Search results

The Transformers programme is a community-based intervention for people with an intellectual disability (ID) who have emotion regulation difficulties, which can manifest as aggressive and challenging behaviour. The programme was adapted from the Stepping Stones programme (Oxnam and Gardner, 2011) – an emotion regulation programme for offenders with an ID who live in an inpatient setting. The purpose of this paper is to describe the development of the Transformers programme that has been implemented at an ID service, which provides secure and supervised care to people who have been convicted of an imprisonable offence or have high and complex behaviour needs.

The Transformers programme is delivered in weekly sessions over a six-month period in a group format. The focus is on helping group members to develop skills in recognising and understanding negative emotions and learning skills to cope effectively with such emotions. Treatment covers a variety of modules including relaxation, goal setting, chain analysis, emotion recognition, and emotion regulation. Specific strategies used include role-plays, DVDs, and quizzes.

This paper presents the rationale, developmental history, and description of a specific approach to the treatment of emotion regulation difficulties.

The paper aims to inform health professionals working in the field of ID.

The purpose of this paper was to assess empathy dimensions in Tunisian psychiatry trainees and to evaluate their relationship with relevant professional and extra-professional factors.

An online questionnaire survey was administered to the psychiatry trainees affiliated in the four faculties of medicine of Tunisia (n = 120). It comprised, in addition to sociodemographic and professional variables, the interpersonal reactivity index, a multidimensional instrument that evaluates perspective taking, empathic concern, personal distress and fantasy. Other self-report measures were used to assess emotion regulation, social support and self-efficacy. Data were analyzed using Statistical Package for Social Sciences.

The response rate was 71%. Descriptive statistics showed that personal distress’ scores were lower than the other empathy dimensions’ scores. Perspective taking scores were negatively correlated with emotion regulation difficulties. Personal distress scores were positively correlated with emotion regulation difficulties. Hierarchical regression analysis revealed that being an only child significantly contributed to perspective taking and having an extra-professional activity significantly contributed to less personal distress. Perceived stress, social support and having a master’s degree were significant predictors for empathic concern. Self-efficacy was a significant predictor of perspective taking, with emotion regulation difficulties mediating this relationship.

Interventions dedicated to improve psychiatry trainees’ empathy should focus not only on clinical practice and medical education but also on emotional support and recovery activities.

A unique feature of this study is the investigation of the potential impacts of emotion regulation difficulties and perceived self-efficacy on empathic abilities of psychiatry trainees.

Emotion regulation is an ongoing multiprocess phenomenon and is a challenging developmental task to acquire in individuals with autism spectrum disorder (ASD) who have different neurobiological profiles and emotion regulation problems. The purpose of this paper is to review recent literature to understand the neurobiological and psychological perspective of emotion regulation in ASD, while converging themes of psychosocial interventions and existing best practices on emotion regulation within this heterogeneous population are reviewed and discussed in consideration of intellectual disability (ID).

Review of recent literature and common empirically supported interventions addressing emotional regulation implemented in individuals with and without ASD, and with and without ID were included in the electronic database search through PubMed, EBSChost, Science Direct, Wiley Online Library, GALE and SAGE. Search terms used included autism, ID, cognitive control, executive function, sensory processing/intervention, emotion regulation, cognitive behavior therapy, mindfulness, social stories, positive behavior support and behavior therapy.

Neural systems governing emotion regulation can be divided into “top-down” and “bottom-up” processing. Prefrontal cortex, cognitive and attentional control are critical for effective emotion regulation. Individuals with ASD, and with ID show impairments in these areas have problems with emotion regulation. Targeted psychosocial intervention need to consider bottom-up and top-down processes of emotion regulation, and that standardized interventions require adaptations.

There are limited studies looking into understanding the neurobiological and psychological perspective of emotion regulation in ASD and linking them to interventions. This review highlights psychosocial interventions that are important for further research, investigation and development as treatment in this population is limited.

The purpose of this study is to investigate which emotions and difficulties in the emotional regulation of adolescents with illicit substance consumption.

In total, 41 adolescents undergoing treatment for the use of alcohol and drugs were recruited. The instruments used were the emotional rating scale and the difficulties in the regulation of emotions scale.

Emotional reactivity showed significant differences in the sadness dimension in relation to the number of cannabis cigarettes smoked daily and length of stay, and in the surprise dimension in relation to the number of cannabis cigarettes smoked daily. There was a significant correlation between happiness and age, surprise and number of siblings, sadness and school absenteeism and fear, school absenteeism and number of substances consumed. In regard to difficulties in emotional regulation, there were significant differences between the groups, in strategies regarding the gender of the participants and the number of substances consumed, in non-acceptance and impulses and in the number of substances consumed and in the awareness of the type and number of substances consumed. There was a significant correlation between strategies, non-acceptance, awareness and impulses and the number of substances consumed.

This study demonstrated that the emotional problems of adolescents admitted to a therapeutic community are predictors of illicit substance use.

Due to ongoing significant life changes during the transition into higher education, social anxiety can be problematic, especially for college students. It has adverse effects on various aspects of one’s life, including one’s feelings and emotions. The study investigated the interplay between social anxiety and emotions and its impact on affect. The aim of this study is to examine the role of difficulties in emotion regulation in the relationship between social anxiety and change in affect.

This is a longitudinal study. Data was collected with self-report instruments at two time points with a gap of four months. Participants were Indian undergraduate students from a technical institute.

The result revealed that high social anxiety in tandem with difficulties engaging in goal-directed behavior significantly impacts changes in positive affect. However, this effect was significant only in the presence of depression.

