Emotion Regulation Skills Research Articles

Play Tool Kit to Strengthen Prosocial Behaviour and Empathy among Attention-Deficit/Hyperactive Children

Attention-Deficit/Hyperactivity Disorder (ADHD) is a neurodevelopmental disorder that affects individuals’ ability to regulate their attention, impulses, and activity levels. It is commonly diagnosed in childhood but can persist into adolescence and adulthood. Children with such type of disorder are having copious problems related to social skills. Understanding these core symptoms is crucial in recognising and addressing the challenges faced by children with ADHD. Hence, some interventions has to be introduced in the form of a play toolkit, which has a significant effect on ADHD children’s prosocial behaviour and empathy. This play toolkit includes two components: play therapy and doodle therapy. Using play-based activities to enhance social skills, emotional regulation, problem-solving, and cooperation skills in a supportive and engaging environment is essential. Utilising creative activities like drawing, colouring, and art-based projects to facilitate self-expression, communication, and emotional understanding can indirectly improve social interactions. By incorporating these interventions into a comprehensive treatment plan, nurses and healthcare professionals can help children with ADHD develop essential social skills, improve their relationships with peers and adults, and enhance their overall well-being.

EXPLORING THE IMPACT OF AUTONOMY SUPPORT AND TEAMWORK ON SOCIAL-EMOTIONAL COMPETENCE AMONG BUSINESS EDUCATION STUDENTS IN HIGHER EDUCATION

This research explores how autonomy support and interdependence relate to social-emotional competence (SEC) among university students. Data were gathered from 100 participants using validated measures to assess autonomy support, interdependence, and SEC. The findings revealed that autonomy support significantly enhances students' SEC, highlighting the value of allowing students to have control over their learning to improve emotional regulation, empathy, and interpersonal skills. Conversely, interdependence, which involves teamwork and collaboration, did not have a significant direct impact on SEC. However, when both autonomy support and interdependence were examined together, they contributed a modest but meaningful effect, accounting for 9.3% of the variance in SEC. These results indicate that while both factors are important, autonomy support has a more pronounced influence on SEC. This study suggests that educators and policymakers should focus on fostering autonomy-supportive environments to promote social-emotional growth in students, while also calling for further exploration of other factors affecting SEC.

Effectiveness of Mindfulness-Based Interventions in the Treatment of Obsessive-Compulsive Disorder

Obsessive-compulsive disorder (OCD) is a chronic and debilitating mental health condition characterized by persistent intrusive thoughts (obsessions) and repetitive behaviors (compulsions). While cognitive-behavioral therapy (CBT) involving exposure and response prevention (ERP) and pharmacotherapy with selective serotonin reuptake inhibitors are first-line treatments, many individuals continue to experience persistent symptoms or achieve only partial remission. Mindfulness-based interventions (MBIs), which aim to cultivate present-moment awareness and acceptance of internal experiences, have emerged as a promising adjunctive or alternative treatment approach for OCD. This review synthesizes the existing literature on the use of MBIs, such as mindfulness-based cognitive therapy (MBCT) and mindfulness-based stress reduction (MBSR), for OCD. Potential mechanisms by which MBIs may benefit individuals with OCD include improved attentional regulation, enhanced emotion regulation skills, reduced cognitive inflexibility through promoting cognitive defusion, and decreased experiential avoidance of intrusive thoughts and urges. Several studies have demonstrated the efficacy of MBIs in reducing OCD symptom severity, and providing insights into how MBIs can increase acceptance, improve emotion regulation, and foster a greater sense of control over symptoms.

Implementing a Digital Child Behavioral Health Prevention Program in Faith-Based Settings in Uganda: A Feasibility Study

