Psychological distress among university students: the role of mindfulness, decentering, reappraisal and emotion regulation

Kaynakçı, Fatma Zehra Ünlü; Güneri, Oya Yerin

doi:10.1007/s12144-021-02682-8

Cited by 8 publications

(5 citation statements)

References 49 publications

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“…These data are supported by a recent study of university health science students in Tunisia (n = 366), with results showing a significant negative relationship between emotion regulation and distress (stress = β: −0.47, SE: 0.06, p < 0.05; anxiety = β: −0.30, SE: 0.07, p < 0.05; depression = β: −0.26, SE: 0.07, p < 0.05), further highlighting the potential protective role of emotion regulation for students' mental health during the spread of the COVID-19 pandemic [19]. In another recent study of 620 undergraduate students in Turkey, distress was significantly and positively associated with difficulties in emotion regulation [20]. All these results are in line with different pre-pandemic studies, which point to the negative correlation of ESR with anxiety, depression, and stress [15,62].…”

Section: Discussionmentioning

confidence: 89%

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Association of Emotional Self-Regulation with Psychological Distress and Positive Functioning Dimensions in Brazilian University Students during the COVID-19 Pandemic

Rech

Diaz

Schaab

et al. 2023

IJERPH

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Emotional self-regulation is a relevant factor for human development capable of minimizing emotional difficulties in the face of adverse events, as was particularly useful during the COVID-19 pandemic. The present study aimed to evaluate emotional self-regulation in Brazilian health science university students and its relationship with positive psychology constructs (subjective well-being, hope, optimism, spirituality, self-compassion, and self-efficacy) and psychological distress (depression, anxiety, and stress). This was a prospective, cross-sectional, observational, analytic study of 1062 Brazilian undergraduate students with data collected using self-administered online questionnaires. Students in the first years of their undergraduate degree programs had significantly higher dysregulation scores than those in the final years. Multiple linear regression yielded a model that explained 71.8% of the variation in emotion dysregulation. The correlations of emotion dysregulation were significant and strong, scoring negatively with self-compassion, optimism, and subjective well-being and positively with psychological distress.

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Section: Discussionmentioning

confidence: 89%

“…Regarding the presence of emotional and mental health difficulties, different studies have shown a negative correlation of ESR with anxiety, depression, and stress [14,15]. During the COVID-19 pandemic, publications pointed to the same conclusion: that the use of different ESR strategies can reduce distress [19][20][21].…”

Section: Introductionmentioning

confidence: 98%

Association of Emotional Self-Regulation with Psychological Distress and Positive Functioning Dimensions in Brazilian University Students during the COVID-19 Pandemic

Rech

Diaz

Schaab

et al. 2023

IJERPH

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“…Much like understanding the pathology development in social anxiety vs. panic disorder vs. phobias, the understanding of how misophonia is developed and maintained is vital to proper treatment. For every single disorder, there are researchers who have created sub-CBT models of pathology development to predict treatment ( Kalanthroff and Wheaton, 2022 ; Ünlü Kaynakçı and Yerin, 2023 ; Riemann et al , 2022 ).…”

Section: Discussionmentioning

confidence: 99%

Novel five-phase model for understanding the nature of misophonia, a conditioned aversive reflex disorder

Dozier,

Mitchell

2023

F1000Res

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Background: Misophonia is a recently identified condition in which a person perceives a subtle stimulus (e.g., eating sounds, hair twirling) and has an intense, negative emotional response. Misophonia cannot be classified with established nosological systems. Methods: We present a novel five-phase model of misophonia from a cognitive-behavioral framework. This model identifies a learned reflex of the autonomic nervous system as the primary etiology and maintenance of misophonia. Phase one is anticipatory anxiety and avoidance. Phase two is a conditioned physical reflex (for example, the tensing of calf muscles) that develops through stimulus-response Pavlovian conditioning. Phase three includes intense negative emotional responses and accompanying physiological distress, thoughts, urges, and emotion-driven behavior. Phase four is the individual’s coping responses to emotional distress, and phase five is the environmental response and resulting internal and external consequences of the coping behaviors. Each phase helps explain the maintenance of the response and the individual’s impairment. Results: Anticipatory anxiety and avoidance of phase one contribute to an increased arousal and awareness of triggers, resulting in increased severity of the trigger experience. Both the Pavlovian-conditioned physical reflex of phase two and the emotion-driven behavior caused by the conditioned emotional response of phase three increase with in vivo exposure to triggers. A newly identified feature of phase four is a covert review of the trigger experience. Phase five includes the consequences of those behaviors with internal consequences of beliefs and new emotions (e.g., shame, guilt) based on environmental responses to anger and panic. Conclusions: We assert the Mitchell-Dozier model provides a novel framework to understanding misophonia as a multi-sensory reflex condition. Our model states that misophonia initially develops as a Pavlovian-conditioned physical reflex and subsequent conditioned emotional responses. Treatments that identify patients’ specific conditioned physical reflex of phase two have shown promising early results, further supporting this model

