scholarly journals Emotion Regulation and Self-Criticism in Children and Adolescence: Longitudinal networks of transdiagnostic risk factors

2021 ◽  
Author(s):  
Reuma Gadassi Polack ◽  
Jonas Everaert ◽  
Chelsea Uddenberg ◽  
Hedy Kober ◽  
Jutta Joormann
Keyword(s):  
Risk Factors ◽  
Emotion Regulation ◽  
Problem Solving ◽  
Network Analysis ◽  
Positive Emotions ◽  
Emotion Regulation Strategies ◽  
Daily Diaries ◽  
Total N ◽  
Children And Adolescence ◽  
Regulation Strategies

Adolescence is a time of heightened risk for the development of psychopathology. Difficulties in emotion regulation and heightened levels of self-criticism are two processes that have been proposed as critical risk factors. Considering the accumulating evidence that risk factors rarely work in isolation, there is a pressing need to examine how self-criticism and emotion regulations strategies interact. The present study utilizes a network analysis approach to address this goal. One-hundred and thirty-five children and adolescence (ages 8-15) completed daily-diaries every evening for 21 days (total N of assessments = 2564), reporting self-criticism and use of emotion regulation strategies focused on negative and positive emotions. Network analysis was applied to estimate contemporaneous, temporal, and between-person networks. Results show that emotion regulation strategies are generally positively associated with each other at the within and between individual levels. As predicted, self-criticism was positively associated with rumination and dampening at the between and within-person networks; unexpectedly, problem-solving also clustered with them in the contemporaneous network. Moreover, problem-solving led to next-day increases in rumination and dampening, whereas self-criticism led to next-day increases in rumination but decreases in dampening. Finally, distraction in response to negative affect was closely tied with strategies that up-regulate positive affect. Collectively, these results shed light on the complex pathways through which self-criticism and emotion regulation interact over time.

The Influence of Daily Events on Emotion Regulation and Well-Being in Daily Life

2021 ◽  
pp. 014616722098088
Author(s):  
David B. Newman ◽  
John B. Nezlek
Keyword(s):  
Emotion Regulation ◽  
Positive Emotions ◽  
Daily Life ◽  
Negative Emotions ◽  
Well Being ◽  
Emotion Regulation Strategies ◽  
Total N ◽  
Daily Events ◽  
Regulation Strategies ◽  
Positive And Negative Emotions

We examined within-person relationships among daily events, emotion regulation strategies, and well-being in daily life. Each day for 2 to 3 weeks, participants in two studies (total N = 445) reported the extent to which they reappraised and suppressed their positive and negative emotions, the types of events they experienced, and their well-being. Using multilevel modeling, we found that the extent to which people reappraised positive and negative emotions and suppressed negative emotions was positively related to the number/importance of daily positive events, whereas the suppression of positive emotions was negatively related. Furthermore, the positive relationships between well-being and reappraisal of positive and negative emotions and the suppression of negative emotions were stronger as the number of negative events increased. These results demonstrate that most emotion regulation strategies are employed when the day is going well but are most beneficial for people’s well-being when the day is not going well.

Understanding Changes in Tourists’ Use of Emotion Regulation Strategies in a Vacation Context

2018 ◽  
Vol 58 (7) ◽  
pp. 1088-1104 ◽  
Author(s):  
Jie Gao ◽  
Ye Zhang ◽  
Deborah L. Kerstetter ◽  
Stephanie Shields
Keyword(s):  
Emotion Regulation ◽  
Repeated Measures ◽  
Positive Emotions ◽  
Online Survey ◽  
Negative Emotions ◽  
Future Research ◽  
Sociodemographic Characteristics ◽  
Emotion Regulation Strategies ◽  
Daily Diaries ◽  
Regulation Strategies

This study examines the patterns of change in tourists’ use of emotion regulation strategies (ERSs) during a vacation, and their interactions with sociodemographic characteristics. Data were collected using an online survey and travel daily diaries. Repeated measures analysis of variance showed that 152 participants exhibited significant differences in their use of five ERSs with positive emotions and two ERSs with negative emotions during their travel experience, suggesting use of ERSs varies over different stages of a vacation. In addition, some sociodemographic characteristics were found to play a significant role in explaining patterns of change in tourists’ use of ERSs with positive and negative emotions. These findings, which extend current emotion-based research in tourism, must be acknowledged by and incorporated into future research. Further, tourism professionals should account for the change in tourists’ use of ERSs during a vacation when planning travel itineraries and programs.