Background: The burden of pediatric mental disorders in low-and middle-income countries (LMICs) is tremendous, but solutions for addressing the burden remain limited. Although digital solutions have potential to improve prevention services, such solutions have not been systematically tested in these countries. Objective: This study explores the use of a digital parenting intervention tool designed for pediatric behavioral health, known as the Pediatric-Behavioral Health Digital Tool, in a preventive service model for low resource communities. We study the feasibility of implementing this new digital health service model and preliminary estimate the potential impacts on parenting and child social emotional outcomes when the program is implemented in faith-based organizations in Uganda. The Pediatric-Behavioral Health Digital Tool is a preventive intervention designed to be implemented by trained community-health-workers to facilitate caregivers’ access to the preventive mental health service in community for their young children. The tool is based on the screening, brief intervention, and referral to treatment prevention service model for promoting pediatric behavioral and mental health. Methods: The evaluation study was designed using a pre-post assessment design. The content in Pediatric-Behavioral Health Digital Tool was co-designed with local expert and iteratively adapted based on parents and caregivers as well as community-health-workers and experts who were invited to provide their feedback and suggestions for improvements in content, functions, and delivery model through a series of focus groups and workshops. This pilot evaluation focuses on the pre-post changes of the intervention families (91 families) and 10 community-health-workers. Results: We found high acceptability, appropriateness, and usefulness of the program based on the intervention families’ community-health-workers’ report. Intervention parents felt safe in using the digital toolkit. Parents felt comfortable for the CHWs asked them personal questions. In estimating the impacts, we found some expected findings on parenting and child social emotional health. Specifically, we found intervention parents become more mindful in their parenting (d=1.61, p=.049), and felt more effective in discipline their child’s misbehavior (d=1.29, p=.003) after they receive the intervention. For children, we found improvement on children’s social emotional outcomes, measured by decreased parent-child conflict (d=-1.08, p=.002) and increased child emotional regulation skills (d=1.0, p=.049) after their parents receive the intervention. Conclusions: Our Pediatric-Behavioral Health Digital Tool has potential to provide a cost-effective service solution to provide preventive mental health care in communities to promote child social-emotional and mental wellbeing in low-resource settings.

An exploratory study of dialectical behaviour therapy for emotional dysregulation and challenging behaviours after acquired brain injury.

Challenging behaviours and emotional dysregulation are common sequelae of acquired brain injury (ABI), but treatment remain underdeveloped. Dialectical behaviour therapy is an evidence-based therapy for emotional dysregulation. To explore the feasibility and preliminary efficacy of dialectical behaviour therapy for ABI. An exploratory longitudinal study that compared thirty adults with brain injury presenting persistent emotion dysregulation or challenging behaviours. Control group received a personalized multidisciplinary program only (n = 13). The dialectical behaviour therapy group received five months of emotion regulation skills learning as an add-on (n = 17). Preliminary efficacy was measured on Difficulties in Emotion Regulation Scale-16 and Quality of Life after Brain Injury total score and emotion subscore. Fourteen participants completed the dialectical behaviour therapy. This study provided preliminary evidence for the feasibility and acceptability of dialectical behaviour therapy. Repeated measures revealed improvement on the Difficulties in Emotion Regulation Scale-16 (-7.6 [-17.3; 1.7]; Pr = 0.95) and on the Quality Of Life emotion subscore (13.5 [-3.8; 30.9]; Pr = 0.94). This study raises important questions regarding the type of patients who can benefit from this intervention, necessary adaptations of dialectical behaviour therapy and the way it can help post-traumatic growth and identity reconstruction after ABI.

Effect of Acceptance and Commitment Therapy on Emotional Regulation, Psychological Flexibility, and Stress in Children of Veterans With PTSD: A Randomized Controlled Clinical Trial

Objectives The present study aims to investigate the effect of acceptance and commitment therapy (ACT) on emotional regulation, psychological flexibility, and symptoms of post-traumatic stress disorder (PTSD) in children of veterans with PSTD. Methods This is a randomized controlled clinical trial with a pre-test/post-test/follow-up design. Participants were 70 children of veterans with PTSD (boys and girls) aged 15-19 years, who were selected using simple random sampling method and randomly divided into two groups of 35 including ACT and control. Before, immediately after, and 12 months after the intervention, people were measured using the acceptance and action questionnaire-II, difficulty in emotional regulation scale, and the PTSD checklist for DSM-5. The intervention group received group ACT at 8 sessions of 60-90 minutes. For the control group, life skills education was presented at 7 sessions of 60-90 minutes. Finally, the data was analyzed using SPSS software, version 22. Results The results of analysis of covariance showed a significant difference in difficulty in emotional regulation, psychological flexibility and PTSD symptoms in the post-test and follow-up phases in two groups (P<0.01). Moreover, the two ACT and control groups were significantly different in the hyperarousal symptom of PTSD at follow-up phase, but there was no significant difference in two symptoms of re-experiencing trauma and negative alterations in mood/avoidance (P>0.05). Conclusion The ACT can improve emotional regulation skills and psychological flexibility and reduce PTSD symptoms in children of veterans with PTSD. Therefore, this method can be used in counseling and mental health centers to improve these children’s symptoms.

