“You shouldn’t feel this way!” Children’s and adolescents’ interpersonal emotion regulation of victims’ and violators’ feelings after social exclusion

2020 ◽  
Vol 54 ◽  
pp. 100874
Author(s):  
Michaela Gummerum ◽  
Belén López-Pérez
2019 ◽  
Author(s):  
Jennifer Veilleux ◽  
Garrett Pollert ◽  
kayla skinner ◽  
Danielle Baker ◽  
Kaitlyn Chamberlain ◽  
...  

The beliefs people hold about emotion are clearly relevant for emotional processes, although the social psychological research on malleability or “lay” beliefs about emotion are rarely integrated with the clinical research on emotional schemas. In the current study, we examine a variety of beliefs about emotion (e.g., beliefs that emotions can be changed, beliefs that negative emotions are bad, beliefs that emotions should not be expressed, beliefs that emotions control behavior, beliefs that emotions last “forever”) along with other emotion belief measures and measures of psychopathology (general psychological distress, borderline personality), emotion dysregulation, interpersonal emotional attributions (emotional expressivity, interpersonal emotion regulation) and psychological flexibility (mindfulness, emotional intelligence). In a combined sample of undergraduates (n = 162) and adults from Mechanical Turk (n = 197), we found that beliefs about the longevity and uniqueness of emotions were unique predictors of psychopathology, even after controlling for age and gender. We also found that after controlling for symptoms of psychopathology, beliefs about longevity and that negative emotions are bad predicted greater emotion dysregulation and lower mindfulness. Beliefs that emotions should be kept to the self and a preference of logic over emotion predicted less emotional expressivity, interpersonal emotion regulation, and emotional intelligence. Beliefs that emotions control behavior also predicted lower mindfulness. Finally, when asked whether they think their beliefs change during strong emotions, people who said their beliefs change (about two-thirds of the sample) reported higher symptoms of psychopathology, higher emotion dysregulation, higher use of interpersonal regulation strategies and lower mindfulness.


2021 ◽  
Author(s):  
Benjamin Swerdlow ◽  
Devon Sandel ◽  
Sheri L Johnson

Recent theory and research have drawn attention to interpersonal dimensions of emotion regulation. Yet, few empirical investigations of the outcomes of interpersonal emotion regulation have been conducted. We propose that one negative affective outcome of received interpersonal emotion regulation of conceptual and practical interest is shame. In the present series of studies, participants from six, disparate samples were asked to report on experiences of receiving interpersonal emotion regulation using autobiographical recall and ecological sampling paradigms (total analyzed n = 1868; total analyzed k = 2515 instances of receiving interpersonal emotion regulation). We sought to quantify the frequency and distinctiveness of shame as an outcome of receiving interpersonal emotion regulation. We used an exploratory-confirmatory approach to identify robust and generalizable correlates of shame. We considered individual (e.g., trait external shame-proneness), situational (e.g., desire for regulation), relational (e.g., perceived closeness with the provider) and interaction-specific (e.g., perceptions of provider hostility) variables. Our results indicate that it is not uncommon for people to experience receiving interpersonal emotion regulation as shame-inducing, and these perceptions are distinct from their evaluations of the overall effectiveness of the interaction. The most robust correlates of shame across studies and samples were interaction-specific ratings of responsiveness and hostility, which were negatively and positively correlated with shame, respectively. We discuss the conceptual, methodological, and practical implications of these findings for studying interpersonal emotion regulation and shame.


2021 ◽  
pp. 026540752110542
Author(s):  
Kyongboon Kwon ◽  
Belén López-Pérez

A systematic investigation has been lacking regarding children’s deliberate regulation of others’ emotions which is labeled interpersonal emotion regulation (ER). Based on a theoretically derived model of Interpersonal Affect Classification, we examined children’s interpersonal ER strategy use in the peer group. Participants were 398 fourth and fifth grade children from the Midwestern United States. Children rated themselves regarding their use of intrapersonal and interpersonal ER strategies as well as attention to friends’ emotions. Teacher-report and peer nominations were used to assess social competence regarding prosocial behavior and emotion sharing. Awareness of and attention to friends’ emotions were positively and more strongly associated with interpersonal ER than intrapersonal ER. Children reported affective engagement most strongly followed by humor, cognitive engagement, and attention to improve friends’ feelings. Among the four interpersonal ER strategies, only affective engagement was uniquely associated with social competence; intrapersonal ER was not associated with social competence. The findings support the significance of broadening the focus of ER to the interpersonal domain to promote the development of children’s ER and social competence.


Sign in / Sign up

Export Citation Format

Share Document