Emotion Regulation Training Research Articles

The role of emotion regulation in decreasing alcohol harm for veterans

Using the socio-ecological model, this study aims to understand factors associated with alcohol misuse in veterans of the New Zealand Defence Forces, and identify approaches for reducing harm. Using interviews, veterans were asked to recount their relationship to alcohol, and provide a narrative of its use before, during and after military service. Seven themes were identified including bars and drinking as 1) social hubs; and 2) social lubrication; providing others with 3) duty of care; the military 4) consequences of harmful drinking; and use of alcohol as 5) emotion regulation strategies; with the impact of that on 6) Civvy street, and 7) family impacts. Duty of care in military drinking environments is a new theme to the literature. Introducing emotion regulation training throughout the personnels’ career, from transition to becoming civilians and beyond, was identified as key to effective health marketing interventions.

Personality Traits and Drug Use: A Longitudinal Study Using Data from the British Cohort Study

Plain Language SummaryDrug use presents significant concerns for health, economics, and society globally. Research highlights the pivotal role of personality traits in understanding drug use. This study aims to contribute to the existing literature by exploring how personality traits at age 10 correlate with drug use at age 30. Utilizing data from the British Cohort Study 1970, we obtained five personality traits from both teacher-completed and self-completion questionnaires when participants were 10 years old. The relationship between personality traits and drug use was examined by employing a probit model. Children exhibiting lower levels of conscientiousness/agreeableness or higher levels of extraversion/internal locus of control at age 10 were more inclined to engage in drug use in adulthood. Moreover, significant differences based on gender and the types of drugs used were observed. These findings might be valuable to policymakers, as they could introduce interventions tailored to specific personality traits to mitigate their adverse effects. For instance, they could offer emotional regulation training for children with low levels of conscientiousness or engage children with high extraversion in stimulating activities such as sports, creative arts, or music.

Childhood emotional maltreatment and emerging adults’ body dissatisfaction: Self-compassion and body surveillance as explanatory mechanisms

The association between childhood emotional maltreatment and body dissatisfaction has been widely identified. However, the explanatory mechanisms for this association remain unclear. Guided by the Stress Process Model, the present study tested the potential mediating roles of self-compassion and body surveillance in the associations between emotional maltreatment (i.e., emotional abuse and neglect) and body dissatisfaction. Three-wave, self-report survey data were collected from 668 Chinese young adults (66.8 % female, Mage = 19.96 years old, SD = 1.25) with a 6-month between-wave interval. Results demonstrated that childhood emotional neglect (recalled at Time 1) was positively associated with body dissatisfaction (at Time 3) through a serial mediating pathway from self-compassion (at Time 1) to body surveillance (at Time 2). In contrast, no links involving childhood emotional abuse were identified. Findings suggest that the compromised emotion regulation capacity related to self-care and the subsequent self-objectification could be key processes through which childhood emotional deprivation would be positively associated with later body dissatisfaction. Accordingly, prevention and intervention efforts aimed at combating young adults’ body image issues with early adversity of emotional deprivation could integrate emotion regulation training (that can enhance self-care) and cognitive-behavioral techniques (that may reduce body surveillance) into extant programs to enhance effectiveness.

Interventions reduce burnout among nurses and improve patients’ safety: Systematic review

Background: There is conflicting data regarding the kinds, amounts, lengths, and methods of burnout therapies, as well as how clinical nurses rate their own burnout. The purpose of this study was to assess clinical nurses' burnout interventions. Method: This study examines the benefits of burnout reduction strategies for clinical nurses through a comprehensive review. We followed the PRISMA guidelines' suggestions. In order to obtain results that appropriately represented the effects of burnout therapies, we selectively included research published between 2019 and 2024. A work written entirely in English. Search engines from the Cochrane Library, CINAHL, PubMed, and Scopus were used. Result: Six studies were considered in this systematic review, of which two were interventional studies and four were randomized controlled trials. There were studies done in China, Turkey, Iran, Spain, and Saudi Arabia. A workshop on burnout prevention, stress-coping and cognitive behavioral therapy, emotional freedom strategies, emotional regulation training, and a mindfulness training program are some of the interventions that are used. Among the burnout metrics employed were Pines & Aronson, MBI, and ProQoL. There were 337 nurses in all in the interventional groups and 324 in the control groups. Conclusion: Burnout was successfully decreased by a mindfulness training program, emotional freedom techniques, emotional regulation training, stress-coping and cognitive behavioral therapy, and a burnout prevention course.

