Youth Emotion Research Articles

A Systematic Review of Parent Socialization of Negative Affect in Clinical Child Samples: Relations to Youth Emotion Regulation Abilities.

Emotion-focused parenting practices, known as parent emotion socialization, play a crucial role in shaping youth's emotion regulation (ER) abilities. The impact of parent emotion socialization behaviors (ESB) on youth ER has been studied extensively in community samples. However, research on these relations in clinical samples is more limited, albeit growing. The current systematic review sought to evaluate the existing literature examining parent ESB of negative affect in various clinical child and adolescent samples. A literature search was conducted in April 2023, resulting in 1153 abstracts being reviewed. Two reviewers independently screened the titles and abstracts to identify relevant papers, with 152 articles being independently reviewed in full, of which 26 articles met inclusion criteria and are included in the current review. Studies (16 cross-sectional, 6 longitudinal, 4 intervention) utilized multi-methods of assessing youth ER, including questionnaires, physiological, and observational measures in a range of clinical samples, including youth diagnosed with internalizing, externalizing, and neurodevelopmental disorders, as well as youth at-risk for clinical diagnoses such as physically abused children. Overall, results support significant, negative associations between parent ESB practices and youth emotion dysregulation (rs = .22-.35) and negativity/lability (rs = .19-.60), and positive associations with youth ER abilities (rs = .18-.76). Some studies highlighted varying impacts of parental ESB on children with versus without clinical disorders/symptomology, with effects being more pronounced within clinical populations. Implications for these findings and future research directions are discussed, including the significance of focusing on parent ESB in intervention work with clinical child populations.

Exploring emotions beyond the laboratory: A review of emotional and physiological ecological momentary assessment methods in children and youth.

Recent advancements in methodologies such as ecological momentary assessment (EMA) and ambulatory physiology devices have enhanced our ability to measure emotions experienced in daily life. Despite the feasibility of EMA for assessing children's and youth's emotional self-reports, the feasibility of combining it with physiological measurements in a real-life context has yet to be established. Our scoping review evaluates the feasibility and usability of implementing emotional and physiological EMA in children and youth. Due to the complexities of physiological EMA data, this review also synthesized existing methodological and statistical practices of existing studies. Following the PRISMA-ScR guidelines, we searched and screened PsycINFO, PubMed, and Web of Science electronic databases for studies that assessed children's and youth's subjective emotions and cardiac or electrodermal physiological responses outside the laboratory. Our initial search resulted in 4174 studies, 13 of which were included in our review. Findings showed significant variability in the feasibility of physiological EMA, with physiology device wear-time averaging 58.77% of study periods and data loss due to quality issues ranging from 0.2% to 77% across signals. Compliance for emotional EMA was approximately 60% of study periods when combined with physiological EMA. The review points to a lack of standardized procedures in physiological EMA and suggests a need for guidelines in designing, processing, and analyzing such data collected in real-life contexts. We offer recommendations to enhance participant engagement and develop standard practices for employing physiological EMA with children and youth for emotion, developmental, and psychophysiology researchers.

Early-life adversity severity, timing, and context type are associated with SLC6A4 methylation in emerging adults: Results from a prospective cohort study

