scholarly journals Interpersonal Emotion Regulation: From Research to Group Therapy

2021 ◽  
Vol 12 ◽  
Author(s):  
Irene Messina ◽  
Vincenzo Calvo ◽  
Chiara Masaro ◽  
Simona Ghedin ◽  
Cristina Marogna
Keyword(s):  
Emotion Regulation ◽  
Group Therapy ◽  
Social Interactions ◽  
Interpersonal Interactions ◽  
Specific Group ◽  
Therapeutic Factors ◽  
Interpersonal Emotion Regulation ◽  
Relevant Role ◽  
Group Experience

The concept of interpersonal emotion regulation (IER) refers to a variety of processes in which emotion regulation occurs as part of live social interactions and includes, among others, also those interpersonal interactions in which individuals turn to others to be helped or to help the others in managing emotions. Although IER may be a concept of interest in group therapy, specific theoretical insights in this field appear to be missed. In this article, we firstly provide a review of IER definitions, of classifications of IER strategies, and of IER clinical conceptualizations. Afterwards, we discuss the relevance of considering IER for group therapy, both in terms of non-specific group therapeutic factors and of group therapy techniques promoting adaptive emotion regulation, underlining the potentially relevant role of IER behaviors as intrinsically involved in group experience.

scholarly journals Class Representatives and Students’ Behaviour: An Overview at the Post-Covid-19 Pandemic in the Perspective of the Community of Practice

2021 ◽  
Vol 4 (4) ◽  
pp. 137-143
Author(s):  
Ilane Frank Dias ◽  
Christane Bellucci
Keyword(s):  
Social Interactions ◽  
Community Of Practice ◽  
Learning Process ◽  
Online Classes ◽  
Virtual Classes ◽  
Relevant Role ◽  
Conceptual Paper ◽  
Multi Level ◽  
The Impact

Engagement of students and the learning process in the classroom has become one of the significant challenges that higher education (HE) institutions face in the era of the Covid-19 pandemic, with classes running in the virtual environment. One of the approaches that can be used to understand student behaviours and their social interactions is the community of practice (CoPs) as a construct that can be strategic to connect classes representatives, college's objectives and the student's behaviour. The class representatives can play a diverse role, from helping the tutors motivate the students on their learning process to acting as a central and essential communication channel between the students and the academic coordinators. Yet, little is known about the role of these students as a strategy to tackle such problems increased with online classes. This study investigates the impact of class representatives on students' behaviour in the sense of their engagement and learning in virtual classes context post the Covid-19 pandemic. This is a conceptual paper to bridge the mentioned theories, link work across disciplines, provide multi-level insights, and broaden the scope of thinking. The theoretical findings show that class representatives can play a relevant role by increasing engagement and facilitating the students' learning. The results can help HE institutions to develop policies and practices to be more competitive and move forward. This study advances the emergent research efforts to respond to the challenges arising from the Covid-19 pandemic.

scholarly journals Analysis of the Process in Brief Psychotherapy Group: The Role of Therapeutic Factors

2015 ◽  
Vol 17 (1) ◽  
pp. 43-51 ◽  
Author(s):  
Cristina Marogna ◽  
Floriana Caccamo
Keyword(s):  
Factor Analysis ◽  
Group Therapy ◽  
Factor Structure ◽  
Internal Consistency ◽  
Therapeutic Process ◽  
Brief Psychotherapy ◽  
Short Term ◽  
Therapeutic Factors ◽  
High Internal Consistency

In all group therapeutic processes, there are interacting and interdependent mechanisms and changing conditions: the therapeutic factors (Corsini & Rosenberg, 1955; Yalom, 1995). These factors are intrinsic to the therapeutic process and unrelated to the type of group (Rorhbaugh & Bartels, 1975). The present study examines the factor structure of the questionnaire Factors Aspecific and Specific in the Group Therapy (FAT.A.S.-G.; Marogna, 2009), designed to investigate specific and non-specific therapeutic factors. The questionnaire was administered to 167 patients involved in a short-term psychotherapy group. The factor analysis identified two main dimensions: interdependence and the group as Object-Self. The Cronbach Alpha coefficients range from .88 to .93, showing high internal consistency between items.

