Browsing by Subject "Emotion regulation"
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Item Emotion regulation, risk-taking, and experiential learning : a methodological exploration(2010-05) Welsh, Kelly Ann 1973-; Loukas, Alexandra; Peterson, Fred L.Despite adolescence and emerging adulthood being a time of peak physical ability, it is marked by a dramatic increase in morbidity and mortality, primarily driven by poor behavioral and emotional control (Dahl, 2004). Multiple lines of recent research are now focusing on how maturation of decision-making impacts risk-taking, and more specifically, what role emotion regulation plays (Weinberger et al., 2005; Steinberg, 2007). Rather than avoiding risk factors, a call is made for strength and skills-based approaches to risk-taking interventions. The purpose of the current exploratory study was to assess the efficacy of an experiential learning (EL) intervention designed to increase participants’ emotion regulation skills and decrease risk-taking. Twenty-eight emerging adults participated; 15 were assigned to the experimental group and presented with two separate sessions on emotional regulation and risk-taking using EL methodology (low and high element activities). The control group’s 13 participants were presented with two separate powerpoint lectures on emotion regulation and risk-taking. Participants’ difficulty with emotion regulation and risk-taking were assessed prior to the first session, between sessions, and one week following the second session. Qualitative interviews assessed participants’ understanding of how emotions and risk-taking are connected and process measures assessed the emotional impact of the intervention activities. While hypotheses were not confirmed, results revealed a significant decline in difficulty with emotion regulation across time for all participants. Unexpectedly, however, there were no significant differences between the groups on emotional regulation and the group x time interaction was also not significant. Additionally, risk-taking significantly increased across time. The control group reported more risk-taking across the three time periods than the experimental group. The time x group interaction approached significance [F(2,56) =2.68, p =.07], showing consistent increases for the control group but relatively low levels for the experimental group. Qualitative data revealed that participants had clear notions of how emotions drive risk-taking, how the thrill of risk- taking can be used to displace negative feelings, and how one’s need to connect to others can lead to risk-taking. Experimental group participants demonstrated a shift from global thinking about emotions and risk-taking to more specific thoughts about emotional awareness as a key skill.Item Establishing the reliability and validity of a processing measure of big picture appraisal(2015-12) Haner, Morgynn Lynn; Rude, Stephanie Sandra; Allen, GregThree separate studies established the psychometric properties of the Scrambled Sentences Test for Big Picture Appraisal (SST-BPA), a performance measure which entails viewing difficult situations and one’s reactions to them in terms of a larger context that includes perspectives such as extended time, one’s broader life, and common human struggles. Study 1 established the content validity of the SST-BPA by showing that judges rated SST-BPA items as consistent with a description of the construct. In Studies 2 and 3, participants completed paper- and computer-administered versions (respectively) of the SST-BPA along with self-report measures of similar and dissimilar constructs. Item-total correlations supported internal consistency and correlations with other measures supported convergent and discriminant validity of the SST-BPA.Item Experimental modification of appraisal style : benefits of seeing the big picture(2014-05) Miller, Janna Virginia; Rude, Stephanie SandraThe purpose of the present study was to determine whether computer-based cognitive bias modification (CBM) procedures could alter appraisal style toward viewing events from a big picture perspective and thereby influence emotional reactivity. Big picture appraisal entails viewing difficult situations and one's reactions to them in terms of a larger context. Appraisal training was implicit in that participants completed a series of vignettes, framed as a reading comprehension task, which trained either a big picture perspective or a personal/evaluative focus. When subsequently confronted with novel vignettes, participants produced interpretations that were consistent with assigned training condition. In addition, participants trained in big picture as compared to personal/evaluative appraisal subsequently demonstrated less emotional reactivity to a stressful task.Item Increasing emotion regulation skills for the reduction of heavy drinking(2012-12) Brister, Heather Anne; Fromme, Kim; Bradbury, Kirsten; Carlson, Caryn; Loukas, Alexandra; Meston, CindyHeavy drinking puts college students at risk for academic failure, alcohol use disorders, and even death. Although several interventions have proven moderately successful, overall rates of collegiate heavy drinking and consequences have significantly increased since 1998, as interventions may not adequately address underlying reasons for drinking. Research has consistently shown that college students who drink primarily to regulate emotions (i.e., internal drinking motives) are heavier drinkers, experience more consequences, and are likely to continue drinking heavily