Promoting Emotional Expression and Emotion Regulation in Couples.

2007 ◽  
pp. 231-248 ◽  
Author(s):  
Rhonda N. Goldman ◽  
Leslie S. Greenberg
Keyword(s):  
Emotion Regulation ◽  
Emotional Expression

Emotion display and suppression among Arab and Jewish assistant principals in Israel

2018 ◽  
Vol 3 (3) ◽  
pp. 173-191 ◽  
Author(s):  
Khalid Arar ◽  
Izhar Oplatka
Keyword(s):  
Emotion Regulation ◽  
Emotional Expression ◽  
Assistant Principals ◽  
Design Methodology ◽  
Practical Knowledge ◽  
Educational Leaders ◽  
Structured Interviews ◽  
Content Type ◽  
Personal Needs ◽  
Teachers And Parents

Purpose It is widely accepted that educational leaders and teachers need to manage and regulate their emotions continually, mainly because schooling and teaching processes expose many emotions. Thus, the purpose of this paper is to trace the ways Israeli assistant principals, both Arab and Jewish, manage their emotions at work. Design/methodology/approach Based on semi-structured interviews with 15 assistant principals, it was found that they are required to manage their emotions in accordance with entrenched emotion rules in the culture and society. Findings Most of the Jewish female APs tend to display warmth and empathy toward teachers in order to better understand their personal needs and professional performances. In contrast, Arab APs suppressed or fabricated emotional expression in their discourse with teachers and parents, in order to maintain a professional façade and retain the internal cohesion of the school. Both groups of APs believed their emotion regulation results in higher level of harmony in the school. Empirical and practical suggestions are put forward. Originality/value The paper is original and contributes to the theoretical and practical knowledge.

The Multilevel Structure of Daily Emotion-Regulation-Strategy Use: An Examination of Within- and Between-Person Associations in Naturalistic Settings

2018 ◽  
Vol 7 (2) ◽  
pp. 321-339 ◽  
Author(s):  
Tierney P. McMahon ◽  
Kristin Naragon-Gainey
Keyword(s):  
Emotion Regulation ◽  
Emotional Expression ◽  
Experiential Avoidance ◽  
Internalizing Symptoms ◽  
Clinical Sample ◽  
Strategy Use ◽  
Expressive Suppression ◽  
Student Sample ◽  
Attentional Shift ◽  
Exploratory Factor Analyses

Existing structural analyses of emotion-regulation (ER) strategies have relied on retrospective, dispositional assessments, ignoring the within-person structure (i.e., intraindividual strategy groupings based on momentary covariances) and variability in strategy use across time and contexts. We conducted multilevel exploratory factor analyses on self-reported daily use of 11 strategies (i.e., acceptance, behavioral avoidance, distraction, experiential avoidance, expressive suppression, procrastination, reappraisal, reflection, rumination, savoring, social support) in clinical ( N = 129) and student ( N = 109) samples with intensive longitudinal designs. At the between-person level, two factors—Engagement and Avoidance—emerged in both samples. A different structure was found at the within-person level, with four factors in the student sample (i.e., Attentional Shift, Acceptance, Avoidance, Emotional Expression) and three in the clinical sample (i.e., Attentional Shift, Avoidance, Emotional Expression). The validity of these factors was examined via their associations with daily internalizing symptoms and affect. Implications for naturalistic ER strategy use and clinical assessment/intervention are discussed.

scholarly journals Reinforcement Emotion-Cognition System: A Teaching Words Task

2019 ◽  
Vol 2019 ◽  
pp. 1-13 ◽  
Author(s):  
Minjia Li ◽  
Lun Xie ◽  
Anqi Zhang ◽  
Fuji Ren
Keyword(s):  
Emotion Regulation ◽  
Emotional Expression ◽  
Emotional Interaction ◽  
System A ◽  
Emotion Regulation Strategy ◽  
Emotion Generation ◽  
Set Up ◽  
Cooperative Relationship ◽  
Natural Interactions ◽  
Intelligent Learning Environments

