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In this study, we examined predictors of traditional‐aged undergraduate students' (n = 115) lifetime cannabis use during COVID‐19. Participants who had lower scores of self‐regulation, higher levels of emotional dysregulation strategies, and a higher number of ACEs had more lifetime cannabis use. Additionally, participants' methods of cannabis use changed during the pandemic as they primarily ingested more cannabis products (i.e., edibles) compared with before the pandemic began. Finally, the number of participants using cannabis in group settings during the pandemic was lower compared with before the pandemic began. Implications for counselors and counselor education programs are provided. [ABSTRACT FROM AUTHOR]

Neurosurgeons demonstrate some of the highest levels of burnout among surgeons, yet little research has been done to understand the underlying stressors that neurosurgeons and trainees experience and the emotional responses to them. Our goal was to conduct a feasibility study identifying job stressors and emotional responses among neurosurgeons rather than generalize findings across the profession. Emphasizing a qualitative approach in this feasibility and descriptive study, we strategically selected a small sample of neurosurgical attendings, residents, and fellows at 2 United States academic neurosurgical departments to ensure an in-depth analysis laying the groundwork for future extensive research. Participants were asked to complete a questionnaire regarding work-related stressors and high- and low-arousal emotional responses to these stressors, as well as a standardized Depression, Anxiety, and Stress Scale. Both quantitative and qualitative analyses evaluating types of stressors and emotional responses reported were assessed based on participant training level. Participants identified 3 main stressors: 1) administrative deficiencies; 2) delivering bad news/saving lives; and 3) work-life balance. A low frequency of negative emotional responses was reported, but those reported were mainly high-arousal emotions. Limited prior training in coping strategies was also reported. We also found that residents, fellows, and faculty surgeons reported about work stressors and coping strategies differently. The results of our study provide an understanding of neurosurgical professionals' unique emotional landscape, emphasizing the need for reforms in administrative practices, enhanced, healthy coping strategies, and career stage-specific mental health support. [ABSTRACT FROM AUTHOR]

Objectives: Growing evidence supports the role of mindfulness in regulating emotions in the general population. However, the interactive network of mindfulness facets and difficulties in regulating emotions is not well understood, which is specifically important for individuals involved in high-risk professions, such as first responders. The aim of this study was to investigate the interactive relations between mindfulness facets (acting with awareness, non-judging, describing, observing, and non-reacting), ability to regulate emotions and alcohol use in a sample of firefighters, including military veterans. Method: A sample of 685 career firefighters, of whom 154 (22.5%) are military veterans, completed measures of mindfulness and difficulties in regulating emotions. The dataset was subjected to network analysis. Results: The mindfulness facet non-judging was negatively related to emotion-regulation challenges, such as nonaccepting attitudes and lack of clarity, and positively related to deficits in goal-directed behaviour. Acting with awareness was negatively related to goal-directed behaviour deficits and impulsivity. Alcohol use was positively linked to impulsivity and negatively linked to describing. Overall, emotion-regulation difficulties were positively linked together, and positive links were found between most mindfulness facets. Directed network analysis found non-judging and emotion-regulation strategy as primary predictors. Non-judging acted as a protective factor, supporting other mindfulness facets, while emotion-regulation strategy exacerbated emotion-regulation challenges acted as a risk factor. Conclusions: This network analysis demonstrated that acting with awareness and a non-judgmental attitude, facets of mindfulness, are linked to better emotion-regulation and may play protective role against impulsivity and alcohol use. [ABSTRACT FROM AUTHOR]

Introduction: It is well-established that chronic exposure to environmental toxins can have adverse effects on neuropsychological health, particularly in developing youths. However, home radon, a ubiquitous radiotoxin, has been seldom studied in this context. In the present study, we investigated the degree to which chronic everyday home radon exposure was associated with alterations in transdiagnostic mental health outcomes. Methods: A total of 59 children and adolescents ages 6- to 14-years-old (M = 10.47 years, SD = 2.58; 28 males) completed the study. Parents completed questionnaires detailing aspects of attention and executive function. We used a principal components analysis to derive three domains of neuropsychological functioning: 1) task-based executive function skills, 2) self-and emotionregulation abilities, and 3) inhibitory control. Additionally, parents completed a home radon test kit and provided information on how long their child had lived in the tested home. We computed a radon exposure index per person based on the duration of time that the child had lived in the home and their measured home radon concentration. Youths were divided into terciles based on their radon exposure index score. Using a MANCOVA design, we determined whether there were differences in neuropsychological domain scores across the three groups, controlling for age, sex, and socioeconomic status. Results: There was a significant multivariate effect of radon group on neuropsychological dysfunction (χ = 0.77, F = 2.32, p = 0.038, ηp 2 = 0.12). Examination of univariate effects revealed specific increases in self-and emotion-regulation dysfunction among the youths with the greatest degree of chronic home radon exposure (F = 7.21, p = 0.002, ηp 2 = 0.21). There were no significant differences by group in the other tested domains. Discussion: The data suggest potential specificity in the neurotoxic effects of everyday home radon exposure in developing youths, with significant aberrations in self-and emotion-regulation faculties. These findings support the need for better public awareness and public health policy surrounding home radon safety and mitigation strategies. [ABSTRACT FROM AUTHOR]

