Sentences with phrase «dysfunctional emotion regulation»

Some support for this hypothesis was found in studies of children's emotional and behavioural responses during specific stressful events: early maternal depression was found to predict children's distress in the context of losing a game [13], and children's dysfunctional emotion regulation in response to witnessing simulated anger between their mother and an adult stranger [14].

For girls, internal - dysfunctional emotion regulation was a mediator in the relation of attachment to parents and depression and partly mediated the association of attachment to peers.

For boys, internal - and external - dysfunctional emotion regulation acted as partly mediators in association of attachment to parents and depression.

Models with dysfunctional emotion regulation as a mediation variable were tested via hierarchical multiple regression analyses and bootstrapping procedure.

Results revealed significant relations between attachment to parents and peers, dysfunctional emotion regulation and depression.

Not exact matches

Results highlighted a) through exploratory and confirmatory factor analyses, a meaningful six - factor model (emotion expression, task utility self - persuasion, help - seeking, negative self - talk, brief attentional relaxation, and dysfunctional avoidance); b) satisfactory internal reliabilities; c) test - retest reliability scores indicative of a satisfactory stability of the measures over time; d) preliminary evidence of convergent and discriminant validity with CERS - M being very weakly linked to verbal skill and moderately to emotion regulation strategies measured through the Flemish version of the COPE - questionnaire; e) preliminary evidence of criterion validity, with CERS - M scores predicting math anxiety, and to a lesser extent, students» performance; f) preliminary evidence of incremental validity, with the CERS - M predicting math anxiety and performance over and above emotion regulation measured by the COPE - questionnaire.

With regard to the CERS - M reliability, if the test - retest reliability suggests that emotion regulation strategies are relatively stable constructs the internal consistency of the CERS - M subscales indicates that the instrument would benefit from improving the reliability of one of its subscales, namely, dysfunctional avoidance.

AAI, Adult Attachment Interview; AFFEX, System for Identifying Affect Expression by Holistic Judgement; AIM, Affect Intensity Measure; AMBIANCE, Atypical Maternal Behaviour Instrument for Assessment and Classification; ASCT, Attachment Story Completion Task; BAI, Beck Anxiety Inventory; BDI, Beck Depression Inventory; BEST, Borderline Evaluation of Severity over Time; BPD, borderline personality disorder; BPVS - II, British Picture Vocabulary Scale II; CASQ, Children's Attributional Style Questionnaire; CBCL, Child Behaviour Checklist; CDAS - R, Children's Dysfunctional Attitudes Scale - Revised; CDEQ, Children's Depressive Experiences Questionnaire; CDIB, Child Diagnostic Interview for Borderlines; CGAS, Child Global Assessment Schedule; CRSQ, Children's Response Style Questionnaire; CTQ, Childhood Trauma Questionnaire; CTQ, Childhood Trauma Questionnaire; DASS, Depression, Anxiety, Stress Scales; DERS, Difficulties in Emotion Regulation Scale; DIB - R, Revised Diagnostic Interview for Borderlines; DSM, Diagnostic and Statistical Manual of Mental Disorders; EA, Emotional Availability Scales; ECRS, Experiences in Close Relationships Scale; EMBU, Swedish acronym for Own Memories Concerning Upbringing; EPDS, Edinburgh Postnatal Depression Scale; FES, Family Environment Scale; FSS, Family Satisfaction Scale; FTRI, Family Trauma and Resilience Interview; IBQ - R, Infant Behaviour Questionnaire, Revised; IPPA, Inventory of Parent and Peer Attachment; K - SADS, Kiddie Schedule for Affective Disorders and Schizophrenia for School - Age Children; KSADS - E, Kiddie Schedule for Affective Disorders and Schizophrenia - Episodic Version; MMD, major depressive disorder; PACOTIS, Parental Cognitions and Conduct Toward the Infant Scale; PPQ, Perceived Parenting Quality Questionnaire; PD, personality disorder; PPVT - III, Peabody Picture Vocabulary Test, Third Edition; PSI - SF, Parenting Stress Index Short Form; RSSC, Reassurance - Seeking Scale for Children; SCID - II, Structured Clinical Interview for DSM - IV; SCL -90-R, Symptom Checklist 90 Revised; SCQ, Social Communication Questionnaire; SEQ, Children's Self - Esteem Questionnaire; SIDP - IV, Structured Interview for DSM - IV Personality; SPPA, Self - Perception Profile for Adolescents; SSAGA, Semi-Structured Assessment for the Genetics of Alcoholism; TCI, Temperament and Character Inventory; YCS, Youth Chronic Stress Interview; YSR, Youth Self - Report.

Can Changing Parental Knowledge, Dysfunctional Expectations and Attributions, and Emotion Regulation Improve Outcomes for Children?

Dysfunctional Thoughts, on the other hand, correlated positively with Adaptive Emotion Regulation.

That is, the results indicated that the Maladaptive Emotion Regulation factor should be subdivided into three lower - level factors (i.e., Avoidance, Dysfunctional Thoughts, and Aggression) on the basis of their relation with the Adaptive Emotion Regulation factor.

In this line of reasoning, Dysfunctional Thoughts and Adaptive Emotion Regulation may be related positively because the former is a common response to the failure of the latter.

The neurobiological processes underlying emotion regulation deficits can manifest across development in the form of internalizing, externalizing, and / or SUDs, depending on the manner in which the response and regulation system becomes dysfunctional [54].

More specifically, the model was estimated under the restriction that the covariance between the higher - order factors Adaptive Emotion Regulation and Maladaptive Emotion Regulation should be equal to the mean of the covariances between the higher - order factor Adaptive Emotion Regulation and the lower - order factors Avoidance, Dysfunctional Thoughts, and Aggression.

Current research shows that deficits in emotion regulation (i.e., the frequent use of dysfunctional regulation strategies and a lack of use of functional strategies) are associated with psychosocial impairment.

Results highlighted a) through exploratory and confirmatory factor analyses, a meaningful six - factor model (emotion expression, task utility self - persuasion, help - seeking, negative self - talk, brief attentional relaxation, and dysfunctional avoidance); b) satisfactory internal reliabilities; c) test - retest reliability scores indicative of a satisfactory stability of the measures over time; d) preliminary evidence of convergent and discriminant validity with CERS - M being very weakly linked to verbal skill and moderately to emotion regulation strategies measured through the Flemish version of the COPE - questionnaire; e) preliminary evidence of criterion validity, with CERS - M scores predicting math anxiety, and to a lesser extent, students» performance; f) preliminary evidence of incremental validity, with the CERS - M predicting math anxiety and performance over and above emotion regulation measured by the COPE - questionnaire.

Such findings are not surprising as these two emotion regulation strategies are known to redirect, partially or totally, the individual's cognitive resources, initially available for the task, to his / her emotions and thoughts (negative self - talk) or on another task (dysfunctional avoidance).