The Effects of Attachment on Interpersonal Trust in Middle School Students: The Chain Mediating Role of Emotion Regulation Skills and Anxiety

The Effects of Attachment on Interpersonal Trust in Middle School Students: The Chain Mediating Role of Emotion Regulation Skills and Anxiety

Parental Lecturing: An Effort to Improve Parental Skills in Training Children's Emotional Regulation in Sungapan Wahyuharjo Lendah Kulonprogo

Abstract. Dusun Sungapan is one of the hamlets in Lendah district which has a population of productive age and has more than 50% of school-age children. The development of sophisticated technology causes school-age children to spend a lot of time playing smartphones. As a result of this situation, children have difficulty controlling themselves, easily tantrums and emotional. The purpose of this assistance is to improve parental skills in training children's emotional regulation abilities. The mentoring method used in mentoring is to train parents to be friends with their children through emotion regulation skills through parental lecturing. There are 22 parents involved in this program. The results obtained based on the Wilcoxon asymp sig (2-tailed) analysis are 0.000 with a Z score of -0.4122, meaning that there are differences in pretest and post test scores, so that parental lecturing is proven to be able to improve parental skills in training children's emotional regulation skills. Qualitative analysis shows that there has been a change in mindset (insight) based on parental reports regarding the importance of improving skills in training to regulate children's emotions

The Validity and Reliability Study of The Caregiver-Child Reminiscence Scale: Reminiscence Functions of Turkish Parents

Objectives: Parents talk to their children about memories of shared/unshared past, and these conversations are referred to as parental reminiscing. Parental reminiscing contributes significantly to varied developmental areas such as autobiographical memory, language, social, and sense of self. There are a limited number of measuring tools to determine reminiscence functions, that is, what purposes parents talk to their children about the past. The main purpose of this study is to adapt the Caregiver-Child Reminiscence Scale (CRS), which allows the scrutinization of the functions of parental reminiscing, to Turkish language and culture and, thus, to contribute to studies investigating cultural differences. Materials and Methods: The sample included 507 parents with children aged 2-6 years. The Caregiver-Child Reminiscence Scale is a 7-point Likert-type forty-item scale. It has seven sub-scales as Conversations, Relationship Maintenance, Behavioral Control, Teaching/Problem Solving, Emotion Regulation, Self-Functions, and Cognitive Skills. Results: The Cronbach’s Alpha coefficients range between .88-.99. for the sub-scales in this study. The descriptive analyses suggested that the parents aged 29 years and under did reminiscing to provide more behavioral control than those aged between 30-39 years. The participating mothers were reminiscing for maintaining the relationship, teaching/problem solving, emotion-regulation, and self-functions. Parents with high-school or less education were reminiscing more to achieve behavioral control than parents with undergraduate or postgraduate education. Conclusion: The CRS was found to be a valid and reliable for the Turkish culture. It is believed that it will allow intercultural studies in this field.

The Effect of Family-centered 'I Recognize My Emotions Asynchronous Activity Series' on Children's Emotion Regulation Skills

The Effect of Family-centered 'I Recognize My Emotions Asynchronous Activity Series' on Children's Emotion Regulation Skills

Emotion dysregulation, bullying, and suicide behaviors in adolescents

Background: Among adolescents, rates for suicide attempts and non-suicidal self-injury (NSSI) remain high. Adolescents also often experience bullying, which has been found to associate with increased risk of suicide attempts and NSSI. Emotion regulation difficulties are associated with both bullying victimization and self-harm behaviors in adolescents. Aims: The current study examined the relationship between emotion dysregulation and suicide attempts and NSSI with bullying as a moderating factor. Method: High school students (n = 804) completed self-report measures on emotion regulation difficulties, suicide attempts, nonsuicidal self-injury, and past-year bullying experiences. Results: Moderation analyses found that the relationships between multiple emotion dysregulation dimensions and suicide attempts were significant regardless of bullying experience, but the relationship was stronger when bullying was present. For NSSI, bullying only moderated the relationships between nonacceptance of emotions, limited emotion regulation strategies and NSSI, with stronger associations when bullying was present. Limitations: Different types of bullying were not assessed, all measures were self-report, and the community sample had relatively low clinical severity. Conclusion: Results indicate that poor emotion regulation and bullying victimization associate with greater frequencies of suicidal and nonsuicidal behaviors. These findings point to the need for self-harm prevention programs to address both bullying and emotion regulation skills.