BackgroundEpigenetic modifications, including DNA methylation (DNAm), can play a role in the biological embedding of early-life adversity (ELA) through serotonergic mechanisms. The current study examines methylation of the CpG island in the promoter region of the stress-responsive serotonin transporter gene (SLC6A4) and is the first to jointly assess how it is influenced by ELA severity, timing, and type—specifically, deprivation and threat. MethodsWe use data from 627 Youth Emotion Project study participants, recruited from two US high schools. Using adjusted linear regressions, we analyze DNA collected in early adulthood from 410 participants and ELA based on interviewer-rated responses from concurrent Childhood Trauma Interviews, adjusting for survey-measured covariates. ResultsELA robustly predicted mean CpG island SLC6A4 DNAm percent across 71 CpG sites. Each additional major-severity ELA event was associated with a 0.121-percentage-point increase (p<0.001), equating to a 0.177 standard deviation (sd) higher DNAm level (95 % CI: 0.080, 0.274) with each 1-sd higher adversity score. When modeled separately, both childhood and adolescent ELA predicted SLC6A4 DNAm. When modeled jointly, adolescent ELA was most strongly predictive, and child adversity remained significantly associated with DNAm through indirect associations via adolescent adversity. Additionally, the ELA-SLC6A4 DNAm association may vary by adversity type. Across separate models for childhood and adolescent exposures, deprivation coefficients are positive and statistically significant. Meanwhile, threat coefficients are positive and not significantly significant but do not statistically differ from deprivation coefficients. In models including all ELA dimensions, one major adolescent deprivation event is associated with a 0.222-percentage-point increased SLC6A4 DNAm (p<0.05), or a 1-sd higher deprivation score with a 0.157-sd increased DNAm. ConclusionResults further implicate epigenetic modification on serotonergic neurotransmission via DNAm in the downstream sequelae of ELA—particularly adolescent deprivation—and support preventive interventions in adolescence to mitigate biological embedding.

Strengthening Youth Emotional and Behavioral Well-Being Through Community-Academic Partnership: The EMPOWER Project.

The onset of mental health issues frequently starts during adolescence, where one third of adolescents who are 14 years and younger receive a mental health diagnosis. The state of youth mental health is a major public health concern. The EMPOWER project was developed during the COVID-19 pandemic to address youth mental health. The EMPOWER project is a partnership between two after-school programs and an academic mental health hospital in Toronto, Canada, that aims to bolster youth mental well-being. In this Practice Note, we share our community-based participatory research process of how we built the EMPOWER partnership and highlight our lessons learned so far. Through EMPOWER, we aim to codesign, deliver, and evaluate a scalable, evidence-based, and community-informed youth mental wellness curriculum that will be implemented in after-school programs.

Effect of Psychosocial Interventions on Children and Youth Emotion Regulation: A Meta-Analysis.

To investigate the effect of psychosocial interventions on emotion regulation outcomes in children and youth (0-23years). We conducted a meta-analysis using a three-level modeling approach extracting multiple effect-sizes from experimental and quasi-experimental studies. We included 40 interventions from 35 publications involving 3,891 participants and extracted 258 posttreatment effect sizes. Analyses were performed to assess intervention effects on emotion regulation, moderating effects of inclusion of acceptance focus and other potential moderators. Additionally, we examined intervention effects on mental health outcomes. Interventions showed a significant small-to-medium effect on emotion regulation (d = 0.37, 95% CI [0.22, 0.51], p < .001). Similar effects on were found regardless of acceptance-focus. Interventions significantly associated with a higher level of effect (p ≤ 0.045) included ACT, DBT, CBT and behavior parent training interventions. Significant small-to-medium effects were found for mental health outcomes (d = 0.39, 95% CI [0.25, 0.53], p < .001), with a correlation of .56 between overall outcomes across domains. Meta-regression results indicated that psychosocial interventions are moderately effective in improving emotion regulation, with no significant difference in inclusion of acceptance-focus. Findings suggest that emotion regulation is a transdiagnostic process that may inform the development of more beneficial interventions.

Principles of Emotional Stability among Muslim Youth and its Educational Applications in the Personality of Prophet Joseph (Yusuf), Peace be Upon Him

Objectives: The aim of this study is to formulate the Islamic principles of emotional stability among Muslim youth, considering them the most important groups in society. This is particularly important due to the contemporary challenges faced by youth today, which intensify their tension and emotions. It was necessary to infer the Islamic principles of emotional stability that teach youth to control their emotions and confront their problems in a balanced manner. Additionally, the aim is to acknowledge the indicators of emotional stability in the Holy Quran and the Sunnah of the Prophet, peace be upon him. Methodology: The study employs a descriptive-analytical approach, involving the examination of Quranic verses and Prophetic sayings containing specific emotions. Subsequently, Islamic principles of emotional stability are formulated, followed by their pedagogical application to the character of Yusuf, peace be upon him. Results: The study concluded that emotional stability is a contemporary necessity for Muslim youth. It demonstrates that emotions have both positive and negative effects on human behavior. Additionally, there are Islamic principles for emotional stability, and it is considered that the prophets are perfect role models in this regard. This helps youth achieve numerous benefits in their daily lives. Summary: There are various types of emotions, and clear indications of emotional stability are mentioned in the Holy Quran and the Sunnah, from which Islamic principles of emotional stability can be inferred. The character of Yusuf, peace be upon him, serves as a pedagogical application for emotional stability in some aspects. Most likely, the results have a positive reflection of emotional stability in the lives of the youth. Recommendations: This study recommends training youth in emotional stability strategies through training courses, workshops, and inclusion of educational curricula addressing content of emotional stability. Furthermore, it suggests guiding graduate students to conduct research on youth emotions and treatment methods.

