Emotional regulation and emotional development

Thompson, Ross A.

doi:10.1007/bf01319934

Cited by 467 publications

(326 citation statements)

References 118 publications

(113 reference statements)

Supporting

Mentioning

276

Contrasting

Unclassified

Order By: Relevance

“…Cognitive coping can be defined as the cognitive way of managing the intake of emotionally arousing stimuli [6,9,30]. Cognitive coping is distinguished from other partially overlapping constructs, such as emotion regulation and mood regulation, by its predominant focus on decreasing negative affect in response to stressful situations [14,28].…”

Section: Introductionmentioning

confidence: 99%

Cognitive coping and childhood anxiety disorders

Legerstee

Garnefski

Jellesma

et al. 2009

Eur Child Adolesc Psychiatry

View full text Add to dashboard Cite

To investigate differences in cognitive coping strategies between anxiety-disordered and non-anxious 9-11-year-old children. Additionally, differences in cognitive coping between specific anxiety disorders were examined. A clinical sample of 131 anxiety-disordered children and a general population sample of 452 non-anxious children were gathered. All children filled out the child version of the Cognitive Emotion Regulation Questionnaire (CERQ-k). Structured clinical interviews were used to assess childhood anxiety disorders. Results showed that anxiety-disordered children experience significantly more 'lifetime' negative life events than non-anxious children. Adjusted for the 'lifetime' experience of negative life events, anxiety-disordered children scored significantly higher on the strategies catastrophizing and rumination, and significantly lower on the strategies positive reappraisal and refocus on planning than non-anxious children. No significant differences in cognitive coping were found between children with specific anxiety disorders. Anxietydisordered children employ significantly more maladaptive and less adaptive cognitive coping strategies in response to negative life events than non-anxious children. The results suggest that cognitive coping is a valuable target for prevention and treatment of childhood anxiety problems.

show abstract

Section: Introductionmentioning

confidence: 99%

Cognitive coping and childhood anxiety disorders

Legerstee

Garnefski

Jellesma

et al. 2009

Eur Child Adolesc Psychiatry

View full text Add to dashboard Cite

show abstract

“…The development of children's language skills is also crucial in the development of savoring because it enables caregivers to communicate verbally with children about the causes and consequences of positive emotions, the rules for public expression of positive affect, the benefits of regulated emotions, and concrete strategies for generating, intensifying, dampening, sustaining, or curtailing positive feelings. In addition, children overhear and understand when their parents talk about their own emotional experiences and learn to imitate their cognitive and behavioral repertoires (Thompson, 1991).…”

Section: Savoring the Momentmentioning

confidence: 99%

Understanding the Processes that Regulate Positive Emotional Experience: Unsolved Problems and Future Directions for Theory and Research on Savoring

Bryant¹,

Chadwick

Kluwe

2011

Intnl. J. Wellbeing

153

112

View full text Add to dashboard Cite

. Understanding the processes that regulate positive emotional experience: Unsolved problems and future directions for theory and research on savoring. International Journal of Wellbeing, 1(1),[107][108][109][110][111][112][113][114][115][116][117][118][119][120][121][122][123][124][125][126] Abstract: In this paper, we focus on unanswered questions and future directions in positive psychology, with a special emphasis on savoring processes that regulate positive emotions. To advance our understanding of the savoring processes underlying positive experience, we highlight three unresolved issues that must be addressed: (1) discriminating the distinctive neuropsychological profiles associated with different savoring processes; (2) developing viable methods of measuring and analyzing the mediational mechanisms involved in real-time savoring; and (3) clarifying the developmental processes through which people acquire different strategies to savor positive experiences across the life span. We propose several potentially fruitful lines of attack aimed at addressing these unsolved problems, each of which requires new methods of assessment to advance theory and refine our conceptual understanding of savoring.

show abstract

“…The general concept of cognitive emotion regulation, globally, can be understood as the cognitive way of handling the intake of emotionally arousing information (Thompson, 1991). Just like the biological changes of puberty, the cognitive transitions of adolescence have far-reaching implications for the psychological development of youngsters (Steinberg, 1999).…”

Section: Introductionmentioning

confidence: 99%

Specificity of relations between adolescents’ cognitive emotion regulation strategies and Internalizing and Externalizing psychopathology

Garnefski

Kraaij

Etten

2005

Journal of Adolescence

237

135

View full text Add to dashboard Cite

Objective: of the study was to examine the extent to which cognitive emotion regulation strategies were 'common determinants' of Internalizing and Externalizing problems and/or 'specific determinants' distinguishing one problem category from the other.Method: The sample comprised 271 12-to 18-year-old secondary school students. Internalizing and Externalizing problems were measured by the Youth Self-Report (YSR) and Cognitive Emotion Regulation Strategies were measured by the Cognitive Emotion Regulation Questionnaire (CERQ), in a cross-sectional design.Results: First, adolescents with Internalizing problems, Externalizing problems, comorbid Internalizing and Externalizing problems and a control group were compared on their specific cognitive emotion regulation strategies. Results showed that adolescents with Internalizing problems (both pure and comorbid) scored significantly higher on the cognitive emotion regulation strategies of self-blame and rumination than those with Externalizing (pure) problems or the control group.Unique relationships between the separate cognitive strategies and Internalizing and Externalizing problems were tested by means of Multiple Regression Analyses. Specific relationships were found between Internalizing problems and self-blame, rumination and positive reappraisal and between Externalizing problems and positive refocusing. No 'common' correlates were found. ARTICLE IN PRESSwww.elsevier.com/locate/jado 0140-1971/$30

show abstract

Emotional regulation and emotional development

Abstract: Current neofunctionalist views of emotion

Cited by 467 publications

References 118 publications

Cognitive coping and childhood anxiety disorders

Cognitive coping and childhood anxiety disorders

Understanding the Processes that Regulate Positive Emotional Experience: Unsolved Problems and Future Directions for Theory and Research on Savoring

Specificity of relations between adolescents’ cognitive emotion regulation strategies and Internalizing and Externalizing psychopathology

Contact Info

Product

Resources

About