Emotion Regulation Outcomes Research Articles

Gender and Ethnicity: Are they Associated with Differential Outcomes of a Biopsychosocial Social-Emotional Learning Program?

Context:Social-emotional learning (SEL) program outcomes may be enhanced when programs take into account gender and ethnicity differences, yet few studies directly examine these variables. The limited literature further suggests improved outcomes accrue by integrating physiological techniques, such as yoga and meditation, directly into SEL curricula to reduce stress.Aims:This study investigated the association between outcomes of a yogic breath-based biopsychosocial SEL intervention across gender and ethnicity.Methods:Fifty-nine high school students were evaluated on 4 positive (self-esteem, identity formation, anger coping ability, planning, and concentration) and 3 negative SEL outcomes (impulsivity, distractibility, and endorsement of aggression). Using a repeated-measures design, group differences between gender and ethnicity were assessed.Results and Conclusions:Significant improvements on all 7 outcomes were found for the sample, suggesting that participants performed better after the intervention. There were neither significant differences between males and females on outcomes nor between different ethnic groups with the exception of African-Americans scoring lower on one of three emotion regulation outcomes. This study, one of the first to directly analyze SEL outcomes by sociodemographic variables, demonstrated the program's biopsychosocial approach was associated with beneficial SEL outcomes across genders and ethnicities. Future studies of biopsychosocial programs taking into account sociodemographics will allow SEL programs to be more effective across diverse populations.

0889 Sleep Trajectory During Inpatient Psychiatric Treatment And Its Relationship To Emotion Regulation Outcomes

0889 Sleep Trajectory During Inpatient Psychiatric Treatment And Its Relationship To Emotion Regulation Outcomes

Emotion Regulation Outcomes and Preliminary Feasibility Evidence From a Mindfulness Intervention for Adolescent Substance Use

Based on the evidence that emotion regulation difficulties underpin many mental health struggles during adolescence, including substance use disorders (SUDs), we focused on distress tolerance as a particularly salient mechanism of action for bolstering emotion regulation outcomes for adolescents in early SUD recovery. Mindfulness-based interventions are effective in improving distress tolerance through teaching skills to reduce individuals’ perceived stress or feelings of crisis and increasing a sense of agency and self-regulatory efficacy. The aim of the present study was to improve emotion regulation outcomes in the student body of a recovery high school (N = 27) through six weeks of mindfulness intervention content delivered in a small-group format. Thus, we tested feasibility through recruitment and retention rates and examined preliminary efficacy outcomes from two, randomized mindfulness intervention conditions, and used a comparison group of students without an SUD diagnosis (N = 29) sampled from the community. Results indicate significant post-intervention impacts on recovery students’ depression symptomology and on two separate measures of impulsivity (t(22) = 2.358, p < .05; t(20) = 2.358, p < .05; t(17) = 3.979, p < .01, respectively), although no significant differences between intervention condition were noted. Findings from the current study echo similar studies with comparable samples. Implications for the dosage and approach of group-format mindfulness interventions for adolescent samples are discussed.

An emotion regulation app for school inclusion of children with ASD: Design principles and evaluation

The inclusion of adolescents with Autism Spectrum Disorders (ASD) in mainstream environments, especially mainstream classrooms, is critically impeded by their difficulties in self-regulating their emotions. Albeit new technologies have shown tremendous emulation in the field of ASD, solutions to assist individuals with ASD in emotion regulation appear very limited. This paper addresses this critical challenge through the design and evaluation of a tablet-based application dedicated to supporting adolescents with ASD in self-regulating their emotions in mainstream inclusive classrooms. This system relies on well-proven (paper-based) emotion-regulation interventions reported by special-education teachers and families through a participatory design. The experiment included 14 adolescents with ASD (as well as 19 adolescents with Intellectual Disabilities) using the application during three months in mainstream schools. We compared these two groups with another group of 15 adolescents with ASD who were not equipped with our application. Usability performance as well as efficacy performance (emotion-regulation outcomes) have been investigated in situ. We showed that 1) our system is autonomously and successfully used in mainstream classrooms, 2) it is also an efficient support for adolescents with ASD to self-regulate their emotions. This paper demonstrates that emotion regulation of adolescents with ASD can be supported within mainstream classrooms through an assistive technology, in order to improve both behaviors and sociocognitive processes linked with core features of ASD. Moreover, it provides insights of a methodology suited to mainstream classrooms, building on previous research addressing specialized settings.

WM in Adolescence: What Is the Relationship With Emotional Regulation and Behavioral Outcomes?

