Emotion Regulation as a Risk Factor for Suicide Ideation among Adolescents and Young Adults: The Mediating Role of Belongingness

Swee, Genevieve; Shochet, Ian M.; Cockshaw, Wendell; Hides, Leanne

doi:10.1007/s10964-020-01301-2

Cited by 14 publications

(13 citation statements)

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“…Previous studies have already found that individuals who did not have difficulties in emotional regulation and used adaptive strategies had higher levels of well-being, manifesting happiness and satisfaction with life (e.g., Freire and Tavares, 2011 ). Likewise, greater difficulties in emotional regulation experienced by adolescents are also identified in the literature as being associated with Internalizing problems ( Silk et al, 2003 ; Coutinho et al, 2009 ; Verzeletti et al, 2016 ) and with suicide ideation ( Swee et al, 2020 ). Swee et al (2020) identified belongingness— a relevant part of the well-being concept—as a mediator in the relationship between dysfunctional emotional regulation and suicidal ideation, thus demonstrating the need to study the mediating role of well-being and its importance in the psychological adjustment of adolescents.…”

Section: Discussionmentioning

confidence: 95%

“…Likewise, greater difficulties in emotional regulation experienced by adolescents are also identified in the literature as being associated with Internalizing problems ( Silk et al, 2003 ; Coutinho et al, 2009 ; Verzeletti et al, 2016 ) and with suicide ideation ( Swee et al, 2020 ). Swee et al (2020) identified belongingness— a relevant part of the well-being concept—as a mediator in the relationship between dysfunctional emotional regulation and suicidal ideation, thus demonstrating the need to study the mediating role of well-being and its importance in the psychological adjustment of adolescents. Since research on the mediating effect of well-being in this relationship is scarce, these results provide new knowledge for treating and understanding socio-emotional maladjustment in adolescents.…”

Section: Discussionmentioning

confidence: 95%

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Emotional (dys)Regulation and Family Environment in (non)Clinical Adolescents’ Internalizing Problems: The Mediating Role of Well-Being

Raposo

Francisco

2022

Front. Psychol.

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Adolescence is a period of several changes and a time when young people are confronted with some difficult tasks of dealing with a diversity of emotions and building their own identity. Therefore, it is a period of higher vulnerability for the development of internalizing problems. The present paper aims to study some constructs considered relevant to adolescents’ adjustment and/or internalizing disorders, emphasizing the role of well-being, emotional regulation and family environment. Therefore, this research aims to (1) test the mediating role of well-being in the relationship between emotional regulation difficulties, the family environment, and internalizing problems, and (2) understand the differences between adolescents with a higher and lower risk of presenting internalizing problems. In the study, 723 adolescents of both sexes (12–18 years old) from middle to high school completed self-report questionnaires. The results indicated that the mediating role of well-being was partially established between emotional regulation difficulties and internalizing problems, explaining 31% of the variance in these problems. Well-being was also considered a partial mediator between family environment (cohesion and support and conflict) and internalizing problems, explaining 19 and 26% of the variance, respectively. Furthermore, the group with a higher risk of developing internalizing problems (n = 130) revealed higher levels of emotional regulation difficulties and family conflict. In contrast, this group reported less family cohesion and support and lower levels of well-being. The main results of the present study provide relevant data in the context of clinical practice. Important implications are also discussed for the design of psychopathology prevention programs and the promotion of global well-being with adolescents. Considering the limitations of the present study, such as the nonrandom sampling process and the reduced number of participants included in the clinical group, these results need to be deepened in future research in this area.

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Section: Discussionmentioning

confidence: 95%

Section: Discussionmentioning

confidence: 95%

Emotional (dys)Regulation and Family Environment in (non)Clinical Adolescents’ Internalizing Problems: The Mediating Role of Well-Being

Raposo

Francisco

2022

Front. Psychol.

