Validation of an Emotion Regulation Training Program on Mental Well-Being

LeBlanc, Sara; Uzun, Bilge; Aydemir, Ahmet; Mohiyeddini, Changiz

doi:10.1177/0033294119878399

Cited by 23 publications

(27 citation statements)

References 56 publications

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“…There is evidence that trainings to improve reappraisal are associated with reduced negative interpretations and negative emotions in response to stress ( Tabibnia, 2020 ; Webb et al, 2012 ). Cognitive reappraisal is also associated with a decrease in depression symptoms and worry, and with an increase in mental health wellbeing ( Burklund et al, 2014 ; LeBlanc et al, 2020 ), as well as with reduced unhealthy behaviours such as dietary restriction ( Mazlomi Barm Sabz et al, 2020 ), binge eating ( Haynos et al, 2016 ) and alcohol consumption ( Svaldi et al, 2014 ). This evidence points towards the potential of using emotion regulation trainings aimed at improving reappraisal in order to face psychological stress and protect from using risky behaviours.…”

Section: Discussionmentioning

confidence: 99%

The impact of emotion regulation and mental health difficulties on health behaviours during COVID19

Cardi

Albano

Gentili

et al. 2021

Journal of Psychiatric Research

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The COVID-19 outbreak is having a profound impact on individuals' psychological and physical wellbeing. The aim of this study was to assess the extent of this impact and its mechanisms on a sample of adults living in Italy during the first lockdown (April–May 2020). Two hundred ninety-two individuals (67.1% females) were recruited from the community through social media. They completed baseline online questionnaires to collect demographic information, data on past and present general health and health behaviours, and to assess emotion regulation strategies. Participants completed a brief survey to assess mood and health behaviours three times a week, for three weeks. Individuals with lifetime psychiatric disorders (about 50%) reported greater negative mood and use of unhealthy behaviours over time, compared to those with no psychiatric vulnerability. The use of cognitive reappraisal to regulate emotions was associated with greater resilience (i.e., feelings of hope and resourcefulness, and ability to seek social support and enjoyable activities). Cognitive reappraisal is a skill that can be trained and could be utilised to buffer the effect of general stress (i.e. stress caused by the pandemic) on individuals’ wellbeing.

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Section: Discussionmentioning

confidence: 99%

The impact of emotion regulation and mental health difficulties on health behaviours during COVID19

Cardi

Albano

Gentili

et al. 2021

Journal of Psychiatric Research

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“…It established the sense of well-being. As previous findings suggested, factors related to teacher's well-being are the ability to perform coping behavior resulted in lower stress level [3], [15], the skill to remain focus and mindful [4], and becoming resilient [13], [14]. Teacher IK felt that the application of emotion regulation strategies allowed her to learn new skills control emotions and gain more focus in maintaining teacher-student relationship.…”

Section: Teacher's Well Beingmentioning

confidence: 89%

“…How teachers perform emotion regulation strategies has attracted many researchers in educational psychology and then provide remarkable findings that teacher's emotion regulation effect classroom management [10], improve teaching effectiveness [1], [11], maintain teacher's ideal professional image [2], [11], and enhance the sense of well-being [3], [4], [12]. A number of research has shown that practicing emotion regulation skill may result on the improvement of the social and emotional competence [4], stress management [3], [4], [13], resilience [13] [14], and emotional well-being [4], [13], [15]. Martin E. P. Seligman, the founding father of positive psychology, defines well-being as a broad construct comprised by some indicators: positive emotions, engagement, meaning, positive relationship, and accomplishment.…”

Section: Introductionmentioning

confidence: 99%

Emotion Regulation in Teachers for Students with Special Needs in Inclusive Islamic Elementary School: An Interpretative Phenomenological Analysis

Sessiani¹,

Syukur²

2021

Proceedings of the First International Conference on Islamic History and Civilization, ICON-ISHIC 2020, 14 October, Semarang, I

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Being a teacher means performing an emotional endeavor. Especially for teachers working with special needs students. This research aims to explore the emotion regulation strategies used by teachers while working with special needs students. A total of 5 individuals, special needs teachers in inclusive Islamic elementary school (Madrasah Ibtidaiyah) participated in the study. Using interpretative phenomenological analysis (IPA), the emerging themes from teacher's experiences indicate that awareness and belief in emotional experiences encouraged teachers to apply emotion regulation strategies. As emotion regulation being implemented continuously, teacher's efficacy and well-being will also be developed during the process. These findings provide deeper understanding about emotion regulation as a skill that enriches teacher's emotional competencies. Thus, it needs to be developed, especially for teachers in special education or inclusive schools, not only to support children behavior and classroom management, but also teacher's well-being and mental health.

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“…However, no studies have been found in young Spanish couples that promote health and well-being through education of emotional competences in sentimental relationships. Therefore, it is important to evaluate the effectiveness of dyadic interventions in emotional education in couples, based on a strong theoretical framework and with attention to the methodology used [50].…”

Section: Why Do We Need Effective Interventions In Emotional Educatiomentioning

confidence: 99%

“…To sum up, this work aims to awaken the interest of psychologists and researchers in the emotional education of young couples [16]. Effective intervention programs appear to be useful for young people to learn to express, understand and regulate their emotions as a couple, and, as a consequence, establish higher-quality relationships [50]. This may be an appropriate way to enhance the general health and well-being of this population, and, at the same time, prevent social problems such as partner violence [7].…”

Section: Strengths Limitations and Future Considerationsmentioning

confidence: 99%

The Effectiveness of EMOVERE: An Emotional Education Program for Young Couples

Mónaco

Barrera

Montoya‐Castilla

2021

IJERPH

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Our aim was to assess the effectiveness of EMOVERE, a psychoeducational and experiential program to increase emotion regulation in couples. Forty-four young couples (n = 88) aged between 18 and 36 years old participated in the study (53.4% women; M = 24.18; SD = 4.34). Twenty-two couples belonged to the experimental group (received the intervention) and 22 to the control group (received no intervention). The intervention program consisted of seven two-hour sessions over a month, in groups of four to five couples. The variables studied were sociodemographic characteristics, emotional intelligence (TMMS-24), emotional inter-regulation with the partner (SIERC), attachment (ECR-S) and satisfaction with the relationship (RAS). The proposed design was quasi-experimental, with two randomized groups (experimental and control group) and longitudinal data from two occasions. SPSS version 24.0 was used to perform analysis of variance (MANOVA and MANCOVA), multiple hierarchical regression and reliable change index. PROCESS was also used for moderation analyses. The results indicate that the program is effective in increasing emotional self-regulation and emotion regulation with the partner, as well as reducing couples’ avoidance of intimacy. Age, relationship duration and previous relationship satisfaction moderate the effectiveness of the program. The importance of continuing this research line to address well-being of young populations is discussed.

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Validation of an Emotion Regulation Training Program on Mental Well-Being

Cited by 23 publications

References 56 publications

The impact of emotion regulation and mental health difficulties on health behaviours during COVID19

The impact of emotion regulation and mental health difficulties on health behaviours during COVID19

Emotion Regulation in Teachers for Students with Special Needs in Inclusive Islamic Elementary School: An Interpretative Phenomenological Analysis

The Effectiveness of EMOVERE: An Emotional Education Program for Young Couples

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