Emotion Regulation Training To Increase Students' Learning Concentration Through Fly Ball Games

Purpose: This concentration on learning is often found in students so that many students have difficulty understanding the material presented by the teacher and each student has different forms of not concentrating, including sleepiness, laziness and distracted thinking. This research aims to determine the effectiveness of emotion regulation training through the fly ball game to increase the learning concentration of class VII students at SMP N 2 Karanganyar. Method: This research used the experimental method with a one group pretest-posttest design by providing training to class students at SMPN 2 Karanganyar which was attended by 32 students. This training was carried out in a participatory manner. The fly ball game is prepared to train students' emotional regulation. Result: The results of the research showed that there was an increase in students' learning concentration in the pre-test, with results of 53.706 and 57.588 for the average post-test results. Based on the paired sample t-test, the result was t = -3.469 with a significance of 0.001 (p < 0.05). Conclusion: So this research shows a significant influence between students' learning concentration before and after participating in the training.

Difficulties among Teachers' Emotional Regulation: Analysis for the Development of Student Well-Being in Chilean Schools.

Emotional regulation, a process that involves detecting and evaluating physiological signals in response to stressful events, is a crucial aspect of preparing students for school and ensuring teachers' effectiveness, stress management, and job satisfaction. This research, which adopted a quantitative approach, used a non-experimental comparative and cross-sectional design with a non-probabilistic sample by convenience. The study involved the participation of n = 1321 teachers (n = 125 preschool education; n = 645 primary education; n = 417 secondary education; n = 134 higher education). The results revealed significant differences in the total scores of emotional regulation difficulty between teachers at the higher education level and primary and secondary school teachers, with the latter group showing higher levels of difficulty. The findings suggest that the impact of emotional regulation difficulties affects professional performance, highlighting the importance of interventions aimed at improving teachers' self-efficacy, resilience, and emotion regulation to reduce emotional exhaustion. From a practical point of view, our findings underline the importance of integrating emotional regulation training into pre-service teacher education and continuous teacher professional development programs. This could improve relational dynamics between students and teachers, fostering an environment conducive to teaching and learning processes.

Psychological well-being and autonomy are guaranteed: an analysis of the significance of cognitive emotion regulation and reflective teaching in the careers of university EFL teachers

PurposePsychological well-being is a central aspect of mental health, and it can be defined as the presence of enjoyment and fulfillment, as well as resilience. Different factors are critical in the tone and melody of language teachers’ psychological well-being. Cognitive emotion regulation (CER) pertains to the intentional cognitive strategies employed by educators in order to regulate and confront emotionally taxing content.Design/methodology/approachA quasi-experimental strategy was used in the present experimental analysis. A total of 87 EFL students were split into two groups: one to participate in the experiment and another to serve as a control. The control group of students got regular teaching without any changes or additions to their books.FindingsPath analysis results demonstrated that cognitive emotion regulation and reflective teaching were able to accurately forecast the teachers' psychological well-being at the institution.Practical implicationsThe study's results suggest that it is essential for teachers, including language instructors, to undergo training in cognitive emotion regulation and reflective teaching in order to ensure their psychological well-being.Originality/valueTo achieve an optimal level of CER, educators must be equipped with a repertoire of effective strategies to promote the necessary equilibrium. Reflective teaching encompasses the critical analysis of an educator's fundamental convictions about pedagogy and the acquisition of knowledge, as well as the evaluation of their teaching process. To date, no study reflects on the possible connections between these variables in a single study. In light of this, the focus of this study was to discover how reflective teaching and cognitive emotion regulation affect the psychological health of English as a foreign language (EFL) university professors.

