Emotion Regulation Training Research Articles

The effectiveness of emotion regulation training on strengthening adolescent identity base and family relationships in adolescent girls

Background and Aim: Adolescence is a period of profound changes that separates a child from an adult, and considerable changes take place in the concept of self. The purpose of this research was to determine the effectiveness of group therapy based on emotion regulation training on strengthening adolescent identity base and increasing family relationships on adolescent girls in Isfahan city. Methods: The research method was semi-experimental with a pre-test-post-test design and a three-month follow-up with the experimental and control groups. The statistical population of all girls aged 15 to 18, studying in secondary schools, about 40 people were selected by available sampling method and were randomly divided into two groups of 20 people, experimental and control. The research tools included the identity questionnaire of Benyon and Adams (1986) and family relationships (Ritchie & Fitzpatrick, 1990), which were completed in three stages: pre-test, post-test and follow-up by both groups. Barlow's Emotion Regulation Training Program (Allen, McHugh & Barlow, 2009). It was conducted in 12 weekly sessions of 90 minutes for the experimental group. The data were analyzed with the help of descriptive statistics (mean and standard deviation) and inferential statistics (variance analysis with repeated measures). Results: The results of the research showed that there is a significant difference between the average scores of the dimensions of identity behaviors (postponed identity, confused identity, early formed identity and advanced identity) and family relationships (dialogue orientation and conformity orientation) in the two stages of pre-test and post-test. Conclusion: The results showed that education based on emotion regulation had a significant and positive effect on increasing the score of the identity database and family relationships. The follow-up phase also remained stable.

In situ fNIRS measurements during cognitive behavioral emotion regulation training in rumination-focused therapy: A randomized-controlled trial

Repetitive negative thinking (RNT), including rumination, plays a key role in various psychopathologies. Although several psychotherapeutic treatments have been developed to reduce RNT, the neural correlates of those specific treatments and of psychotherapy in general are largely unknown. Functional near-infrared spectroscopy (fNIRS) offers the potential to investigate the neural correlates of psychotherapeutic techniques in situ. Therefore, in this study we investigated the efficacy and neural correlates of a fNIRS adapted Mindfulness-based Emotion Regulation Training (MBERT) for the treatment of depressive rumination in 42 subjects with major depressive disorder (MDD) in a cross-over designed randomized controlled trial. Using psychometric measures, subjective ratings and fNIRS, we analyzed in situ changes in depressive symptom severity, ruminative thoughts and cortical activity in the Cognitive Control Network (CCN). Our results show that MBERT is effective in treating depressive symptoms and rumination. On a neural level, we found consistently higher cortical activation during emotion regulation training compared to control trials in the bilateral inferior frontal gyrus (IFG) and dorsolateral prefrontal cortex (DLPFC). Furthermore, cortical oxygenation decreased from session to session in the bilateral DLPFC. The relevance of the results for the psychotherapeutic treatment of MDD as well as further necessary investigations are discussed.

Comparison of Cognitive and Emotional Deficiencies Between Parents of Children with Special Needs and Parents of Typically Developing Children

Purpose: Parenting a child with special needs poses unique challenges that can significantly impact the cognitive and emotional well-being of parents. This study aims to compare cognitive and emotional deficiencies between parents of children with special needs and parents of typically developing children to understand the extent of these challenges and inform targeted interventions. Methodology: This descriptive, causal-comparative study included 120 parents, divided into two groups: 60 parents of children with special needs and 60 parents of typically developing children, all from Kashan, Iran. Participants completed the Cognitive Failures Questionnaire (CFQ) and the Toronto Alexithymia Scale (TAS). Data analysis involved descriptive statistics and inferential statistics using ANOVA to compare cognitive and emotional deficiencies between the groups. Findings: The study found that parents of children with special needs had significantly higher levels of cognitive deficiencies, including distraction, memory-related problems, inadvertent errors, and failure to recall names, compared to parents of typically developing children. Additionally, these parents exhibited greater emotional deficiencies, such as difficulty identifying and describing feelings and externally oriented thinking. Conclusion: Parents of children with special needs experience substantial cognitive and emotional challenges, likely due to the increased caregiving demands and chronic stress. These findings highlight the need for targeted interventions, such as emotional regulation training and enhanced social support, to improve the well-being of these parents and their ability to care for their children effectively.

