Cognitive reappraisal of peer rejection in depressed versus non-depressed adolescents: Functional connectivity differences

Platt, Belinda; Campbell, Catherine; James, Anthony; Murphy, Susannah E.; Cooper, Myra; Lau, Jennifer Y. F.

doi:10.1016/j.jpsychires.2014.11.016

Cited by 31 publications

(24 citation statements)

References 42 publications

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“…Thus, prefronto-lateral temporal network dysfunction may underlie maladaptive cognitive appraisal of negative social interactions in depression. This interpretation corroborates with reports of lateral prefrontal, lateral temporal and limbic network dysfunction in adolescent depression during reappraisal of negative social evaluative feedback (Platt et al ., 2015). Thus, the current findings may reflect depressed adolescents’ failure to engage in adaptive regulation and reappraisal of socially threatening cues.…”

Section: Discussionmentioning

confidence: 99%

“…To date, only two studies (Silk et al ., 2014; Platt et al ., 2015) have investigated neural responsivity to social rejection in depressed adolescents. Both studies used the Chatroom Interact Task, where participants received social evaluative feedback from peers.…”

Section: Introductionmentioning

confidence: 99%

“…Limbic hyperreactivity also suggests that depressed youth allocate greater attentional resources toward monitoring socially threatening cues. During reappraisal of negative peer evaluative feedback, depressed adolescents (ages 11–15 years) showed enhanced functional coupling between the frontal pole and a lateral prefrontal, subcortical, limbic, inferior parietal and lateral temporal network, possibly representing enhanced integration of emotional reactivity and cognitive control (Platt et al ., 2015). Thus, limbic network dysfunction may underlie maladaptive emotional responsivity to social rejection in adolescent depression.…”

Section: Introductionmentioning

confidence: 99%

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Feeling left out: depressed adolescents may atypically recruit emotional salience and regulation networks during social exclusion

Jankowski

Batres

Scott

et al. 2018

Social Cognitive and Affective Neuroscience

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Depression is associated with negative attention and attribution biases and maladaptive emotion responsivity and regulation, which adversely impact self-evaluations and interpersonal relationships. Using functional magnetic resonance imaging, we investigated the neural substrates of these impairments. We compared neural activity recruited by 126 clinically depressed and healthy adolescents (ages 11–17 years) during social exclusion (Exclusion > Inclusion) using Cyberball. Results revealed significant interaction effects within left anterior insula (AI)/inferior frontal gyrus and left middle temporal gyrus. Insula hyperresponsivity was associated with peer exclusion for depressed adolescents but peer inclusion for healthy adolescents. In additional, healthy adolescents recruited greater lateral temporal activity during peer exclusion. Complementary effect size analyses within independent parcellations offered converging evidence, as well as highlighted medium-to-large effects within subgenual/ventral anterior cingulate cortex and lateral prefrontal, lateral temporal and lateral parietal regions implicated in emotion regulation. Depressogenic neural patterns were associated with negative self-perceptions and negative information processing biases. These findings suggest a neural mechanism underlying cognitive biases in depression, as reflected by emotional hyperresponsivity and maladaptive regulation/reappraisal of negative social evaluative information. This study lends further support for salience and central executive network dysfunction underlying social threat processing, and in particular, highlights the anterior insula as a key region of disturbance in adolescent depression.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Feeling left out: depressed adolescents may atypically recruit emotional salience and regulation networks during social exclusion

Jankowski

Batres

Scott

et al. 2018

Social Cognitive and Affective Neuroscience

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“…However to date there have been no studies directly comparing depressed adolescents and adults on emotion regulation abilities in the same sample. Platt et al (2015) speculate that this increased connectivity during instructed reappraisal may reflect an ability for depressed adolescents to address their preexisting emotion regulation deficits using cognitive strategies, and suggest that reappraisal training may therefore represent a particularly fruitful avenue for treating adolescent depression. This is an intriguing possibility, but will require additional studies with larger samples to confirm.…”

Section: Page 26 Of 49mentioning

confidence: 99%

“…It has further been argued that rejection may play a special role in the aetiology of adolescent depression, with reciprocal relationships developing over the course of adolescence between social rejection and depressive symptoms (Platt et al, 2013). Platt et al (2015) instructed 15 depressed and 15 nondepressed adolescents aged 15-17 to either 'attend' or to 'reappraise' instances of social rejection.…”

Section: Page 26 Of 49mentioning

confidence: 99%

Neurocognitive bases of emotion regulation development in adolescence

Ahmed

Bittencourt-Hewitt

Sebastian

2015

Developmental Cognitive Neuroscience

445

301

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Emotion regulation is the ability to recruit processes to influence emotion generation. In recent years there has been mounting interest in how emotions are regulated at behavioural and neural levels, as well as in the relevance of emotional dysregulation to psychopathology. During adolescence, brain regions involved in affect generation and regulation, including the limbic system and prefrontal cortex, undergo protracted structural and functional development. Adolescence is also a time of increasing vulnerability to internalising and externalising psychopathologies associated with poor emotion regulation, including depression, anxiety and antisocial behaviour. It is therefore of particular interest to understand how emotion regulation develops over this time, and how this relates to ongoing brain development. However, to date relatively little research has addressed these questions directly. This review will discuss existing research in these areas in both typical adolescence and in adolescent psychopathology, and will highlight opportunities for future research. In particular, it is important to consider the social context in which adolescent emotion regulation develops. It is possible that while adolescence may be a time of vulnerability to emotional dysregulation, scaffolding the development of emotion regulation during this time may be a fruitful preventative target for psychopathology.

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