Physiological and behavioral effects of interpersonal validation: A multilevel approach to examining a core intervention strategy among self‐injuring adolescents and their mothers

Kaufman, Erin A.; Puzia, Megan E.; Godfrey, Donald A.; Crowell, Sheila E.

doi:10.1002/jclp.22902

Cited by 17 publications

(34 citation statements)

References 66 publications

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“…Since up to 90% of children with ED meet criteria for a categorized disorder (441), a number of treatments are available for treating the primary disorder. Most therapies also help in improving ED (91,100,164,210,258,430,432,(445)(446)(447)(448)(450)(451)(452)(453)(454)(455)(456)(457). Only the Light Therapeutic Procedure (447), and the Emotion Regulation Training (ERT) for adolescents with BPD (455) showed no improvement (for details, see Tables 1, 2).…”

Section: Preventionmentioning

confidence: 99%

Emotional Dysregulation in Children and Adolescents With Psychiatric Disorders. A Narrative Review

et al. 2021

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Background: Emotional dysregulation (ED) is a transdiagnostic construct defined as the inability to regulate the intensity and quality of emotions (such as, fear, anger, sadness), in order to generate an appropriate emotional response, to handle excitability, mood instability, and emotional overreactivity, and to come down to an emotional baseline. Because ED has not been defined as a clinical entity, and because ED plays a major role in child and adolescent psychopathology, we decided to summarize current knowledge on this topic based on a narrative review of the current literature.Methods: This narrative review is based on a literature search of peer-reviewed journals. We searched the databases ERIC, PsycARTICLES, PsycINFO and PSYNDEX on June 2, 2020 for peer reviewed articles published between 2000 and 2020 in English language for the preschool, school, and adolescent age (2–17 years) using the following search terms: “emotional dysregulation” OR “affect dysregulation,” retrieving 943 articles.Results: The results of the literature search are presented in the following sections: the relationship between ED and psychiatric disorders (ADHD, Mood Disorders, Psychological Trauma, Posttraumatic Stress Disorder, Non-suicidal Self-Injury, Eating Disorders, Oppositional Defiant Disorder, Conduct Disorder, Disruptive Disruptive Mood Dysregulation Disorder, Personality Disorders, Substance Use Disorder, Developmental Disorders, Autism Spectrum Disorder, Psychosis and Schizophrenia, and Gaming Disorder), prevention, and treatment of ED.Conclusion: Basic conditions of ED are genetic disposition, the experience of trauma, especially sexual or physical abuse, emotional neglect in childhood or adolescence, and personal stress. ED is a complex construct and a comprehensive concept, aggravating a number of various mental disorders. Differential treatment is mandatory for individual and social functioning.

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Section: Preventionmentioning

confidence: 99%

Emotional Dysregulation in Children and Adolescents With Psychiatric Disorders. A Narrative Review

et al. 2021

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“…To date, limited research has assessed how people who self-injure subjectively and physiologically respond to emotional challenge in real-time. The findings of these studies are mixed; some have found a difference in subjective and/or physiological responding to emotional challenge by self-injury status (e.g., Crowell et al, 2005Crowell et al, , 2008Kaufman et al, 2019;Nock & Mendes, 2008), whereas others have not (e.g., Allen et al, 2019;Davis et al, 2014;Glenn et al, 2011;Kaess et al, 2012;Tatnell et al, 2018). These mixed results across and within subjective and physiological response channels may reflect differences in mood induction methods or how NSSI was operationalised (e.g., 'lifetime NSSI history' compared to 'past-year history'; Nock & Mendes, 2008;Tatnell et al, 2018).…”

Section: The Problemmentioning

confidence: 99%

“…Unfortunately, not all studies which experimentally induced emotion among people with and without a history of self-injury are able to inform our understanding of emotional responding in self-injury. First, several studies failed to include a baseline measure of emotion, either in general (Kim et al, 2015), or for a specific emotional channel (e.g., behavioural responding; Kaufman et al, 2019;Nock & Mendes, 2008). Without a baseline comparison, it is unclear whether any difference by self-injury status is due to a difference in reactivity to emotion or a greater basal level response in general.…”

Section: Responding To Emotional Challenge Manipulationsmentioning

confidence: 99%

“…Without a baseline comparison, it is unclear whether any difference by self-injury status is due to a difference in reactivity to emotion or a greater basal level response in general. Group-level differences have been observed in subjective and physiological channels of emotion (e.g., Crowell et al, 2005;Kaufman et al, 2019;Plener et al, 2017). For instance, Kaufman and colleagues (2019) found that people with a history of self-injury reported higher negative affect and lower positive affect on arrival to the laboratory compared to controls.…”