IntroductionIt is well-established that chronic exposure to environmental toxins can have adverse effects on neuropsychological health, particularly in developing youths. However, home radon, a ubiquitous radiotoxin, has been seldom studied in this context. In the present study, we investigated the degree to which chronic everyday home radon exposure was associated with alterations in transdiagnostic mental health outcomes.MethodsA total of 59 children and adolescents ages 6- to 14-years-old (M = 10.47 years, SD = 2.58; 28 males) completed the study. Parents completed questionnaires detailing aspects of attention and executive function. We used a principal components analysis to derive three domains of neuropsychological functioning: 1) task-based executive function skills, 2) self-and emotion-regulation abilities, and 3) inhibitory control. Additionally, parents completed a home radon test kit and provided information on how long their child had lived in the tested home. We computed a radon exposure index per person based on the duration of time that the child had lived in the home and their measured home radon concentration. Youths were divided into terciles based on their radon exposure index score. Using a MANCOVA design, we determined whether there were differences in neuropsychological domain scores across the three groups, controlling for age, sex, and socioeconomic status.ResultsThere was a significant multivariate effect of radon group on neuropsychological dysfunction (λ = 0.77, F = 2.32, p = 0.038, ηp2 = 0.12). Examination of univariate effects revealed specific increases in self-and emotion-regulation dysfunction among the youths with the greatest degree of chronic home radon exposure (F = 7.21, p = 0.002, ηp2 = 0.21). There were no significant differences by group in the other tested domains.DiscussionThe data suggest potential specificity in the neurotoxic effects of everyday home radon exposure in developing youths, with significant aberrations in self-and emotion-regulation faculties. These findings support the need for better public awareness and public health policy surrounding home radon safety and mitigation strategies.

Effectively responding to children's noncompliance and/or temper tantrums can be challenging for parents. It is even more challenging in the context of parents' own need to regulate their emotions. Recent reviews emphasized the role of parents' emotion regulation abilities in children's mental health. The present study aims to investigate two sequential mediation models of the relationship between authoritarian parenting style, parental practices, and children's externalizing problems, by examining the mediating role of rational/irrational parental beliefs regarding child noncompliance, parental emotion regulation strategies, and parental distress. Participants (N = 238) are parents of children (ages 2–8) identified as having elevated levels of noncompliance and/or temper tantrum behaviors. We examined the two sequential mediation models via path analyses. Authoritarian parenting style was significantly and positively associated with parental irrational beliefs, parental emotion regulation difficulties, parental distress, harsh and inconsistent parental practices, and children's externalizing problems. Our results support both models of mediation, with the model investigating the link between authoritarian parenting style and parental practices indicating a better fit. This study offers a better understanding of the emotional and cognitive parental mechanisms involved in children's externalizing problems and the use of parenting practices. Implications of the findings are discussed considering the development of innovative and focused parental interventions for targeting specific interpersonal, emotional and cognitive mechanisms in the case of parents who deal with children's noncompliance and/or temper tantrum behaviors. [ABSTRACT FROM AUTHOR]

The aim of this study is to investigate the relationship between early maladaptive schemas of mothers and mother-daughter conflicts through self-esteem and emotion-regulation. The study's statistical population comprised all female high school students enrolled in a theoretical field in Tehran City, Iran in 2020 with their mothers. 315 students and their mothers were chosen as the sample size, and the sampling method was accessible. The students were asked to complete Conflict Behavior Questionnaire (CBQ) and their mothers were asked to complete Young Schema Questionnaire-Short Form (YSQ-SF) and Rosenberg's Self-Esteem Scale (SES) and Difficulties in Emotion- Regulation Scale (DERS). Path Analysis in Lisrel was used to analyze the data. The study's findings revealed strong connections between emotional deprivation, defectiveness/shame, and negativity/pessimism EMSs of mothers and mother-daughter conflicts. The indirect relationships of dependent/incompetence, insufficient self-control/self-discipline, and negativity/pessimism EMSs of mothers and mother-daughter conflicts through emotionregulation was also significant. Furthermore, there were significant direct relationships between defectiveness/shame and dependence/incompetence EMSs and self-esteem, but there was no significant relationships between self-esteem and parent-adolescent conflict. This research revealed that mothers' early maladaptive schemas play a significant role in creating conflict between them and their teenagers. Also, it seems that low self-esteem in mothers can only cause a decrease in their relationship with their teenagers and cannot play a significant role in creating conflict between parents and teenage girls, these findings can helps in better explaining parent-adolescents conflicts and developing intervention protocols in family therapy. [ABSTRACT FROM AUTHOR]

Although Executive Functions has been considered as the main correlation of ADHD few studies have examined the effect of EFs on ADHD symptoms, in the samples with ADHD. This study aimed to examine the structure of EFs on ADHD students in a hypothesized model. After careful screening of ADHD among 1368 university students (with stratified and multistage cluster sampling), out of them, 211 students with ADHD diagnosis were selected purposefully. They received scales on their emotion regulation, motivation, adult ADHD, deficits in EFs, and diagnostic interview. Emotion regulation and intrinsic motivation were considered as input; behavioral-inhibition, time-management, and problem-solving were the mediators and ADHD subscales were as the output variables. Results showed that the model adequately fit the data. The model fit indices were χ2 = 27.081, df = 1, CFI = 0.99, GFI = 0.97, and PGFI = 0.02. The direct effects of intrinsic-motivation and emotion-regulation on all three mediators and indirect effects of them to ADHD subscales were significant. Based on the results, time-management mediated the relationship between motivation and emotion regulation and ADHD. Among EFs, emotion-regulation and intrinsic-motivation had fundamental influence to other aspects of EFs factors such as behavioral-inhibition, time-management, problem-solving, and attention deficit/hyperactivity disorder. [ABSTRACT FROM AUTHOR]

The current study investigated the effect of gender, teaching experience, academic certificate, and specialization on emotional regulation difficulties. Participants were 172 faculty members at three private universities in Jordan and the United Arab Emirates (UAE). The difficulties in emotion regulation scale (DERS) was applied. The study showed that female faculty members had more limited access to emotion regulation strategies than their male counterparts did. The results also showed that experienced faculty members were more likely to accept emotional responses, but have difficulties with goal-directed activity, impulse control, and lack of emotional awareness. The findings suggest that effective use of emotion regulation strategies is affected by gender, moderate teaching experience affects faculty members' impulse control, emotional responses acceptance, and goal-directed activity, and doctorate holders from different specializations are more aware of their emotions. [ABSTRACT FROM AUTHOR]

