Emotion Regulation in Children with Emotional Problems

Braet, Caroline; Theuwis, Lotte; Durme, Kim Van; Vandewalle, Julie; Vandevivere, Eva; Wante, Laura; Moens, Ellen; Verbeken, Sandra; Goossens, Lien

doi:10.1007/s10608-014-9616-x

Cited by 85 publications

(71 citation statements)

References 55 publications

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“…Interestingly, this study also lends support to Braet et al (2014) by addressing the role of adaptive ER strategies, which were found to be negatively correlated with depressive symptoms in our study. Furthermore, this study finding is in accordance with the results of Garnefski et al (2001) who found that the use of more adaptive ER strategies yielded negative relationships with depression in youth.…”

Section: Linking Er Strategies To Depressive Symptoms In Youthsupporting

confidence: 84%

“…Grob and Smolenski (2005) recently developed this valid and reliable questionnaire (Schmitt et al 2012) that has proven to be useful in capturing the use of several ER strategies in youth (Braet et al 2014). The FEEL-KJ is a 90 item self-report measure used to assess children and adolescents' ER strategies in response to anger, fear, and sadness.…”

Section: Emotion Regulation (Er)mentioning

confidence: 99%

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Associations Between Temperament, Emotion Regulation, and Depression in Youth: The Role of Positive Temperament

et al. 2016

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For a long time, associations between temperamental reactivity, emotion regulation (ER) strategies, and depression in youth were studied with a primary focus on the adverse impact of the negative emotionality (NE) temperament dimension and maladaptive ER strategies. The current study aims to answer the question whether positive emotionality (PE) and adaptive ER strategies also play a role in these associations. In a convenience sample of 176 youth (9-18 years; M = 13.58, SD = .94) data were obtained on NE and PE, the use of both maladaptive and adaptive ER strategies, and depressive symptoms. Results indicate that higher levels of NE and lower levels of PE were both associated with more depressive symptoms. Additionally, we found the interaction of NE and PE to be significantly related to depressive symptoms, with lower levels of PE being a vulnerability factor, facilitating the relationship between higher levels of NE and symptoms. Third, higher levels of NE were associated with the use of more maladaptive ER strategies, but were unrelated to adaptive ER strategies. There was no association between PE, and either maladaptive or adaptive ER strategies. Fourth, higher levels of maladaptive ER strategies, and lower levels of adaptive ER strategies were both associated with higher levels of depressive symptoms. Finally, no evidence was found for the mediation of ER strategies in the relationship between temperamental reactivity and depressive symptoms. Current study findings underline the need of identifying resilience factors for depression in youth. Insight into such factors is pivotal for the successful development and implementation of prevention and intervention programs.

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Section: Linking Er Strategies To Depressive Symptoms In Youthsupporting

confidence: 84%

Section: Emotion Regulation (Er)mentioning

confidence: 99%

Associations Between Temperament, Emotion Regulation, and Depression in Youth: The Role of Positive Temperament

et al. 2016

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“…Deficits in emotion regulation in many cases is the defining feature of psychiatric disorder, and emotion regulation deficits predict multiple indices of child and adolescent adjustment throughout development, including internalizing and externalizing symptoms as well substance use and risk for addiction [e.g., 11••, 15, 17, 26, 47, 48, 52, 53••, 60]. Further, emotion dysregulation uniquely predicts psychopathology symptoms across a range of disorders, above and beyond the mere experience of negative affect alone [61].…”

Section: Emotion Regulation Deficits and Risk For Psychopathologymentioning

confidence: 99%

Adolescent Substance Use and Comorbid Psychopathology: Emotion Regulation Deficits as a Transdiagnostic Risk Factor

Shadur

Lejuez

2015

Curr Addict Rep

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Rates of substance use and comorbid psychopathology peak during adolescence, highlighting the need to identify transdiagnostic risk processes that cut across conditions and elucidate early embedded risk factors for comorbidity across development. The current review highlights emotion regulation deficits as a core transdiagnostic risk factor underlying the development of substance use, addiction, and comorbid psychopathology in adolescence. We present the dual systems model of neurological development to highlight adolescence as a critical period of increased risk for emotion regulation difficulties, corresponding risk behaviors, and psychopathology. We describe malfunction in the neurobiological regulation system underlying the relationship between emotion regulation and risk for addiction and comorbidity. We pull from two established developmental theories including both the externalizing pathway and the internalizing pathway to substance use disorders, which together highlight how early embedded risk in the form of emotion regulation deficits can explain mechanisms underlying the development of addiction and comorbid psychiatric disorders.

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“…The deeper understanding resulting from this multiple perspective model can, in turn, be helpful in planning opportunities where children can practice solving their difficulties with varied self-regulation and emotion regulation strategies (Allan et al 2014;Boyer 2009Boyer , 2014Braet et al 2014). …”

mentioning

confidence: 99%

“…In the classroom, early childhood educators can provide opportunities for these experiences and receptively respond to the symbolic representations of children's concerns regarding altercations, violence, and interpersonal disagreements they may have seen or experienced in their home or community. Reappraisal and reframing through discussion of the art, journaling, and free play time can also help a child emotionally and behaviourally respond to contextualized challenges (Allan et al 2014;Braet et al 2014). If, however, the child is experiencing emotional discomfort or stress, the early childhood educator could recommend to parents and caregivers therapeutic support in the form of play therapy or counselling.…”

mentioning

confidence: 99%

Person-Centered Therapy: A Philosophy to Support Early Childhood Education

Boyer

2015

Early Childhood Educ J

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Person-centered therapy (PCT) comes from the experiential and relationship-oriented therapy tradition. It is considered to be a third force in therapeutic engagement, along with the psychoanalytic and behavioral approaches. PCT is based on faith in and empowerment of human beings to be joyful, creative, self-fulfilled and willing and able to connect with others, both socially and emotionally. The purpose of this paper, therefore, is to explore the potential union of PCT with early childhood education. The author will first describe the PCT model along with how its aspects can be used to help early childhood educators mentor young children. The author will conclude the paper with a summary of the implications for therapeutic practice in the classroom.

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Emotion Regulation in Children with Emotional Problems

Cited by 85 publications

References 55 publications

Associations Between Temperament, Emotion Regulation, and Depression in Youth: The Role of Positive Temperament

Associations Between Temperament, Emotion Regulation, and Depression in Youth: The Role of Positive Temperament

Adolescent Substance Use and Comorbid Psychopathology: Emotion Regulation Deficits as a Transdiagnostic Risk Factor

Person-Centered Therapy: A Philosophy to Support Early Childhood Education

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