence predict individual differences in everyday problem solving. A targeted analysis of specific everyday problem solving domains (involving friends, home management, consumerism, work, information management, and family) revealed psychological variables that selectively contribute to each. Lesion mapping results indicated that social problem solving, psychometric intelligence, and emotional intelligence are supported by a shared network of frontal, temporal, and parietal regions, including white matter association tracts that bind these areas into a coordinated system. The results support an integrative framework for understanding social intelligence and make specific recommendations for the application of the Everyday Problem Solving Inventory to the study of social problem solving in health and disease. © The Author (2014). Published by Oxford University Press on behalf of the Guarantors of Brain. 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.

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

On the irrationality of emotion and the rationality of awareness.

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Lambie, John A

2008-09-01

It is argued that one answer to the question of the rationality of emotion hinges on the different roles in action selection played by emotions when one is aware of them versus when one is not aware of them (awareness being indexed by the ability to report one's emotion). When unaware of one's emotions, they are: (a) not able to enter into one's deliberations about what to do, and (b) more likely to be automatically acted out. This is a problem for rationality because (partly due to the logic of signal detection theory) emotional action urges are often "false positives". In contrast, awareness of emotions crucially allows emotional responses to be inhibited: such inhibition is necessary for truly rational action selection. Furthermore, awareness enables Reflective Revision--the modification of one's theories and action plans as a result of awareness of inconsistencies between theories and data, and action plans and goals.

Are Changes in Students' Perceptions of the Learning Environment Related to Changes in Emotional and Behavioural Problems?

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Thuen, Elin; Bru, Edvin

2009-01-01

Previous cross-sectional based research suggests that students' perceptions of the learning environment are associated with emotional and behavioural problems (EBP). However, it is not clear to what extent the associations identified are merely reflections of individual student characteristics. The present study explored this issue by utilizing a…

Impacts of Autistic Behaviors, Emotional and Behavioral Problems on Parenting Stress in Caregivers of Children with Autism

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Huang, Chien-Yu; Yen, Hsui-Chen; Tseng, Mei-Hui; Tung, Li-Chen; Chen, Ying-Dar; Chen, Kuan-Lin

2014-01-01

This study examined the effects of autistic behaviors and individual emotional and behavioral problems on parenting stress in caregivers of children with autism. Caregivers were interviewed with the Childhood Autism Rating Scale and completed the Strength and Difficulties Questionnaire and the Parenting Stress Index Short Form. Results revealed…

Emotion Regulation Difficulties in Boys with Oppositional Defiant Disorder/Conduct Disorder and the Relation with Comorbid Autism Traits and Attention Deficit Traits.

Directory of Open Access Journals (Sweden)

Jantiene Schoorl

Full Text Available Previous research has pointed towards a link between emotion dysregulation and aggressive behavior in children. Emotion regulation difficulties are not specific for children with persistent aggression problems, i.e. oppositional defiant disorder or conduct disorder (ODD/CD, children with other psychiatric conditions, such as autism spectrum disorders or attention-deficit/hyperactivity disorder, have emotion regulation difficulties too. On a behavioral level some overlap exists between these disorders and comorbidity is high. The aim of this study was therefore twofold: 1 to examine emotion regulation difficulties in 65 boys with ODD/CD in comparison to a non-clinical control group (NC of 38 boys (8-12 years using a performance measure (Ultimatum Game, parent report and self-report, and 2 to establish to what extent emotion regulation in the ODD/CD group was correlated with severity of autism and/or attention deficit traits. Results on the Ultimatum Game showed that the ODD/CD group rejected more ambiguous offers than the NC group, which is seen as an indication of poor emotion regulation. Parents also reported that the ODD/CD group experienced more emotion regulation problems in daily life than the NC group. In contrast to these cognitive and behavioral measures, self-reports did not reveal any difference, indicating that boys with ODD/CD do not perceive themselves as having impairments in regulating their emotions. Emotional decision making within the ODD/CD group was not related to variation in autism or attention deficit traits. These results support the idea that emotion dysregulation is an important problem within ODD/CD, yet boys with ODD/CD have reduced awareness of this.

Emotion Regulation Difficulties in Boys with Oppositional Defiant Disorder/Conduct Disorder and the Relation with Comorbid Autism Traits and Attention Deficit Traits.