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“…Considering existing literature recommendations to embed skill building and safe relationships psychoeducation into CSE intervention design [2,45], the present study piloted an 'Emotion Regulation and Impulse Control' (ERIC) [46] and safe relationships (Your Relationships (YR) [47]) intervention program called 'ERIC + YR', for young women affected by CSE. The aim of this study was to examine the effects of ERIC + YR on the outcomes of emotion regulation, psychological wellbeing, and safe relationship knowledge and behaviours, in a randomized case series trial.…”

Section: The Current Study: Eric + Yr Interventionmentioning

confidence: 99%

“…The RCI method of analysis is designed to determine whether an individual's observed change was greater than the change that would be expected due to change and measurement error (i.e., reliability of the measure). Specifically, the RCI formula by Christensen and Menfoza [45] was used, which accounts for unreliability in both pre-and postscores (see Formula (2) from Hageman & Arrindell, 1992, [73] for further details). This formula is considered more conservative and methodologically sound than the original RCI formula [47].…”

Section: Clinical and Reliable Changementioning

confidence: 99%

A Single-Case Series Trial of Emotion-Regulation and Relationship Safety Intervention for Youth Affected by Sexual Exploitation

Laird

Klettke

Mattingley

et al. 2022

Psych

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Child sexual exploitation (CSE) is a significant global problem. Interventions implemented with youth affected by CSE frequently target singular adjacent issues (e.g., substance misuse or running away); however, research indicates these interventions are most efficacious when they simultaneously treat CSE sequelae (e.g., emotion dysregulation) paired with relationship skill-building; yet few such interventions exist. Furthermore, the evidence-based reports on CSE research currently lacks rigorous research methods, such as the use of validated measures and the provision of robust outcome data. The current study aimed to implement a combined emotion regulation and safe-relationships intervention (ERIC + YR: emotion regulation, impulse control and ‘your relationships’) in a community service providing outreach for young women affected by CSE. A randomised single-case series design was used to test the effects of ERIC + YR on emotion regulation strategies, psychological wellbeing, relationship safety knowledge and behaviours, across repeated measurements for young women affected by CSE (N = 2; Mage = 18.00). Phase A consisted of baseline measures for two to three weeks. Phase B consisted of 8-sessions of ERIC + YR delivered across three to six weeks by practitioners who had undertaken ERIC + YR training. Data collection included pre/post intervention measures as well as a daily questionnaire delivered via a smartphone application. While results showed clinically significant and reliable improvements in psychological wellbeing, no other outcome measures showed change between pre and post-intervention. The current study contributes to the evidence-base as an initial step in illuminating how an empirically driven intervention can be delivered as an adjunctive treatment for youth affected by CSE. Implications inform the current evidence-base, with future directions for intervention research discussed.

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Psychological distress among university students: the role of mindfulness, decentering, reappraisal and emotion regulation

Cited by 8 publications

References 49 publications

Association of Emotional Self-Regulation with Psychological Distress and Positive Functioning Dimensions in Brazilian University Students during the COVID-19 Pandemic

Association of Emotional Self-Regulation with Psychological Distress and Positive Functioning Dimensions in Brazilian University Students during the COVID-19 Pandemic

Novel five-phase model for understanding the nature of misophonia, a conditioned aversive reflex disorder

A Single-Case Series Trial of Emotion-Regulation and Relationship Safety Intervention for Youth Affected by Sexual Exploitation

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