This study highlights the harmful impact of comorbid issues such as depression in socially anxious individuals. The present study might have implications for educators and clinicians working with college students.

To the best of the authors’ knowledge, this is the only study to test the proposed research model in a sample of Indian college students. The use of a moderated moderation analysis with the three regulation strategies and depression also adds to the uniqueness of this study.

The purpose of this paper is to examine the effectiveness of the Transformers programme on individual's use of appropriate emotion regulation strategies.

Five people with an intellectual disability participated in the Transformers programme and took part in the current study. The intervention was evaluated using the Profile of Anger Coping Skills (PACS) and incident reports. The PACS was completed by participants and their caregivers.

The majority of participants demonstrated increases in self- and caregiver-reported use of appropriate emotion regulation strategies following their involvement in the Transformers programme. However, treatment gains were not always maintained at follow-up. Three of the participants also exhibited fewer incidents of challenging behaviour after taking part in the programme.

Overall, the results provide preliminary support for the continued use of the Transformers programme with people with an intellectual disability who have emotion regulation difficulties. It is recommended that further research be carried out with a larger sample size, a control group, and a longer follow-up period.

Research in industrial and organizational psychology demonstrates that the regulation of negative emotions in response to both organizational stressors and interpersonal workplace interactions can result in functional and dysfunctional outcomes (Côté, 2005; Diefendorff, Richard, & Yang, 2008). Research on the regulation of negative emotions has additionally been conducted in social psychology, developmental psychology, neuropsychology, health psychology, and clinical psychology. A close reading of this broader literature, however, reveals that the conceptualization and use of the term “emotion regulation” varies within each research field as well as across these fields. The main focus of our chapter is to make sense of the term “emotion regulation” in the workplace by considering its use across a broad range of psychology disciplines. We then develop an overarching theoretical framework using disambiguating terminology to highlight what we argue are the important constructs involved in the process of intrapersonal emotion generation, emotional experience regulation, and emotional expression regulation in the workplace (e.g., emotional intelligence, emotion regulation strategies, emotion expression displays). We anticipate this chapter will enable researchers and industrial and organizational psychologists to identify the conditions under which functional regulation outcomes are more likely to occur and then build interventions around these findings.

This paper aims to evaluate the feasibility and effectiveness of a training course »Living e-Motions« for people living with mental health challenges in the context of their recovery. The course was developed in the joint project of partners from Spain, Estonia, Slovenia and the UK. The curriculum of the course is focused on emotional education. It uses a narrative approach as a practical way for participants to explore and regulate their emotions and consequently take charge of their recovery.

Seventeen participants were included in the pilot training in Spain and Estonia. Impact of the training was assessed on measures of life satisfaction, emotion regulation, positive and negative affect and recovery at baseline and directly after training.

The analysis revealed that participants reported higher life satisfaction, emotion regulation skills, positive affect and recovery after the training. However, because of the small sample size, the mean differences did not reach statistical significance. Further studies on larger samples are needed to test the effectiveness of the training course.

Pilot study findings are encouraging and show that the developed training course has a potential for improving key competencies and abilities needed in daily life, concretely in emotion regulation, positive and negative affect, life satisfaction and recovery.

This paper presents a novel training course that uses a narrative approach and focuses on recovery and improvement of key competencies and abilities of individuals with mental health issues.

The emotion regulation research has drawn considerable attention from academicians and scholars in the contemporary world. As a result, the publications that are specifically dedicated to emotion regulation research are rapidly escalating. Therefore, this study aims to conduct a bibliometric analysis of research articles that have been published in the field of “emotion regulation.” The study primarily examines the growth and development of scholarly publications, seminal studies, influential authors, productive journals, research production and collaboration among countries, emerging research themes, research hotspots and thematic evolution of emotion regulation research.

The Web of Science Core Collection database was used to gather the study’s data, which was then analysed using VOSviewer and Bibliometrix, Biblioshiney open-source package of the R language environment.

The study’s results reveal that the research on emotion regulation has grown significantly over the last three decades. Notably, Emotion and Frontiers in Psychology are the most dominant and productive journals in the field of emotion regulation research. The most prominent author in the area of emotion regulation is identified as James Gross, followed by Gratz, Wang and Tull. The USA is at the forefront of research on emotion regulation and has collaborated with most of the developed countries like Germany, England and Canada. The keyword analysis revealed that the most potential research areas in the field of emotion regulation are functional magnetic resonance imaging, amygdala, post-traumatic stress disorder, borderline personality disorder, alexithymia, emotion dysregulation, depression, anxiety, functional connectivity, neuroimaging, mindfulness, self-regulation, resilience and coping. The thematic evolution reflects that the research on emotion regulation has recently focused on issues including Covid-19, non-suicidal self-injury, psychological distress, intimate partner violence and mental health.

The results of this study highlighted the current knowledge gaps in emotion regulation research and suggested areas for further investigation. The present study could be useful for researchers, academicians, planners, publishers and universities engaged in emotion regulation research.

The current paper aims to provide an overview of the Stepping Stones Group Therapy Programme. Stepping Stones is an innovative 42‐week programme that comprehensively addresses the emotion regulation needs of offenders with an intellectual disability.

The paper discusses the process of implementing a group treatment programme in a secure forensic intellectual disability service.

Since the inception of the programme, there has been a reduction in both the frequency of aggression and the need for physical and chemical de‐escalation. In addition, clients have demonstrated a greater understanding of their emotional responses and an improved ability to use functional means of managing distress and solving life problems.

This paper shows that, although implementing group therapy programmes for clients with intellectual disabilities and co‐morbid emotion regulation difficulties can be daunting, treatment with this group of clients can be successful and rewarding.