Cognitive emotion regulation fails the stress test

Raio, Candace M.; Orederu, Temidayo; Palazzolo, Laura; Shurick, Ashley A.; Phelps, Elizabeth A.

doi:10.1073/pnas.1305706110

Cited by 239 publications

(218 citation statements)

References 65 publications

(101 reference statements)

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“…However, a limitation of many cognitive emotion regulation strategies is that they depend on attentional, linguistic, and working memory systems supported by lateral prefrontal regions. Lateral prefrontal regions are not fully developed until late adolescence (37) and can be disrupted under severe stress (38). Thus, the finding that perspective-based regulation of the amygdala relies on anterior medial rather than lateral prefrontal regions may suggest a new pathway for effective emotion regulation.…”

Section: Discussionmentioning

confidence: 99%

Self-regulation via neural simulation

Gilead

Boccagno

Silverman

et al. 2016

Proc. Natl. Acad. Sci. U.S.A.

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Can taking the perspective of other people modify our own affective responses to stimuli? To address this question, we examined the neurobiological mechanisms supporting the ability to take another person's perspective and thereby emotionally experience the world as they would. We measured participants' neural activity as they attempted to predict the emotional responses of two individuals that differed in terms of their proneness to experience negative affect. Results showed that behavioral and neural signatures of negative affect (amygdala activity and a distributed multivoxel pattern reflecting affective negativity) simulated the presumed affective state of the target person. Furthermore, the anterior medial prefrontal cortex (mPFC)-a region implicated in mental state inference-exhibited a perspective-dependent pattern of connectivity with the amygdala, and the multivoxel pattern of activity within the mPFC differentiated between the two targets. We discuss the implications of these findings for research on perspective-taking and self-regulation.T he ability to respond adaptively in the face of emotionally challenging situations is essential to mental and physical health. So much so, in fact, that emotion dysregulation is a core feature of virtually every form of psychopathology. Given this, it isn't surprising that the last decade has seen enormous growth in behavioral and brain research asking how we can effectively regulate our emotions. Although this work has made many important advances (1, 2), it has focused almost entirely on cognitive regulatory strategies that involve controlling attention to and/or rethinking the meaning of stimuli and events. As such, this work has completely overlooked the way in which social cognitive processes can be used to regulate our emotions.The use of social cognition to regulate emotion was suggested by classic works in social psychology (3), which noted that by simulating others' perspective on the world we could shape our own experience and behavior. It is exemplified by "(Stanislavski) method actors" who understand a role by attempting to generate within themselves the presumed thoughts and feelings of a character, thereby allowing themselves to go beyond the written words in the script and respond as their character would (4). It is also present in everyday life when we seek guidance with respect to emotional dilemmas by asking ourselves how a friend, family member, mentor or religious figure (e.g., "What would Jesus do?") would respond in that situation.In the current research we asked whether and how taking the perspective of other people can modify our own affective responses to stimuli. For example, by thinking of how someone more brave than ourselves would respond to a situation, we might downregulate negative emotions, decrease aggression, and calm frazzled nerves. Alternatively, by thinking of how someone more sensitive and anxious would respond to the situation, we might enhance vigilance and increase reactivity to threatening situations.To address these possi...

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Section: Discussionmentioning

confidence: 99%

Self-regulation via neural simulation

Gilead

Boccagno

Silverman

et al. 2016

Proc. Natl. Acad. Sci. U.S.A.

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“…They repeatedly noted an increased ability to "be with" clients in an immediate and present manner. Although cognitive models of change can be helpful in working with clients' overwhelming emotions, creating change solely through such higher cortical regions is limiting because clients often lose their abilities to apply such learning in daily life when stress levels get elevated (Raio, Orederu, Palazzolo, Shurick, & Phelps, 2013).…”

Section: Person Of the Instructormentioning

confidence: 99%

“…Creating change solely through higher cortical regions is limiting because clients can lose their abilities to apply such learning in daily life when stress levels start to impede executive functioning (Raio, Orederu, Palazzolo, Shurick, & Phelps, 2013). Attending to subcortical experiences in counseling is likely to help clients identify and regulate those subcortical experiences outside of counseling, opening the possibility for deep and sustained change.…”

Section: Therapeutic Practicementioning

confidence: 99%

Experiences Learning Interpersonal Neurobiology: An Interpretative Phenomenological Analysis

Miller

Minton

2016

Journal of Mental Health Counseling

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Neuroscience is increasingly part of the national dialogue regarding mental health. The field of interpersonal neurobiology may offer a framework for helping mental health professionals identify and apply the most relevant neuroscience principles to counseling. This study explored mental health professionals' experiences learning IPNB. I conducted semistructured interviews with participants (n = 6), all of whom were licensed mental health professionals and had completed a year-long study in the application of IPNB through Nurturing the Heart with the Brain in Mind. I analyzed the data, along with a research partner, according to interpretative phenomenological analysis (IPA) protocol. Four super-ordinate themes emerged from the analysis: (1) learning process as dynamic and engaging, (2) deepening knowledge and understanding of self and others, (3) personal and professional growth, and (4) impact on therapeutic practice. A number of sub-ordinate themes also emerged through the analysis , including experiential learning; learning through group process; influence of the past on the present; increased understanding of the change process; increased compassion, empathy, and acceptance for self and for others; increased confidence; using IPNB to educate clients; using IPNB to conceptualize clients; and using IPNB to select interventions. Finally, I identified three higher-order constructs that appeared embedded within and across themes: learning as ongoing, person of the participant, and person of the instructor.The findings in this study suggest that participants' learning of IPNB had a significant impact on their personal and professional development, specifically in areas related to characteristics of effective counselors. The findings also suggest that these meaningful changes

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“…For example, interventions utilizing reappraisal result in decreased activation of the amygdala, the site of negative emotional valuation, as well as increased activation in prefrontal cortex, the site of executive control processes (Hartley and Phelps 2010). While these studies provide evidence supporting the efficacy of cognitive approaches, there is also empirical evidence that during times of stress or dysregulation, individuals are less likely to benefit from cognitive approaches to regulation (Raio et al 2013; Van der Kolk and Fisler 1994).…”

mentioning

confidence: 99%