The Perceptual Control Theory of Emotional Action provides a compelling view of the synergy between action and perception in the context of emotion. In this invited response, we outline three suggestions to further clarify and concretesise the theory in the hope that it can provide a solid basis for the theoretical, empirical, and clinical fields of emotion and emotion regulation. First, we emphasise the importance of concretesising these ideas in a way that is biologically plausible and testable in terms of its neuronal implementation, which has not been addressed in the main manuscript. Secondly, we highlight the challenges for this account to effectively describe core symptoms in emotional disorders, an essential step if the theory aims to foster the development of better-tuned neurocognitively grounded interventions. Finally, we take a leap on what action-oriented accounts of emotion can mean for the field of emotion regulation. [ABSTRACT FROM AUTHOR]

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University faculty members seek to regulate emotions to achieve professional and social goals in the work environment. The process of emotion regulation is influenced by self-awareness, as self-awareness is an important predictor of self-regulation, and the outcomes of the self-regulation process depend, in part, on the level of self-awareness. The purpose of the present paper was to examine whether or not self-awareness is used to predict emotional regulation difficulties among faculty members. The current quantitative study was designed using a survey research design. The participants comprised 172 faculty members from Philadelphia University in Jordan, the Arab Open University in Jordan, and Al Falah University in the U.A.E. Data were collected using the Self-Awareness Scale (SAS) and Emotional Regulation Difficulties Scale (ERDS). The researchers revealed that increasing the self-awareness subscale (self-critical) decreases the non-acceptance of emotional responses. The researchers also found that when there is an increase in the self-awareness subscale (desire for realistic awareness), there is a tendency toward lower levels of non-acceptance of emotional responses and difficulties engaging in goal-directed. Researchers also came to that an increase in the self-awareness subscale (self-reflection) decreases the non-acceptance of emotional responses, difficulties engaging in goal-directed and impulse control difficulties. The researchers concluded there is a need to work on university faculties' self-awareness and emotional regulation to balance realistic awareness and emotional responses related to task engagement and control difficulties. Based on the findings, it is concluded that it is necessary to pay attention to enhancing self-awareness and emotion regulation among faculty members in general and conduct more scientific studies on emotional regulation difficulties to examine their relationship with other variables. Doi: 10.28991/ESJ-2023-07-04-017 Full Text: PDF

The world's population is experiencing an increasing prevalence of depressive disorders. A comprehensive literature review identifies a schism between current medical interventions and the increasing prevalence. Current treatment paradigms warrant analysis. This manuscript theorizes an interdisciplinary team inclusive of physiotherapy as a standard would reverse the increasing prevalence. Physiotherapists' musculoskeletal expertise and biopsychosocial approach play a valuable role in mental health. A clinical narrative review of depression, including parallels with chronic pain, is provided as a substantive foundation. The review includes challenges in primary care as the gateway to mental health. Depression's underlying mechanisms, standard interventions, current theories, and future paradigms are explored. A theoretical construct was formulated. This construct identified compromised emotion-regulation and self-efficacy as common dysfunctions that enables and perpetuates depression. Physical activity with cognitive reappraisals positively influences these common dysfunctions and improves general intervention outcomes. The psychologically informed physiotherapist is defined. Physiotherapists can provide functional interventions and cognitive reappraisals that address biopsychosocial needs and build resilience. Individualized physical and functional activity that facilitate therapeutic alliance, functional improvements, cognitive reappraisals, emotion-regulation and self-efficacy delivered by a physiotherapist provide sustainable behavioral change and completes the interdisciplinary mental health team. [ABSTRACT FROM AUTHOR]

Reappraisal, an emotion regulation strategy, is an effective way of controlling negative emotions. Conversely, it is known that affect labeling regulates negative emotions using a different process from reappraisal, and it is possible that the combined use of affect labeling and reappraisal might enhance the control of negative emotion. In this study, we compared the brain activity during combined use of affect labeling and reappraisal to negative emotion with the sole use of reappraisal by using fMRI. The participants performed a reappraisal after affect labeling to negative emotion which induced by negative image. In comparison to the sole use of reappraisal, increased activity was found in the bilateral inferior frontal gyrus and medial frontal gyrus, whereas decreased activity in the right amygdala. Furthermore, based on the results of a functional connectivity analysis using the seed region of the right amygdala, it was determined that coupling with the right amygdala increases due to the combined use of affect labeling and reappraisal. The results reveal that affect labeling of negative emotion potentially effects on reappraisal, which has implications for the more effective use of reappraisal. • Brain function is unknown that combination of the affect labeling & reappraisal. • Participants performed a reappraisal after affect labeling to negative emotion. • Combination of the affect labeling & reappraisal showed increased activity in PFC. • Whereas decreased activity in the right amygdala. • Connectivity analysis suggest that amy-PFC circuit is related to this combination. [ABSTRACT FROM AUTHOR]

Although emotion regulation (ER) is often maintained or even enhanced in older adulthood, resources used to promote ER in later life are not well understood. The current study examined how executive functioning (EF) and social relationships are related to ER in older adults (N=90; Age: M=74.98, SD=5.41). Results showed associations between higher shifting performance (a behavioral index of EF) and higher use of cognitive reappraisal, an ER strategy. This effect was moderated by social relationships, such that those with lower shifting performance reported higher levels of reappraisal in the presence of positive social relationships. Positive social relationships were also associated with lower use of expressive suppression, another ER strategy. Additional analyses did not reveal associations between ER and other cognitive domains. These findings contribute to current understandings of how cognitive and social resources contribute to ER in older adulthood and provide important potential future research and intervention targets. [ABSTRACT FROM AUTHOR]