Regulation of positive and negative affect: Associations with stress and resilience in health professions students

The study aimed to establish the relationship between affect regulation strategies, perceived stress, and resilience in health professions students. A total of 181 undergraduates participated in the survey. The instruments used were Brief Resilience Scale, Responses to Positive Affect Scale, Emotion Regulation Questionnaire, Cognitive Emotion Regulation Questionnaire, Perceived Stress Scale. The analyses indicated that reappraisal performed as a positive predictor of resilience, whereas rumination and dampening - as negative predictors with dampening effect being the strongest. Dampening, rumination, and self-blame predicted perceived stress positively and reappraisal predicted it negatively. Perceived stress fully mediated rumination-resilience relationship. The study show that regulation of negative affect via rumination, self-blame, reappraisal, and down-regulation of positive affect via dampening, but not its up-regulation, were associated with students' perceived stress and resilience. Tendencies to reappraise negatives experiences boosts resilience, but self-blaming, ruminating and suppressing positive ones make students vulnerable to negative appraisals and experience of stress with the latter presenting as the strongest risk factor for their adaptability. Implications of implementing emotion regulation skills in psycho-education to enhance students' resilience are discussed.

Emotional regulation and resilience of students writing thesis in higher education

This research delves into the psychological aspects of students undertaking thesis writing, specifically focusing on how they handle emotional challenges and build resilience during this demanding academic process. The study encompasses a diverse group of 162 students from the 2018 intake at a university in Padang, selected through a simple random sampling method. To ensure a comprehensive analysis, the study employs a blend of correlation, regression, and descriptive analytics, adhering to a statistical significance threshold of 0.05. The primary data for this research was processed using the SPSS 16.0 software. This included conducting the Kolmogorov-Smirnov test to assess the normality of data, a linearity test, and the Glesjer test to determine the presence of heteroscedasticity. Two key instruments guided the data collection and analysis: an emotional regulation instrument with a reliability index of 0.68, and a resilience instrument with a higher reliability index of 0.87. These instruments were crucial in measuring the respective constructs. The findings of the study are illuminating. Firstly, it was found that the students generally demonstrated effective emotional regulation skills. Secondly, a high level of resilience was observed among the student participants. Importantly, the correlation tests revealed a significant relationship between resilience and emotional regulation. This implies that the ability to regulate emotions effectively is closely linked to the development of resilience in students. Additionally, the regression analysis presented a substantial impact of emotional regulation on resilience, with a contribution strength of 51.5%. In essence, this study provides valuable insights into the emotional and psychological resilience of students during thesis writing. It highlights the critical role of emotional regulation in fostering resilience, offering a perspective that could be beneficial for academic institutions and mental health professionals in supporting students through their academic journeys.

Development and adaptation of the Emotion Regulation Skills Questionnaire for adolescents.

The ability to effectively regulate one's emotions is important for adolescent mental health. However, extant assessments of how adolescents regulate their emotions can be expanded upon in several ways, including incorporating more strategies (e.g., cultural and spiritual) and positive emotions, and being informed by adolescents and expert consultation during the development process. Thus, our study aimed to improve the construct validity of an emotion regulation measure by adapting and refining the Emotion Regulation Skills Questionnaire (ERSQ) into an adolescent self-report. We recruited 2413-17-year-olds (12 males; 11 females; 1 gender fluid) via social media advertisement in the United States in 2020. We used an iterative qualitative approach in which we combined expert consultation, cognitive interviewing with adolescents, and top-down and bottom-up coding to review and provide feedback on the ERSQ. Findings of thematic analysis showed that a need for clarity in wording and inclusion of strategy examples across all sections of the ERSQ was needed. Adolescents also identified the need to replace the Silly/Excited section with a more age-appropriate positive emotion section. Findings indicate cognitive interviewing can be successfully completed in a virtual format when necessary, youth utilize a wider range of strategies to maintain or upregulate positive emotions than what is represented in current measures, and use of qualitative methods may have reduced construct underrepresentation and construct-irrelevant variance in the adapted ERSQ.