Adolescence is a fundamental transition phase, marked by physical, social, cognitive and emotional changes. At this stage in development two contrasting phenomena take place: brain changes cause a sensitivity to emotional aspects (Dahl, 2004); while also control processes register as well impressive improvements (e.g., Hooper et al., 2004; Best and Miller, 2010). The study is aimed to investigate the relationship between a core cognitive feature such as working memory (WM) (Diamond, 2013) and complex abilities such as emotion regulation (ER) and behavioral self-reported outcomes using a structural equation model approach. A sample of 227 typically developed adolescents between 14 and19 years of age (148 females; mean age in months 202.8, SD 18.57) participated in this study. The following tasks and self-reports were administered in a 45-min test session at school: Symmetry Span task (Kane et al., 2004). Reading Span task (Daneman and Carpenter, 1980), Mr. Cucumber (Case, 1985); Youth Self-Report (YSR, 11–18 years, Achenbach and Rescorla, 2001); Difficulties ER Scale (DERS, Gratz and Roemer, 2004; Italian version by Giromini et al., 2012). Results showed that difficulties in ER correlated with WM: high levels of ER difficulties are associated with low WM efficiency while no significant contributions of these predictors was observed on externalizing or internalizing symptoms. This study showed a significant relationship between self-reported difficulties in ER and WM, while no significant contribution of the considered predictors was showed on the outcomes, adding knowledge about how behavioral and emotional self-reported outcomes may relate to these processes.

A Randomized Trial Evaluating School-Based Mindfulness Intervention for Ethnic Minority Youth: Exploring Mediators and Moderators of Intervention Effects.

The study examined the efficacy of a school-based mindfulness intervention on mental health and emotion regulation outcomes among adolescents in a wait-list controlled trial. The study also explored mediators and moderators of intervention effects. A total of 145 predominantly ethnic minority (Asian and Latino) 9th grade students with elevated mood symptoms were randomized to receive a 12-week mindfulness intervention at the start of the academic year, or in the second semester of the year. Students completed measures of emotion regulation and mental health symptoms at baseline, post-intervention, and 3-month follow-up. Intent-to-treat analyses revealed significant treatment effects of the mindfulness intervention for internalizing symptoms and perceived stress at post-treatment. Pooled pre-to-post treatment analyses of the entire sample revealed a small effect size for attention problems, medium for internalizing and externalizing problems, and large for perceived stress. We also found a small effect size for cognitive reappraisal, medium for expressive suppression, emotional processing, emotional expression, and rumination and large for avoidance fusion. Mediation analyses showed that treatment effects on internalizing symptoms and perceived stress were mediated by reductions in expressive suppression and rumination. Moderation analyses revealed that treatment effects were larger among youth with more severe problems at baseline for internalizing problems, externalizing problems, and perceived stress. However, for attention problems, students with lower severity at baseline appeared to have larger treatment gains. The study provided evidence that mindfulness intervention was beneficial for low-income ethnic minority youth in reducing perceived stress and internalizing problems, and improving emotion regulation outcomes. Furthermore, mindfulness training was associated with reduced mental health symptoms via improvements in emotion regulation.

A dialectical behavior therapy skills intervention for women with suicidal behaviors in rural Nepal: A single‐case experimental design series

Suicide in low- and middle-income countries (LMICs) accounts for 75% of the world's burden of suicide mortality and is the leading single cause of death among Nepali reproductive age women. To advance treatment for suicidal behaviors in LMICs, a single-case experimental design (SCED) was conducted of a culturally adapted Dialectical Behavior Therapy skills intervention for Nepali populations (DBT-N). Ten Nepali women with histories of suicidality participated in the 10-session intervention. Outcomes of emotion regulation, suicidal ideation, depression, anxiety, resilience, and coping skills use were measured at multiple time points pre-intervention, during, and at follow-up. Qualitative interviewing assessed DBT-N's feasibility and acceptability. Participants showed improvements in emotion regulation over the course of treatment, which were associated with increased skills use. Rapid, sustained reductions in suicidal ideation and improvements in resilience were observed after DBT-N initiation. This SCED supports conducting further evaluation of DBT-N through controlled trials with emotion regulation as a target mechanism of action for reducing suicidal behaviors in LMICs.

Within Your Control? When Problem Solving May Be Most Helpful.