The role of Afrocultural ethos in African American youth's emotion skill development

AbstractResearch on African American youth's emotional development provides an incomplete understanding of the cultural influences that shape emotion‐related skills such as emotion expression, regulation, and understanding. In this article, I propose the multiple cultural frameworks of triple quandary theory to characterize the nature of mainstream cultural experiences and minority cultural experiences in current research on emotional development in African American youth. I also discuss Afrocultural ethos as an aspect of African American cultural experiences that shapes African American emotional development, using affect and orality as examples that can be explored and embedded within emotional development research. Finally, I describe important factors for researchers to consider in the study of Afrocultural ethos in affective developmental science.

Sleep and Daily Affect and Risk for Major Depression: Day-to-day and Prospective Associations in Late Adolescence and Early Adulthood

PurposePoor sleep is associated with short-term dysregulation of mood and is a risk factor for major depressive disorder (MDD). This study examines whether objectively measured sleep in late adolescence prospectively predicts major depressive episode (MDE) onset in early adulthood as well as whether daily affect mediates this association. MethodsThe present study draws on subjective and objective sleep data, ecological momentary assessment, and diagnostic data from the longitudinal Youth Emotion Project to examine whether: a) short sleep predicts dysregulated ecological momentary assessment-measured mood the next day; b) sleep predicts depressive episodes over the subsequent 5 years; and c) dysregulated daily moods mediate the associations between short sleep and later MDD. Fixed effects, logistic regression, and formal mediation analyses were employed. ResultsOur results showed that nights with less sleep are followed by days with more negative affect; short sleep predicted MDEs over the subsequent 5 years (adjusting for prior MDD); and negative affect mediates the relationship between short sleep and later MDEs. DiscussionOverall, our findings show sleep to be an important risk factor and hence a promising point of intervention for improving mood and reducing the risk of future MDEs in adolescents and early adults.

PENGARUH RELIGIUSITAS TERHADAP JUVENILE DELINQUENCY PADA SISWA SMA NEGERI 2 MANADO

One of the problems one faces in adolescence is a transition period that can make a youth's emotions less stable. This time is often referred to as the time of the storm (strum and drang), yaigrumbling about a time of turmoil resulting from opposing values. It is this transition period that brings about a sense of self-behavior called Juvenile Delinquency. Juvenile Delinquency is a manifestation of unresolved conflicts in both childhood and youth. This requires strong religious confidence and experience in the teachings of religion in order to reduce delinquent behavior. The study was carried out using the quantitative method to see the religious impact of the juvenile delinquency of country high school students 2 Manado. The sample in this study totaled 74 students. The data analysis technique used in data management is simple linear regression. Management used computer assistive SPSS program 26 for Windows. The calculations using a simple regression analysis gained significance by 0.002 (p&lt; 0.05) then would have a religious influence on juvenile delinquency with a contribution of 12.9%. Autism

