Affect Regulation Training

Berking, Matthias; Whitley, Brian

doi:10.1007/978-1-4939-1022-9

Cited by 162 publications

(179 citation statements)

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“…For example, Greenberg (2010) developed emotion-focused therapy that teaches participants how to become more aware of their emotions and how to properly regulate them. Similarly, Berking and Whitley (2013) developed affect regulation training (ART), a transdiagnostic program aiming to enhance emotion regulation skills. The ART program starts with psychoeducation regarding emotions and emotion regulation (including the negative effects of using suppression-based strategies).…”

Section: Discussionmentioning

confidence: 99%

Evidence of Contrasting Patterns for Suppression and Reappraisal Emotion Regulation Strategies in Alexithymia

Laloyaux

Fantini²,

Lemaire

et al. 2015

Journal of Nervous &Amp; Mental Disease

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Alexithymia generally refers to difficulties in identifying and describing emotions. In this paper, two studies explored whether the emotion deficits observed in alexithymia may be related to the use of emotion regulation strategies. Relations with various sociodemographic variables were also explored. In the first study, 255 students completed the Emotion Regulation Questionnaire (ERQ) and the Toronto Alexithymia Scale-20. For the second study, 1107 participants from the general population completed the ERQ and the Bermond-Vorst Alexithymia Questionnaire. Results demonstrated that alexithymia was related to the use of a suppression strategy and in particular to difficulties verbalizing emotions, suggesting that the capacity to communicate and name one's emotion is a central aspect in alexithymia. Concerning sociodemographic variables, alexithymia and the use of a suppression strategy were found to be related to age and to be higher in males. The results of these studies and their clinical implications for treatment are discussed.

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Section: Discussionmentioning

confidence: 99%

Evidence of Contrasting Patterns for Suppression and Reappraisal Emotion Regulation Strategies in Alexithymia

Laloyaux

Fantini²,

Lemaire

et al. 2015

Journal of Nervous &Amp; Mental Disease

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“…Berking et al [32] piloted iTEC in a small sample of police officers and they reported that the training significantly enhanced successful skill application, especially some skills with which officers reported difficulty applying compared to the control group. Intervention and training programs regarding adaptive ER strategies as well as mindful emotion regulation [34, 35] provide useful directions towards developing emotion regulation training programs also for medical students and healthcare professionals.…”

Section: Discussionmentioning

confidence: 99%

(How) do medical students regulate their emotions?

2016

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BackgroundMedical training can be a challenging and emotionally intense period for medical students. However the emotions experienced by medical students in the face of challenging situations and the emotion regulation strategies they use remains relatively unexplored. The aim of the present study was to explore the emotions elicited by memorable incidents reported by medical students and the associated emotion regulation strategies.MethodsPeer interviewing was used to collect medical students’ memorable incidents. Medical students at both preclinical and clinical stage of medical school were eligible to participate. In total 104 medical students provided memorable incidents. Only 54 narratives included references to emotions and emotion regulation and thus were further analyzed.ResultsThe narratives of 47 clinical and 7 preclinical students were further analyzed for their references to emotions and emotion regulation strategies. Forty seven out of 54 incidents described a negative incident associated with negative emotions. The most frequently mentioned emotion was shock and surprise followed by feelings of embarrassment, sadness, anger and tension or anxiety. The most frequent reaction was inaction often associated with emotion regulation strategies such as distraction, focusing on a task, suppression of emotions and reappraisal. When students witnessed mistreatment or disrespect exhibited towards patients, the regulation strategy used involved focusing and comforting the patient.ConclusionsThe present study sheds light on the strategies medical students use to deal with intense negative emotions. The vast majority reported inaction in the face of a challenging situation and the use of more subtle strategies to deal with the emotional impact of the incident.Electronic supplementary materialThe online version of this article (doi:10.1186/s12909-016-0832-9) contains supplementary material, which is available to authorized users.

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“…Jika seorang selalu berpikiran negatif maka ada beberapa dampak diantaranya: menurunnya status kesehatan, menurunnya fungsi adaptasi seseorang terhadap perubahan lingkungan, sikap pesimistik terhadap masa depan dan kecenderungan depresi serta penurunan kualitas hidup (Palos & Viscu, 2014). Selain itu pikiran negatif akan menstimulasi otak bagian prefrontal korteks untuk berusaha memfokuskan terhadap permasalah yang sedang dihadapi, sehingga seseorang akan lebih berfikiran negatif lagi terhadap permasalahan yang dialami (Bherking & Whitley, 2008). Oleh karena itu diperlukan suatu intervensi yang dapat memutuskan siklus pikiran negatif yang dialami individu yang sedang mengalami cemas.…”

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