Emotion regulation strategies have been conceptualized as adaptive or maladaptive, but recent evidence suggests emotion regulation outcomes may be context-dependent. The present study tested whether the adaptiveness of a putatively adaptive emotion regulation strategy-problem solving-varied across contexts of high and low controllability. The present study also tested rumination, suggested to be one of the most putatively maladaptive strategies, which was expected to be associated with negative outcomes regardless of context. Participants completed an in vivo speech task, in which they were randomly assigned to a controllable ( n = 65) or an uncontrollable ( n = 63) condition. Using moderation analyses, we tested whether controllability interacted with emotion regulation use to predict negative affect, avoidance, and perception of performance. Partially consistent with hypotheses, problem solving was associated with certain positive outcomes (i.e., reduced behavioral avoidance) in the controllable (vs. uncontrollable) condition. Consistent with predictions, rumination was associated with negative outcomes (i.e., desired avoidance, negative affect, negative perception of performance) in both conditions. Overall, findings partially support contextual models of emotion regulation, insofar as the data suggest that the effects of problem solving may be more adaptive in controllable contexts for certain outcomes, whereas rumination may be maladaptive regardless of context.

High endogenous estradiol is associated with enhanced cognitive emotion regulation of physiological conditioned fear responses in women

The sex hormone estradiol has a modifying role in the underlying neurobiology of cognitive emotion regulation, although whether estradiol is associated with outcomes of techniques like cognitive restructuring is unknown. In the present study 34 women with regular menstrual cycles participated in a one-day differential fear conditioning procedure. Women then received cognitive restructuring training, involving the reappraisal of their initial thoughts about the conditioning procedure to reduce their emotional responses, before repeating the conditioning procedure. Endogenous estradiol levels (ascertained by a blood sample) were not associated with subjective or physiological indices of conditioned fear during the first conditioning session. Following cognitive restructuring, however, women with high estradiol exhibited significantly reduced physiological arousal in the presence of the conditioned stimulus, relative to women with low estradiol. No group differences were observed in subjective fear ratings obtained after the second conditioning procedure, although those obtained during the second habitation phase (taking place immediately following cognitive restructuring) were lower amongst high estradiol women. Progesterone was not associated with any outcomes measures. Together, these results suggest that the outcomes of cognitive emotion regulation may be enhanced during periods of naturally high estradiol.

Mother-Child Interactions and Preschoolers’ Emotion Regulation Outcomes: Nurturing Autonomous Emotion Regulation

Emotion regulation is a complex process that begins in infancy and continues through childhood with parents’ support. Early parent-child interactions shape the way children learn emotion management. We took a sociocultural and social learning approach to exploring the specific components of mother-child interactions that are related to mothers’ perceptions of her child’s regulatory ability and the child’s observed emotion regulation. Thirty mothers and their preschool children were recruited from two New England urban areas: one community sample and one head start sample. Dyads engaged in a free play session, children completed an observed compliance task, and mothers completed a set of questionnaires assessing their perceptions of their child’s regulation. Regression analyses revealed that maternal behaviors during free play predicted child’s observed hostility (F (2,29) = 3.137, p < .05) and mothers’ perceptions of her child’s regulatory ability predicted observed child compliance (F (2, 17) = 4.990, p < .05). Child behaviors during play significantly predicted child’s compliance (F (3,20) = 4.722, p < .05) and child’s hostility (F (1, 26) = 9.220, p < .001). Maternal modeling and intentional scaffolding as well as perceptions of her child’s regulatory capacity have a powerful impact on her child’s observed regulation. Results indicate that it is particularly important for mothers of preschoolers to support autonomy while guiding socially appropriate behavior. Interventions that target improving mothers’ negative perceptions of their children, educating on appropriate preschool expectations, and facilitating preschoolers’ mature play may help mothers interact with their children in the ways that foster children’s autonomous emotion regulation.

Child cortisol moderates the association between family routines and emotion regulation in low-income children.

Biological and social influences both shape emotion regulation. In 380 low-income children, we tested whether biological stress profile (cortisol) moderated the association among positive and negative home environment factors (routines; chaos) and emotion regulation (negative lability; positive regulation). Children (M age = 50.6, SD = 6.4 months) provided saliva samples to assess diurnal cortisol parameters across 3 days. Parents reported on home environment and child emotion regulation. Structural equation modeling was used to test whether cortisol parameters moderated associations between home environment and child emotion regulation. Results showed that home chaos was negatively associated with emotion regulation outcomes; cortisol did not moderate the association. Child cortisol level moderated the routines-emotion regulation association such that lack of routine was most strongly associated with poor emotion regulation among children with lower cortisol output. Findings suggest that underlying child stress biology may shape response to environmental influences.