Reappraising Others' Negative Emotions as a way to Enhance Coping during the COVID-19 Outbreak

2020 ◽  
Author(s):  
Reout Arbel ◽  
Marlyn Khouri ◽  
Jasmine Sagi ◽  
Noga Cohen
Keyword(s):  
Health Economic ◽  
Emotion Regulation ◽  
Social Life ◽  
Economic Status ◽  
The Other ◽  
New Order ◽  
Coping Efficacy ◽  
Interpersonal Emotion Regulation

The COVID-19 outbreak has forced individuals to adjust to a new order in which their liberties are restricted and uncertainty rules. The current work examined the role of other-focusedemotion regulation (ER) training in enhancing coping efficacy and reducing COVID-19 worries. For that, during the first COVID-19 lockdown in Israel, we trained 59 young individuals to perform other-focused emotion regulation, by reappraising others’ written upsetting events. We compared this procedure to a self-reappraisal training, in which 49 participants were asked to reappraise own upsetting events. Both procedures were performed every other day for three weeks. Participants’ coping efficacy was assessed at the daily level, while worries concerning theCOVID-19 effects on health, economic status, and social life were assessed following the training and at a two-month follow-up. The results demonstrated that other-focused ER surpassed self-focused ER. Specifically, participants in the other-reappraisal group exhibited an increase in coping efficacy across the training sessions and a reduction in COVID-19 worries that persisted two months after the training. These findings highlight the role of interpersonal emotion regulation at times of crisis and social isolation.

scholarly journals Regulating own and teammates’ emotions prior to competition

2019 ◽  
pp. 5-15
Author(s):  
Andrew Friesen ◽  
Damian Stanley ◽  
Tracey Devonport ◽  
Andrew M. Lane
Keyword(s):  
Emotion Regulation ◽  
Self Efficacy ◽  
Emotion Regulation Strategies ◽  
Athletic Competition ◽  
Difference Variable ◽  
Individual Difference Variable ◽  
Interpersonal Emotion Regulation ◽  
Regulation Strategies ◽  
Reporting Frequency

We examined intra- and interpersonal emotion regulation in the hour prior to athletic competition. Specifically, we investigated the extent to which differences between experienced and desired emotions were related to emotion regulation processes. Participants (n = 114) from team/doubles sport rated their experienced and desired emotions before a recent competition, and listed strategies used to regulate emotions reporting frequency, effectiveness, and self-efficacy for each strategy used. They followed the same procedure in relation to perceived emotions in a teammate. Results show athletes who experienced emotions close to their desired states reported significantly higher regulatory emotional self-efficacy than those further from their desired states. Further, their emotion regulation strategies were used more frequently and were more effective. Qualitative results indicated that participants attempted to regulate similar emotions in themselves and others, but used different strategies to accomplish these tasks to different degrees of frequency. The findings highlight the role of self-efficacy in emotion regulation; an individual difference variable which merits attention in future emotion regulation interventions.

scholarly journals The Relationship between Interpersonal Emotion Regulation and Interpersonal Competence Controlled for Emotion Dysregulation

2019 ◽  
Vol 8 (1) ◽  
pp. 69
Author(s):  
Asude Malkoç ◽  
Meltem Aslan Gördesli ◽  
Reyhan Arslan ◽  
Ferah Çekici ◽  
Zeynep Aydın Sünbül
Keyword(s):  
Emotion Regulation ◽  
Undergraduate Students ◽  
Emotion Dysregulation ◽  
Private University ◽  
Hierarchical Regression ◽  
Interpersonal Competency ◽  
Male Undergraduate ◽  
Difficulties In Emotion Regulation ◽  
Interpersonal Emotion Regulation