Dimensions of early-life adversity and SLC6A4 methylation in emerging adults

Growing evidence suggests that epigenetic pathways, including DNA methylation (DNAm), play a role in the biological embedding of early-life adversity (ELA) and life-course health, but how remains unclear. We explore epigenetic pathways indicated by DNAm of the stress-regulating gene, SLC6A4, including how DNAm is shaped by distinct life-course dimensions of ELA, including developmental contexts characterized by threat and deprivation. We investigate whether and how life-course dimensions of ELA are associated with SLC6A4 methylation (SLC6A4m) using data from 370 cohort members from the Youth Emotion Project. Participants were recruited from two US high schools and followed prospectively, with DNA collection in early adulthood and ELA measures based on coded responses from the Childhood Trauma Interview. Adjusted linear regressions of mean SLC6A4m across 71 CpG sites on ELA reveal a strong and robust association, including a dose-response relationship between SLC6A4m and increased ELA severity. Each additional high-severity event was associated with a 0.052 percentage point increase in mean percent SLC6A4m (p<0.001). When modeled separately, both childhood and adolescent ELA predict SLC6A4m, and when modeled jointly, adolescent ELA alone predicts SLC6A4m. Additionally, the ELA- SLC6A4m relationship varies by ELA type. Across childhood and adolescence, deprivation is positively associated with greater SLC6A4m. Adolescent threat is also positively associated with SLC6A4m, but the association is not statistically significant. Results suggest prioritizing early-life interventions for promoting healthy stress regulation, including preventing adversity and its harmful effects, with close attention to adolescence and high-deprivation development settings.

Development and Psychometric Properties of the Youth Emotions Scale

Development and Psychometric Properties of the Youth Emotions Scale

Examining the influence of an additive genetic risk score of HPA axis polymorphisms with recent stress on depression onset in emerging adults

Prior research suggests that HPA-axis genetic variation moderates the association between stress and depression, but has historically focused on individual variants with small effects. Recent studies, however, have tested an additive genetic score of biologically-plausible variants (multilocus genetic profile score; MGPS) in the HPA-axis (e.g., Pagliaccio et al., 2014). Among adolescents, an HPA-MGPS moderated the effects of stress on depressive symptoms; higher HPA-MGPS predicted heightened depressive symptoms when stress was high, but reduced symptoms when stress was low (Starr & Huang, 2019), consistent with differential susceptibility theory (Belsky & Pluess, 2009). Whether this same effect extends to emerging adults, however, is untested. Thus, the current study will test whether an HPA-MGPS interacts with chronic and episodic stress to predict depression onset in emerging adults. We hypothesize that an HPA-MGPS will interact with episodic (total, interpersonal), and chronic (interpersonal, non-interpersonal) stress, to predict depression onset, such that a higher HPA-MGPS will predict depression when stress is high, but reduced risk when stress is low. Participants (n=387) from the Youth Emotion Project, a longitudinal study of risk for emotional disorders that oversampled high school juniors for high levels of neuroticism, gave DNA and completed annual diagnostic and life stress interviews. Five years of data will be used. DNA was genotyped for 14 HPA-axis variants for inclusion in an HPA-MGPS. Hypotheses will be tested using Cox regression; results will be available by the time of the conference. Results will be discussed considering implications for future MGPS research and differential susceptibility theory.

Mentors’ Supporting Approaches of Mentees’ Cognitive Emotion Regulation Strategies

This study assesses the frequency of youth mentees’ cognitive emotion regulation strategies during negative life events and it explores how mentors respond to their mentees’ cognitive emotion regulation strategies during those situations. This research engaged 40 mentees and 35 mentors in New Zealand. Analyses are completed using descriptive statistics and thematic analysis. Findings revealed that the mentors reported their mentees’ more frequent use of adaptive cognitive emotion regulation strategies (acceptance, positive reappraisal, positive refocusing, putting things into perspective, and refocus on planning), whereas youth mentees reported slightly different rates of the strategies (positive reappraisal, acceptance, refocus on planning, putting into perspective, and rumination). In response to their mentees, the mentors supported their mentees’ cognitive emotion regulation through two over-arching responses: emotional support (e.g., reassurance, use of self-disclosure, normalizing mentees’ feelings, redirecting self-blame, showing availability, and validation); and by providing new ways of learning (e.g., teaching positive reappraisal, refocus on planning and problem solving, positive refocus, situation analysis, promoting perspective-taking, as well as emphasizing ownership and taking responsibility). These findings provide insights into youth emotion regulation in mentoring contexts and also offer suggestions for future studies and mentor training.