The goal of this paper is to suggest a system for intelligent learning environments with robots modeling of emotion regulation and cognition based on quantitative motivation. A detailed interactive situation for teaching words is proposed. In this study, we introduce one bottom-up collaboration method for emotion-cognition interplay and behaviour decision-making. Integration with gross emotion regulation theory lets the proposed system adapt to natural interactions between students and the robot in emotional interaction. Four key ideas are advocated, and they jointly set up a reinforcement emotion-cognition system (RECS). First, the quantitative motivation is grounded on external interactive sensory detection, which is affected by memory and preference. Second, the emotion generation triggered by an initial motivation such as external stimulus is also influenced by the state in the previous time. Third, the competitive and cooperative relationship between emotion and motivation intervenes to make the decision of emotional expression and teaching actions. Finally, cognitive reappraisal, the emotion regulation strategy, is introduced for the establishment of emotion transition combined with personalized cognition. We display that this RECS increases the robot emotional interactive performance and makes corresponding teaching decision through behavioural and statistical analysis.

scholarly journals Emotion Regulation Regulates More Than Emotion

2016 ◽  
Vol 5 (1) ◽  
pp. 37-51 ◽  
Author(s):  
Kirsten Gilbert ◽  
Susan Mineka ◽  
Richard E. Zinbarg ◽  
Michelle G. Craske ◽  
Emma K. Adam
Keyword(s):  
Emotion Regulation ◽  
Problem Solving ◽  
Hpa Axis ◽  
Emotional Expression ◽  
Internalizing Disorders ◽  
Cortisol Reactivity ◽  
History Of ◽  
Support Seeking ◽  
Regulation Strategies ◽  
Hpa Axis Functioning

Maladaptive emotion regulation and dysregulated hypothalamic-pituitary-adrenal (HPA) axis functioning are characteristic of depression and anxiety. However, little research examines whether and how emotion regulation affects HPA axis functioning. We utilized an experience sampling methodology to examine associations between three emotion regulation strategies (problem solving, disengagement, and emotional expression/support seeking) and diurnal cortisol rhythms and reactivity in everyday life. Participants were young adults with current, past, or no history of internalizing disorders (depression or anxiety; N = 182). Across participants, problem solving was associated with an elevated cortisol awakening response (CAR), whereas disengagement was associated with a steeper cortisol slope. Only for individuals with internalizing disorders was momentary problem solving and emotional expression/support seeking associated with higher cortisol reactivity and emotional expression/support seeking associated with a flatter diurnal slope and blunted CAR. Results provide insight into associations between emotion regulation and day-to-day HPA axis functioning.

scholarly journals The relationships among appraisals of emotion, regulation of emotional expression, and mental health.

2015 ◽  
Vol 79 (0) ◽  
pp. 1PM-105-1PM-105
Author(s):  
Hisashi Uebuchi ◽  
Fumiko Kosumi ◽  
Taiki Matsumura ◽  
Yuri Kawamura ◽  
Mei Takahashi ◽  
...  
Keyword(s):  
Mental Health ◽  
Emotion Regulation ◽  
Emotional Expression

scholarly journals Emotion Sensitivity in Individuals with Various Degrees of Expressive Suppression: The Case of Policemen

2021 ◽  
Vol 11 (2) ◽  
pp. 26-39
Author(s):  
M.A. Padun ◽  
E.A. Sorokko ◽  
E.A. Suchkova ◽  
D.V. Lucin
Keyword(s):  
Emotion Regulation ◽  
Emotional Expression ◽  
Negative Emotions ◽  
Professional Activity ◽  
Dynamic Changes ◽  
Expressive Suppression ◽  
Emotion Suppression ◽  
Arkhangelsk Region ◽  
The One

The article examines emotion sensitivity in policemen and its relationships with emotion suppression. It was hypothesized that individuals with high emotion suppression were less efficient in recognizing others’ negative emotions. Forty-nine policemen from the Arkhangelsk region of Russia aged from 22 to 50 took part in the study. Emotion sensitivity was measured presenting faces with dynamic changes in emotional expression from neutral to the one of four emotion categories, namely happiness, sadness, anger, and fear. Emotion suppression was measured with Gross’ Emotion Regulation Questionnaire (ERQ). Happiness was recognized faster and more accurately compared to negative emotions. Among negative emotions, the least intensity was needed for the recognition of fear, more intensity for the recognition of sadness, and even more for anger. Fear was recognized more accurately compared to anger; there was no difference in the accuracy of the recognition of fear and sadness. Individuals high in expressive suppression recognized happiness faster and mistook sadness for anger more often. The results are discussed in the context of the specific features of policemen professional activity.

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