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Schoorl, Jantiene; van Rijn, Sophie; de Wied, Minet; van Goozen, Stephanie; Swaab, Hanna

2016-01-01

Previous research has pointed towards a link between emotion dysregulation and aggressive behavior in children. Emotion regulation difficulties are not specific for children with persistent aggression problems, i.e. oppositional defiant disorder or conduct disorder (ODD/CD), children with other psychiatric conditions, such as autism spectrum disorders or attention-deficit/hyperactivity disorder, have emotion regulation difficulties too. On a behavioral level some overlap exists between these disorders and comorbidity is high. The aim of this study was therefore twofold: 1) to examine emotion regulation difficulties in 65 boys with ODD/CD in comparison to a non-clinical control group (NC) of 38 boys (8-12 years) using a performance measure (Ultimatum Game), parent report and self-report, and 2) to establish to what extent emotion regulation in the ODD/CD group was correlated with severity of autism and/or attention deficit traits. Results on the Ultimatum Game showed that the ODD/CD group rejected more ambiguous offers than the NC group, which is seen as an indication of poor emotion regulation. Parents also reported that the ODD/CD group experienced more emotion regulation problems in daily life than the NC group. In contrast to these cognitive and behavioral measures, self-reports did not reveal any difference, indicating that boys with ODD/CD do not perceive themselves as having impairments in regulating their emotions. Emotional decision making within the ODD/CD group was not related to variation in autism or attention deficit traits. These results support the idea that emotion dysregulation is an important problem within ODD/CD, yet boys with ODD/CD have reduced awareness of this.

Variability in emotional/behavioral problems in boys with oppositional defiant disorder or conduct disorder: the role of arousal.

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Schoorl, Jantiene; Van Rijn, Sophie; De Wied, Minet; Van Goozen, Stephanie H M; Swaab, Hanna

2016-08-01

It is often reported that children with oppositional defiant disorder (ODD) or conduct disorder (CD) are under-aroused. However, the evidence is mixed, with some children with ODD/CD displaying high arousal. This has led to the hypothesis that different profiles of arousal dysfunction may exist within children with ODD/CD. This knowledge could explain variability within children with ODD/CD, both in terms of specific types of aggression as well as comorbid symptoms (e.g., other emotional/behavioral problems). We measured heart rate variability (HRV), heart rate (HR) and skin conductance level (SCL) during rest and stress, and obtained parent and teacher reports of aggression, anxiety, attention problems and autism traits in a sample of 66 ODD/CD and 36 non-clinical boys (aged 8-12 years). The ODD/CD group scored significantly higher on aggression, anxiety, attention problems and autism traits than the controls; boys with ODD/CD also had higher resting HRs than controls, but HR stress, HRV and SCL did not differ. Hierarchical regressions showed different physiological profiles in subgroups of boys with ODD/CD based on their type of aggression; a pattern of high baseline HR and SCL, but low stress HRV was related to reactive aggression, whereas the opposite physiological pattern (low HR, low stress SCL, high stress HRV) was related to proactive aggression. Furthermore, high stress SCL was related to anxiety symptoms, whereas low stress SCL was related to attention problems. These findings are important because they indicate heterogeneity within boys with ODD/CD and highlight the importance of using physiology to differentiate boys with different ODD/CD subtypes.

Evaluating music emotion recognition

DEFF Research Database (Denmark)

Sturm, Bob L.

2013-01-01

A fundamental problem with nearly all work in music genre recognition (MGR)is that evaluation lacks validity with respect to the principal goals of MGR. This problem also occurs in the evaluation of music emotion recognition (MER). Standard approaches to evaluation, though easy to implement, do...... not reliably differentiate between recognizing genre or emotion from music, or by virtue of confounding factors in signals (e.g., equalization). We demonstrate such problems for evaluating an MER system, and conclude with recommendations....

Impacts of autistic behaviors, emotional and behavioral problems on parenting stress in caregivers of children with autism.

Science.gov (United States)

Huang, Chien-Yu; Yen, Hsui-Chen; Tseng, Mei-Hui; Tung, Li-Chen; Chen, Ying-Dar; Chen, Kuan-Lin

2014-06-01

This study examined the effects of autistic behaviors and individual emotional and behavioral problems on parenting stress in caregivers of children with autism. Caregivers were interviewed with the Childhood Autism Rating Scale and completed the Strength and Difficulties Questionnaire and the Parenting Stress Index Short Form. Results revealed that caregivers of children with mild/moderate autistic behavior problems perceived lower parenting stress than did those of children with no or severe problems. In addition, prosocial behaviors and conduct problems respectively predicted stress in the parent-child relationship and child-related stress. The findings can provide guidance in evaluations and interventions with a focus on mitigating parenting stress in caregivers of children with autism.

Affect and mathematical problem solving a new perspective

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Adams, Verna

1989-01-01

Research on cognitive aspects of mathematical problem solving has made great progress in recent years, but the relationship of affective factors to problem-solving performance has been a neglected research area. The purpose of Affect and Mathematical Problem Solving: A New Perspective is to show how the theories and methods of cognitive science can be extended to include the role of affect in mathematical problem solving. The book presents Mandler's theory of emotion and explores its implications for the learning and teaching of mathematical problem solving. Also, leading researchers from mathematics, education, and psychology report how they have integrated affect into their own cognitive research. The studies focus on metacognitive processes, aesthetic influences on expert problem solvers, teacher decision-making, technology and teaching problem solving, and beliefs about mathematics. The results suggest how emotional factors like anxiety, frustration, joy, and satisfaction can help or hinder performance in...

