Self-regulation In Adults Research Articles

Self-regulation in adults with intermittent explosive disorder and a history of suicide attempts.

Both suicide attempts and aggression aim to cause harm and are associated with numerous personal and societal consequences but differ on intended targets. Aggression towards others is associated with increased risk of suicidal behavior. Research has demonstrated commonalities with impulsiveness and affect regulation for both. This study's purpose was to compare self-regulation between those meeting criteria for a psychiatric condition characterized by unplanned aggression (intermittent explosive disorder [IED]), a lifetime history of a suicide attempt (SA), and those with both (IED+SA), as well as compared to participants meeting criteria for non-aggressive psychopathology (PC) or no psychiatric disorder (HC). Adult community participants (n=735) completed diagnostic assessments and self-report measures on suicidal behaviors, aggression, trait anger, impulsivity, and affect regulation as part of a larger aggression research program. Pairwise comparisons found IED+SA was associated with the highest scores on all outcome variables except compared to IED on anger. IED had higher aggression and anger scores than SA but did not differ on general impulsivity and affect regulation scores. PC did not differ from SA on anger or from IED and SA on affect regulation; PC scored lower on aggression and anger than IED+SA and IED. HC scored lowest on all variables. Such results imply IED with past suicidal behavior may be associated with heightened self-regulation difficulties overall compared to IED alone and non-aggressive psychopathology. Future research may build upon this by further recruiting for both unplanned aggression and suicidal behavior, as well as including comparisons with other impulsivity-related diagnoses.

The Use of Kinesthetic Empathy with Adults Living with Treatment Resistant Depression: A Survey Study

Dance/movement therapy is an embodied healing practice which has been found to foster recovery from depression and boost quality of life. Although kinesthetic empathy holds great potential for addressing emotional dysregulation, it is an under-utilized dance/movement therapy intervention in health optimization, especially in adults living with treatment-resistant depression. The aim of this study was to collect data from dance/movement therapist on how they use kinesthetic empathy to foster self-regulation in adults living with treatment-resistant depression. A survey design was used to obtain this data. Eight dance/movement therapists (practicing in India, Philippines, Barbados, and the United States of America) were recruited. The participant demographics of the survey challenges the centrality of master’s level trained dance/movement therapists primarily practicing in Eurocentric cultures. The survey included open answer questions, and responses received were grouped into four categories: (i) dance/movement therapists’ rationale for using kinesthetic empathy (ii) therapist-described client responses to kinesthetic empathy, (iii) changes in self-regulation patterns of clients, and (iv) potential links between employing kinesthetic empathy as an intervention and witnessing emotional regulation in clients. Overall, kinesthetic empathy was described as a core part of the participants’ dance/movement therapy practice with this population. The identified client responses to kinesthetic empathy were categorized based on deWitte’s et al. (Frontiers in Psychology, 2021) therapeutic factors of change. ‘Observable client responses’, such as, use of metaphors, verbalization of body sensations and engaging in mirroring were categorized under specific therapeutic factors of dance/movement therapy. Alternatively, ‘emotionally felt client responses’ such as, increase in safety and trust within the therapeutic alliance were categorized under both ‘specific’ and ‘mixed-type’ factors based on the model. Finally, this article discusses movement interventions that may be incorporated by dance/movement therapists while working with this population. Further research is required to identify the long-term effect/s of kinesthetic empathy as an intentional intervention to foster self-regulation in adults living with treatment-resistant depression.

Measurement in Intensive Longitudinal Data

ABSTRACT Technological advances have increased the prevalence of intensive longitudinal data as well as statistical techniques appropriate for these data, such as dynamic structural equation modeling (DSEM). Intensive longitudinal designs often investigate constructs related to affect or mood and do so with multiple item scales. However, applications of intensive longitudinal methods often rely on simple sums or averages of the administered items rather than considering a proper measurement model. This paper demonstrates how to incorporate measurement models into DSEM to (1) provide more rigorous measurement of constructs used in intensive longitudinal studies and (2) assess whether scales are invariant across time and across people, which is not possible when item responses are summed or averaged. We provide an example from an ecological momentary assessment study on self-regulation in adults with binge eating disorder and walkthrough how to fit the model in Mplus and how to interpret the results.

Multimodal Protocol for Assessing Metacognition and Self-Regulation in Adults with Learning Difficulties

Multimodal Protocol for Assessing Metacognition and Self-Regulation in Adults with Learning Difficulties

Multimodal Protocol for Assessing Metacognition and Self-Regulation in Adults with Learning Difficulties.

Learning disabilities (LDs) encompass disorders of those who have difficulty learning and using academic skills, exhibiting performance below expectations for their chronological age in the areas of reading, writing, and/or mathematics. Each of the disorders making up the LDs involve different deficits; however, some commonalities can be found within that heterogeneity, such in terms of learning self-regulation and metacognition. Unlike in early ages and later educational levels, there are hardly any evidence-based evaluation protocols for adults with LDs. LDs influence academic performance but also have serious consequences in professional, social, and family contexts. In response to this, the current work proposes a multimodal evaluation protocol focused on metacognitive, self-regulation of learning, and emotional processes, which make up the basis of the difficulties in adults with LDs. The assessment is carried out through analysis of the on-line learning process using a variety methods, techniques, and sensors (e.g., eye tracking, facial expressions of emotion, physiological responses, concurrent verbalizations, log files, screen recordings of human-machine interactions) and off-line methods (e.g., questionnaires, interviews, and self-report measures). This theoretically-driven and empirically-based guideline aims to provide an accurate assessment of LDs in adulthood in order to design effective prevention and intervention proposals.