Section: Responding To Emotional Challenge Manipulationsmentioning

confidence: 99%

“…Three studies have considered how people who engage in NSSI behaviourally respond to emotional challenges in real-time (although see Crowell et al, 2008;Kaufman et al, 2019;Nock & Mendes, 2008, who did not include a behaviour baseline). Ziebell and colleagues (2020) recruited young adults who had engaged in NSSI five or more times in their lifetime, and those who had never engaged in NSSI, to take part in a passive viewing task in which face stimuli dynamically morphed from neutral to emotional expressions.…”

Section: Single Channel Assessments Of Real-time Emotional Reactivitymentioning

confidence: 99%

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Emotion in non-suicidal self-injury: A contradiction between global self-reports and real-time responses

Robinson¹

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People who engage in non-suicidal self-injury (NSSI) report doing so largely to manage overwhelming emotions. Prominent theories of NSSI argue that an amplified emotional response system creates the context in which a person chooses to regulate their emotions by engaging in NSSI. In line with these theories, people who engage in NSSI consistently report greater global emotion reactivity and emotion dysregulation than do controls. These global self-reports of emotional functioning also predict the onset and cessation of NSSI, demonstrating their considerable utility in understanding the behaviour. However, global self-reports provide an overall evaluation of one’s average affective experience and so are ill-suited to isolating precise alterations in emotional responding. I first establish how best to assess NSSI (Study 1a and 1b). I then leverage experimental affective science and individual differences methodologies to test whether NSSI is characterised by a more reactive and intense emotional response to challenge, and/or whether factors that help to create, modify, and later recall the emotional response are altered in those who engage in NSSI compared with controls. Study 2 compared how young adults with a past-year history of NSSI and controls subjectively and physiologically reacted to, and recovered from, acute stress. Study 3 compared how young adults with a past-year history of NSSI and controls subjectively reacted to both explicit and more ambiguous social exclusion. Consistent with a wealth of research, across both Studies 2 and 3 people with a past-year history of NSSI reported considerably greater global emotion reactivity and emotion dysregulation than did controls. However, counter to predictions, both the NSSI and Control groups showed similar patterns of real-time emotional responding to both acute stress (Study 2) and social exclusion (Study 3), providing no evidence that NSSI is characterised by an amplified response to emotional challenge. In addition, we found no evidence that emotional recovery, emotion regulation strategy use, memory of emotional experience, or appraisal—all factors that shape the emotional response—operate differently in those who engage in NSSI. Focusing on how people make global self-reports, exploratory reanalysis of Study 2 and 3 suggests that people with no history of NSSI draw from their real-time experiences of acute (but not mild) emotional challenge when making judgements about their global emotion dysregulation. In contrast, people who engage in NSSI appear to rely on different channels of information when reporting their global emotion dysregulation. Overall, this thesis demonstrates that, despite reporting considerably poorer global emotional functioning, people who engage in NSSI show largely typical responses to real-time emotional challenges. Given that global self-reports of emotional functioning appear to be critical for understanding NSSI onset and cessation, the discrepancy between global self-reports and measures of real-time responding highlights the complexity of the relationship between emotion and NSSI. To advance our understanding of emotional responding in NSSI, research should: a) establish the conditions (if any) under which people who engage in NSSI show amplified emotional responding, and b) isolate the psychological processes that underlie the experience of poorer global emotional functioning reported by people who engage in NSSI.

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Translating core intervention strategies into action: Interpersonal validation among self‐injuring adolescents and their mothers

2022

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Introduction: Most evidence-supported treatments for psychiatric problems teach clients skills to incorporate into their daily lives. Yet little research rigorously examines the extent to which individuals absorb these strategies and can competently apply them outside of the therapeutic relationship.Objectives: The current study examined the degree to which self-injuring adolescents and their mothers (n = 30 dyads) and typical control mother-daughter dyads (n = 30) were able to utilize a multicomponent interpersonal validation-oriented skill from dialectical behavior therapy, after a single teaching. We also aimed to assess whether variance in Gentle, Interested, Validate, and Easy (GIVE) skill practice was associated with a physiological index of emotion regulation (respiratory sinus arrhythmia [RSA]).Method: An observational coding system was developed to measure skill-related behavior across four key domains (be [ing] gentle, act[ing] interested, validation, and us[ing] an easy manner; GIVE) and applied during two family conflict discussions (pre-and postskills training). Mother and adolescent RSA data were collected at rest and across discussion tasks. Results: Behavioral indicators of skill use improved pre-topost skills training across the entire sample, except in one GIVE domain (easy manner). Self-injuring youth and their mothers demonstrated greater improvements than control

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Physiological and behavioral effects of interpersonal validation: A multilevel approach to examining a core intervention strategy among self‐injuring adolescents and their mothers

Cited by 17 publications

References 66 publications

Emotional Dysregulation in Children and Adolescents With Psychiatric Disorders. A Narrative Review

Emotional Dysregulation in Children and Adolescents With Psychiatric Disorders. A Narrative Review

Emotion in non-suicidal self-injury: A contradiction between global self-reports and real-time responses

Translating core intervention strategies into action: Interpersonal validation among self‐injuring adolescents and their mothers

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