Emotion Regulation Strategies in European American and Hong Kong Chinese Middle School Children

2015 ◽  
Vol 20 (2) ◽  
pp. 152-159 ◽  
Author(s):  
Kayan Phoebe Wan ◽  
Elena Savina
Keyword(s):  
Middle School ◽  
Emotion Regulation ◽  
Hong Kong ◽  
School Children ◽  
Hong Kong Chinese ◽  
European American ◽  
Emotion Regulation Strategies ◽  
Middle School Children ◽  
Regulation Strategies

scholarly journals Emotion regulation strategies and later externalizing behavior among European American and African American children

2009 ◽  
Vol 21 (2) ◽  
pp. 393-415 ◽  
Author(s):  
Lauren H. Supplee ◽  
Emily Moye Skuban ◽  
Daniel S. Shaw ◽  
Joanna Prout
Keyword(s):  
Emotion Regulation ◽  
African American ◽  
Low Income ◽  
Externalizing Behavior ◽  
Delay Of Gratification ◽  
European American ◽  
Emotion Regulation Strategies ◽  
Differential Outcomes ◽  
Regulation Strategies ◽  
American Children

AbstractChildren's early emotion regulation strategies (ERS) have been related to externalizing problems; however, most studies have included predominantly European American, middle-class children. The current study explores whether ERS use may have differential outcomes as a function of the mother's ethnic culture. The study utilizes two diverse samples of low-income male toddlers to examine observed ERS during a delay of gratification task in relation to maternal and teacher reports of children's externalizing behavior 2 to 6 years later. Although the frequencies of ERS were comparable between ethnic groups in both samples, the use of physical comfort seeking and self-soothing was positively related to African American children's later externalizing behavior but negatively related to externalizing behavior for European American children in Sample 1. Data from Sample 2 appear to support this pattern for self-soothing in maternal, but not teacher, report of externalizing behavior. Within group differences by income were examined as a possible explanatory factor accounting for the ethnic differences, but it was not supported. Alternative explanations are discussed to explain the pattern of findings.

Exploring Particular Facets of Cognitive Emotion Regulation and Their Relationships With Nonsuicidal Self-Injury Among Adolescents

Crisis ◽  
2019 ◽  
Vol 40 (4) ◽  
pp. 280-286 ◽  
Author(s):  
Nir Madjar ◽  
Nicole Segal ◽  
Gilad Eger ◽  
Gal Shoval
Keyword(s):  
Emotion Regulation ◽  
High School Students ◽  
Analysis Of Covariance ◽  
Depression Symptoms ◽  
Emotion Regulation Strategies ◽  
Cognitive Emotion Regulation ◽  
School Students ◽  
Self Injury ◽  
Regulation Strategies ◽  
Nonsuicidal Self Injury

Abstract. Background: Nonsuicidal self-injury (NSSI) has been found to be associated with poor emotion regulation. Aims: The goal of this study was to examine the association of multidimensional cognitive emotion regulation strategies with NSSI among adolescents and compare the different patterns of NSSI. Method: A sample of 594 high-school students (54.4% boys; mean age = 14.96 years), from five regional schools across Israel, were assessed for five facets of cognitive emotion regulation strategies (acceptance, refocus on planning, positive refocusing, putting into perspective, and positive reappraisal) and NSSI behaviors using validated scales. Participants were allocated into three groups: repetitive NSSI (more than six occasions of NSSI; 7.1%), occasional NSSI (at least one incident but less than six; 8.3%), and no NSSI (84.6%). Results: Analysis of covariance, controlling for gender and depression symptoms, revealed that students with NSSI reported higher levels of acceptance, but lower levels of refocus on planning and putting into perspective. Limitations: The study used a cross-sectional design, which was a limitation. Conclusion: These findings demonstrate that particular cognitive emotion regulation strategies differ substantially in their relationship with NSSI. Adolescents who focus on planning and putting stressful situations into perspective may have increased resilience, whereas adolescents who are accepting of negative events that have happened may be more prone to maladaptive coping behaviors.

Mindfulness training reduces stress and amygdala reactivity to fearful faces in middle-school children.

2019 ◽  
Vol 133 (6) ◽  
pp. 569-585 ◽  
Author(s):  
Clemens C. C. Bauer ◽  
Camila Caballero ◽  
Ethan Scherer ◽  
Martin R. West ◽  
Michael D. Mrazek ◽  
...  
Keyword(s):  
Middle School ◽  
School Children ◽  
Mindfulness Training ◽  
Middle School Children ◽  
Fearful Faces ◽  
Amygdala Reactivity
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