Emotion regulation reduces victim blaming of vulnerable sex trafficking survivors.

This research applied emotion regulation to negative emotions felt toward a sex trafficking victim so that judgments were made to offer her services rather than to favor her arrest for prostitution. We predicted that participants would favor police not arresting a trafficking survivor for prostitution when she was vulnerable (Hypothesis 1) or she showed no sex work history (Hypothesis 2). We predicted a moderated mediation model (Hypothesis 3), in which emotion regulation training to reduce feelings of contempt, anger, and disgust (CAD) toward the survivor interacted with vulnerability and prior sex work such that the effects of the latter two manipulations were the strongest in the successful emotion regulation conditions (i.e., cognitive reappraisal and cognitive reappraisal with motivation), with CAD emotions mediating those relationships. Participants (N = 421, 54% women, Mage = 42.63 years, 75% White) read a modified version of a sex trafficking case and decided whether the police should arrest the survivor for prostitution. Each participant was randomly assigned to one of 16 conditions in a 4 (emotion regulation: control vs. cognitive reappraisal vs. motivation vs. cognitive reappraisal plus motivation) × 2 (vulnerability: vulnerable background vs. nonvulnerable background) × 2 (prior prostitution history: engaged in prostitution before the trafficking incident vs. not engaged in prostitution before the incident) factorial design. Participants with cognitive reappraisal training, but not controls, who read about a vulnerable survivor were less likely to favor arrest. Moreover, those who trained with cognitive reappraisal plus motivation to decrease their CAD emotions, compared with the controls, showed weaker CAD feelings toward the vulnerable survivor, which in turn predicted a lower probability of favoring arrest. Reducing CAD emotions through emotion regulation supported the impact of emotions on culpability judgments and showed how emotion regulation can be used to support a victim-centered approach to fighting sex trafficking. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Open-mindedness: An integrative review of interventions.

Partisan animosity has been growing in the United States and around the world over the past few decades, fueling efforts by researchers and practitioners to help heal the divide. Many studies have been conducted to test interventions that aim to promote open-mindedness; however, these studies have been conducted in disparate literatures that do not always use the same terminology. In this review, we integrate research on open-mindedness in order to facilitate cross-talk and collaboration between disciplines. We review various concepts related to open-mindedness and then offer a conceptual model to help guide the further development of interventions and research to understand open-mindedness. We propose that open-mindedness is multifaceted and dynamic, such that interventions should focus on targeting multiple psychological pathways in order to maximize and sustain their effects. Specifically, we propose that interventions that target cognitive and/or motivational pathways can induce open-mindedness initially. Then, training in emotion regulation and/or social skills can help to sustain and build on open-mindedness once individuals enter into a situation where their beliefs are challenged. We conclude with a discussion of potential future directions for research on open-mindedness interventions. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

The effectiveness of emotion regulation training on the family quality of life of mothers with children with autism and separation anxiety disorder

Introduction: Emotional regulation strategies are among the effective factors in improving the quality of life and general health of mothers with children with autism and attention-deficit/hyperactivity disorder. Aim: This study aimed to determine the effectiveness of emotion regulation training on the quality of life of mothers of children with autism and separation anxiety disorder. Methods: The research method was semi-experimental with a pre-test-post-test design with a control group. The statistical population of the research included all mothers with children with autism spectrum disorder and separation anxiety disorder who were referred to the private offices of psychiatrists in Borujerd city in 2019, and 30 of them were selected by convenience sampling and homogenized they were placed in two groups. The participants responded to the Beach Center Family Quality of Life Scale (2006) for the pre-test and post-test. After 8 sessions of 120 minutes of emotion regulation training for the mothers of the experimental groups, statistical analysis of covariance and SPSS-24 software were used to analyze the data. Results: In the present study, the average score of the family quality of life in the post-test stage in the group of mothers of children with autism and children with separation anxiety disorder was significantly higher than the mothers of the control group (P=0.001 and f=21.194). The results of the Bonferroni test and the comparison of means show that the average score of quality of life in the group of mothers with children with autism was higher than the group of mothers with children with separation anxiety disorder (P=0.012). Conclusion: Emotion regulation training is effective on the quality of life of mothers of children with autism and separation anxiety disorder, and it is recommended for mothers with children with neurodevelopmental disorders and attachment disorders.