Feasibility of an Emotion Regulation Intervention for Patients in Cardiac Rehabilitation

2020 ◽  
pp. 019394592094995
Author(s):  
Kelly L. Wierenga ◽  
David M. Fresco ◽  
Megan Alder ◽  
Shirley M. Moore
Keyword(s):  
Risk Factors ◽  
Emotion Regulation ◽  
Cardiac Rehabilitation ◽  
Cardiac Event ◽  
Disease Risk ◽  
Cardiovascular Disease Risk ◽  
Emotion Regulation Strategies ◽  
Perceived Efficacy ◽  
Major Cardiac Event ◽  
Regulation Strategies

Cardiac rehabilitation is important to improve physical activity and reduce cardiovascular disease risk factors among people who have experienced a major cardiac event. However, poor emotion regulation can make it difficult to change cardiovascular risk factors. The purpose of this article was to assess the feasibility of the Regulating Emotions to improve Nutrition Exercise and reduce Stress (RENEwS) intervention, an education program aimed at improving emotion regulation strategies among patients in cardiac rehabilitation. A total of 14 cardiac rehabilitation patients (mean age 61 years) enrolled in five weekly RENEwS sessions. Qualitative analysis of participants’ comments was used to assess eight elements of feasibility. In total 57% of participants completed the intervention. Participants thought the intervention was feasible, with strengths in the areas of acceptability, demand, adaptation, integration, and implementation. Other comments regarding practicality, expansion, and perceived efficacy provide guidance for intervention refinement.

Positive and Negative Emotion Goals in Psychopathology

2019 ◽  
pp. 36-49
Author(s):  
Yael Millgram ◽  
Maya Tamir
Keyword(s):  
Bipolar Disorder ◽  
Emotion Regulation ◽  
Psychiatric Disorders ◽  
Positive Emotions ◽  
Negative Emotion ◽  
Negative Emotions ◽  
Emotion Regulation Strategies ◽  
Research And Practice ◽  
New Ideas ◽  
Regulation Strategies

Some forms of psychopathology involve deficits in emotion regulation. Whereas prior research has focused on identifying maladaptive emotion regulation strategies among people who are diagnosed with psychiatric disorders, this research focuses on identifying maladaptive emotion regulation goals. This chapter discusses preferences for sadness and happiness in clinical depression, a disorder characterized by the prevalence of negative emotions and the paucity of positive emotions. The chapter reviews empirical evidence suggesting that depressed individuals are more likely to direct emotion regulation toward increasing negative emotions rather than decreasing them. Next explored are possible maladaptive emotion regulation goals in other psychiatric disorders, including bipolar disorder. Finally discussed are the implications of these new ideas for research and practice in psychopathology.

scholarly journals Feel, think, teach – Emotional Underpinnings of Approaches to Teaching in Higher Education

2017 ◽  
Vol 6 (1) ◽  
pp. 217 ◽  
Author(s):  
Robert Kordts-Freudinger
Keyword(s):  
Higher Education ◽  
Emotion Regulation ◽  
Positive Emotions ◽  
Negative Emotions ◽  
Cognitive Reappraisal ◽  
Approaches To Teaching ◽  
Emotion Regulation Strategies ◽  
Regulation Strategies ◽  
Approach To Teaching ◽  
Oriented Approach

The paper investigates relations between higher education teachers’ approaches to teaching and their emotions during teaching, as well as their emotion regulation strategies. Based on the assumption that the approaches hinge on emotional experiences with higher education teaching and learning, three studies assessed teachers’ emotions, their emotion regulation strategies and their approaches to teaching with questionnaires. Study 1, with n = 145 German university teachers and teaching assistants, found relations between positive emotions and the student-oriented approach to teaching, but not with negative emotions. In addition, cognitive reappraisal and expressive suppression were related to the student-oriented approach. Study 2, with n = 198 German teachers, replicated these findings and, in addition, found relations between perspective taking, empathic concern and personal distress, and the student-oriented approach. Study 3, with n = 76 Australian and New Zealand teachers, again replicated and extended the findings by establishing a relation between negative emotions and the content-oriented approach to teaching. The results of all studies together indicate a significant emotional component of the approaches to teaching. Positive emotions are not only directly related to the student-oriented approach, but also partially mediate the relation between cognitive reappraisal and the student-oriented approach. This link seems to generalize to emotional components of empathy. In addition, the cultural-educational context seems to moderate the relations between negative emotions and the content-oriented approach to teaching. Limitations and directions for future research and educational practice are discussed.