Adverse life events as risk factors for behavioural and emotional problems in a 7-year follow-up of a population-based child cohort.

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Rasmussen, Cathrine Skovmand; Nielsen, Louise Gramstrup; Petersen, Dorthe Janne; Christiansen, Erik; Bilenberg, Niels

2014-04-01

The aim of the study was to identify risk factors for significant changes in emotional and behavioural problem load in a community-based cohort of Danish children aged 9-16 years, the risk factors being seven parental and two child-related adverse life events. Data on emotional and behavioural problems was obtained from parents filling in the Child Behavior Checklist (CBCL) when the child was 8-9 and again when 15 years old. Data on risk factors was drawn from Danish registers. Analysis used was logistic regression for crude and adjusted change. Parental divorce significantly raised the odds ratio of an increase in emotional and behavioural problems; furthermore, the risk of deterioration in problem behaviour rose significantly with increasing number of adverse life events. By dividing the children into four groups based on the pathway in problem load (increasers, decreasers, high persisters and low persisters), we found that children with a consistently high level of behavioural problems also had the highest number of adverse life events compared with any other group. Family break-up was found to be a significant risk factor. This supports findings in previous studies. The fact that no other risk factor proved to be of significance might be due to lack of power in the study. Children experiencing high levels of adverse life events are at high risk of chronic problem behaviour. Thus these risk factors should be assessed in daily clinical practice.

Garden Counseling Groups and Self-Esteem: A Mixed Methods Study with Children with Emotional and Behavioral Problems

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Swank, Jacqueline M.; Shin, Sang Min

2015-01-01

This research study focused on the use of a garden group counseling intervention to address the self-esteem of children with emotional and behavioral problems. The researchers found higher self-esteem among participants (N = 31) following the gardening group. Additionally, participants discussed feeling calm and happy and learning to working…

Family Emotional Climate and Sibling Relationship Quality: Influences on Behavioral Problems and Adaptation in Preschool-Aged Children

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Modry-Mandell, Kerri L.; Gamble, Wendy C.; Taylor, Angela R.

2007-01-01

We examined the impact of family emotional climate and sibling relationship quality on behavioral problems and adaptation in preschool-aged children. Participants were 63 mothers with a preschool-aged child enrolled in a Southern Arizona Head Start Program. Siblings were identified as children closest in age to target child. Mothers of…

Perceived emotional intelligence as a moderator variable between cybervictimization and its emotional impact.

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Elipe, Paz; Mora-Merchán, Joaquín A; Ortega-Ruiz, Rosario; Casas, José A

2015-01-01

The negative effects of traditional bullying and, recently, cyberbullying on victims are well-documented, and abundant empirical evidence for it exists. Cybervictimization affects areas such as academic performance, social integration and self-esteem, and causes emotions ranging from anger and sadness to more complex problems such as depression. However, not all victims are equally affected, and the differences seem to be due to certain situational and personal characteristics. The objective of this study is to analyze the relationship between perceived emotional intelligence (PEI) and the emotional impact of cybervictimization. We hypothesize that EI, which has previously been found to play a role in traditional bullying and cyberbullying, may also affect the emotional impact of cyberbullying. The participants in our study were 636 university students from two universities in the south of Spain. Three self-report questionnaires were used: the "European Cyberbullying Intervention Project Questionnaire," the "Cyberbullying Emotional Impact Scale"; and "Trait Meta-Mood Scale-24." Structural Equation Models were used to test the relationships between the analyzed variables. The results support the idea that PEI, by way of a moderator effect, affects the relationship between cybervictimization and emotional impact. Taken together, cybervictimization and PEI explain much of the variance observed in the emotional impact in general and in the negative dimensions of that impact in particular. Attention and Repair were found to be inversely related to Annoyance and Dejection, and positively related to Invigoration. Clarity has the opposite pattern; a positive relationship with Annoyance and Dejection and an inverse relationship with Invigoration. Various hypothetical explanations of these patterns are discussed.

A Preliminary Study of Sex Differences in Emotional Experience.

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Reyes-Aguilar, Azalea; Barrios, Fernando A

2016-04-01

Evolutionary approaches have proposed that women possess an advantage over men in emotional functioning to promote attachment for child-rearing. Likewise, sex differences have been reported in traits such as personality and empathy, traits that likely modulate emotional processing. In this preliminary study, sex differences in emotional processing were analyzed, including empathy as a social emotion and personality traits, as well as whether there exist relationships between those measures. Young volunteers (N = 105) indicated the emotional valence, activation, and dominance that they experience in situations categorized as emotionally positive, negative, or neutral. The results of comparison between sexes supported the approach that women showed more sensitivity to high activation and dominance for positive emotions and empathy, and men were more sensitive to negative situations. Correlation analysis showed only one positive relationship between scores of Self-transcendence, a subscale of Temperament and Character Inventory, with activation scores of neutral situations, but not with emotionally charged situations, perhaps because emotions are context-dependent processes while personality traits are considered context-independent descriptions of habits. These findings should be replicated to enrich knowledge about problems in emotional processing. © The Author(s) 2016.

