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.

Cognitive emotional regulation in Romanian general medicine students

2017 ◽  
Vol 41 (S1) ◽  
pp. S701-S701
Author(s):  
R.S. Romosan ◽  
A.M. Romosan ◽  
V.R. Enatescu ◽  
I. Papava ◽  
C. Giurgi-Oncu
Keyword(s):  
Emotion Regulation ◽  
Emotional Regulation ◽  
General Medicine ◽  
Female Students ◽  
Cognitive Coping ◽  
Emotion Regulation Strategies ◽  
Cognitive Emotion Regulation ◽  
School Students ◽  
Regulation Strategies ◽  
Competing Interest

IntroductionDuring medical school, students experience significant amounts of stress. Since certain emotion regulatory strategies are known to be maladaptive, the way in which students are capable to regulate their emotions becomes very important, because it can affect their physical and mental welfare.ObjectivesThe purpose of this study was to assess cognitive emotion regulation strategies in Romanian general medicine (GM) students.MethodsThe study was conducted between 2015–2016 on 86 sixth-year Romanian GM undergraduates from the Timisoara “Victor Babes” university of medicine and pharmacy. In order to identify the cognitive emotion regulation strategies (or cognitive coping strategies) that students use after experiencing negative situations or life events we used the Romanian version of the cognitive emotion regulation questionnaire (CERQ).ResultsThe sample consisted of 30 (34.9%) males and 56 (65.1%) females, with ages ranging between 24 and 31 years (mean age = 24.97 years, SD = 1.74). Compared to female students, males obtained significantly lower mean scores in “umination” (t = -2.84, P = 0.005, 95% CI = -1.64; -0.29), “positive refocusing” (t = -2.09, P = 0.037, 95% CI = -1.42; -0.04) and “catastrophizing” (t = -3.17, P = 0.002, 95% CI = -1.31; -0.3). Both male and female GM students had significantly higher mean scores in “blaming others” than their respectively gender-related general population.ConclusionsResults of this study suggest that GM students, when facing stressful or negative events, are more inclined in using “blaming others” as a coping strategy. Female students seem to be more inclined than males to use “rumination”, “catastrophizing” and “positive refocusing” as cognitive coping mechanisms.Disclosure of interestThe authors have not supplied their declaration of competing interest.

scholarly journals Effects of a Transactional Analysis Program on Adolescents’ Emotion Regulation

2016 ◽  
Vol 8 (4) ◽  
pp. 51 ◽  
Author(s):  
Somaye Keshavarzi ◽  
Eskandar Fathi Azar ◽  
Mir Mahmoud Mirnasab ◽  
Rahim Badri Gargari
Keyword(s):  
Emotion Regulation ◽  
High School Students ◽  
Emotional Disorders ◽  
Analysis Of Covariance ◽  
Control Group ◽  
Transactional Analysis ◽  
Analysis Program ◽  
Emotion Regulation Strategies ◽  
Regulation Strategies

<p>Most adolescents are susceptible to exhibit emotional disorders due to rapid changes that occur during adolescence (Rudolph, 2002). To cope with such an issue, it is required to apply intervention programs in order to develop their competencies (Viner et al., 2012). In this study, the effect of transactional analysis on emotion regulation of 10th-grade female high school students has been examined by utilizing a quasi-experimental research (pre-test, post-test, and a control group design). Two classes have been chosen by cluster sampling and randomly assigned as the experimental and control groups. The Regulation of Emotion Questionnaire (Phillips &amp; power, 2007) was administrated. The transactional analysis program has been hold in eight sessions for the experimental group. Both groups were reexamined for follow-up a month later. The collected data were analyzed by Multivariate Analysis of Covariance (MANCOVA) indicates a significant increase in the functional emotion regulation strategies as well as a marked decrease in the dysfunctional emotion regulation strategies. The follow-up test also revealed an adequate stability. The implications of transactional analysis program will be discussed.</p>

Why Do People With Depression Use Faulty Emotion Regulation Strategies?

2019 ◽  
Vol 12 (2) ◽  
pp. 118-128
Author(s):  
Sunkyung Yoon ◽  
Jonathan Rottenberg
Keyword(s):  
Emotion Regulation ◽  
Clinical Practice ◽  
Negative Emotions ◽  
Clinical Science ◽  
Maladaptive Behaviors ◽  
Emotion Regulation Strategies ◽  
Self Injury ◽  
Regulation Strategies ◽  
Nonsuicidal Self Injury