after college. Further, internal drinking motives are indicative of emotion dysregulation and associated personality traits. Dialectical Behavior Therapy (DBT) is empirically supported and includes a group-based component designed to teach concrete behavioral emotion regulation, mindfulness, and distress tolerance skills. DBT skills training alone has been shown to reduce substance abuse and binge eating and is a promising, but untested, strategy for reducing collegiate alcohol abuse. The aims of the current study were threefold: (a) examine the efficacy of a DBT-based emotion regulation skills training (ERST) as an intervention for college student drinking, (b) examine theoretically-informed mechanisms of change (i.e., changes in mindfulness, emotion regulation, and distress tolerance), and (c) examine intervention moderators (i.e., gender, readiness to change, and internal drinking motives). After completing pre-test measures, college students reporting two or more heavy drinking episodes during the past month were randomly assigned to an ERST or assessment-only control (AO) condition. ERST participants completed a single 3-hour group session of ERST within 7 days of completing pre-intervention measures and all participants completed two additional assessments. The current study found that ERST participants showed significantly greater reductions in heavy drinking and alcohol-related consequences relative to AO control participants. Contrary to hypotheses, intervention participation did not increase hypothesized mechanisms of change (i.e., mindfulness, emotion regulation, or distress tolerance) although emotion regulation and distress tolerance moderated intervention efficacy. Finally, ERST participation appeared to serve as a protective factor against heavy drinking and consequences for internally motivated drinkers. Overall findings provide preliminary support for the feasibility of ERST as a new intervention for reducing problematic drinking by college students and suggest future directions for mechanisms of change and moderation hypotheses.Item Maternal depression and children's adjustment problems : the role of mothers' affective reactivity(2013-12) Moed, Anat; Dix, Theodore H.; Anderson, Edward R; Gershoff, Elizabeth TMothers with depressive symptoms often express more negative emotions than other mothers, react more punitively, and express more frustration (e.g., Belsky, 1984). Paradoxically, mothers with depressive symptoms are also often found to be less, not more, reactive and to express flat rather than negative affect. These mothers are often described as emotionally "flat", unresponsive, and withdrawn (Kochanska, Kuczynski, Radke-Yarrow, & Welsh, 1987). Mothers' depressive symptoms are also associated with problematic parenting, interfering with children's social development (e.g., Goodman et al., 2011). This study investigated the possibility that mothers with depressive symptoms regulate their affect as a coping strategy to minimize distress when facing aversive child behaviors. Using observational and reported longitudinal data from 319 mother-child dyads, we examined how mothers' affective reactivity changes as a function of (a) changes in mothers' depressive symptoms, and (b) changes in children’s aversiveness during the course of the mother-child interaction. Depressive symptoms were associated with mothers' under-reactivity to low aversive child behaviors. Depressive symptoms also predicted rapid increases in mothers' negative reactivity as children's aversiveness increased, and negative over-reactivity to highly aversive child behaviors. Mothers' affective under-reactivity, over-reactivity, and depressive symptoms were all associated with children's adjustment problems over a two-year period. Results suggest that when aversive child behaviors are minimally disturbing, mothers with depressive symptoms minimize child rearing strain by not reacting; when aversive child behaviors are highly disturbing, they do so by resisting and controlling the child. Findings may enable us to understand adaptations that undermine parenting and place children at risk.Item Mothers’ contingent reactions toward children’s emotions: Exploring the role of emotion regulation, experiential avoidance, and affective symptoms(2012-08) Heckler, David; Epkins, Catherine C.; Clopton, James R.; Borrego, Joaquin P.; Wherry, Jeffrey N.Parents are considered to be especially influential in the socialization of children’s emotion (Halberstadt, 1991). Nonsupportive contingent reactions have been found to be associated with a number of negative outcomes in children (see Eisenberg, Cumberland, & Spinrad, 1998 for a review). Conversely, parents who are more supportive in their responses to children’s emotions have children who utilize more adaptive coping strategies (i.e., Eisenberg, Cumberland, et al., 1998; McDowell et al., 2002; Valiente, Fabes, Eisenberg, & Spinrad, 2004). A sample of 124 children (age range: 10-12 years; M = 10.75, SD = .93) and their mothers participated in this study to address several gaps within the emotion socialization literature. Multiple mediation analyses revealed mothers’ contingent reactions (supportive and nonsupportive) did not have an indirect effect on children’s depression/anxiety through children’s emotion dysregulation, emotion inhibition, and experiential avoidance after controlling for overlapping affective symptoms. In addition, mothers’ warmth or control did not moderate the relation between mothers’ contingent reactions and children’s