Social rejection is a distressing and painful event that many people must cope with on a frequent basis. Mindfulness-defined here as a mental state of receptive attentiveness to internal and external stimuli as they arise, moment-to-moment-may buffer such social distress. However, little research indicates whether mindful individuals adaptively regulate the distress of rejection-or the neural mechanisms underlying this potential capacity. To fill these gaps in the literature, participants reported their trait mindfulness and then completed a social rejection paradigm (Cyberball) while undergoing functional magnetic resonance imaging. Approximately 1 hour after the rejection incident, participants reported their level of distress during rejection (i.e. social distress). Mindfulness was associated with less distress during rejection. This relation was mediated by lower activation in the left ventrolateral prefrontal cortex during the rejection incident, a brain region reliably associated with the inhibition of negative affect. Mindfulness was also correlated with less functional connectivity between the left ventrolateral prefrontal cortex and the bilateral amygdala and the dorsal anterior cingulate cortex, which play a critical role in the generation of social distress. Mindfulness may relate to effective coping with rejection by not over-activating top-down regulatory mechanisms, potentially resulting in more effective long-term emotion-regulation.

Background: Teenagers nowadays face a variety of physical, psychological, and social issues. Psychotherapeutic interventions may respond to the crises created at this time. The aim of the present study was to compare the effectiveness of two types of online interventional therapy (cognitive-behavioral and emotion regulation therapy) on students' commitment to emotion-regulation and reduction of aggressive behavior and self-harm. Methods: This pretest posttest experimental study was performed on 60 adolescent students with self-harm who referred to the emergency unit of Zahedan hospital from October 2021 to January 2021. Using simple random sampling, we selected 60 students in three groups (20 students treated with online training of cognitivebehavioral education, 20 students with online training of acceptance and commitment therapy, and 20 students formed the control group). Cognitive-behavioral therapy sessions were conducted in 12 one-hour sessions and acceptance and commitment-based therapy sessions were conducted in eight 90-minute sessions, twice a week. The instruments of the research were validated questionnaires including Emotion Cognitive Regulation Questionnaire (CERQ), Buss-Perry Aggression Questionnaire (AGQ), and Self-Harm Inventory Scale (SHI) Results The results showed that Cognitive-behavioral Therapy had a significant effect on the students' self-regulation (P=0.01), Aggressive behavior (P=0.01), and Self-Harm (P=0.01). The results showed that acceptance and commitment therapy had a significant effect on the students' self-regulation (P=0.001), Aggressive behavior (P=0.001), and Self-harm (P=0.001). Conclusion: The effectiveness of online training of acceptance and commitment therapy was higher than online training of cognitivebehavioral therapy in reducing self-harm among the students. Thus, in training programs for the teenagers, it is suggested that acceptance and commitment therapy should be used. [ABSTRACT FROM AUTHOR]

Theorists of oppression commonly accept that unfair social power disparities result in a variety of harms. In particular, oppression is characterized by a loss of open-mindedness in the oppressors, and negative internalization in the oppressed. That is, while oppressors are often unable or unwilling to consider the points of view of the oppressed, the oppressed often come to internalize conditions of oppression by experiencing them as indicative of their own alleged shortcomings. Nevertheless, the psychological mechanisms behind these phenomena have remained underexplored. This is unfortunate, since understanding the psychological processes behind these phenomena could help us understand how they could be reversed. In this work, I aim to fill this lacuna by extending debates on mechanisms of mindreading (simulation-based or theorizing-based mechanisms responsible for interpreting and manipulating one’s and others’ mental states via attribution of propositional attitudes) to show how close-mindedness and negative internalization come about. I synthesize empirical findings to show that while theorizing fosters emotional insulation by “reframing” affective cues from a third-person point of view, simulation fosters feelings of emotional vulnerability and psychological continuity. As a result, while theorizing allows oppressors to take a somewhat detached attitude during self and other interpretation, involuntary simulation fosters negative internalization on the part of the oppressed. [ABSTRACT FROM AUTHOR]

Linguistic adaptation and Validation of the Spanish Children´s Sadness Management Scale CSMS-E. Among the Spanish-speaking countries there are constraints for studying the roll of sadness in adolescence due to the absence of valid instruments in Spanish for evaluating the regulation of this emotions during the development. For this reason, following the committee procedure we adapted to Spanish the Children´s Sadness Management Scale CSMS (Zeman et al., 2001), and conducted its psychometric validation with a sample of 597 Colombian adolescents, between 11 and 18 years of age (48% girls). The psychometric analyses were performed in two steps: (a) observing ten possible models (Exploratory Factor Analysis), (b) discarding those with least adjustment (Confirmatory Factor Analysis), and retaining the structure of best statistical fit. The results indicated that the optimal factorial model is a structure of three components, comparable to the original CSMS. The CSMS-E scale (E for Spanish) maintains comparable construct validity as the American version, and has attested to be a reliable tool in the assessment of adaptive and maladaptive strategies for the regulation of sadness: coping, inhibition and dysregulation. We offer a scoring notation table.

Abstract Background Emotion regulation difficulties appear to play a role in the development and maintenance of several eating disorders. This pilot study aimed at examining whether a short add-on group skills training in emotion regulation for young adults with different eating disorders was feasible in a psychiatric clinical setting. We also investigated if the treatment increased knowledge of emotions, and decreased self-reported difficulties with emotion regulation, alexithymia, symptoms of eating disorder, anxiety and depression, as well as clinical impairment. Methods Six skills training groups were piloted with a total of 29 participants (M = 21.41 years, SD = 1.92). The treatment consisted of five sessions dealing with psychoeducation about emotions and emotion regulation skills training. Paired samples t-test was used to compare differences between before-and-after measures. Results The primary outcomes measures difficulties in emotion regulation (p