Why do people with psychopathology use less adaptive and more maladaptive strategies for negative emotions if such usage has self-destructive consequences? Although researchers have examined the reasons for people’s engagement in maladaptive “behaviors,” such as nonsuicidal self-injury, surprisingly little attention has been paid to the reasons why people might endorse maladaptive emotion regulation (ER) strategies. This article addresses this question, focusing on the case of depression, evaluating an array of 10 possible explanations. After considering the existing evidence, we provide a blueprint to help the field reach stronger conclusions about depression and other forms of psychopathology. Better understanding of the origins of healthy/unhealthy ER has implications for clinical science, clinical practice, as well as their integration.

scholarly journals Cloninger’s TCI associations with adaptive and maladaptive emotion regulation strategies

PeerJ ◽  
2019 ◽  
Vol 7 ◽  
pp. e7958 ◽  
Author(s):  
Han Chae ◽  
Soo Hyun Park ◽  
Danilo Garcia ◽  
Soo Jin Lee
Keyword(s):  
Emotion Regulation ◽  
Multiple Regression ◽  
Psychological Health ◽  
Well Being ◽  
Character Trait ◽  
Analysis Of Covariance ◽  
Emotion Regulation Strategies ◽  
Cognitive Emotion Regulation ◽  
Hierarchical Multiple Regression ◽  
Regulation Strategies

Background Cognitive emotion regulation plays a crucial role in psychopathology, resilience and well-being by regulating response to stress situations. However, the relationship between personality and adaptive and maladaptive regulation has not been sufficiently examined. Methods Adaptive and maladaptive cognitive emotion regulation strategies of 247 university students were measured using the Cognitive Emotion Regulation Questionnaire (CERQ) and their temperament and character characteristics were analyzed with the Temperament and Character Inventory—Revised Short (TCI-RS). Two-step hierarchical multiple regression analyses were used to analyze whether TCI-RS explains the use of adaptive and maladaptive cognitive emotion regulation strategies. The latent classes of cognitive emotion regulation strategies were extracted with Latent Class Analysis (LCA) and significant differences in the subscales of CERQ and TCI-RS were examined with Analysis of Covariance (ANCOVA) and Profile Analysis after controlling for sex and age. Results The two-step hierarchical multiple regression model using the seven TCI-RS subscales explained 32.30% of the adaptive and 41.70% of the maladaptive CERQ subscale scores when sex and age were introduced in the first step as covariates. As for temperament, Novelty Seeking (NS) and Persistence (PS) were pivotal for adaptive and Harm Avoidance (HA) and PS for maladaptive CERQ total scores. In addition, the character traits Self-Directedness (SD) and Cooperativeness (CO) were critical for high adaptive and low maladaptive CERQ scores. Four latent emotion regulation classes were confirmed through LCA, and distinct TCI-RS profiles were found. The temperament trait HA and character trait SD were significantly different among the four latent emotion regulation classes. Discussion This study demonstrated that SD and CO are related to cognitive emotion regulation strategies along with psychological health and well-being, and that PS exhibits dualistic effects when combined with NS or HA on response to stressful situations. The importance of developing mature character represented by higher SD and CO in regard to mental health and its clinical implementation was discussed.

Depression Symptoms as Mediator Between Adolescents' Sense of Loneliness at School and Nonsuicidal Self-Injury Behaviors

Crisis ◽  
2020 ◽  
pp. 1-8
Author(s):  
Nir Madjar ◽  
Ella Sarel-Mahlev ◽  
Anat Brunstein Klomek
Keyword(s):  
High School Students ◽  
Structural Equation ◽  
Self Report ◽  
Equation Modeling ◽  
Depression Symptoms ◽  
School Students ◽  
Cross Sectional ◽  
Multiple Group ◽  
Self Injury ◽  
Nonsuicidal Self Injury

Abstract. Background: Previous studies indicated that perception of school experiences (i.e., teachers' psychological support and perceived peer climate) is associated with nonsuicidal self-injury (NSSI) behaviors among adolescents. Aims: The purpose of the current study was to explore whether depression symptoms mediate the relationship between sense of loneliness in school and NSSI behaviors among adolescents. Method: The sample included high-school students ( N = 306; 51.6% girls) who completed surveys assessing their subjective sense of loneliness (feeling lonely, spending their time alone in school, and reporting a small number of friends), depression symptoms, and NSSI behaviors. Results: Multiple-group structural equation modeling, stratified by gender, supported the hypothesized model. Sense of loneliness was associated with depression symptoms, which in turn were associated with NSSI. Positive school attitudes were associated with depression symptoms only for girls. Results were robust when controlling for the relationships with parents. Limitations: The study is based on cross-sectional data, which limits the ability to make causal conclusions, and the instruments are based on self-report scales. Conclusion: Mental health professional are advised to note the significant role of subjective sense of loneliness in school as a possible risk factor for depression symptoms, which may be associated with NSSI behaviors.

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