emotional inhibition. Finally, mothers’ experiential avoidance did not moderate the relation between mothers’ nonsupportive contingent reactions (both mother- and child-report) and children’s emotion dysregulation. In a more exploratory hypothesis, mothers’ supportive contingent reactions, nonsupportive contingent reactions, and parental distress did not mediate the relation between mothers’ and children’s experiential avoidance. However, mothers’ experiential avoidance had an indirect effect on children’s experiential avoidance through parental distress (child-report). Research and clinical implications are discussed, along with limitations and directions for future research.Item Naturally-occurring declines in antisocial behavior from ages 4 to 12 : relations with parental sensitivity and psychological processes in children(2013-05) Buck, Katharine Ann; Dix, Theodore H.Although common in toddlerhood, for most children, antisocial behavior declines with age. The current study examined whether changes in maternal sensitivity, children's social skills, emotion regulation, and hostile attributions account for these declines. Data from 1022 participants, (52% female; 87% Caucasian) from the NICHD SECCYD were examined from 54 months through 6th grade. Analyses revealed that increases in sensitivity, social skills, and emotion regulation predicted decreases in antisocial behavior. Increases in sensitivity predicted declines because they promoted social skills and emotion regulation. Decreases in antisocial behavior predicted subsequent increases in sensitivity, children's social skills, emotion regulation, and decreases in hostile attributions. Increasing sensitivity, children's social skills, and emotion regulation, appear to be critical factors for naturally-occurring declines in antisocial behavior.Item Neural correlates of emotion regulation : an fMRI study of big picture reappraisal(2013-08) Lantrip, Crystal Marie; Rude, Stephanie Sandra; Allen, Greg, doctor of clinical psychologyCognitive emotion regulation strategies can be used to counter the negative effects of life stress. In neuroimaging paradigms, many different types of reappraisal strategies have been used to promote cognitive coping with impersonal, emotion-evoking stimuli, but limited research has been done utilizing specific reappraisal strategies with real-life events. Big picture reappraisal is a specific emotion regulation strategy that offers a way of managing distress aiming to promote acceptance and cognitive coping. Big picture reappraisal instructions (experimental condition) were compared to distraction and rumination instructions (control conditions) resulting in activation in areas associated with cognitive control (orbital frontal cortex, superior parietal lobe, cerebellum lobule VI). Mood ratings collected after each of several condition prompts were significantly more positive in the distraction compared to the big picture reappraisal condition during the first third of the induction, but as the task progressed the effectiveness of distraction declined considerably. There were no significant condition differences in mood during the second and third segments of the induction.Item The regulation of negative emotions in depression : exploring the use of reappraisal and acceptance during a stressful task(2012-08) Ellis, Alissa Joan, 1981-; Beevers, Christopher G.; Telch, Michael; Tucker, David; Haley, Andreana; Bartholomew, JohnDepression is a serious mental health concern affecting nearly 20% of the population (Kessler, 2002). A hallmark feature of depression is a prolonged period (i.e., 2 weeks or more) of sad mood. Because of this, recent conceptualizations have described Major Depressive Disorder as a dysfunction of emotion regulation (e.g., Kring & Bachorowski, 1999). However, the nature of this emotion regulation dysfunction in MDD is not well understood. The current study examined whether experimentally manipulating emotion regulation during a stressful task would help depressed individuals more effectively regulate subjective and physiological emotional responses. Although theorists have speculated that depression may potentiate certain emotional states, few empirical studies have been completed. One study found that depressed individuals reacted with significantly greater anger in response to a distressing and frustrating task than non-depressed individuals (Ellis, Fischer & Beevers, 2010). That study suggested that emotion regulation difficulties may contribute to the potentiation of some negative emotions, such as anger, among depressed individuals. Altering the emotion regulation strategies typically used by depressed individuals could therefore attenuate emotional reactivity to stressful experiences. Gross (1998) posits that emotion regulation can occur at two distinct points--either manipulating the input or the output of the emotional process. He refers to these as antecedent-focused (e.g., reappraisal of cognitions) or response-focused (e.g., acceptance of experience) emotion regulation. This theoretical framework provides a model through which to examine strategies to reduce distress and anger in depression. Specifically, the current dissertation examined the differential effects of manipulating an emotional response before generated (reappraisal; antecedent-focused) and after elicited (acceptance; response-focused). Depressed and non-depressed individuals were randomized to an emotion regulation strategy: reappraisal, acceptance or no strategy. They then completed a