The Effectiveness of Emotion Regulation Training Program on Rumination, Life Satisfaction and Self-Esteem in Mothers of Children with Intellectual Disabilities

Objective: The purpose of the present study was to determine the effectiveness of an emotion regulation training program on rumination, life satisfaction, and self-esteem in mothers of children with intellectual-developmental disabilities. Methods and Materials: The research method was a quasi-experimental (semi-experimental) design with pre-test, post-test, and control and experimental groups. The population consisted of all mothers with children suffering from intellectual-developmental disabilities in the Mehrdasht area of Isfahan, totaling 50 individuals. From among them, 40 were selected through convenience sampling. The instruments used in this research included the Nolen-Hoeksma and Morrow (1991) questionnaire, the Diener et al. (1985) life satisfaction scale, and the Rosenberg (1965) self-esteem questionnaire. Findings: The results showed that the emotion regulation training program led to improvements in rumination (F = 86.19), life satisfaction (F = 56.39), and self-esteem (F = 115.71) in mothers of children with intellectual-developmental disabilities. Conclusion: Therefore, incorporating emotion regulation training can effectively enhance the psychological well-being of mothers of children with intellectual-developmental disabilities, contributing to their life satisfaction.

Comparison of the Effectiveness of Emotion Regulation Training and Mindfulness Skills Training on Reducing Traditional and Cyber Bullying Among High School Students in Tehran

Background and Aim: Academic problems affect students' performance inside and outside the learning environment. Therefore, it is necessary to employ interventions based on novel and tested methods. This study examines the "effectiveness of emotion regulation training and mindfulness skills training on reducing traditional and cyberbullying among high school students in Tehran." Methods: The present study is a quasi-experimental research with a pretest-posttest and follow-up design with a control group. The statistical population consisted of high school students in Tehran, and the sampling method was multi-stage cluster sampling. Two schools and 45 students were randomly selected as the research sample. They were randomly assigned to three groups of 15. The data obtained through the questionnaire were analyzed using SPSS 25 software. Results: During the emotion regulation training period, there was a significant difference between the pretest and posttest mean scores of traditional bullying, and the pretest and posttest mean scores of cyberbullying. Additionally, during the mindfulness training period, the pretest mean scores of traditional bullying showed a significant reduction in the posttest, as did the pretest mean scores of cyberbullying. In the control group, there was no significant difference between the pretest mean score of traditional bullying (90.07) and the posttest, nor between the pretest mean score (40.07) and the posttest of cyberbullying. Conclusion: The results showed that emotion regulation skills and mindfulness were effective in reducing traditional and cyberbullying among students, with no significant difference between the impact of emotion regulation and mindfulness on traditional bullying. Mindfulness training reduces violence in students. Mindful individuals possess problem-solving skills, actively seek methods to solve their problems, monitor them, and better overcome situational obstacles and problems in life. Therefore, violence is a characteristic of individuals with low mindfulness and emotion regulation who lack problem-solving skills.