Emotion regulation training for adolescents with major depression: Results from a randomized controlled trial.

Difficulties in emotion regulation (ER) are thought to contribute to the development and maintenance of major depression (MD) in adolescents. In healthy adults, a task-based training of ER has previously proven effective to reduce stress, but no such studies are available for MD. It is also unclear whether findings can be generalized onto adolescent populations. The final sample consisted of n = 70 adolescents with MD, who were randomized to a task-based ER training (n = 36) or a control training (n = 34). Across four sessions, the ER group was trained to downregulate negative affect to negative images via reappraisal, while the control group was instructed to attend the images. Rumination, stress-, and affect-related measures were assessed as primary outcomes, behavioral and neurophysiological responses (late positive potential, LPP), as secondary outcomes. The trial was preregistered at clinicaltrials.gov (NCT03957850). While there was no significant differential effect of the ER training on primary outcomes, we found small to moderate effects on rumination in the ER group, but not the control group. During reappraisal (compared to attend), the ER group showed an unexpected increase of the LPP during the first, but not during later training sessions. Although replication in large, multicenter trials is needed, our findings on effect sizes suggest that ER training might be promising to decrease rumination in adolescent MD. The LPP increase at the first session may represent cognitive effort, which was successfully reduced over the sessions. Future studies should research whether training effects transfer to daily life and are durable over a longer time period. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Improving The Quality of Life and Resilience of The Elderly with Emotion Regulation Exercises

The quality of life of the elderly will increase if they have psychological resilience to stress. Emotional regulation is the ability of older people to manage emotional responses in dealing with various stressors in life which will increase psychological resilience (the ability to overcome problems/stress) and quality of life. Objective. This research was conducted to find out whether emotional regulation interventions for the elderly have an effect on their quality of life and psychological resilience. This type of research is quantitative with a one group pretest-posttest design. The sample consisted of 36 elderly people who were selected using the purposive sampling method. The research process begins with administrative permits and questionnaire testing. Next, respondents were given emotional regulation training (4 meetings) and their resilience and quality of life were measured before and after the training. The instruments used to measure it are the Resilience Questionnaire (RSOA) and the Quality of Life Questionnaire (WHOQOL-Bref). Data were analyzed univariately using frequency and mean methods, bivariately using Spearmann rho correlation. The research results show that emotional regulation training can improve the resilience and quality of life of the elderly.

Evaluation of the relationship between childhood traumas and emotion regulation skills in terms of adult obesity

This study aims to reveal the relationship between childhood traumas and emotion regulation skills of obese and non-obese individuals. The research is a comparative-descriptive and correlational study. The obese group included 52 people with a BMI ≥ 30, and the non-obese group included 58 people with a BMI ≤ 25 kg/m2. Information Form, Childhood Trauma Questionnaire (CTQ), and Emotion Regulation Skills Questionnaire (ERSQ) were used in the study data. The rates of total childhood trauma and physical neglect were significantly higher in obese individuals (53.8 % vs. 32.8 %; 50 % vs. 22.4 %, respectively) than in non-obese individuals. Obese individuals were found to have lower emotion regulation skills. While a significant inverse relationship was found between childhood trauma and emotion regulation skills total and sub-dimension scores in obese individuals, no significant relationship was found in non-obese individuals. Psychiatric-mental health nurses can play an active role in the prevention and treatment of obesity by providing emotion regulation training to individuals in their roles as counselors and educators.

Physicians’ emotion awareness and emotion regulation training during medical education: a systematic scoping review protocol

IntroductionThe objective of this systematic scoping review is to identify what approaches have been implemented in medical education programmes to teach medical students the skills to identify and manage emotions...

