Emotionsregulation in der Allgemeinbevölkerung - Bevölkerungskennwerte des Emotion Regulation Questionnaire (ERQ)

Background Some studies suggest a mood-congruent attentional bias in bipolar patients. However, for euthymic patients, especially in dependence on the predominant polarity, there is little and inconsistent data. A clearer understanding of emotion-related attentional biases and their relationship to dysfunctional emotion regulation could help improving the diagnostics and treatment of bipolar disorder (BD). Twenty bipolar patients in a depressive state (BP-acute-D), 32 euthymic patients with manic (BP-euth-M) or depressive (BP-euth-D) predominant polarity, and 20 healthy control participants (HC) performed a dot-probe task (DPT) with happy and sad faces presented for 250 ms or 1250 ms in two different runs. Emotion regulation strategies were assessed with two questionnaires. Results In the short presentation condition of the DPT, BP-euth-M showed less attention for happy faces than HC (p = .03, r = − 0.48). BP-acute-D scored lower in cognitive reappraisal and putting into perspective and higher in suppression, catastrophizing, and rumination than HC. BP-euth-M scored higher in rumination and BP-euth-D lower in putting into perspective and higher in catastrophizing than HC. In BP-euth-D and HC, bias scores for sad faces in the longer presentation condition and reappraisal scores correlated positively. Conclusions Results of the DPT suggest an avoidance of happy faces for BP-euth-M which we interpret as a protection mechanism for triggers of mania. That individuals who apply more reappraisal show more selective attention to sad faces could on the one hand reflect a mental effort in reevaluating the sad emotional input and on the other hand a greater tolerance for it.

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Euthymic patients with predominantly manic polarity avoid happy faces in a dot probe task

Wenzel

Althen

Veeh

et al. 2022

Int J Bipolar Disord

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How Do We Know If Teachers Are Well? The Wellbeing Holistic Assessment for Teachers Tool

Soares

Cunha

Frisoli

2021

Journal on Education in Emergencies

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This article reports on the development, adaptation, and validation of the Wellbeing Holistic Assessment for Teachers (WHAT) tool with a sample of 1,659 Salvadoran teachers. El Salvador is a conflict-affected country marked by high levels of gang-related violence, which interacts with education and directly affects the wellbeing of teachers. Having a contextually grounded and validated tool is imperative to further our understanding of educator wellbeing in El Salvador and other conflict-affected settings, as it enables us to generate evidence that informs policies and interventions. In this article, we describe how we reviewed and selected the measures that comprise the WHAT tool, followed by an initial conceptualization of teacher wellbeing and a description of the experiences and challenges teachers in El Salvador are facing. We describe our process for translating and adapting the selected measures to the Salvadoran context, which included conducting cognitive interviews. The results from our exploratory factor analysis provide construct validity evidence for the internal structure of the individual measures used. The exploratory factor analysis that included all the items for all the measures confirmed that each scale is indeed measuring a different construct. The results from a confirmatory factor analysis confirmed a good model fit. The process of adapting the tool and the results of our psychometric analysis provide evidence of the tool's validity, based on the content of the items in the tool, the internal structure, and its relationship to other variables.

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Emotionsregulation in der Allgemeinbevölkerung - Bevölkerungskennwerte des Emotion Regulation Questionnaire (ERQ)

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Euthymic patients with predominantly manic polarity avoid happy faces in a dot probe task

Euthymic patients with predominantly manic polarity avoid happy faces in a dot probe task

How Do We Know If Teachers Are Well? The Wellbeing Holistic Assessment for Teachers Tool

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