Emotions and emotion regulation in developmental psychopathology

Abstract

The understanding of emotions possesses important implications for elucidating normal as well as abnormal development. The contributions that the emotions have made for enhancing our understanding of psychopathology have been evident throughout history. In this article, an overview of the historical links between the emotions and psychopathology is presented. Despite its rich history, much contemporary theory and research on emotions has been conducted primarily within a nonpathology perspective. In recent decades, investigators have become more interested in examining the role and development of the emotions in atypical populations. It has been argued that the modularity of the emotions system requires a developmental model of emotion regulation.The investigation of the emotions has im-tions relate to other domains of the human portant implications for understanding nor-mind such as biology, cognition, social cogmal and abnormal development (Hesse & nition, language, representation, and motiCicchetti, 1982; Izard & Harris, in press), vation, will we be able to specify the condiOne of the theoretical consequences of the tions necessary to effect particular changes examination of normal emotional develop-in the emotional domain. Additionally, the ment is that it highlights the need to con-study of abnormal populations can enhance struct a model that can distinguish between our understanding of some of the processes well-adjusted and abnormal emotional de-involved in normal emotional development, velopment. Moreover, the theoretical and As Bleuler (1924, p. 117) noted, affectivity practical import of the investigation of emotional development is also critical with . . , assumes a prominent role in psychopatholrespect to the formulation of an integrated ogy generally, even in slight deviations, not only theory of development. Thus, only if we on account of its own morbid manifestations, possess information about how the emo-but even more because in disturbances in any sphere, it is the affective mechanisms that first create the manifest symptoms.

A Qualitative Study of EFL Teachers' Emotion Regulation Behavior in the Classroom

“…Theorizing about emotion regulation dates from almost a century ago and is rooted in analytic studies on psychological defensive strategies and the 'stress and coping' practice which have paved the way for current research on emotion regulation in both kids and adults (Gross, 2002). Generally speaking, it is hypothesized that emotion regulation is a key determinant of good health and effective performance (Cicchetti, Ackerman, & Izard, 1995). The educational discourse community has now come to the understanding that emotions are, undoubtedly, integral to any educational system.…”

Measures of effortful regulation for young children

“…Because regulation can be willfully managed and is flexible, it generally is viewed as adaptive (although it is possible that some youth may overregulate intentionally). In contrast, aspects of inhibition (or the lack thereof-that is, involuntary approach behavior) that are less voluntary or so automatic that they are not usually under voluntary control are less flexible than regulation and would be expected to result in rigid, often inappropriate behavior (Cole, Michel et al, 1994, Cicchetti, Ackerman, & Izard, 1995Eisenberg & Morris, 2002).…”

A diathesis-stress model of engagement in risky behaviors in Chinese adolescents

“…While emotions stem from biological underpinnings, individuals exert influence on how, when, and the manner in which emotions are expressed (Connor-Smith et al, 2000). Cicchetti, Ackerman, and Izard (1995) posit that adaptive coping is central to well-being and successful functioning and is necessary for initiating, motivating, and organizing adaptive behaviors following negative events. Adaptive coping, including cognitive restructuring and problem solving, has been found to be associated with better emotional adjustment and physical health (Connor-Smith et al, 2000;Zeidner & Saklofske, 1996) and to serve as a protective factor against engagement in risky behaviors (Langrock et al, 2002) and the development of psychopathology (e.g., depression and anxiety) (Chaplin & Cole, 2005).…”