The Effectiveness of Emotion Regulation Training based on the Gross Process Model on Reactive Aggression, and Alexithymia of Aggressive Female Students with Abusive Parents

The Effectiveness of Emotion Regulation Training based on the Gross Process Model on Reactive Aggression, and Alexithymia of Aggressive Female Students with Abusive Parents

Insights on emotional labour research: a topic modelling approach

Purpose Emotional labour (EL) is a complex phenomenon that has received increasing attention in recent years due to its impact on employee’s well-being and job satisfaction. For a comprehensive understanding of the evolving field of EL, it is important to extract different research trends, new developments and research directions in this domain. The study aims to reveal 13 prominent research topics based on the topic modelling analysis. Design/methodology/approach Using latent Dirichlet allocation (LDA) method, topic modelling is done on 1,462 journal research papers published between 1999 and 2023, extracted from the Scopus database using the keyword “EL”. Findings The analysis identifies several emerging trends in EL research, including emotional regulation training and job redesign. Similarly, the topics like EL strategies, cultural differences and EL, EL in hospitality, organizational support and EL, EL and gender and psychological well-being of nursing workers are popular research topics in this domain. Research limitations/implications The findings provide valuable insights into the current state of EL research and can provide a direction for future research as well as assist organizations to design practices aimed at improving working conditions for employees in various industries. Originality/value Topic modelling on emotional labor is done. The paper identifies specific topics or clusters related to emotional labor, quantifies these topics using topic modeling, adds empirical rigor, and allows for comparisons across different contexts.

The Effectiveness of Acceptance and Commitment Therapy on Emotion Regulation, Behavioral Symptoms, and Academic Performance of Children with Attention Deficit/Hyperactivity Disorder

Background: Children with attention-deficit/hyperactivity disorder (ADHD) frequently struggle with emotional regulation, behavioral issues, and academic performance, leading to peer rejection and social isolation. Objectives: The present study aimed to investigate the effects of acceptance and commitment therapy (ACT) on emotion regulation, behavioral symptoms, and academic performance of children with ADHD. Methods: A quasi-experimental study was conducted using a pretest-posttest design. The study population consisted of all primary school students with ADHD aged 7 - 11, as well as their mothers, in Amol in 2021. A purposive sample of 30 individuals was selected for the study. Participants were assigned to either the ACT training group (n = 15) or the control group (n = 15) through a simple random allocation. The participants in the study filled out questionnaires on emotion regulation, children's behavioral symptoms, and academic performance. The data was analyzed using an analysis of covariance. Results: In the pretest phase, the scores for adaptive emotion regulation strategies, maladaptive emotion regulation strategies, behavioral symptoms, and academic performance were 43.07 ± 6.05, 65.13 ± 9.27, 91.20 ± 12.58, and 128.47 ± 29.84, respectively; whereas in the posttest phase, they were 61.20 ± 8.01, 52.00 ± 6.00, 67.13 ± 12.73, and 159.73 ± 21.11, respectively. Acceptance and commitment therapy resulted in enhanced emotion regulation strategies and academic performance, as well as a decrease in behavioral symptoms in children with ADHD (P < 0.001). Conclusions: Given the effectiveness of acceptance and commitment therapy training in emotion regulation, behavioral symptoms, and academic performance, this approach may be employed by counselors and psychologists at counseling and psychotherapy centers to help remedy ADHD.

Web-Based Emotion Regulation Training for Sexual Health: Randomized Controlled Trial.