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“…Intense negative thoughts and emotions, and thus an inability to regulate emotions, indicate a higher general risk for all types of psychopathologies (Young et al, 2019). Given that negative thinking is prominent, emotional confusion and the chronicity of this situation may be a risk factor for substance dependence, digital addiction, impulsive risk behaviors (e.g., self-harm), psychologically induced chronic pain conditions, problems in interpersonal relationships, severe stress, and loneliness in the future (Flores-Kanter et al, 2019; Hatkevich et al, 2019; Saberi Zafarghandi et al, 2018; Swee et al, 2020). Implementing preventative strategies to lower the risk of the above conditions is critical for social and mental health in society (Rice, 2015).…”

Section: Introductionmentioning

confidence: 99%

Who? What? How? From a Standard Teacher Meeting to a Preschool Positive Thinking Project

Gür

Eser

2022

Sage Open

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This study was conducted as part of the project Art of Happiness: Positive Thinking in Preschool and Subjective Well-Being Project, a preventive psycho-educational project. The research was planned as an action study, structured with four interrelated studies. The first study was conducted qualitatively with 15 teachers. First, the data regarding the expectations and requirements of teachers were obtained, the evaluation process was conducted, and positive thinking training was tailored for teachers. In the second study, the teacher training process, having been designed in line with the first study was implemented and tested. The study was conducted with a sample group comprising 50 experimental and 50 control groups, while a quasi-experimental design with a pretest-posttest control group was employed. The third study refers to the planning and designing of the education intended for children in schools for positive thinking and well-being practices. In this context, a focus group discussion was held through the involvement of eight teachers. In the fourth study, the implementation process in schools was evaluated. This study included 80 children aged 5, 40 of whom were in the experimental group and 40 in the control group. The effect of positive thinking education delivered to children was evaluated through the pretest-posttest control group design. Also, the process evaluations of the teachers who educated the children in the experimental group were obtained through interviews. Educational programs for teachers and children were developed and implemented within the scope of the study, and significant findings were obtained for both preschool teachers and children. Besides positive thinking training, research findings indicated that planning the process through the active participation of teachers and their embracing the project contributed significantly to the meaningful learning outcomes.

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“…Due to the growing frequency for suicide attempt during the last decades, adolescents are the main target population of prevention policies to reduce suicide and the identification of suicide risk factors is crucial. Many studies have reported factors including mood disorders (depression and anxiety), substance abuse and prior suicide attempts are strongly related with youth suicides (Pelkonen & Marttunen, 2003; Swee, Shochet, Cockshaw, & Hides, 2020). Anxiety and feelings of pressure linked in large part to fear of the judgment of others, often refrain LGB adolescents from sharing their sexual orientations, which seems to push them more frequently than their heterosexual peers to have suicide attempts (Hatzenbuehler, 2011; Liu & Mustanski, 2012).…”

Section: Introductionmentioning

confidence: 99%

A systematic review of the factors associated with suicide attempts among sexual-minority adolescents

Wang

Gan

Zhou

et al. 2022

Preprint

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Introduction: Suicide attempt is a worldwide major public health problem, that accounts for 1.4% of all deaths worldwide Recent literature reported a higher risk of suicide attempt among adolescents associated with sexual minority status but few systematic reviews focused on the risk and protective factors. For that reason, it seems necessary to examine the risk and protective factors of attempted suicide in sexual minority adolescents. Methods: We conducted a systematic review of published studies on factors associated with suicide attempts in LGBT adolescents. 4 databases up to December 2020 were searched to find relevant studies. Results: In addition to the factors usually found in the general population (gender, ethnic minorities, childhood trauma, psychiatric symptoms, addictive behaviors), some factors have been independently associated with suicide attempts in the LGBT population: early coming out, not acceptable by families, not satisfied with LGBT friendship, too few numbers of friends, physical abuse, sexual abuse, and bullying. The protective factors of suicide attempts reported in the LGBT population were feeling safe at school, teacher support, anti-bullying policy, and other adult support. Conclusion: Effective preventive measures for suicide attempts among LGBT youth need to be developed and implemented. The impact of interventions targeting teacher responses to LGBT stigma, discussion of LGBT issues in class, and reactions of family and friends to the coming out of LGBT youth should be further investigated.

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Emotion Regulation as a Risk Factor for Suicide Ideation among Adolescents and Young Adults: The Mediating Role of Belongingness

Cited by 14 publications

References 33 publications

Emotional (dys)Regulation and Family Environment in (non)Clinical Adolescents’ Internalizing Problems: The Mediating Role of Well-Being

Emotional (dys)Regulation and Family Environment in (non)Clinical Adolescents’ Internalizing Problems: The Mediating Role of Well-Being

Who? What? How? From a Standard Teacher Meeting to a Preschool Positive Thinking Project

A systematic review of the factors associated with suicide attempts among sexual-minority adolescents

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