Emotional regulation as a mediator between social stress and strains

2008 ◽  
Author(s):  
Gary Adams ◽  
Karin Reinke ◽  
Jennica Webster
Keyword(s):  
Emotional Regulation ◽  
Social Stress

scholarly journals Functions of the ventromedial prefrontal cortex in emotion regulation under stress

2021 ◽  
Vol 11 (1) ◽  
Author(s):  
Yukihiro Suzuki ◽  
Saori C. Tanaka
Keyword(s):  
Emotion Regulation ◽  
Prefrontal Cortex ◽  
Emotional Regulation ◽  
Social Stress ◽  
Acute Stress ◽  
Brain Activity ◽  
Ventromedial Prefrontal Cortex ◽  
Main Effect ◽  
Regulation Of Emotion ◽  
Emotional Strength

AbstractRecent neuroimaging studies suggest that the ventromedial prefrontal cortex (vmPFC) contributes to regulation of emotion. However, the adaptive response of the vmPFC under acute stress is not understood. We used fMRI to analyse brain activity of people viewing and rating the emotional strength of emotional images after acute social stress. Here, we show that the vmPFC is strongly activated by highly emotional images, indicating its involvement in emotional regulation, and that the midbrain is activated as a main effect of stress during the emotional response. vmPFC activation also exhibits individual differences in behavioural scores reflecting individual reactions to stress. Moreover, functional connectivity between the vmPFC and midbrain under stress reflects stress-induced emotion regulation. Those results suggest that the functions of the network including the vmPFC in emotion regulation is affected by stress depending on the individuals' level of reaction to the stress.

Building Emotional Intelligence for Student Success: A Pilot Study

2019 ◽  
Vol 4 (6) ◽  
pp. 1445-1461
Author(s):  
Amee P. Shah ◽  
Mary Lou Galantino
Keyword(s):  
Emotional Intelligence ◽  
Emotional Regulation ◽  
Communication Apprehension ◽  
Communication Competence ◽  
Emotional Awareness ◽  
Self Esteem ◽  
Preliminary Evidence ◽  
Empowerment Model ◽  
Dyad Interaction ◽  
Relational Management

Purpose Nationwide, upward trends exist in student issues with anxiety, stress, depression, and lowered classroom performance. As emotional awareness and emotional regulation skills are typically not addressed in professional discipline-specific courses, students experience challenges in their academic performance. This pilot research explored the effect of brief targeted classroom practices within an empowerment-based framework on domains of emotional intelligence. Method Twenty-two students in an undergraduate speech-language pathology class received a 13-week, biweekly, 15-min session of empowerment-based worksheet exercises to develop increased self-esteem, emotional awareness and regulation, and communication. Assessments of self-esteem, emotional intelligence, communication competence, and communication apprehension were conducted using validated scales, namely, the Rosenberg Self-Esteem Scale ( Rosenberg, 1965 ), the Quick Emotional Intelligence Self-Assessment ( Mohapel, 2015 ), the Self-Perceived Communication Competence Scale ( McCroskey & McCroskey, 2013 ), and the Personal Report of Communication Apprehension ( McCroskey, 1982 ), respectively. Midsemester and semester-end student reflections were collected. Results Paired t tests were significant in self-esteem and emotional quotient, including subdomains of emotional awareness, emotional management, social emotional awareness, and relational management. Significance was noted in communication competence in the subdomains of dyad interaction, stranger interaction, and acquaintance. Students' reflection showed significant improvement in empowerment and self-rated improvements in confidence, communication, connections with peers, and trust with instructor. Conclusion Preliminary evidence demonstrates positive outcomes with integration of intentional classroom exercises to build emotional intelligence (including emotional awareness and regulation), self-esteem, and communication. This empowerment model may assist faculty in developing effective pedagogical strategies to build students' self-resiliency.

Messung der Stimmfrequenz im Paargespräch – Chancen für Diagnostik und Intervention in der Paartherapie

2020 ◽  
Vol 68 (4) ◽  
pp. 217-227 ◽  
Author(s):  
Lisanne J. Bulling ◽  
Isabella C. Bertschi ◽  
Céline C. Stadelmann ◽  
Tina Niederer ◽  
Guy Bodenmann
Keyword(s):  
Social Stress ◽  
Stress Test ◽  
Trier Social Stress Test

Zusammenfassung. Die vorliegende Arbeit stellt die bisherigen empirischen Befunde zur Sprachgrundfrequenz (f0) in Paargesprächen vor und untersucht, wie sich die f0 nach einer experimentellen Stressinduktion im anschließenden spontanen Gespräch zwischen den Partner_innen verändert, wie die f0 mit der verbalen Stressäußerung zusammenhängt und wie sie zwischen den beiden Partner_innen kovariiert. Von 128 heterosexuellen Paaren nahm jeweils eine Person pro Paar am Trier Social Stress Test (TSST) teil. Die dem TSST vorangehende und anschließende naturalistische Interaktion zwischen den Partner_innen wurde gefilmt und nach Gesprächsthema und Art der Stressäußerung kodiert. Wie vorherige Studien zur f0 im Paargespräch zeigte auch die vorliegende Studie, dass die f0 wichtige Informationen über die Partnerschaft enthält. Während eine Erhöhung der f0 in Gesprächen über einen paarinternen Stressor (d.h. bei Konfliktgesprächen) mit negativen Kommunikationsmustern einherging, zeigte die vorliegende Studie, dass die f0 bei Gesprächen über einen paarexternen Stressor (d.h. beim TSST) mit emotionsorientierten Stressäußerungen einherging, also einer für den Stressbewältigungsprozess förderlichen Art der Kommunikation. Die Oszillatorenmodelle zeigen darüber hinaus, dass eine Kopplung der f0 zwischen den Partner_innen besteht, was darauf hindeutet, dass die nicht gestressten Partner_innen auf die paraverbalen Stressäußerungen der gestressten Partner_innen mit ihren eigenen paraverbalen Stressäußerungen reagieren.

The Effects of Visual Displays in Attenuating Discrepancies Between Self-Reported and Physiological Indexes of Stress

2020 ◽  
pp. 1-5
Author(s):  
Jenny J. W. Liu ◽  
Julia Gervasio ◽  
Kenneth Fung ◽  
Kristin Vickers
Keyword(s):  
Social Stress ◽  
Visual Display ◽  
Physiological Measures ◽  
Response Strategies ◽  
Subjective Evaluations ◽  
Stress Task ◽  
Physiological Indexes ◽  
Physiological Outcomes ◽  
Physiological Markers ◽  
The Relationship

Abstract. This study examined whether the relationship between subjective and physiological outcomes of stress, and the responsivity to stressors, are affected by whether participants can see a visual display of their physiological output. Participants were randomly assigned to have a visible view of their physiological output readings, or to a condition in which physiological output readings were out of view. Participants individually completed a 30-min laboratory study including the modified Trier Social Stress Task. Both physiological markers of stress (heart rate and blood pressure) and subjective evaluations of stress (visual analog scale) were measured. Results found little congruency across subjective and physiological measures of stress. The visible visual display condition had elevated physiological arousal, while no group differences were observed in self-reported stress. Findings from the study provide insight into the use of visual physiological displays and hold practical implications for both the measurement of stress in research, and the development of wearable technologies without accompanying response strategies.

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