A comparison of the effectiveness of problem solving training and of cognitive-emotional rehabilitation on neurocognition, social cognition and social functioning in people with schizophrenia.

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Veltro, Franco; Mazza, Monica; Vendittelli, Nicola; Alberti, Mirella; Casacchia, Massimo; Roncone, Rita

2011-01-01

Social cognition and Problem Solving (PS) impairments are common characteristics in patients with schizophrenia. Experimental neuropsychological findings support the hypothesis that schizophrenia is characterized by a broad range of heterogeneous cognitive impairments. Since that time Problem Solving Training has been employed as a core strategy in a wide variety of therapeutic settings. Renewed interest in cognitive functioning, including social Problem Solving skills and social cognition in schizophrenia, has led us to reconsider the potential value of metacognitive strategy as a rehabilitation strategy. The present study reports the results obtained by 24 persons with schizophrenia who were randomly assigned to one of two training session groups: Cognitive-Emotional Rehabilitation (REC) vs Problem Solving Training (PST). Both treatments were administered to small groups composed of subjects suffering from schizophrenic disorders over a 12 months period: primary measures of clinical, social outcomes and secondary measures of cognitive and Problem Solving functions were conducted at 0, and 12 months. Results showed that both training methods were found to be effective in psychopathological measures and in social functioning. On cognitive function improvements were specific to the rehabilitative approach. PST are mainly improved capacities for planning and memory, while the REC improved measures such as social cognition Theory of mind and emotion recognition. The results confirmed that it is no necessary to divide the rehabilitation training in treatments directed to specific domains. The conceptualization and applicability of PST and REC its implications for persons with schizophrenia, and future studies in this research area have also been discussed.

Emotion-Bracelet: A Web Service for Expressing Emotions through an Electronic Interface.

Science.gov (United States)

Martinez, Alicia; Estrada, Hugo; Molina, Alejandra; Mejia, Manuel; Perez, Joaquin

2016-11-24

The mechanisms to communicate emotions have dramatically changed in the last 10 years with social networks, where users massively communicate their emotional states by using the Internet. However, people with socialization problems have difficulty expressing their emotions verbally or interpreting the environment and providing an appropriate emotional response. In this paper, a novel solution called the Emotion-Bracelet is presented that combines a hardware device and a software system. The proposed approach identifies the polarity and emotional intensity of texts published on a social network site by performing real-time processing using a web service. It also shows emotions with a LED matrix using five emoticons that represent positive, very positive, negative, very negative, and neutral states. The Emotion-Bracelet is designed to help people express their emotions in a non-intrusive way, thereby expanding the social aspect of human emotions.

Connectedness, social support and internalising emotional and behavioural problems in adolescents displaced by the Chechen conflict

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Betancourt, Theresa S.; Salhi, Carmel; Buka, Stephen; Leaning, Jennifer; Dunn, Gillian; Earls, Felton

2013-01-01

The study investigated factors associated with internalising emotional and behavioural problems among adolescents displaced during the most recent Chechen conflict. A cross-sectional survey (N=183) examined relationships between social support and connectedness with family, peers and community in relation to internalising problems. Levels of internalising were higher in displaced Chechen youth compared to published norms among non-referred youth in the United States and among Russian children not affected by conflict. Girls demonstrated higher problem scores compared to boys. Significant inverse correlations were observed between family, peer and community connectedness and internalising problems. In multivariate analyses, family connectedness was indicated as a significant predictor of internalising problems, independent of age, gender, housing status and other forms of support evaluated. Sub-analyses by gender indicated stronger protective relationships between family connectedness and internalising problems in boys. Results indicate that family connectedness is an important protective factor requiring further exploration by gender in war-affected adolescents. PMID:22443099

Teaching academic skills as an answer to behavioural problems of students with emotional or behavioural disorders : A review

NARCIS (Netherlands)

van der Worp -van der Kamp, Lidy; Pijl, Sip Jan; Bijstra, Jan O.; van den Bosch, Els J.

2014-01-01

Academic learning has always been a serious issue for students with emotional and behavioural disorders (EBD) and their teachers. However, teaching academic skills could be an important protective and curative factor for the problem behaviour of these students. The current review was conducted to

Teaching academic skills as an answer to behavioural problems of students with emotional or behavioural disorders: a review

NARCIS (Netherlands)