Patterns of Emotional Reactivity and Regulation in Children with Anxiety Disorders

Developmental differences in children’s interpersonal emotion regulation

“…Second, the difficulty to determine whether certain strategies may not be used because they may be disregarded by the target of the regulation process (e.g., offering the target to be listened but being rejected). Therefore, future studies may benefit from an experimental approach relying on previous procedures from the domain of intrapersonal ER (e.g., Carthy, Horesh, Apter, & Gross, 2010). Furthermore, our research was focused on interpersonal affect-improving ER.…”

The Assessment of Emotion Regulation: Improving Construct Validity in Research on Psychopathology in Youth—An Introduction to the Special Section

“…In this special section, Carthy et al (2010, this issue) expand on these important themes. Carthy et al (2010, this issue) developed a new task to examine both emotional reactivity and regulation in anxious children.…”

“…Carthy et al (2010, this issue) developed a new task to examine both emotional reactivity and regulation in anxious children. The new task involves presenting ambiguous situations with potentially threatening meanings to provoke real-time emotional activation in children using stimuli that resemble real-life situations.…”

“…Examining the utility of different perspectives [incremental prediction/incremental validity unpacking constructs (Waters et al 2010, this issue) versus interactive relations (Morris et al 2010, this issue) versus different person centered profiles (Carthy et al 2010, this issue)] and clarifying the level of analysis needed/being used for the research or intervention goals will ultimately serve to improve the clarity, utility, and validity of the construct of emotion regulation in research on psychopathology.…”

Modeling risk for the development of child anxiety : the role of parent emotion socialization practices, children's emotional competence, and physiological responsiveness.

“…These findings have received some experimental support within an older sample of Israeli children (ages 10 to 17 years) with a primary diagnosis of anxiety and their age--and gender--matched controls with no current or past history of anxiety (Carthy, Horesh, Apter, & Gross, 2010). To assess for emotional reactivity and regulation skills, children were presented with several, one sentence long, ambiguous situations via a computer (i.e., REAR--Situation).…”