Emotional Disorders During the COVID-19 Outbreak in Spain: The Role of Sociodemographic Risk Factors and Cognitive Emotion Regulation Strategies

2021 ◽  
pp. 109019812110141
Author(s):  
Roger Muñoz-Navarro ◽  
Antonio Cano Vindel ◽  
Florian Schmitz ◽  
Rosario Cabello ◽  
Pablo Fernández-Berrocal
Keyword(s):  
Risk Factors ◽  
Emotion Regulation ◽  
Emotional Disorders ◽  
Panic Attacks ◽  
Emotion Regulation Strategies ◽  
Cognitive Emotion Regulation ◽  
Sociodemographic Variables ◽  
Sociodemographic Risk ◽  
Regulation Strategies

Background Cognitive emotion regulation strategies (CERS) play a transdiagnostic role in emotional disorders, but the role of these strategies in coping with emotions during the coronavirus disease 2019 (COVID-19) pandemic remains poorly understood. Aims To assess the presence of emotional disorders in Spain and the association to sociodemographic characteristics and CERS during the COVID-19 outbreak. Method Cross-sectional survey administered through an online platform. Sociodemographic variables and CERS (CERQ-Short) were collected and possible diagnoses of generalized anxiety disorder (GAD, GAD-7), major depression disorder (MDD; Patient Health Questionnaire–9 [PHQ-9]), panic attacks (PA; PHQ-PD), and panic disorders (PD; PHQ-PD) were assessed. Sociodemographic risk factors and CERS association to the possible diagnosis of emotional disorders were reported with hierarchical multivariate logistic regression analyses. Results A total of 1,753 respondents completed the questionnaire in Spain. Of these, most (76.8%) were female, with a mean ( SD) age of 40.4 years (12.9). A high proportion of participants met diagnostic criteria for emotional disorders: 15.3% for GAD, 12.2% for MDD, 17.2% for PD, and 25.7% had experienced a PA. The contribution of sociodemographic variables to diagnoses of emotional disorders was modest, explaining from 3.1% to 5.7% of the variance; however, when CERS were added, the combination of sociodemographic and CERS explained from 15% to 29% of the variance. Rumination and catastrophizing were the most transdiagnostic maladaptive strategies and positive refocusing was another adaptive strategy. Discussion Although results from convenience samples should be handled with caution, the high prevalence of emotional disorders in this study suggests that the demand of mental health interventions will probably increase in Spain. Also, CERS play a clear role in the presence of these disorders. Conclusion Intervention programs should focus on training CERS in populations at high risk, focusing on the reduction of maladaptive CERS and the reinforce of other more adaptive CERS.

scholarly journals SOSIALISASI SKALA PSIKOLOGI ‘STRATEGI REGULASI EMOSI SIMTON DEPRESI-7 FAKTOR (SRED-7F)’

2021 ◽  
pp. 711
Author(s):  
Rita Markus Idulfilastri ◽  
Siti Bahiyah
Keyword(s):  
Social Support ◽  
Emotion Regulation ◽  
High School Students ◽  
Problem Solving ◽  
Operating Characteristics ◽  
Emotion Regulation Strategies ◽  
Symptoms Of Depression ◽  
Psychological Scale ◽  
Post Test ◽  
Regulation Strategies