E-salud mental para el bienestar docente: percepciones de los docentes de una institución educativa del Quindío sobre un programa virtual de entrenamiento en hábitos positivos en salud mental

ObjectiveTeachers from a school in Calarca, Quindio, were surveyed to describe their experiences and perceptions about an online training program on positive habits as a promotion and prevention e-mental health strategy. MethodsA quali-quantitative study with data recollection using surveys. A survey was designed to explore the participants’ perceptions about the online training program by evaluating seven components: instructor, content, learning management system, interactivity, outcomes, and overall satisfaction. ResultsA total of 29 teachers were surveyed. When evaluating the program, mean scores were higher than 4.00, out of 5.00, in all the items evaluated. The following aspects of the program were positively highlighted: emotion recognition and regulation training, and quality of life improvement. ConclusionsThis study shows a positive experience in the execution of an e-mental health strategy to address the specific needs of schoolteachers and close the gap in access to mental health promotion and prevention services. It is the starting point for the development of a more robust program that can be adapted to the different needs of a heterogeneous population such as the schoolteachers in Colombia.

Comparison of the Effectiveness of Cognitive Emotion Regulation Training and Metacognitive Therapy on Guilt and Depression in Mothers Experiencing Miscarriage

Comparison of the Effectiveness of Cognitive Emotion Regulation Training and Metacognitive Therapy on Guilt and Depression in Mothers Experiencing Miscarriage

REGULATING EMOTIONS TO MEND THE RULE-BREAKING BEHAVIOR: AN INTERVENTION STUDY

This study describes the application of an Emotion Regulation Training Program (ERTP) to a young male adult with emotion regulation (anger) problem which reinforced him to break rules. A large number of emotion regulation programmes are providing to the disturbed individuals in a very systematically and dedicative manner through using group format. But the effectiveness of implementing an individualized emotion regulation training programme still requires empirical support. Therefore, an emotion regulation training programme based on evidence based Cognitive Behavioural Therapy (CBT) techniques was developed specifically for rule-breaker and delivered to him twice a week for successive 5 weeks. The conceptualization of emotion regulation problem of the male young adult associated with rule-breaking behavior, course of psychological assessment and management along with recommendations to psychologists and clinicians working in various setups were discussed. These elements are particularly important in order to understand the dynamics of emotion regulation problem and to lessen the magnitude of gradually growing instances of rule-breaking behavior in our young adult’s population. Keywords: rule-breaker, anger, emotion regulation, cognitive behavior technique, intervention study.

Internet-based emotion-regulation training added to CBT in adolescents with depressive and anxiety disorders: A pilot randomized controlled trial to examine feasibility, acceptability, and preliminary effectiveness

BackgroundDysfunctional emotion regulation (ER) is associated with symptoms of depression and anxiety in adolescents. This pilot study aimed to examine the acceptability and feasibility of a guided internet-based emotion regulation training (ERT) added to cognitive behavioral therapy (CBT). Furthermore, we aimed to examine the feasibility of the randomized study design and to provide a first estimate of the effectiveness of CBT + ERT compared with CBT alone in adolescents with depressive or anxiety disorders. MethodsIn a pilot randomized controlled trial (RCT) with a parallel group design, 39 patients (13–18 years) with depressive or anxiety disorder were assigned to CBT + ERT (n = 21) or CBT (n = 18). Assessments at baseline, three-months and six-months follow-up included treatment adherence, satisfaction, depressive symptoms, anxiety symptoms, and ER strategies. ResultsAdherence to ERT was 66.5 %, and treatment satisfaction was adequate. 76.5 % of eligible patients participated in the study. Linear mixed-model analyses showed significantly reduced anxiety symptoms (p = .003), depressive symptoms (p = .017), and maladaptive ER (p = .014), and enhanced adaptive ER (p = .008) at six months follow-up in the CBT + ERT group compared to controls. LimitationsThe sample size was small, and results regarding effectiveness remain preliminary. Data-collection took place during COVID-19, which may have influenced the results. ConclusionsBoth the intervention and the study design were found to be feasible. In a larger RCT, however, improvement of recruitment strategy is necessary. Preliminary results indicate potential effectiveness in decreasing anxiety, depression, and emotion dysregulation in adolescents. The next step should be the development of an improved internet-based ERT and its evaluation in a larger RCT. Trial registrationRegistered on January 14th, 2020 in The Netherlands Trial Register (NL8304).