Effective emotional regulation (ER) skills are important for sexual function, as they impact emotional awareness and expression during sexual activity, and therefore, satisfaction and distress. Emotion regulation interventions may offer a promising approach to improve sexual health. Web-based emotion regulation may be a therapeutic strategy for men and women with sexual health concerns. Nevertheless, there is a scarcity of intervention trials investigating its effects in this context, much less using the internet. This study aims to investigate the effects of a web-based emotion regulation training program for sexual function in both men and women. The participants were recruited based on their self-reported sexual problems, which for men was defined by a score of <25 on the International Index Erectile Function (IIEF) and for women by a score of <26.55 on the Female Sexual Function Index (FSFI). The final sample included 60 participants who were randomized to either a web-based emotion regulation training for sexual function or to a waitlist control group. The treatment consisted of an 8-week web-based emotion regulation training for sexual function. The participants were assessed at baseline, post intervention, and the 3-month follow-up. Of the 60 participants included, only 6 completed all 3 assessment points (n=5, 20% in the treatment group and n=1, 5% in the waitlist control group) after receiving the intervention. At follow-up, there were no significant differences between groups in any measure. Among the intervention completers, large-to-moderate within-group effect sizes were observed between the assessment points on measures of emotion regulation, depression, lubrication, orgasm, thoughts of sexual failure, and abuse during sexual activity. The adherence rate was very low, limiting the generalizability of the findings. Participants who completed the intervention showed improvements in both sexual function domains and emotion regulation. Nonetheless, due to a high dropout rate, this trial failed to collect sufficient data to allow for any conclusions to be drawn on treatment effects. ClinicalTrials.gov NCT04792177; https://clinicaltrials.gov/study/NCT04792177.

The effectiveness of emotion regulation training on behavioural and cognitive inhibition of teenagers with borderline personality disorder

Background and purpose: Adolescence is one of the most important developmental periods. Difficulty in emotion regulation, and coping, and the presence of borderline personality symptoms can lead to suicidal thoughts and a lack of control of aggression. This research was conducted to determine the effect of emotion regulation training on behavioural and cognitive inhibition of teenagers with borderline personality disorder. Research method: The current research is practical in terms of its purpose and terms of method, it is a semi-experimental study in which a pre-test-post-test design with a control group was used. The statistical population of this study consisted of juveniles from Mashhad Correctional Center with an age range of 14 to 18 years, who were suffering from borderline personality disorder, and 20 people were selected in an available manner and randomly replaced in experimental and control groups. The experimental group underwent 8 sessions of emotion regulation program and the control group did not receive any intervention. Before and after the intervention in the experimental group, both groups did the pre-test and post-test. SPSS-24 software and covariance analysis were used to analyze the data. Findings: The findings showed that emotion regulation training has a direct and positive effect on the behavioural inhibition of teenagers suffering from borderline personality disorder. Based on the findings, emotion regulation training has an effective role in reducing the problems of borderline people. Conclusion: Therefore, it is suggested that courses of self-regulation, emotional adaptation and emotion regulation be used as supplements to improve the conditions of this group.

Effectiveness of Emotional Regulation Training on Quality of Life, Self-efficacy, and Problem-solving in Adolescents

Objectives: Teenage drug addiction is one of the most severe issues, leading to various physical, social, and educational damage and consequences. The present study determines the effectiveness of emotional regulation training on quality of life (QoL), self-efficacy, and problem-solving skills in substance-dependent adolescents. Methods: This semi-experimental study utilized a pre-test-post-test design with a control group. The statistical population was male adolescents who reported to addiction treatment centers of the Tehran Welfare Organization between November and February of 2018 in Tehran City, Iran. The statistical sample of the research consisted of 30 teenagers (aged 15 to 19 years) who were drug addicts. They were selected for treatment based on the stage of change screening. The present research data were collected using the World Health Organization (WHO) QoL (1996), self-efficacy (Schwartz and Jer Vasalem, 1983), and problem-solving skills (Hippner and Peterson, 1982) questionnaires. The data were analyzed using the repeated measure analysis of variance method via the SPSS software, version 22. Results: Emotional regulation training was effective in increasing the QoL (F=39.49, P&lt;0.001), self-efficacy (F=136.80, P&lt;0.001), and problem-solving skills (F=71.59, P&lt;0.001) in substance-dependent adolescents. Discussion: Emotional regulation training is practical for the QoL, self-efficacy, and problemsolving skills of substance-dependent adolescents. This training can be used to reduce the psychological problems of substance-dependent adolescents.