Psychological impact of the COVID-19 pandemic on Spanish healthcare workers: a systematic review of prevalence and wave-based patterns

The COVID-19 pandemic has impacted the mental health of the entire population, and especially of the healthcare, due to their close contact with the virus and the health emergency. However, the diversity of studies makes it difficult to determine the prevalence of mental health problems in Spanish healthcare workers. This study aims to examine the studies carried out during COVID-19 with the Spanish healthcare population to determine the prevalence of anxiety, depression, stress, post-traumatic stress (PTSD) and burnout symptomatology. A systematic search of the articles in the PubMed, Scopus and Web of Science databases was performed following PRISMA criteria. Pooled prevalence was obtained for all the mental health symptomatology from moderate to severe, as well as divided by wave. Our data revealed that 50.54% of healthcare workers reported stress, 41.02% burnout, 35.25% anxiety, 29.76% depression, and 25.82% PTSD symptomatology. Anxiety, depression, PTSD and burnout symptomatology diminished in the second and/or the third waves but increased in the following waves. However, stress showed the maximum prevalence during the second wave. Our study highlights a significant impact on the mental health of healthcare workers during health crises, and emphasizes the immediate need for mental health support for healthcare workers during and after pandemics. Anxiety, depression, PTSD, and burnout symptomatology exhibit a “valley” effect, initially decreasing but increasing with prolonged exposure to the COVID-19 health crisis. This underscores the necessity to implement prevention strategies to enhance stress management, emotional regulation skills, and coping abilities.

Exploring the influence of COVID-19 on children’s development from preschool teachers’ perspectives in the post-pandemic era in China

ABSTRACT This study examines the impact of the COVID-19 pandemic on young children’s development from the perspective of preschool teachers in the post-pandemic era. It was conducted one semester after the official resumption of face to face teaching and learning in several kindergartens in China. The study utilises a qualitative methodology that interviews 33 preschool teachers from 26 provinces in China. Several multifaceted effects of the pandemic were explored on various aspects of children’s development. These include physical fitness, adaptive skills, social interactions, emotional regulation, language development, self-protection awareness, and digital skills. The results from the study discuss the observed differences among children in behavioural habits, emotional socialisation, and language abilities upon returning to kindergarten. In addition, the findings emphasizes the role of preschool teachers in recognising and regulating psychological, cognitive, and behavioural differences among young children, providing targeted support, and fostering a nurturing and inclusive learning environment. By understanding the challenges and opportunities brought about by the pandemic, educators can empower young children to thrive in the post-pandemic era and navigate the evolving educational landscape successfully.

WISDOM-RELATED EMOTION REGULATION RESOURCES EXPLAIN MIDDLE-AGED AND OLDER ADULTS’ COVID-19-RELATED DISTRESS

Abstract As the pandemic wrought wide-reaching disruption across the world, younger adults appeared to be faring more poorly than other adults. We hypothesized that younger adults might possess fewer emotion regulation resources and skills, accounting for their relatively high levels of distress. In data gathered from a national sample of 1258 adults, we examined how baseline resources (in mid-April, during initial peak infections) predicted distress (depression, anxiety, PTSD symptoms) five weeks later, when states began initial re-openings. Younger adults (18-35 years; n = 317; mean age = 29.2 years) reported greater distress and less social support, mindfulness, and emotion regulation skills than did middle aged (36-60 years; n = 513; mean age =51.7 years) and older adults (61-88 years; n =428; mean age = 70.1 years). Controlling for stress exposure, younger adults’ distress was predicted by impulsivity and lack of perceived strategies while middle-aged and older adults’ (lower) distress was predicted by acceptance of negative emotions and emotion regulation abilities; perceived social support was related to lower distress for all groups but mindfulness was unrelated. Results suggest that emotion regulation resources and skills are a promising prevention and intervention focus.

Transdiagnostic skills training group of dialectical behavior therapy: a long-term naturalistic study