Effect of Online Training of Emotion Regulation in Terms of Locus of Control on Medical Students’ Anger Control and Impulsiveness: A Quasi-Experimental Study

Background. Lack of anger control and impulsiveness can lead to different personal and social harms. This study aimed to investigate the effect of emotion regulation training according to the source of control on anger control and impulsiveness of medical students. Methods. This quasi-experimental research was conducted with pre-test post-test design, including a control group with follow-up. The population consisted of general medicine students studying basic sciences and physiopathology. After completing three questionnaires of anger control, impulsivity, and locus of control, 60 students were randomly selected and assigned to experimental and control groups. The participants in the experimental group received eight sessions of emotion regulation training. The questionnaires were administered to all participants after training in two sessions of post-test and follow-up post-test. The data were analyzed using multivariate analysis of variance (MANOVA). The data were analyzed through two-factorial multivariate analysis of covariance (MANCOVA) using the Statistical Package for the Social Sciences (SPSS) v. 24. Results. Emotion regulation training and its interaction with the locus of control had a positive effect on anger and impulsiveness control. Conclusion. Training emotion regulation and other social skills to university students can help them face the challenges during their studies.

Examining Aggression, Rumination and Self-Control under the Influence of Emotion Regulation Training and Mindfulness Training in Students with Low Academic Performance

Examining Aggression, Rumination and Self-Control under the Influence of Emotion Regulation Training and Mindfulness Training in Students with Low Academic Performance

Relevance of batik art therapy in emotional regulation teaching method

In the school setting, intervention for children with special educational needs typically focuses on reading, writing, and counting skills, with less attention paid to the aspects of emotional regulation. Emotional regulation and management skills are essential for students with special education needs . This article, therefore, aims to identify and discuss the need for exposure and the development of an emotional regulation teaching method, that utilizes batik art therapy as a pedagogical strategy. For a need’s assessment, an open-ended survey was conducted with 35 special education teachers identified using the purposeful sampling technique. The research used thematic analysis, which showed the need to develop emotional regulation teaching methods and a strong teachers’ interest in attending formal emotional regulation training programs. At the same time, the relevance of batik art therapy as a teaching method for emotional regulation was strongly supported by the special education teachers involved. The research findings pointed to the need to develop an emotional regulation teaching method using the batik art therapy approach. Keywords: Batik Art; Emotional Regulation; Special Education Teacher; Teaching Method; Therapy.

Emotional Regulation Training, internet addiction disorder, and the Moderating Role of Brain-Behavioral Systems: Examination and analysis

The purpose of the current study was to examine the efficacy of emotional regulation training on Internet addiction disorder with the moderating role of brain-behavioral systems. The current research is a quasi-experimental study that employs with a pre-test/post-test design with a control group and a follow-up period for its purposes. The statistical population of the research were Internet using students of the second educational level in Islamshahr in the second half of 2021(15-20 years old girls). The research participants were selected using a convenience purposive sampling and were then randomly assigned to three experimental groups (45 people) and three control groups (45 people). Revised Reinforcement Sensitivity Theory Questionnaire (r-RST), Internet Addiction Inventory and Emotional Regulation Training scale were used to collect the data, which were then analyzed using SPSS v. 22. Findings: The findings indicated that emotional regulation training can significantly alleviate Internet addiction in three groups of behavioral activation system, brain inhibition and fight-flight-or-freeze response systems. Conclusion: The results of the study support the notion of using emotional regulation training to reduce internet addiction disorder in students.