The aim of this study is to examine the role of interpersonal emotion regulation on interpersonal competency when controlled for emotion dysregulation. The sample of the study consists of 342 (235 female; 107 male) undergraduate students attending to the various departments of a private university in Turkey. The average age of participants was 20.81 (SD=2.29). The Interpersonal Emotion Regulation Scale, Difficulties in Emotion Regulation Scale and Interpersonal Competency Scale were used.  Analyses were conducted through the SPSS 20 (IBM, 2011). Results of hierarchical regression analysis revealed that interpersonal emotion regulation and emotion dysregulation seem to predict interpersonal competency. After controlling for the effect of emotion dysregulation, interpersonal emotion regulation alone explains 18% of the overall variance in interpersonal competency. Interpersonal emotion has the highest contribution on interpersonal competency followed by emotion dysregulation.

Emotion regulation - a transdiagnostic approach

2011 ◽  
Vol 26 (S2) ◽  
pp. 1305-1305
Author(s):  
K. Endtner ◽  
M. Hänni ◽  
W. Tschacher
Keyword(s):  
Emotion Regulation ◽  
Group Therapy ◽  
Impulse Control ◽  
Psychotherapy Research ◽  
Specific Group ◽  
The Core ◽  
Therapy Program ◽  
Day Clinic ◽  
Expression Of Emotions ◽  
Clinical Concept

IntroductionPsychotherapy research shows that problems in emotion regulation are at the core of many different psychiatric disorders. Greenberg and colleagues distinguish between two categories of emotion regulation problems: emotional under- and overregulation. Whereas the first category is associated with diminished impulse control, the second is constituted of difficulties in perceiving and expressing emotions.ObjectiveIs it possible to validate the clinical concept of emotional underregulation and overregulation?AimsPatients of a psychotherapy day clinic attended a specific group therapy program aimed at improving emotion regulation. The program included interventions to control impulses as well as interventions focussing on a more appropriate perception and expression of emotions.MethodsThe evaluation of the program was based on pre-post comparisons of standard questionnaires and on repeated assessments of therapy processes using session reports.ResultsResults of about 50 patients attending the group therapy program will be presented. Different clusters depending on a patient's position on the two emotion regulation dimensions were found. Each cluster represented a unique pattern of emotion regulation.DiscussionIt was possible to validate the clinical construct of emotional underregulation and overregulation. The results contribute to a transdiagnostic approach to emotion regulation.

Interpersonal Emotion Regulation and Psychological Distress: What Is the function of Negative Mood Regulation Expectancies in This Relationship?

2020 ◽  
pp. 003329412096808
Author(s):  
Elcin Ray-Yol ◽  
Ayse Altan-Atalay
Keyword(s):  
Emotion Regulation ◽  
Psychological Distress ◽  
Negative Mood ◽  
Mood Regulation ◽  
Mediating Role ◽  
Negative Mood Regulation Expectancies ◽  
Interpersonal Emotion Regulation ◽  
Negative Mood Regulation ◽  
Relationship Of

Individuals’ tendency to use their interactions with others in the management of their own emotions is called Interpersonal Emotion Regulation (IER). Limited studies have explored the association between IER and psychological distress with none focusing on the role of mediating variables in this relationship. The current study aims to explore the role of negative mood regulation expectancies (NMRE), which is defined as one’s confidence in the effectiveness of their coping skills while dealing with difficult emotions, as a possible mechanism underlying the association between IER and psychological distress. The data were collected from 204 (164 women) Turkish speaking individuals whose age ranges between 18 and 32 ( M = 22.78, SD = 3.21). The participants completed measures of IER, NMRE and psychological distress. The results have indicated that NMRE has a significant mediating role in the relationship of Soothing dimension of IER with psychological distress. The present findings highlighted the maladaptive function of Soothing as an IER strategy in addition to shedding light on the important role of NMRE in this relationship.

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