CHANGES OF 1ST GRADE SCHOOL CHILDREN’S EMOTIONAL AND SOCIAL COMPETENCES IN TANZPRO-BIODANZA INTERVENTION GROUP

The aim of this study is to investigate changes of 1st grade school children’s (age 6 -7) emotional and social competences in TANZPRO-Biodanza intervention group. In total 22 sessions were carried out during the school year 2014 / 2015 - from the beginning of October, 2014 until the end of May, 2015. The Emotion Questionnaire (Rydell et al., 2003) parents’ version was used to evaluate emotional competence – emotionality and emotion regulation. Prosocial scale, Internalizing and Externalizing scale of The Strengths and Difficulties Questionnaire (SDQ, Goodman,1997) parents‘ versions were used to measure social competence, i.e., prosocial behaviour and nonexistence of behavioural problems. Testing was performed in 3 time points – before intervention, after 10 sessions, and after intervention. Pre and post intervention results of social and emotional competence revealed different changes of experimental (n = 10) and control (n = 9) group pupils. Experimental group pupils showed statistically significant improvement in emotion regulation outcomes, prosocial and internalizing behaviour, but control group pupils showed decrease in emotion regulation outcomes and increase of internalizing behaviour. Both between-group and within- group analysis indicated, that internalizing behaviour results have most pronounced changes. Repeated measures ANOVA and Post hoc test with Bonferroni adjustment revealed statistically significant time effect for experimental group pupils (F(2,18)=4.81, p=0.02, η2=0.35) and tendency level with 90% probability for control group pupils (F(2,16)=3.40, p=0.06, η2=0.30). Saliva cortisol showed decrease in pre and post levels, in some sessions achieving level of significance.

How does customer affiliative behaviour shape the outcomes of employee emotion regulation? A daily diary study of supermarket checkout operators

Few studies have examined how customer behaviour shapes the outcomes of employees’ emotion regulation. Drawing on existing literature, this article tests two alternative models of customer affiliative behaviour (e.g. smiling, engaging in short conversation), employee emotion regulation (surface acting, deep acting) and employee outcomes (emotional exhaustion, objective task performance). In one model, customer affiliative behaviour is a mechanism that mediates the relationship between employee emotion regulation and outcomes, and in the other model customer affiliative behaviour moderates this relationship. The models were tested on data drawn from a daily diary study of 49 supermarket checkout operators and store performance records. The findings from multilevel analyses make a significant contribution to understanding how a key part of the social context during service interactions (i.e. customer affiliative behaviour) is a mechanism and moderator of employee emotion regulation. Results show that the effects of deep and surface acting on employee well-being are mediated by customer affiliative behaviour, and that relationship between surface acting and task performance is mediated by customer affiliative behaviour and emotional exhaustion. In addition, customer affiliative behaviour moderated the relationship between deep acting and emotional exhaustion, and the indirect effect of deep acting on task performance through emotional exhaustion.

Fostering parents' emotion regulation through a sibling-focused experimental intervention.

In this study, we assessed whether an intervention designed to improve children's sibling relationships, the More Fun with Sisters and Brothers program (MFWSB), may also help parents manage their emotions more effectively. Families with at least 2 children between the ages of 4 and 8 years were randomly assigned to an intervention (n = 50) or wait-list control (n = 34) group. Parents completed pre- and posttest questionnaires on sibling warmth and agonism, their emotion regulation during sibling conflict, and their global emotion regulation styles. Program participation had a direct effect on 3 of the 4 emotion regulation outcomes for mothers. Mothers in the intervention versus control group reported lower levels of dysregulation and suppression and higher levels of reappraisal at posttest, controlling for pretest regulation scores. Additionally, path models examining posttest responses showed that participation in MFWSB led to lower levels of maternal and paternal negative reactivity in the sibling context via lower levels of sibling agonism, controlling for pretest levels of negative reactivity. Alternate path models, with parents' emotion regulation as mechanisms linking MFWSB and sibling relationship quality, were tested but not supported. Results highlight the value of a sibling-focused intervention for promoting parents' abilities to regulate their emotions.

Emotional roulette? Symmetrical and asymmetrical emotion regulation outcomes from coworker interactions about positive and negative work events

Prior research suggests that, in general, the disclosure of positive emotions at work results in positive consequences for individuals while the disclosure of negative emotions results in negative ones. The current study examines the possibility of asymmetrical emotional outcomes to such disclosures, including those associated with the sharing of positive emotions. Interviews with human service workers elicited 71 detailed descriptions of emotional work events, the majority of which (77%) had been discussed in some manner with coworkers. Qualitative analysis of the incident data shows that both symmetrical and asymmetrical emotion regulation outcomes resulted from these coworker interactions. In regard to the disclosure of negative emotions, an asymmetrical outcome (mitigation) was welcomed, whereas for positive emotions, a symmetrical outcome (capitalization) was desired. Group norms, leader behaviors and coworker responsiveness influenced whether and which emotional events were shared, as well as the net impact on the participant’s emotional state. Overall, participants conveyed less motivation to share their positive emotional experiences with colleagues than their negative ones, largely owing to concerns that an asymmetrical outcome (dampening) would occur. Implications for organizational theories of emotional labor and social support, as well as the practice of effective emotion regulation in the workplace, are presented.