Pelatihan Regulasi Emosi untuk Menurunkan Kecemasan pada Ibu Hamil di Puskesmas Gondokusuman II Yogyakarta

The purpose of this study was to determine the effect of emotional regulation therapy to reduce anxiety in pregnant women, especially in the area of the Gondokusuman II Yogyakarta Public Health Center. The subjects in this study were eight pregnant women who experienced anxiety in the medium and high categories. The data collection method used in this research uses the method of observation, interviews, group discussion forums, and measurements are carried out using quantitative methods, namely by measuring pre and post-test using an anxiety scale in pregnant women. The data analysis technique used a mix of methods, namely quantitative and qualitative methods. Data analysis with quantitative methods was carried out by giving pre and post-tests, while qualitative methods were carried out based on the therapeutic process carried out. The results showed a decrease in the level of anxiety both quantitatively and qualitatively. The qualitative results show that the research subjects are able to recognize the emotions they feel, are able to manage their emotions and control the anxiety they experience by applying relaxation techniques. While the quantitative results show a value of -2.521 with a significance level of 0.012 (0.05), which means that there is a significant change in the anxiety level score before and after being given training on emotion regulation and relaxation techniques. Based on the results of the study, it can be concluded that emotional regulation training can reduce anxiety levels in pregnant women in the Gondokusuman II Health Center area.

The Effectiveness of Emotion Regulation Training on Coping Responses in Attenuating the Stress of Life Events in Patients with Peptic Ulcer Disease

Background: Because peptic ulcer patients have maladaptive coping responses, this research investigated the emotion regulation training efficacy on coping responses in attenuating the stress of life events in these patients. Objectives: The effectiveness of emotion regulation training on coping responses in attenuating the stress of life events in patients with peptic ulcer disease (PUD) was investigated. Methods: This was a semi-experimental study with a pretest-posttest design and a control group, in which participants were followed for three months. Forty-six participants were selected by the purposeful sampling method from March 2021 to June 2021. Assignment in experimental and control groups was done by simple random method. The Persian form of the Coping Style Scale (CSS) was filled out as the pretest. The emotion regulation training protocol was delivered in eight sessions during eight weeks. Afterward, both groups were followed for three months. The ANCOVA test was run in SPSS 22 to analyze the data. Results: Findings suggested that emotion regulation training significantly decreased avoidance coping strategy (P < 0.01), active behavioral coping strategy (P < 0.01), and enhanced active cognitive coping strategy (P < 0.01). These changes persisted in the experimental group after three months of the post-test (P < 0.01). Conclusions: Emotion regulation training can affect coping responses in patients with PUD and improve their adaptive coping strategies and emotional functioning. Therefore, this short-term protocol can be added to the treatment protocol of these patients.

Effectiveness of an add-on guided internet-based emotion regulation training (E-TRAIN) in adolescents with depressive and/or anxiety disorders: study protocol for a multicenter randomized controlled trial

BackgroundDuring adolescence, depressive and anxiety disorders are among the most common mental health disorders. Both disorders tend to persist, are predictive for other mental disorders, and are associated with severe impairment in diverse areas. Although Cognitive Behavioral Therapy (CBT) has proven to be an effective treatment, a considerable number of adolescents do not respond to CBT and residual symptoms often remain. Therefore, it is of great importance to improve treatment outcomes for depressed and/or anxious adolescents. Dysfunctional emotion regulation appears to be a transdiagnostic factor in the development and maintenance of aforementioned disorders. Enhancing emotion regulation skills may therefore reduce symptom severity. In light of this, we developed a guided internet-based emotion regulation training (E-TRAIN) that will be added to CBT. This study aims to evaluate the effectiveness of E-TRAIN + CBT compared to CBT alone on depressive and anxiety outcomes among adolescents with depressive and/or anxiety disorder.MethodsIn this multicenter two-arm randomized controlled trial with parallel group design, we aim to include 138 adolescents, aged 13–19 years, referred for treatment and diagnosed with depressive and/or anxiety disorder. Participants will be allocated to either CBT or CBT + E-TRAIN. Assessments will take place at baseline, and at 3 (T1), 6 (T2) and 12 (T3) months after baseline. We will conduct multi-informant assessments: the adolescent, a parent/caregiver, and the CBT therapist will be asked to fill in questionnaires. The continuous primary outcome measure is self-reported depressive and anxiety symptoms at six months after baseline, measured with the RCADS25. Secondary outcome measures include anxiety or depression diagnosis based on a semi-structured clinical interview, emotion (dys) regulation, and parent-report measures of anxiety, depression and emotion (dys) regulation.DiscussionThis study is the first randomized controlled trial to examine the additional value of a guided internet-based emotion regulation training to regular CBT in adolescents with depressive and/or anxiety disorders. If this intervention is effective, it can be implemented in mental health care and improve treatment for these young people.Trial registrationRegistered on June 23, 2021 in The Netherlands Trial Register (NL9564). Retrospectively registered. Recruitment started in May 2021 and is ongoing.

