A crucial role for basic emotion awareness in the development of emotion regulation?

Zuddas, Alessandro

doi:10.1007/s00787-012-0283-8

Cited by 13 publications

(7 citation statements)

References 13 publications

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“…Whereas infants use simple self-soothing behavior, including thumb sucking or simple disengagement tactics such as gaze aversion, toddlers and preschoolers can use more sophisticated strategies, such as exploratory play, symbolization, or focused attention, to regulate negative emotions [11]. With the development of increasingly sophisticated regulatory skills, children learn to regulate their emotions and actions more effectively in everyday contexts [62]. Our findings indicate that children with ASD use strategies typical of younger ages and are less inclined to engage in age-appropriate tactics and these findings are consistent with studies of ER behavior in preschoolers with ASD in child-alone situations [17].…”

Section: Discussionmentioning

confidence: 99%

Neuroendocrine and behavioral response to social rupture and repair in preschoolers with autism spectrum disorders interacting with mother and father

et al. 2015

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Background: Preschoolers with autism spectrum disorder (ASD) exhibit difficulties in handling social stress and utilizing efficient emotion regulation (ER) strategies to manage high arousal. While researchers called to assess ER in ASD, few studies utilized direct observations. We tested children's behavioral and cortisol response to maternal and paternal unavailability and hypothesized that children with ASD will employ less complex ER strategies and their parents would show increased regulation facilitation effort to accommodate their child's difficulties. Methods: Forty preschoolers with ASD were matched with 40 typically developing (TD) preschoolers. Children were seen twice for identical battery with mother or father in the face-to-face-still-face paradigm, a three-episode paradigm where parent-child play (free play (FP)) is interrupted by elimination of communication (still face (SF)) followed by resuming play (reunion (RE)). Micro-coding of parent and child's social behavior and ER strategies was conducted. Parent and child's cortisol was assessed at baseline, following stress, and at recovery. Results: Children with ASD exhibited the typical SF effect, indexed by an increase in negative affect and decrease in positive communications, but employed more simple regulatory behavior (self-soothing, proximity-seeking) and less complex strategies involving attention redirection and substitutive play. Their parents used more regulationfacilitation behavior, both simple and complex. All children showed initial cortisol response to novelty, which declined over time. However, maternal presence suppressed initial cortisol response in children with ASD.

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Section: Discussionmentioning

confidence: 99%

Neuroendocrine and behavioral response to social rupture and repair in preschoolers with autism spectrum disorders interacting with mother and father

et al. 2015

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“…In the existing literature, Stellern et al (2014) found that soon after being adopted, PI children demonstrated more freezing behavior to a novel fear-eliciting task, thought to result from children having fewer skills and resources to deal with increased emotional arousal in a fear context (Zuddas, 2012). Tottenham et al (2010) examined emotion regulation in a small sample of 8-to 10-year-old PI youth by having them perform an emotional go-nogo task and examining their capacity to respond appropriately in the face of emotional stimuli, one way of assessing emotion regulation.…”

Section: Emotion Regulation and Early Adversitymentioning

confidence: 99%

Emotion regulation and cortisol reactivity during a social evaluative stressor: A study of post‐institutionalized youth

Perry

Donzella

Parenteau

et al. 2019

Developmental Psychobiology

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In the current study, we compared emotion regulation abilities between post-institutionalized (PI; N = 124) and never-institutionalized non-adopted (NA; N = 172) children and adolescents (7-15 years). We assessed cortisol reactivity and coded emotion regulation during the speech portion of Trier Social Stress Test (TSST-M). Parents reported on their children's social, academic, and behavioral adjustment. Results suggest that emotion regulation abilities increased with age, but this increase was greater for NA than PI youth. With regard to cortisol, piecewise growth modeling revealed that at higher levels of emotion regulation PI youth had greater baseline values (after a period of time allowing for acclimation to the laboratory) and had steeper recovery slopes than NA youth. There was also a main effect of emotion regulation on the reactivity slope suggesting that for both groups, as emotion regulation increased, the cortisol reactivity slope decreased. Finally, greater emotion regulation predicted fewer internalizing behavior problems for PI youth but not for NA youth. K E Y W O R D Sadjustment, childhood, cortisol, emotion regulation, post-institutionalized

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“…The development of emotional self-awareness is critical to one’s ability to adaptively cope with the demands of stressors (Salovey et al, 1995; Zuddas, 2012), whereas an inability to identify one’s emotions is associated with worse coping and more distress (Kerr et al, 2004). Fortunately, research has found that being able to re-appraise one’s situation as less threatening promotes a more challenge physiological response (Jamieson et al, 2012).…”

Section: Discussionmentioning

confidence: 99%

The biopsychosocial model of stress in adolescence: self-awareness of performance versus stress reactivity

Rith-Najarian¹,

McLaughlin²,

Sheridan³

et al. 2014

Stress

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Extensive research among adults supports the biopsychosocial (BPS) model of challenge and threat, which describes relationships among stress appraisals, physiological stress reactivity, and performance; however, no previous studies have examined these relationships in adolescents. Perceptions of stressors as well as physiological reactivity to stress increase during adolescence, highlighting the importance of understanding the relationships among stress appraisals, physiological reactivity, and performance during this developmental period. In this study, 79 adolescent participants reported on stress appraisals before and after a Trier Social Stress Test in which they performed a speech task. Physiological stress reactivity was defined by changes in cardiac output and total peripheral resistance from a baseline rest period to the speech task, and performance on the speech was coded using an objective rating system. We observed in adolescents only two relationships found in past adult research on the BPS model variables: (1) pre-task stress appraisal predicted post-task stress appraisal and (2) performance predicted post-task stress appraisal. Physiological reactivity during the speech was unrelated to pre- and post-task stress appraisals and to performance. We conclude that the lack of association between post-task stress appraisal and physiological stress reactivity suggests that adolescents might have low self-awareness of physiological emotional arousal. Our findings further suggest that adolescent stress appraisals are based largely on their performance during stressful situations. Developmental implications of this potential lack of awareness of one’s physiological and emotional state during adolescence are discussed.

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A crucial role for basic emotion awareness in the development of emotion regulation?

Cited by 13 publications

References 13 publications

Neuroendocrine and behavioral response to social rupture and repair in preschoolers with autism spectrum disorders interacting with mother and father

Neuroendocrine and behavioral response to social rupture and repair in preschoolers with autism spectrum disorders interacting with mother and father

Emotion regulation and cortisol reactivity during a social evaluative stressor: A study of post‐institutionalized youth

The biopsychosocial model of stress in adolescence: self-awareness of performance versus stress reactivity

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