Although evidence-based interventions exist, estimates suggest that about 60% percent of children and adolescents with mental health disorders do not receive the treatment they need. In this context, one expanding strategy for increasing access to mental health care for children and adolescents is the use therapeutic, or serious, games. REThink is one such therapeutic game, developed to offer a CBT-based prevention that was documented in a controlled trial to develop psychological resilience in children and adolescents, aged between 10 and 16, helping them learn healthy strategies for coping with dysfunctional negative emotions such as anxiety, anger and depression. This study aims to test the effectiveness of the REThink therapeutic online video game in promoting emotional health in children and adolescents in a pilot study.Participants (N = 31), aged between 10 and 16 years, were recruited on a volunteer basis from a school. Emotional problems, irrational beliefs, negative automatic thoughts, rational beliefs, and problem solving abilities were assessed pre- and post-using the therapeutic game. We also measured participants' satisfaction with the game. Results obtained show improvements in terms of emotional problems of the youths, their irrational beliefs, negative automatic thoughts and high levels of intervention satisfaction. of this study are in support of the previous findings suggesting that the REThink online game can be a valuable tool for large-scale mental health efforts aimed at the prevention of emotional disorders in children and adolescents, in accordance with evidence-based prevention protocols.

This study applies positive psychology to improve EFL learners' listening comprehension ability. To this aim, two groups of EFL learners (N = 45) participated in the study. The learners in the experimental group received the positive psychology intervention based on four components of positive psychology including hope, gratitude, emotion regulation, and empathy and those in the control group received the usual listening comprehension activities. The results including listening comprehension scores along with the analysis of the semi-structured interviews and class observations showed the effectiveness of the intervention, highlighting an increase in the students' listening comprehension scores. It was found that the experimental group experienced a range of positive and negative emotions, with positive emotions more than twice as frequent as negative emotions. The findings also showed that the intervention informed the instructor regarding specific areas where the learners encountered difficulty and in so doing, it allowed for applying appropriate strategies to help them overcome such problems. Finally, the theoretical and pedagogical implications of integrating positive emotions in foreign language teaching are discussed. [ABSTRACT FROM AUTHOR]

Integrating work and family is a significant challenge for working adults. In the current study it is theorized and empirically shown that a psychological mechanism—general self-efficacy—asymmetrically mediates the relationship between cross domain compensation (CDC), a major component of work-family enhancement and satisfaction outcomes in originating and receiving domains. Findings from structural equation modeling (SEM) analysis of data from 292 employed women from a variety of organizations reveal asymmetrical associations of CDC with family and work satisfaction in originating and receiving domains through self-efficacy. Both work-family and family-work CDC are related to increased self-efficacy, which in turn is associated with improved satisfaction in the originating domain but diminished satisfaction in the receiving domain. The findings lend support both through direct associations and mediated associations, to the "originating domain" view in the literature which is lately garnering empirical evidence, according to which work-family enhancement originating in a given domain contributes to satisfaction in the originating rather than the receiving domain. Drawing on Conservation of Resources (COR) theory and the Work–Home Resources (W-HR) model, theoretical and applied implications for individual and organizational wellbeing and development are discussed. [ABSTRACT FROM AUTHOR]

A grasp of the fact that emotional displays may not match a person's underlying feelings has been thought to develop in the elementary school years. Two prominent scales address the issue of how one might feel a negative feeling but need to display an different expression. Data from these scales suggest that children's comprehension of the need to regulate emotional expression may emerge as the child starts school. This study aimed to create a more comprehensive analysis of the understanding of regulation of emotions and test a younger cohort. Sixty-two 3-5-year-old children, in Turkish preschools, were presented with nine vignettes depicting scenes in which protagonists are required not to reveal their actual feelings. Participants were required to assess how the protagonist should manage their emotional displays. Performance in the stories was consistent. The 4- and 5-year-olds, but not 3-year-olds, performed better and were above chance in several individual trials in which they needed to attribute a protagonist with a need to regulate their emotional expression while thinking of an unrealized goal. Our findings suggest that children grasp the distinction between socially appropriate emotion displays and what is felt at the age of 4, a time when several other similar developments take place. [ABSTRACT FROM AUTHOR]

Introduction: The emergence of physiologic and chronic diseases influences the parents' (especially the mothers') mental health. Therefore the present study was conducted aiming to compare the effectiveness of teaching resilience and emotion regulation on the life quality and selfefficacy of the mothers of the children suffering from cerebral paralysis. Materials and Methods: It was a quasi-experimental study with pretest, posttest, control group and two-month follow-up design. The statistical population included all the mothers of the children with cerebral paralysis in the city of Shiraz in 2017. Non-probable available sampling method and random replacement were used in the present study. After selecting the sample size and replacing them into experimental and control groups, the experimental group received ninety-minute teaching interventions during three months once a week. The applied questionnaires were life quality questionnaire (World Health Organization, 1993) and self-efficacy (Shrer and Adams, 1980). The data from the study were analyzed through repeated measurement ANOVA. Results: The data from the study showed that teaching resilience and emotion regulation has been effective on the life quality and self-efficacy of the mothers of the children with cerebral paralysis while there was not observed any significant difference between effectiveness of these two methods on life quality and self-efficacy. Conclusion: Based on the results of the present study, resilience and emotion regulation training can be used to improve the quality of life and selfefficacy of mothers with children with cerebral palsy. [ABSTRACT FROM AUTHOR]

