Emotion regulation and understanding: implications for child psychopathology and therapy

Abstract

This paper considers the role of emotion regulation (i.e., extrinsic and intrinsic monitoring and adjusting of emotion) and emotion understanding (i.e., comprehension of the signs of, causes of, and ways to regulate emotion) in childhood adjustment. Developmental and clinical research focused on emotion regulation and emotion understanding are reviewed with an emphasis on studies including psychopathological samples. The implications of emotion research for the study of child psychopathology and child therapy are examined. D

Physiological reactivity to stress and parental support: comparison of clinical and non‐clinical adolescents

“…Therefore, we may conclude that attachment relationships continue to be important for adolescents and the regulation of stress. Less secure base interaction was observed in adolescents with psychopathology, suggesting a possible reason for defi cits in stress regulation in adolescents with mental health problems (Bradley, 2000;Southam-Gerow & Kendall, 2002). However, in this study, we did not fi nd evidence for the association between psychopathology and the regulation of physiological arousal.…”

“…Adolescents with psychopathology show difficulties in regulating stress (Bradley, 2000;Eisenberg et al, 2001;Keenan, 2000;Southam-Gerow & Kendall, 2002). Inadequate strategies for selfregulation, such as rumination, prolong arousal, resulting in an increased risk for developing emotional and behavioural problems (Mikulincer, Shaver, & Pereg, 2003).…”

Toward Dynamic Adaptation of Psychological Interventions for Child and Adolescent Development and Mental Health

“…Therefore, developing research and practical strategies on how to adapt intervention programs to developmental differences is one of the greatest challenges for future research. Although there is wide consensus at the conceptual level that we need developmental differentiation (e.g., Malti, 2016;Southam-Gerow & Kendall, 2002), the aforementioned and recent evaluations of practices show that there is a gap between developmental theory and the implementation of developmentally sensitive practice. In other words, much remains to be done to strengthen the link between developmental research, program theory, and intervention practice.…”

Effects of a Transactional Analysis Program on Adolescents’ Emotion Regulation

“…Emotion regulation is a process comprised of recognition, monitoring, evaluation and modification of emotional reactions (Phillips & Power, 2007). It is generally divided into functional (adaptive or healthy) and dysfunctional (maladaptive or unhealthy) strategies (Phillips & Power, 2007;John & Gross, 2004;Southam-Gerow & Kendall, 2002). Functional emotion regulation is the ability to identify specific emotions and select the relevant strategy to regulate them (Eastbrook, 2013).…”