Emotion Regulation Strategies Relate to Ambulatory Cardiovascular Activity in an American Indian Community.

Poor emotion regulation is associated with risk for cardiovascular disease. However, much of this research is conducted in primarily White samples, thus limiting our understanding of this relationship in other racial/ethnic groups. American Indians (AIs) are uniquely and disproportionately at risk for cardiovascular disease. As such, the present study aimed to examine the relationships between emotion regulation strategies and ambulatory cardiovascular activity in an entirely AI sample. The sample consisted of 100 AI adults living on a tribal reservation. Emotion regulation strategies (expressive suppression, cognitive reappraisal) were assessed via the Emotion Regulation Questionnaire. Using ecological momentary assessment, daily measurements of psychological stress and ambulatory cardiovascular activity were taken during a 7-day monitoring period. Statistical analyses included bivariate correlations, hierarchical linear regression models, and mediation models. Expressive suppression was associated with higher systolic and diastolic blood pressure, as well as higher pulse rate. In contrast, cognitive reappraisal was associated with lower systolic and diastolic blood pressure, lower pulse rate, and lower average daily psychological stress. These results remained statistically significant after adjusting for age, sex, body mass index, anxiety, depression, and early life trauma. In addition, psychological stress mediated the associations between blood pressure and cognitive reappraisal, but not expressive suppression. These results provide preliminary evidence for divergent associations of two emotion regulation strategies with cardiovascular activity and psychological stress in an AI community. Modifying health interventions to include training in effective emotion regulation may be beneficial.

The Effectiveness Group Emotion Regulation Training on Promoting the Mental Health of Physicians and Nurses of Public Hospitals in Isfahan

The Effectiveness Group Emotion Regulation Training on Promoting the Mental Health of Physicians and Nurses of Public Hospitals in Isfahan

Effects of Virtual Emotion Regulation Training on Positive and Negative Sexual Self-Concept of Diabetic Married Women Covered by Comprehensive Health Centers in Gorgan, Iran

Effects of Virtual Emotion Regulation Training on Positive and Negative Sexual Self-Concept of Diabetic Married Women Covered by Comprehensive Health Centers in Gorgan, Iran

Emotional Regulation in Surgery: Fostering Well-Being, Performance, and Leadership.

Emotional regulation is increasingly gaining acceptance as a means to improve well-being, performance, and leadership across high-stakes professions, representing innovation in thinking within the field of surgical education. As one part of a broader cognitive skill set that can be trained and honed, emotional regulation has a strong evidence base in high-stress, high-performance fields. Nevertheless, even as Program Directors and surgical educators have become increasingly aware of this data, with emerging evidence in the surgical education literature supporting efficacy, hurdles to sustainable implementation exist. In this white paper, we present evidence supporting the value of emotional regulation training in surgery and share case studies in order to illustrate practical steps for the development, adaptation, and implementation of emotional regulation curricula in three key developmental contexts: basic cognitive skills training, technical skills acquisition and performance, and preparation for independence. We focus on the practical aspects of each case to elucidate the challenges and opportunities of introducing and adopting a curricular innovation into surgical education. We propose an integrated curriculum consisting of all three applied contexts for emotional regulation skills and advocate for the dissemination of such a longitudinal curriculum on a national level.