IntroductionDialectical Behavior Therapy (DBT) has assembled a large body of evidence for the treatment of emotional dysregulation in borderline personality disorder (BPD), but also in other disorders characterized by emotional dysregulation (e.g., bipolar disorder (BD) and ADHD). Standalone skills learning groups address the problem of limited resources in several clinical settings. Furthermore, transdiagnostic skills groups facilitate the recruitment and decrease the scattering of resources in psychiatric settings. However, few studies have focused on the pertinence of transdiagnostic standalone skills groups in naturalistic settings as well as their long-term outcomes. The goal of this study is to assess the impact of participation in a transdiagnostic DBT skills group one year after its completion.MethodTransdiagnostic DBT skills training groups were provided for BPD, BD and ADHD patients in a University Psychiatric Department (Strasbourg, France), between 2019 and 2020. They consisted of 16 group sessions of 2.5 h and 3 individual sessions. At 1-year follow-up, ad-hoc questionnaires were proposed to all participants to assess the perceived impacts, the changes in symptomatology, and the maintenance of skills learned.Result22 of the 31 participants were interviewed at the one-year post-group session (64% BPD, 41% ADHD and 27% BD). 73% participants estimated that group impact was important or very important, 64% stated using the skills learned often or very often, mainly emotion regulation skills. An improvement in emotional instability, substance use, impulsivity and suicidal thoughts was reported by respectively 100%, 91%, 86% and 85% of participants. Quality of life improved according to 90% participants. All patients reported an improvement in suicidality during the post-group year, especially in suicide attempts. Psychotropic medication decreased in 59% of participants.DiscussionOur one-year naturalistic study suggests that transdiagnostic DBT skills training groups are promising for the treatment of emotional dysregulation in people with BPD, BD and/or ADHD. The observational design and the lack of control group are the main limitations. Randomized controlled studies are required to confirm the long-term efficacy of transdiagnostic skills learning groups in naturalistic settings.

AGE AND STRESSOR-RELATED NEGATIVE AFFECT IN OLDER ADULTS: CROSS-SECTIONAL AND LONGITUDINAL EVIDENCE

Abstract Most daily stress studies show stressor-related increases in Negative affect (NA), but older adults may show smaller increases due to emotion-regulation skills. However, most of this work is based upon single burst diary or ecological momentary assessment (EMA) studies which are functionally cross-sectional age comparisons; longitudinal analyses are needed to reveal whether individuals change as they age. In this secondary analysis of data from a measurement burst study of older adults in Bronx, NY (N=305; Mage=76.98), we examined how age interacted cross-sectionally and longitudinally with the effect of stressors on NA. Between 2017- (pre-pandemic) 2020, participants completed up to three 14-day EMA bursts. Five times daily, they reported current NA and whether a stressor had occurred since the last assessment. In a 4-level multilevel model accounting for demographics, Neuroticism, and stressors, NA was significantly higher with reports of stressors, including at the moment-level, day-level, and person-level. Regarding aging’s role in average NA for non-stressor moments, there were not significant cross-sectional age differences, but longitudinally across three bursts, NA increased significantly within-persons. We did not find evidence for cross-sectional age differences nor longitudinal change in the stressor-NA slope. Although neither cross-sectional age differences nor longitudinal change was found in the stressor-NA slope, we found significant longitudinal increases in non-stressor NA as individuals aged. Our results illustrate the value of measurement burst designs for disentangling differences between cross-sectional and longitudinal effects in daily processes. Further research on aging-related differences in affect and stress would benefit from these approaches.

Adverse Childhood Experiences and Problematic Cannabis Use: The Role of Emotion Dysregulation and Affective Impulsivity.

Problematic cannabis use is highly prevalent among postsecondary students. Consequently, there is a need to examine risk factors associated with problematic cannabis use in this population. The present study investigated whether emotion dysregulation mediates the relationship between adverse childhood experiences (ACEs) and problematic cannabis use, and whether affective impulsivity (negative and positive urgency) uniquely moderates this relationship. Participants consisted of current cannabis users (N = 586) recruited from five universities across Canada. Participants completed an online survey containing self-report measures of ACEs, emotion dysregulation, negative and positive urgency, and problematic cannabis use. Among the sample of postsecondary students, 36% (n = 213) met the threshold for problematic cannabis use. Moderated-mediation analyses revealed that ACEs were positively associated with emotion dysregulation and problematic cannabis use. There was also a significant indirect effect of emotion dysregulation on the association between ACEs and problematic cannabis use at moderate and high (but not low) levels of negative urgency, and at moderate and high (but not low) levels of positive urgency. The moderated-mediation models remained significant when controlling for other facets of impulsivity. Results suggest that elevated levels of emotion dysregulation and urgency are important proximal risk factors for problematic cannabis use among postsecondary students with a history of ACEs. While ACEs cannot be modified given their occurrence in the past, interventions that aim to build mindfulness and adaptive emotion regulation skills may be beneficial for reducing the likelihood that these students will engage in impulsive behaviors, such as cannabis use, when experiencing emotional distress.