The role of youths' cardiac autonomic balance and parental responses to youth emotion in vulnerability to borderline personality disorder development.

Developmental models of borderline personality disorder (BPD) emphasize the effects of youths' biological vulnerabilities and their experiences of parental responses to emotion, as well as the interaction between these two elements. The current study evaluated the independent and interactive effects of two indices of autonomic nervous system response and parental responses to youth negative emotions on severity and exacerbation of youths' BPD features during the transition to adolescence. The sample consisted of 162 psychiatric youth (10-14 years; 47.2% female) and their parents. At baseline, youth and their parents completed a lab-based conflict discussion during which parasympathetic and sympathetic nervous system response were measured and indices of sympathetic-parasympathetic balance and coactivation/coinhibition were calculated. Youth also reported on supportive and non-supportive parental responses. At baseline and after 9 months, youth self-reported on their BPD features. Results demonstrated that shifting toward sympathetic dominance independently predicted exacerbation of BPD across 9 months. Additionally, fewer experiences of supportive parental responses and more non-supportive parental responses were associated with greater severity of BPD features in youth. This study highlights the role of autonomic response to parent-child conflict as well as the significance of parental responses to youth emotion for the development of BPD during this developmental window.

공연예술 관람 경험이 청소년 정서에 미치는 영향 : 생태학적 관점에서의 실증연구

This study empirically analyzed the “effect of performing arts experiences on youth emotions” from an ecological perspective for teenagers attending middle and high schools across the country. To this end, the path model was first set as negative emotions and environmental variables that affect them (parent, teacher, friendship, school life). Next, in order to understand the effect of performing arts experience on negative emotions, we analyzed whether there was a difference in the path of the research model between the performing arts experience group and the inexperienced group through a structural equation modeling (SEM). Emotional problems of adolescents are generally expressed as behavioral symptoms such as aggression, depression, and social contraction, and the experience of performing arts has a moderating effect of relieving these negative emotions through various channels. In the performing arts experience group (n=203), the positive (+) effect of social contraction was weakened compared to the inexperienced group (n=204) . On the other hand, the negative (-) effect of teacher intimacy, friendship, and school adaptation weakened negative emotions was strengthened. The negative (-) effect of reducing negative emotions in parental affection was higher in the inexperienced group, which means that the inexperienced group in performing arts is more sensitive to parental affection. BR These results suggest that students who have experienced performing arts are experiencing a more organic personal development process while mitigating negative emotional formation through various channels from an ecological perspective compared to those who have not. Through this study, youth culture policy requires a long-term and stable support policy for adolescents and a paradigm shift in public education based on the pure function of culture and arts, and continuous research and attention from a long-term perspective are needed rather than short-term effectiveness research.

Longitudinal Pathways from Parent Internalizing Symptoms to Parent and Youth Emotion Functioning.

The current study utilized mediation analyses to examine how parental symptoms of depression and anxiety impact child emotion regulation (ER) and emotion stability (ES) through parent emotion functioning, parenting, and the coparent relationship. 564 parents of children between 3 and 17 years (Mage = 9.47; 54.4% male) were recruited via Amazon's Mechanical Turk across three time points: baseline (Wave 1), 4 months (Wave 2), 8 months (Wave 3). Mediation results demonstrated that symptoms of parent depression at Wave 1 predicted worse coparent relationships and decreases in parents' ability to identify their own emotions at Wave 2. Symptoms of parental anxiety at Wave 1 predicted decreases in positive parenting and an increased tendency to have negative secondary emotional responses, impulse-control difficulties, and difficulty accessing emotion-regulation strategies at Wave 2. Additionally, symptoms of parental anxiety at Wave 1 directly predicted lower child ER and ES at Wave 3. However, no significant indirect pathways were identified between parent symptoms and child ER and ES. Sensitivity analyses examined the effects of three youth developmental stages (i.e., early and middle childhood and adolescence), as well as parent gender (i.e., mother and father), and found no significant differences across groups. Thus, even at non-clinical levels, parental symptoms of anxiety and depression may negatively impact parenting, parent regulation, and the coparent relationship, while parental anxiety symptoms may contribute to lower child ER and ES.