Socialization of the Psychological Scale of Emotion Regulation Strategies for Symptoms of Depression 7 Factors (SRED-7F) is the result of a thesis research with the title Testing the Structure of Factors Measuring Strategy for Emotional Regulation of Adolescents with Symptoms of Depression. SRED-7F consists of 5 dimensions of adaptive emotion regulation strategies, namely problem solving, social support, reappraisal, distraction, and pleasant, as well as 2 maladaptive strategies, namely avoidance and rumination dimensions. The SRED-7F psychological scale is used when a teacher or psychologist wants to know if a student or adolescent has symptoms of depression. The purpose of this PKM is to introduce psychologists, BP teachers and teachers with professions as psychologists to the SRED-7F psychological scale. The socialization target is 10 BP teachers or psychologists with middle-aged adolescents or junior/high school students or aged 15 to 19 years. The socialization material consists of (1) an explanation of the measuring instrument from the user's point of view (user), definitions, dimensions and items (2) scoring based on the cut-off from ROC (Receiver Operating Characteristics) (3) taking the test, namely the procedures that need to be considered during test taking. Before and after the delivery of socialization materials, participants were given pre-test and post-test. The results obtained on average increase and the distribution becomes smaller. It can be concluded that the socialization of the SRED-7F psychological scale can be understood by the participants. The next suggestion is to carry out regular socialization using standard manuals.Sosialisasi Skala Psikologi Strategi Regulasi Emosi Simton Depresi 7 Faktor (SRED-7F) merupakan hasil dari penelitian tesis dengan judul Pengujian Struktur Faktor Alat Ukur Strategi Regulasi Emosi Remaja Dengan Simtom Depresi. SRED-7F terdiri dari 5 dimensi dari strategi regulasi emosi adaptif yaitu problem solving, social support, reappraisal, distraction, dan pleasant, serta 2 strategi maladaptif yaitu dimensi avoidance dan rumination. Skala psikologi SRED-7F digunakan ketika guru atau psikolog ingin mengatahui adanya gejala depresi pada siswa atau remaja. Tujuan PKM ini adalah memperkenalkan kepada psikolog, guru BP dan guru-guru dengan profesi sebagai psikolog mengenai skala psiklogis SRED-7F. Target sosialiasai terhadap 10 orang guru BP atau psikolog dengan klien remaja madya atau siswa SMP/SMA atau berusia 15 sd 19 tahun. Materi sosialisasi terdiri dari (1) penjelasan alat ukur dari sisi pemakai (user), definisi, dimensi dan butir (2) melakukan skoring berdasarkan cut-off dari ROC (Reciever Operating Characteristic) (3) pengambilan tes yaitu tata cara yang perlu diperhatikan selama pengambilan tes. Sebelum dan setelah pelaksanaan penyampaian materi sosialisasi, peserta diberikan pre-test dan post-test. Hasil yang diperoleh rata-rata meningkat dan sebaran menjadi lebih kecil. Dapat disimpulkan sosialisasi skala psikologi SRED-7F dapat dipahami oleh peserta. Saran selanjutnya dilakukan sosialisasi secara regular dengan menggunakan manual baku.

Attachment and Emotion Transmission Within Romantic Relationships: Merging Intrapersonal and Interpersonal Perspectives

2013 ◽  
Vol 4 ◽  
Author(s):  
Ashley K. Randall ◽  
Emily A. Butler
Keyword(s):  
Emotion Regulation ◽  
Individual Differences ◽  
Attachment Styles ◽  
Emotional Functioning ◽  
Emotional Experience ◽  
Attachment Anxiety ◽  
Emotion Regulation Strategies ◽  
Attachment Avoidance ◽  
Daily Diaries ◽  
Regulation Strategies

The attachment system is responsible for emotional-motivational bonding with others and is associated with individual emotion regulation strategies (avoidance-disengagement; anxiety-hypervigilance); however, little is known how these individual differences in emotion regulation strategies influence partners’ interpersonal emotional experiences. Prior research examining the link between individual differences in attachment avoidance and anxiety and emotional connectedness in couples has interestingly shown counter-intuitive effects of individual attachment styles on couples’ shared emotions, such that attachment anxiety was associated with the lowest levels of emotional synchrony (Butner, Diamond, & Hicks, 2007). These results beg for additional research on whether and how individual differences in attachment styles moderate the transmission of emotion between partners. Using daily diaries and second-by-second measures of emotional experience from 30 couples, it was hypothesised that couples high in attachment avoidance (disengagement) would show lower levels, whereas couples high in attachment anxiety (hypervigilance) would show higher levels of emotion transmission. Results were counter to our predictions; attachment avoidance increased — and attachment anxiety decreased — emotion transmission between partners. Findings suggest attachment dynamics may not have the same effect on couples’ joint emotional functioning in a dyadic context as they do on individuals’ emotional functioning.

scholarly journals Relations among psychotherapists’ epistemic orientation, personal style and emotion regulation

2019 ◽  
Vol 35 ◽  
Author(s):  
Emanuel Missias Silva Palma ◽  
Sônia Maria Guedes Gondim
Keyword(s):  
Emotion Regulation ◽  
Positive Emotions ◽  
Well Being ◽  
Emotion Regulation Strategies ◽  
Online Questionnaire ◽  
Personal Style ◽  
Theoretical Approaches ◽  
Regulation Strategies ◽  
Epistemic Orientation ◽  
Training Practice

Abstract The main objective of this study was to examine the relations among psychotherapists’ epistemic orientation (i.e., intuitive, empiricist, and rationalist), personal style and emotion regulation strategies. Participants in the study were 674 psychotherapists of different theoretical approaches, who completed an online questionnaire containing measures of epistemic orientation, personal style, and emotion regulation strategies. Psychotherapists profiled as predominantly intuitive tended towards broader attention and greater emotional closeness as compared to those profiled as predominantly rationalist or empiricist. Furthermore, they also reported using more strategies for increasing the effects of positive emotions than rationalists. Implications for training, practice and therapist well-being are discussed.

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