Introduction: Hemodialysis is the most common treatment method in renal patients as it improves the quality of life and reduces the complications of renal failure. Insufficient dialysis is one of the most important causes of disability and death in dialysis patients. Materials and Methods: This descriptive-analytical cross-sectional study was conducted in 2019. The sample size was 41 patients undergoing hemodialysis that more than three months has passed from the beginning of dialysis and were chosen by the census method. Data were collected through a researcher-made demographic questionnaire. Dialysis adequacy was calculated using Kt /v and URR parameters. Finally, data were analyzed using descriptive and inferential statistical tests in SPSS 22 software. Results: The results showed that the minimum and maximum KT/V index were 0.24 and 3.12, respectively, the mean total was 1.28 ±0.The mean total URR of patients was 66.83 ±14.23, and the lowest percentage of URR was 12.60, and the highest was 94.30%. Mean blood urea nitrogen was reported to be 273.63± 0.23 before dialysis and 63.17± 5.23 after dialysis. Conclusion: The present study showed that more than half of the patients (64%) undergoing hemodialysis had good dialysis adequacy, but in 36% of patients, dialysis adequacy was not sufficient; therefore, it is necessary to implement the interventions to improve the duration of dialysis and blood flow, the type of filter, etc. as the influential primary factors. [ABSTRACT FROM AUTHOR]

Background: Emotion regulation difficulties appear to play a role in the development and maintenance of several eating disorders. This pilot study aimed at examining whether a short add-on group skills training in emotion regulation for young adults with different eating disorders was feasible in a psychiatric clinical setting. We also investigated if the treatment increased knowledge of emotions, and decreased self-reported difficulties with emotion regulation, alexithymia, symptoms of eating disorder, anxiety and depression, as well as clinical impairment. Methods: Six skills training groups were piloted with a total of 29 participants (M = 21.41 years, SD = 1.92). The treatment consisted of five sessions dealing with psychoeducation about emotions and emotion regulation skills training. Paired samples t-test was used to compare differences between before-and-after measures. Results: The primary outcomes measures difficulties in emotion regulation (p < 0.001) and alexithymia (p < 0.001) showed significant improvement after treatment. The total eating disorder score (p = 0.009) was also significantly reduced, as was clinical impairment (p < 0.001). Acceptance/valued direction, identifying primary emotions and learning about secondary emotions was rated as especially helpful. Conclusions: This preliminary pilot study showed that group training targeting emotion regulation skills was feasible and appreciated by participants, as well as being potentially promising as an adjunctive treatment for different eating disorders. Further controlled studies are needed. Trial registration: The study was retrospectively registered NCT04148014 on October 30th 2019. [ABSTRACT FROM AUTHOR]

Emotions are a core factor of learning. Studies have shown that multiple emotions are co-experienced during learning and have a significant impact on learning outcomes. The present study investigated the importance of multiple, co-occurring emotions during learning about human biology with MetaTutor, a hypermedia-based tutoring system. Person-centered as well as variable-centered approaches of cluster analyses were used to identify emotion clusters. The person-centered clustering analyses indicated three emotion profiles: a positive, negative and neutral profile. Students with a negative profile learned less than those with other profiles and also reported less usage of emotion regulation strategies. Emotion patterns identified through spectral co-clustering confirmed these results. Throughout the learning activity, emotions built a stable correlational structure of a positive, a negative, a neutral and a boredom emotion pattern. Positive emotion pattern scores before the learning activity and negative emotion pattern scores during the learning activity predicted learning, but not consistently. These results reveal the importance of negative emotions during learning with MetaTutor. Potential moderating factors and implications for the design and development of educational interventions that target emotions and emotion regulation with digital learning environments are discussed.

Mental imagery is a promising tool and mechanism of psychological interventions, particularly for mood and anxiety disorders. In parallel developments, neuromodulation techniques have shown promise as add-on therapies in psychiatry, particularly non-invasive brain stimulation for depression. However, these techniques have not yet been combined in a systematic manner. One novel technology that may be able to achieve this is neurofeedback, which entails the self-regulation of activation in specific brain areas or networks (or the self-modulation of distributed activation patterns) by the patients themselves, through real-time feedback of brain activation (for example, from functional magnetic resonance imaging). One of the key mechanisms by which patients learn such self-regulation is mental imagery. Here, we will first review the main mental imagery approaches in psychotherapy and the implicated brain networks. We will then discuss how these networks can be targeted with neuromodulation (neurofeedback or non-invasive or invasive brain stimulation). We will review the clinical evidence for neurofeedback and discuss possible ways of enhancing it through systematic combination with psychological interventions, with a focus on depression, anxiety disorders, and addiction. The overarching aim of this perspective paper will be to open a debate on new ways of developing neuropsychotherapies.

Background: Although numerous mental health apps are commercially available, only a few of them have been empirically tested. PsyPills is an interactive and personalized mobile application, based on emotion regulation research and Rational Emotive Behavior Therapy principles, that can function as a stand-alone intervention aimed at offering immediate stress relief.Objective: In this paper, we describe the newly developed PsyPills app and present data obtained at 6 months after its release regarding its effectiveness for stress management.Methods: 115 users aged 15–79 years old (M = 39.01, SD = 13.49) accessed the app during the first 6 months after its release and were thus included in the study. Distress and specific cognitive processes were collected using visual analog scale measures.Results: Most users accessed the app with the purpose of searching anxiety relief and most often reported work-related distress. Seventy-Four users accessed PsyPills between 1 and 11 times (M = 2.68, SD = 2.59), and received 258 psychological prescriptions in total. PsyPills was effective in terms of reducing the frequency of dysfunctional emotions, such that significantly more users reported feeling functional emotions after accessing the application and reading its personalized prescriptions than those reporting not being able to change it [χ2 (1, N = 52) = 52.00 p < 0.001]. Using reminders of the psychological pill at specific times during the day made the PsyPills app more effective.Conclusions: Based on initial data on its first 6-month usage, the PsyPills app appears to be promising in terms of offering stress relief. However, future studies need to use golden standard design and investigate its efficacy as an adjunctive intervention.