Pop Music and its Role as a Communicative Medium to Express Emotions among Youth

The social nature of music can influence human emotions. Music allows listeners to express their emotions, whether positive or negative at intrapersonal and interpersonal levels. Pop music in particular has been known as a useful tool to facilitate students’ learning and help them become creative, relieve their boredom, and help them get through difficult times. However, what is less known to date is how Pop music influences the emotions of youth and why they rely on the music to communicate their feelings. Available studies have mostly used surveys to collect data among pre-school and middle school children. Samples have also been mostly from Western countries. Utilising a qualitative research method, we recruited 12 undergraduate students from public and private university in Selangor, Malaysia. The participants were selected using the purposive sampling method and data were collected through semi-structured interviews conducted both online and face-to-face. Thematic analysis revealed that students experience joy, relaxation, happiness, and sadness when they listen to their favourite Pop songs. Pop music enables youth to release powerful emotional responses such as thrills and chills. The relatable and meaningful lyrics often mirror their inner thoughts and feelings and helps them express and explore their emotions when communicating with other people.

무용 활동에서 청소년의 정서 경험 탐색

The purpose of this study was to explore the emotional experiences of youth in dance activities. For this purpose, nine youth participating in dance activities were selected as research participants, and the emotions of youth experienced in dance activities were explored based on phenomenological research, which is one of the qualitative research methods. Data collection consisted of open-ended questionnaire, in-depth interview, and participatory observation, and the collected data were categorized through inductive category analysis. Youth experienced experiential and relational emotions according to the breadth of emotions in dance, and the emotions was divided into surface (sensational and interpersonal emotions) and inner (existential and communal emotions) level according to the depth of emotions. Each emotion was mixed at the empirical level and revealed at the same time, making it difficult to distinguish clearly. However, classification at the logical level according to the level and depth of emotion and the contextual difference of emotion generation provided a clear discussion of the youth emotional experiences. Experiential emotions were closely related to personal experience, and relational emotions were more closely related to interpersonal relationship with the other person. In addition, the surface level of emotions acted as a key pathway for the inner level of emotional experiences, and the inner level of emotions were closely related to the educational growth of youth. Emotional experiences of youth in dance activities has educational implications in terms of the importance of 'emotional integration' in youth dance education and the necessity of practicing youth dance education through understanding the 'relationship of emotions'. Based on the results of this study, suggestions were made for the practice of dance education and follow-up research for youth emotional cultivation.

Exploring the Impact of Maternal and Paternal Acceptance on Adolescent Girls' Emotion Regulation.

Maternal acceptance is associated with youth emotion regulation (a correlate of depression among adolescent girls); however, less is known about the impact of fathers. In this prospective study, we examined effects of maternal and paternal acceptance on youth sadness inhibition (a facet of emotion dysregulation) among adolescent girls (n = 82; Mage = 13.28; 43% from minoritized racial/ethnic groups) over 1 year. Youth varied on depression risk, which was assessed via clinical diagnostic interviews. Bivariate results showed that maternal acceptance was associated with lower youth sadness inhibition at baseline and 1-year follow-up, while paternal acceptance was only associated with lower youth sadness inhibition at 1-year follow-up. Step-wise regressions showed that paternal acceptance was inversely associated with youth sadness inhibition over time, above and beyond effects of youth age, baseline sadness inhibition, depression risk, and maternal acceptance. Findings highlight the importance of examining both mothers' and fathers' impact on adolescent girls' development of emotion regulation.

Emotions in the mediated civic context of the family: Understanding children's and parents' mutually constitutive mediation environment

AbstractThis article proposes that more attention should be paid to how mediated civic engagements are shaped in a family context. Through an interpretive literature review of research that studies the family's role in mediating civic engagement, we identify several problematic conceptual understandings that create rigid distinctions between the family sphere and its members' civic engagement, as well as between their analogue and digital engagements. The article introduces a conceptual framework that has implications for further research on mediated civic engagement by taking into consideration parents', children and youth's emotions and affective relations as relevant for engaging in the civic realm.