standardized, distressing task previously shown to potentiate anger (Ellis et al., 2010) and affect physiological responding (Matthews & Stoney, 1988). Subjective (i.e., anger, anxiety) and physiological (i.e., heart rate, galvanic skin response, respiration) emotional responses were collected to determine whether manipulating emotion regulation attenuates emotional reactivity to the distressing task. Results indicated that depressed individuals responded with greater anger, had lower galvanic skin conductance response, and persisted for shorter duration on the task than non-depressed individuals. Results also indicated that instructions to accept emotions increased anger during the task compared to reappraisal or no strategy. However, depression status and emotion regulation strategy did not interact, suggesting the effect of emotion regulation strategy did not differ across depression groups. Further, there were no differences between strategies for task persistence or skin conductance. Results suggest that acceptance is not an effective strategy for the acute reduction of anger. Results also emphasize the importance of anger potentiation and distress intolerance and highlight the need for continued work that identifies more effective strategies for emotion dysregulation in depression.Item Self-compassion and the parenting behaviors of mothers of young children(2013-05) Whitney, Tavia Bailey; Rude, Stephanie SandraOne of the most challenging aspects of being a parent is managing the many emotions that are aroused in the context of caring for a child. This dissertation explores the relationships among self-compassion, affective distress, parenting self-efficacy, and negative parenting behaviors in a sample of mothers of preschool-aged children (n = 139). Participants completed several self-report measures on-line including the Self-Compassion Scale (SCS), the Positive and Negative Affect Schedule (PANAS), the Parenting Sense of Competence Scale (PSOC), and the Parenting Scale (PS). Higher levels of self-compassion were associated with fewer negative parenting behaviors and higher levels of parenting satisfaction. Initial data analyses revealed the relationship between self-compassion and negative parenting behaviors was partially mediated by affective distress and parenting self-efficacy. However, when lax and overreactive parenting behaviors were examined separately, only overreactive parenting behaviors were significantly related to self-compassion. Self-efficacy---but not negative affect---continued to partially mediate this relationship. The results of the study suggest that self-compassion, as a way of being and as a strategy of emotion regulation, is an asset when facing the challenges and emotional tide of parenting. Limitations of the study and future areas of research are discussed.Item Yoga practitioners’ emotion regulation, mindfulness, and empathetic ability(2012-08) Gilbert, Sara Elizabeth, 1982-; McCarthy, Christopher J.; Rude, Stephanie Sandra; Drum, David J.; Moore, Leslie A.; Holahan, Carole K.The objective of this study is to determine whether the practice of yoga is associated with enhanced emotion regulation and empathy, and if the relationship between these variables is mediated by mindfulness. It was hypothesized that the participants with more yoga experience will show more skillful emotion regulation, more mindfulness, and higher empathetic ability. The relationship of exercise experience to the dependent variables was also examined to evaluate if it differed from the relationship of yoga experience to the dependent variables. It was also hypothesized that mindfulness mediates the effect of yoga experience on the other variables. The study sampled both a college students (n =185) and individuals in the community (n =81) with a range of yoga experience, from no experience to experts. Yoga experience was measured with three independent variables in the community sample, including lifetime number of hours of yoga, frequency of yoga practice, and importance of yoga practice. In the college student sample, individuals who practiced yoga were compared to those who had never practiced yoga in a dichotomous independent variable. The Godin Leisure-Time Exercise Questionnaire (GLTEQ; Godin & Shepard, 1985), Five Factor Mindfulness Measure (FFMQ; Baer, Smith, Hopkins, Krietemeyer, & Toney, 2006), the Difficulties in Emotion Regulation Scale (DERS; Gratz & Roemer, 2004), Emotion Regulation Questionnaire (ERQ; Gross & John, 2003), and Interpersonal Reactivity Index (IRI; Davis, 1980) were used to assess the study constructs. Preliminary analyses were conducted to examine the relationship of demographic variables (age, gender, ethnicity/race, religion, religious attendance, income, education, and relationship status) with the dependent variables, and demographic variables that were found to be significantly related to dependent variables were controlled for in the primary analyses. The hypotheses were analyzed using hierarchical regression, simple regression, and mediation. The study hypotheses were partially supported by the study findings. In the community sample, those with more yoga experience exhibited increased mindfulness, improved emotion regulation, and higher perspective taking. Mindfulness was found to mediate the relationship between yoga experience and suppression and the relationship between yoga experience and reappraisal. The results of the college student sample yielded non-significant findings. The implications of the study findings are discussed.