Cultural regulation of emotion: individual, relational, and structural sources

The most prevalent and intense emotional experiences differ across cultures. These differences in emotional experience can be understood as the outcomes of emotion regulation, because emotions that fit the valued relationships within a culture tend to be most common and intense. We review evidence suggesting that emotion regulation underlying cultural differences in emotional experience often takes place at the point of emotion elicitation through the promotion of situations and appraisals that are consistent with culturally valued relationships. These regulatory processes depend on individual tendencies, but are also co-regulated within relationships—close others shape people's environment and help them appraise events in culturally valued ways—and are afforded by structural conditions—people's daily lives “limit” the opportunities for emotion, and afford certain appraisals. The combined evidence suggests that cultural differences in emotion regulation go well beyond the effortful regulation based on display rules.

OA14.02. Exploration of body awareness and pain and emotion regulation among yoga and meditation practitioners: does type of mind-body practice matter?

Purpose Yoga and meditation are mind-body therapies that are effective for managing pain and negative emotions. Body awareness is a key component of these therapies and may be an important mechanism of action. It is unknown whether differences exist between yoga and meditation practitioners in body awareness and pain and emotion regulation. We explored these questions: do yoga and meditation practitioners differ in degree of body awareness and ability to regulate pain and negative affect? Is body awareness more strongly related to pain and emotional regulation outcomes among yoga or meditation practitioners? Methods We used a convenience sample of yoga (N=88) and meditation practitioners (N=112) participating in a study to develop the Multi-Dimensional Assessment of Interoceptive Awareness Instrument (MAIA). We compared mean scores of yoga practitioners and meditators along eight dimensions of body awareness using the MAIA: Noticing, Distracting, Worrying, Attention Regulation, Emotional Awareness, Self-Regulation, Body Listening, and Trusting, and measures of pain and emotion regulation: Pain Catastrophizing Scale (3 subscales), Anxiety Sensitivity Inventory (2 subscales), and Difficulties in Emotion Regulation Scale (6 subscales). Within each group, we examined correlations between MAIA subscales and pain and emotional regulation measures. Results Yoga practitioners reported significantly higher levels of Noticing, Emotional Awareness, Trust, and more Worrying. Yoga practitioners reported significantly higher levels of Noticing, Emotional Awareness, Trust, and more Worrying. Groups did not differ in pain or emotion regulation. In each group, greater body awareness was significantly associated with less pain catastrophizing, less fear of symptoms associated with arousal, and less difficulty managing negative emotions. The pattern of correlations between MAIA subscales and pain and emotion regulation subscales did not differ substantially between meditation and yoga practitioners. Conclusion

P1-237 Post-separation parenting arrangements: patterns and developmental outcomes

IntroductionChanges in family law in many countries have preceded research addressing the developmental impacts of different patterns of parenting after separation. We use data from the Longitudinal Study of Australian...

The Co-Regulation of Emotions Between Mothers and their Children with Autism

Thirty-four toddlers with autism and their mothers participated in an early intervention targeting joint engagement. Across the 24 intervention sessions, any significant distress episode in the child was coded for emotion regulation outcomes including child negativity, child emotion self-regulation, and mother emotion co-regulation. Results revealed that emotion regulation strategies by both mother and child were employed during distress episodes. An effect of intervention was found such that children decreased their expression of negativity across the intervention and mothers increased their emotional and motivational scaffolding. The results of this study indicate a positive effect of an intervention targeting joint engagement on emotion co-regulation outcomes.

Family and child influences on early academic and emotion regulatory behaviors

Research on child and family factors in early childhood has shown that both are associated with social and instrumental functioning at school entry. The present study sought to examine the direct and indirect effects of child negative emotionality, maternal education, depression, IQ, and quality of maternal instruction on children's academic and emotion regulatory behaviors from the toddler period to school entry using a sample of 174 boys from low-SES backgrounds. Results revealed direct effects of maternal IQ on academic outcomes at school entry that were mediated by maternal instruction. Further, maternal instruction predicted the child's academic and emotion regulation (ER) outcomes even after accounting for other maternal and child variables. The effects of both instruction variables moderated the impact of maternal education. The results suggest that maternal instruction plays an important role in early school success, particularly for children at risk for school problems.