Testing the effectiveness of a weight loss intervention to enhance self-regulation in adults who are obese: protocol for a randomised controlled trial

IntroductionPrevious trials finding an effect of self-monitoring on weight loss have considered the effect to be mediated by self-regulatory processes. However, a qualitative think-aloud study asking people to record thoughts...

Attachment Aware Schools: the impact of a targeted and collaborative intervention

ABSTRACTThe Attachment Aware Schools (AAS) project was a targeted and collaborative intervention between academics and school-based practitioners. The aim of the project was to promote practitioner awareness of attachment in relation to child behaviours and learning. It focused on using relational-based strategies and interventions to address the needs of children and young people. The AAS framework promoted Emotion Coaching as a universal, relational-based practice approach, with specialised targeted support for children with additional needs. Supportive managerial strategies and setting policies sustained the integration and maintenance of attachment-informed practice and school ethos. This article reports the findings from the project which included over 200 participants (107 teaching and support staff and 94 pupils aged 5 to 16 years), from 40 schools, in two different Local Authorities within the UK. Adopting a mixed methods approach, qualitative and quantitative data provided hard and soft indicators of improved pupil and adult outcomes. Findings demonstrated significant improvements in pupils’ academic achievement in reading, writing and maths. There were significant decreases in sanctions, exclusions and overall difficulties. Practitioners reported a positive impact on professional practice, adult self-regulation and emotional self-control, and were more confident when talking with children about emotions. This project contributes to the growing evidence based on the effectiveness of whole school attachment-based strategies and is already demonstrating policy implications at a national level.

Neuropsychological Deficits Are Not Predictive of Deficient Emotional Self-Regulation in Adults With ADHD

Objective: To investigate whether neuropsychological deficits account for the association between deficient emotional self-regulation (DESR) and ADHD. Method: DESR was identified in adults with and without ADHD who reported extreme frequency of items from the Barkley Current Behavior Scale (>95th percentile of control participants). A neuropsychological battery and structured diagnostic interview were administered to 113 adults with ADHD and DESR, 93 adults with ADHD without DESR, and 119 participants without ADHD or DESR. Results: Relative to adults with ADHD without DESR, adults with ADHD and DESR demonstrated lower scores on Wechsler Adult Intelligence Scale (WAIS) arithmetic but no other significant differences in neuropsychological performance. Relative to adults without ADHD, both ADHD groups demonstrated lower scores across several measures of executive function. Conclusion: Our findings do not support the hypothesis that neuropsychological deficits are linked to DESR in adults with ADHD. This finding is consistent with the hypothesis that DESR could be a manifestation of ADHD, but further study of alternate hypotheses is necessary to support this conclusion.

Understanding deficient emotional self-regulation in adults with attention deficit hyperactivity disorder: a controlled study

While symptoms of deficient emotional self-regulation (DESR) such as low frustration tolerance, temper outbursts, emotional impulsivity, and mood lability are commonly associated with attention deficit hyperactivity disorder (ADHD), little is known about their nature. The main aim of this post hoc study was to examine the correlates of DESR in a large sample of adults with and without ADHD. Subjects were 206 adults with ADHD and 123 adults without ADHD from a family study of ADHD. Emotional impulsivity was operationalized using items from the Barkley Current Behavior Scale. Subjects were comprehensively assessed for psychiatric comorbidity using structured diagnostic interview methodology. We used the Quality of Life, Enjoyment, and Satisfaction Questionnaire-Short Form (QLES-Q-SF) and Social Adjustment Scale-Self-report (SAS-SR) to assess quality of life and psychosocial functioning. DESR was more common among ADHD compared with non-ADHD adults, and 55% of adults with ADHD reported extreme DESR of greater severity than 95% of control subjects. The association of ADHD and DESR was not entirely accounted for by either current or lifetime comorbid disorders. DESR was also associated with significant functional impairment as evaluated by the QLES-Q-SF and SAS-SR, and with reduced marital status, as well as higher risk for traffic accidents and arrests. DESR adversely impacts quality of life in adults with ADHD. More work is needed to further evaluate DESR in clinical and investigational studies of subjects with ADHD.

A conceptual framework for understanding self-regulation in adults

Abstract Multiple models of self-regulation have been posited, yet despite the apparent overlap between them, there is no common theoretical framework to unite the many theories. Authors in the area of self-regulation research have noted the lack of cross-field communication due to the absence of a conceptual framework and of common terms to describe self-regulatory processes ( Bandura, 2005 , Boekaerts et al., 2005 , Karoly et al., 2005 ). The objective of the current review is to propose a common lexicon and a comprehensive model to integrate and organize the extant self-regulation research, thereby facilitating the understanding of self-regulation. The proposed model revisits classic cybernetic theory ( Wiener, 1948 ), and is composed of a reference, input, comparator, and output. Each of these components is represented in current self-regulation theory, and is discussed as it relates to self-regulation models and ongoing empirical research.

Affect and adult self-regulation.

Affect and adult self-regulation.

Affect and adult self-regulation.

Affect and adult self-regulation.