Emotions are a core factor of learning. Studies have shown that multiple emotions are co-experienced during learning and have a significant impact on learning outcomes. The present study investigated the importance of multiple, co-occurring emotions during learning about human biology with MetaTutor, a hypermedia-based tutoring system. Person-centered as well as variable-centered approaches of cluster analyses were used to identify emotion clusters. The person-centered clustering analyses indicated three emotion profiles: a positive, negative and neutral profile. Students with a negative profile learned less than those with other profiles and also reported less usage of emotion regulation strategies. Emotion patterns identified through spectral co-clustering confirmed these results. Throughout the learning activity, emotions built a stable correlational structure of a positive, a negative, a neutral and a boredom emotion pattern. Positive emotion pattern scores before the learning activity and negative emotion pattern scores during the learning activity predicted learning, but not consistently. These results reveal the importance of negative emotions during learning with MetaTutor. Potential moderating factors and implications for the design and development of educational interventions that target emotions and emotion regulation with digital learning environments are discussed. [ABSTRACT FROM AUTHOR]

The study explored the quality of conflictual discussion between intimate partners and their emotional experience subsequent to emotion regulation (ER) manipulation. It differentiated between integrative ER (IER), which involves an interested stance to emotional experience, and two types of regulation aimed at minimizing emotions: emotional distancing (minimization of emotional experience) and suppression of expressive behavior (minimization of emotional expression). The sample included 140 intimate couples randomly assigned to one of four conditions (IER, distancing, suppression, and control). Following the selection of a specific relational conflict to discuss, one of the partners received manipulation instruction; the other (naïve) partner was oblivious to the instruction. During a 10-min discussion, the naïve partner's skin conductance level was continuously assessed. The partners' self-reported perceptions of quality of experience and discussion were measured after the discussion. In general, the results provide preliminary support for the hypothesis that taking an interest in one's emotional experience during a conflictual discussion results in better communication and higher perceptions of discussion productivity. Furthermore, in contrast to the IER condition, in the emotional distancing condition, the naïve partners' physiological arousal increased as the discussion progressed. Hence, the results support the hypothesis that taking an interest in and accepting one's negative emotions promote adaptive communication in conflictual discussions between intimate partners. [ABSTRACT FROM AUTHOR]

Mental imagery is a promising tool and mechanism of psychological interventions, particularly for mood and anxiety disorders. In parallel developments, neuromodulation techniques have shown promise as add-on therapies in psychiatry, particularly non-invasive brain stimulation for depression. However, these techniques have not yet been combined in a systematic manner. One novel technology that may be able to achieve this is neurofeedback, which entails the self-regulation of activation in specific brain areas or networks (or the self-modulation of distributed activation patterns) by the patients themselves, through real-time feedback of brain activation (for example, from functional magnetic resonance imaging). One of the key mechanisms by which patients learn such self-regulation is mental imagery. Here, we will first review the main mental imagery approaches in psychotherapy and the implicated brain networks. We will then discuss how these networks can be targeted with neuromodulation (neurofeedback or non-invasive or invasive brain stimulation). We will review the clinical evidence for neurofeedback and discuss possible ways of enhancing it through systematic combination with psychological interventions, with a focus on depression, anxiety disorders, and addiction. The overarching aim of this perspective paper will be to open a debate on new ways of developing neuropsychotherapies. [ABSTRACT FROM AUTHOR]

Background: Although numerous mental health apps are commercially available, only a few of them have been empirically tested. PsyPills is an interactive and personalized mobile application, based on emotion regulation research and Rational Emotive Behavior Therapy principles, that can function as a stand-alone intervention aimed at offering immediate stress relief. Objective: In this paper, we describe the newly developed PsyPills app and present data obtained at 6 months after its release regarding its effectiveness for stress management. Methods: 115 users aged 15–79 years old (M = 39.01, SD = 13.49) accessed the app during the first 6 months after its release and were thus included in the study. Distress and specific cognitive processes were collected using visual analog scale measures. Results: Most users accessed the app with the purpose of searching anxiety relief and most often reported work-related distress. Seventy-Four users accessed PsyPills between 1 and 11 times (M = 2.68, SD = 2.59), and received 258 psychological prescriptions in total. PsyPills was effective in terms of reducing the frequency of dysfunctional emotions, such that significantly more users reported feeling functional emotions after accessing the application and reading its personalized prescriptions than those reporting not being able to change it [χ2 (1, N = 52) = 52.00 p < 0.001]. Using reminders of the psychological pill at specific times during the day made the PsyPills app more effective. Conclusions: Based on initial data on its first 6-month usage, the PsyPills app appears to be promising in terms of offering stress relief. However, future studies need to use golden standard design and investigate its efficacy as an adjunctive intervention. [ABSTRACT FROM AUTHOR]

Highlights • Practice of emotion-regulation using biofeedback improves performance on a decision-making task in serious games. • Visual and gameplay biofeedback presentation in serious games supports emotion-regulation skill. • Serious games have been validated as an effective platform for practicing emotion-regulation. Abstract Evidence shows that emotions critically influence human decision-making. Therefore, emotion-regulation using biofeedback has been extensively investigated. Nevertheless, serious games have emerged as a valuable tool for such investigations set in the decision-making context. This review sets out to investigate the scientific evidence regarding the effects of practicing emotion-regulation through biofeedback on the decision-making performance in the context of serious games. A systematic search of five electronic databases (Scopus, Web of Science, IEEE, PubMed Central, Science Direct), followed by the author and snowballing investigation, was conducted from a publication's year of inception to October 2018. The search identified 16 randomized controlled experiment/quasi-experiment studies that quantitatively assessed the performance on decision-making tasks in serious games, involving students, military, and brain-injured participants. It was found that the participants who raised awareness of emotions and increased the skill of emotion-regulation were able to successfully regulate their arousal, which resulted in better decision performance, reaction time, and attention scores on the decision-making tasks. It is suggested that serious games provide an effective platform validated through the evaluative and playtesting studies, that supports the acquisition of the emotion-regulation skill through the direct (visual) and indirect (gameplay) biofeedback presentation on decision-making tasks. [ABSTRACT FROM AUTHOR]

