An Emotion Recognition–Awareness Vulnerability Hypothesis for Depression in Adolescence: A Systematic Review

Nyquist, Alex C.; Luebbe, Aaron M.

doi:10.1007/s10567-019-00302-3

Cited by 28 publications

(27 citation statements)

References 96 publications

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“…The implications of low RMET performance were also of interest in this study. Growing evidence has indicated that the impaired ability to discriminate emotion correlates to clinical problems such as alexithymia (i.e., incompetence at recognizing one’s own or others' feelings) [ 21 , 22 ], emotion dysregulation [ 23 ], and increased vulnerability to mental disorders [ 24 ]. In particular, inaccurate emotion perception appears to play a causal role in externalizing symptoms or aggressive relationship behaviors [ 25 , 26 ].…”

Section: Introductionmentioning

confidence: 99%

Development and validation of the Korean version of the Reading the Mind in the Eyes Test

2020

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The Reading the Mind in the Eyes Test (RMET) is one of the most widely used instruments for assessing the ability to recognize emotion. To examine the psychometric properties of the Korean version of the RMET and to explore the possible implications of poor performance on this task, 200 adults aged 19–32 years completed the RMET and the Korean version of the 20-item Toronto Alexithymia Scale (TAS-20K), the cognitive empathy domain of the Korean version of the Interpersonal Reactivity Index (IRI-C), and the Buss-Durkee Hostility Inventory-Aggression (BDHI-A). In the present study, confirmatory factor analyses confirmed that the hypothesized three-factor solution based on three different emotional valences of the items (positive, negative, or neutral) had a good fit to the data. The Korean version of the RMET also showed good test-retest reliability over a 4-week time interval. Convergent validity was also supported by significant correlations with subscales of the TAS-20K, and discriminant validity was identified by nonsignificant associations with IRI-C scores. In addition, no difference was found in RMET performance according to the sex of the photographed individuals or the sex or educational attainment of the participants. Individuals with poor RMET performance were more likely to experience alexithymia and aggression. The current findings will facilitate not only future research on emotion processing but also the assessment of conditions related to the decreased ability to decode emotional stimuli.

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Section: Introductionmentioning

confidence: 99%

Development and validation of the Korean version of the Reading the Mind in the Eyes Test

2020

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“…Continuing with the applications, results reveal that more awareness and detection games are needed as there are only 2 each. It is also noted that, so far, there are only awareness games about depression, probably because these recent games have followed an emerging line of research that fosters emotional awareness to prevent adolescence depression [62]. Ideally, both applications should be mixed since the lack of emotional awareness is equally associated with symptoms of depression and anxiety at these ages [60].…”

Section: Implementation Of Serious Gamesmentioning

confidence: 99%

Awareness, Prevention, Detection, and Therapy Applications for Depression and Anxiety in Serious Games for Children and Adolescents: Systematic Review

Martínez¹,

Menéndez²,

Bustillo³

2021

JMIR Serious Games

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Background Depression and anxiety in children and adolescents are major health problems worldwide. In recent years, serious games research has advanced in the development of tools to address these mental health conditions. However, there has not been an extensive analysis of these games, their tendencies, and capacities. Objective This review aims to gather the most current serious games, published from 2015 to 2020, with a new approach focusing on their applications: awareness, prevention, detection, and therapy. The purpose is also to analyze the implementation, development, and evaluation of these tools to obtain trends, strengths, and weaknesses for future research lines. Methods The identification of the serious games through a literature search was conducted on the databases PubMed, Scopus, Wiley, Taylor and Francis, Springer, PsycINFO, PsycArticles, Web of Science, and Science Direct. The identified records were screened to include only the manuscripts meeting these criteria: a serious game for PC, smartphone, or virtual reality; developed by research teams; targeting only depression or anxiety or both; aiming specifically at children or adolescents. Results A total of 34 studies have been found that developed serious games for PC, smartphone, and virtual reality devices and tested them in children and adolescents. Most of the games address both conditions and are applied in prevention and therapy. Nevertheless, there is a trend that anxiety is targeted more in childhood and depression targeted more in adolescence. Regarding design, the game genres arcade minigames, adventure worlds, and social simulations are used, in this order. For implementation, these serious games usually require sessions of 1 hour and are most often played using a PC. Moreover, the common evaluation tools are normalized questionnaires that measure acquisition of skills or reduction of symptoms. Most studies collect and compare these data before and after the participants play. Conclusions The results show that more awareness and detection games are needed, as well as games that mix the awareness, prevention, detection, and therapy applications. In addition, games for depression and anxiety should equally target all age ranges. For future research, the development and evaluation of serious games should be standardized, so the implementation of serious games as tools would advance. The games should always offer support while playing, in addition to collecting data on participant behavior during the game to better analyze their learning. Furthermore, there is an open line regarding the use of virtual reality for these games due to the capabilities offered by this technology.

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“…Affective awareness (or lack thereof) is putatively involved in the development and maintenance of depressive symptoms between 7 and 24 years of age [ 17 , 18 ]. There are multiple and complex reasons why adolescents have an increased vulnerability to depression.…”

Section: Introductionmentioning

confidence: 99%

Prevention and early intervention of depression in young people: an integrated narrative review of affective awareness and Ecological Momentary Assessment

2021

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Depression has a devastating impact on young people around the world. This impact is pervasive and long-long lasting, still causing havoc as young people transition into adulthood. Prevention and timely early intervention efforts are necessary to lessen the disease burden of depression in young people. There is some evidence for the effectiveness of existing prevention and early intervention programs when delivered early. However, there is no consensus on what the active ingredients of these programs are. Identifying these ingredients is important because focusing on those that have maximal benefit will help to minimise the costs and resourcing of (already intensive) therapeutic approaches. We explored whether, and in what circumstances, affective awareness (i.e., knowing how one feels) is a candidate for protecting against and decreasing vulnerability to depression in young people. We specifically looked at how Ecological Momentary Assessment methods (EMA) were used to measure and/or increase affective awareness. We integrated three streams of data, including narrative review findings, perspectives from young people and psychologists, and publicly available information online (e.g., discussion forums). Across data sources, we found converging evidence that affective awareness is important in the prevention and early intervention of depression although there were considerable gaps in knowledge. More work needs to be done with young people and their health care teams to build affective awareness in the right way, at the right time, with individual differences in mind. The identification of how EMA can be best incorporated into young people’s lives to facilitate these outcomes is also needed.

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An Emotion Recognition–Awareness Vulnerability Hypothesis for Depression in Adolescence: A Systematic Review

Cited by 28 publications

References 96 publications

Development and validation of the Korean version of the Reading the Mind in the Eyes Test

Development and validation of the Korean version of the Reading the Mind in the Eyes Test

Awareness, Prevention, Detection, and Therapy Applications for Depression and Anxiety in Serious Games for Children and Adolescents: Systematic Review

Prevention and early intervention of depression in young people: an integrated narrative review of affective awareness and Ecological Momentary Assessment

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