scholarly journals Emotion Regulation and the Transdiagnostic Role of Repetitive Negative Thinking in Adolescents with Social Anxiety and Depression

2016 ◽  
Vol 41 (2) ◽  
pp. 206-219 ◽  
Author(s):  
David H. Klemanski ◽  
Joshua Curtiss ◽  
Katie A. McLaughlin ◽  
Susan Nolen-Hoeksema
Keyword(s):  
Emotion Regulation ◽  
Social Anxiety ◽  
Anxiety And Depression ◽  
Repetitive Negative Thinking ◽  
Negative Thinking

Examining the roles of metacognitive beliefs and maladaptive aspects of perfectionism in depression and anxiety

2020 ◽  
Vol 48 (4) ◽  
pp. 442-453
Author(s):  
Lee Kannis-Dymand ◽  
Emily Hughes ◽  
Kate Mulgrew ◽  
Janet D. Carter ◽  
Steven Love
Keyword(s):  
Structural Equation Modelling ◽  
Structural Equation ◽  
Self Report ◽  
Anxiety And Depression ◽  
Repetitive Negative Thinking ◽  
Common Component ◽  
Negative Thinking ◽  
Equation Modelling ◽  
Metacognitive Beliefs ◽  
Partial Correlations

AbstractBackground:Metacognition and perfectionism are factors found to be associated with both anxiety and depression. A common component that underlies these factors is the influence of perseverance, or the tendency to continue a behaviour or thought even if it is no longer productive.Aims:This study aimed to investigate the relationships between metacognitive beliefs with maladaptive aspects of perfectionism (i.e. perseverance behaviours), and their relation to anxiety and depression.Method:Participants (n = 1033) completed six self-report questionnaires measuring metacognitive beliefs about rumination and worry, perseverance, anxiety and depression. Data were analysed using correlational testing, and structural equation modelling.Results:Results of structural equation modelling revealed that positive metacognitive beliefs about repetitive negative thinking increased the likelihood to perceive the thinking as uncontrollable, and that perseverance behaviours were predicted by all metacognitive beliefs. Furthermore, examination of partial correlations revealed that both negative metacognitive beliefs about repetitive negative thinking and perseverance behaviours predicted anxiety and depression; however, negative metacognitive beliefs were the strongest predictor, in both cases.Conclusions:The results provided support for current metacognitive models, in that the interpretation of cognitive perseveration sequentially influences psychopathology, but also provided insight into the inclusion of perseveration behaviours. Furthermore, the findings may also have value in a clinical setting, as targeting metacognitive beliefs in the presence of perseverance type behaviours may prove beneficial for treatment.

scholarly journals Positive and Negative Emotion Regulation in Adolescence: Links to Anxiety and Depression

2019 ◽  
Vol 9 (4) ◽  
pp. 76 ◽  
Author(s):  
Katherine Young ◽  
Christina Sandman ◽  
Michelle Craske
Keyword(s):  
Emotion Regulation ◽  
Emotional Regulation ◽  
Emotion Dysregulation ◽  
Emotional Reactivity ◽  
Depressive Disorders ◽  
Negative Emotion ◽  
Self Report ◽  
Anxiety And Depression ◽  
Adolescent Anxiety

Emotion regulation skills develop substantially across adolescence, a period characterized by emotional challenges and developing regulatory neural circuitry. Adolescence is also a risk period for the new onset of anxiety and depressive disorders, psychopathologies which have long been associated with disruptions in regulation of positive and negative emotions. This paper reviews the current understanding of the role of disrupted emotion regulation in adolescent anxiety and depression, describing findings from self-report, behavioral, peripheral psychophysiological, and neural measures. Self-report studies robustly identified associations between emotion dysregulation and adolescent anxiety and depression. Findings from behavioral and psychophysiological studies are mixed, with some suggestion of specific impairments in reappraisal in anxiety. Results from neuroimaging studies broadly implicate altered functioning of amygdala-prefrontal cortical circuitries, although again, findings are mixed regarding specific patterns of altered neural functioning. Future work may benefit from focusing on designs that contrast effects of specific regulatory strategies, and isolate changes in emotional regulation from emotional reactivity. Approaches to improve treatments based on empirical evidence of disrupted emotion regulation in adolescents are also discussed. Future intervention studies might consider training and measurement of specific strategies in adolescents to better understand the role of emotion regulation as a treatment mechanism.

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