Self-regulation enables individuals to guide their thoughts, feelings, and behaviors in a purposeful manner. Self-regulation is thus crucial for goal-directed behavior and contributes to many consequential outcomes in life including physical health, psychological well-being, ethical decision making, and strong interpersonal relationships. Neuroscientific research has revealed that the prefrontal cortex plays a central role in self-regulation, specifically by exerting top-down control over subcortical regions involved in reward (e.g., striatum) and emotion (e.g., amygdala). To orient readers, we first offer a methodological overview of tDCS and then review experiments using non-invasive brain stimulation techniques (especially transcranial direct current stimulation) to target prefrontal brain regions implicated in self-regulation. We focus on brain stimulation studies of self-regulatory behavior across three broad domains of response: persistence, delay behavior, and impulse control. We suggest that stimulating the prefrontal cortex promotes successful self-regulation by altering the balance in activity between the prefrontal cortex and subcortical regions involved in emotion and reward processing.

Transformational leadership is a popular and well-researched leadership style. Although much is understood about its positive consequences, less research has focused on antecedents of transformational leadership. In this research we draw upon self-determination theory and incorporate a self-regulatory approach to investigate if and how leader mindfulness influences transformational leadership. The analyses show that autonomy, competence and relatedness need satisfaction mediate between mindfulness and transformational leadership, indicating that mindfulness is associated with psychological need satisfaction. Furthermore, the data show that neuroticism moderates the relationship between mindfulness and relatedness need satisfaction. Generally speaking, the association between mindfulness and relatedness need satisfaction is positive. When neuroticism is also high, mindfulness has the largest impact. Or conversely, when emotional stability is high, mindfulness has the smallest association with relatedness need satisfaction. This is in line with evidence suggesting that mindfulness may primarily exert its influence through emotional self-regulation. Furthermore, the moderated mediation model for relatedness need satisfaction is significant, indicating that neuroticism is a boundary condition for the indirect effect of mindfulness on transformational leadership through relatedness need satisfaction.

Self-regulation enables individuals to guide their thoughts, feelings, and behaviors in a purposeful manner. Self-regulation is thus crucial for goal-directed behavior and contributes to many consequential outcomes in life including physical health, psychological well-being, ethical decision making, and strong interpersonal relationships. Neuroscientific research has revealed that the prefrontal cortex plays a central role in self-regulation, specifically by exerting top-down control over subcortical regions involved in reward (e.g., striatum) and emotion (e.g., amygdala). To orient readers, we first offer a methodological overview of tDCS and then review experiments using non-invasive brain stimulation techniques (especially transcranial direct current stimulation) to target prefrontal brain regions implicated in self-regulation. We focus on brain stimulation studies of self-regulatory behavior across three broad domains of response: persistence, delay behavior, and impulse control. We suggest that stimulating the prefrontal cortex promotes successful self-regulation by altering the balance in activity between the prefrontal cortex and subcortical regions involved in emotion and reward processing. [ABSTRACT FROM AUTHOR]

Highlights • Systematically examined the relationship between individual differences in emotion-regulation and reward responsivity. • High emotion suppression was associated with blunted self-reported reward responsivity among those low in reappraisal. • Enhanced neural early attention to reward cues (i.e., cue-P300) was associated with greater reappraisal tendencies. • Reduced neural reward outcome anticipation (i.e., the SPN) was associated with greater suppression tendencies. • Reduced neural reward outcome anticipation mediated relationship between suppression and well-being 2.5 years later. Abstract Individuals who suppress their emotions experience less positive emotions, worse relationships, and a reduced quality of life whereas those who tend to reappraise show an opposite pattern. Despite this divergent pattern, few have asked how the use of these emotion-regulation strategies relates to reward responsivity. We predicted that elevated suppression would be associated with blunted reward responsivity, whereas reappraisal would be associated with elevated reward responsivity. To test this hypothesis, participants completed a measure of individual differences in emotion-regulation strategies, measures of self-reported reward responsivity, and then a reward time-estimation task (Kotani et al., 2003) while electroencephalography (EEG) was recorded. Results revealed that individual differences in cognitive reappraisal were unrelated to self-report measures of reward responsivity, whereas suppression was associated with blunted reward responsivity. At the neural level, reappraisal was associated with greater attention to the rewarding cues, as indexed by the P300 event-related potential (ERP) component, whereas suppression was related to blunted reward anticipation, as indexed by the stimulus-preceding negativity (SPN) ERP component. Suppression prospectively predicted worse psychological well-being 2.5 years later and blunted neural reward anticipation partially explained this association. Taken together with past research, these results suggest reappraisal tendencies may lead to better outcomes due, in part, to enhanced reward responsivity, whereas the negative consequences of suppression may be associated with blunted reward responsivity. [ABSTRACT FROM AUTHOR]

Fear learning and regulation is a prominent model for describing the pathogenesis of anxiety disorders and stress-related psychopathology. Fear expression can be modulated using a number of regulatory strategies, including extinction, cognitive emotion regulation, avoidance strategies and reconsolidation. In this review, we examine research investigating the effects of acute stress and stress hormones on these regulatory techniques. We focus on what is known about the impact of stress on the ability to flexibly regulate fear responses that are acquired through Pavlovian fear conditioning. Our primary aim is to explore the impact of stress on fear regulation in humans. Given this, we focus on techniques where stress has been linked to alterations of fear regulation in humans (extinction and emotion regulation), and briefly discuss other techniques (avoidance and reconsolidation) where the impact of stress or stress hormones have been mainly explored in animal models. These investigations reveal that acute stress may impair the persistent inhibition of fear, presumably by altering prefrontal cortex function. Characterizing the effects of stress on fear regulation is critical for understanding the boundaries within which existing regulation strategies are viable in everyday life and can better inform treatment options for those who suffer from anxiety and stress-related psychopathology.