The Wisdom to Know the Difference

Haines, Simon; Gleeson, John; Kuppens, Peter; Hollenstein, Tom; Ciarrochi, Joseph; Labuschagne, Izelle; Grace, Caitlin; Koval, Peter

doi:10.1177/0956797616669086

Cited by 164 publications

(97 citation statements)

References 25 publications

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“…Contrary to our exploratory hypotheses, none of the strategy preferences were related to levels of depression (Haines et al 2016;Troy et al 2013) or cognitive control (Urry and Gross 2010). This lack of associations could be explained by our finding that none of the strategy preferences in the lab were related to self-reported trait strategy use as measured by the CERQ.…”

Section: Discussioncontrasting

confidence: 91%

“…According to these views, adaptive emotion regulation is not determined by consistently using a specific "adaptive" strategy, but rather by the ability to determine the need for regulation, flexibly selecting an appropriate strategy to do so given both individual and situational constraints, and finally using the optimal strategy. The studies of Haines et al (2016) and Troy et al (2013) illustrate this point, showing that using reappraisal is only adaptive in situations that cannot be changed. To experimentally address emotion regulation strategy choice, Sheppes et al (2011) developed a paradigm in which participants indicated how they wanted to downregulate negative emotions evoked by negative pictures, allowing the choice between distraction and reappraisal.…”

mentioning

confidence: 91%

“…Indeed, while higher reappraisal ability has been related to less depressive symptoms in people who were confronted with uncontrollable stress, higher reappraisal ability was associated with more depressive symptoms in people who were confronted with controllable stress (Troy et al 2013). In a similar vein, it has been shown that greater well-being is associated with more frequent reappraisal use in uncontrollable situations but with less frequent reappraisal use in controllable situations (Haines et al 2016). For situations that can be changed, it may thus be more adaptive to modify rather than to reappraise them.…”

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confidence: 94%

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Choose change: Situation modification, distraction, and reappraisal in mild versus intense negative situations

et al. 2019

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Despite the theoretical importance and applied potential of situation modification as an emotion regulation strategy, empirical research on how people change situations to regulate their emotions is scarce. Meanwhile, existing paradigms typically allowed participants to avoid the entire situation, thus confounding situation modification with situation selection. In our current experiments, participants could choose between partially modifying their negative emotional environment without avoiding it entirely and two well-established emotion regulation strategies (reappraisal and distraction). Participants did choose situation modification (Experiments 1-2) and they did so more often for intense than for mild stimuli in Experiment 2. In addition, modifying the stimulus display effectively helped downregulating negative affect (Experiments 1-2). Finally, in both experiments, participants opted more for distraction for intense compared to mild stimuli, while they opted more for reappraisal for mild compared to intense stimuli. Presenting a first step in developing a paradigm that allows people to exert control over but to not avoid emotion-provoking situations, we thus show that changing one's environment helps regulating one's emotions. More generally, our findings indicate that people prefer to regulate their emotions using disengagement strategies (situation modification and distraction) with high-intensity relative to low-intensity negative situations, while they prefer engagement strategies (reappraisal) with low-intensity relative to high-intensity negative situations.

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Section: Discussioncontrasting

confidence: 91%

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confidence: 91%

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confidence: 94%

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Choose change: Situation modification, distraction, and reappraisal in mild versus intense negative situations

et al. 2019

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“…People are continually adapting their emotions based on the interactions and emotional displays of people around them (Butler, 2015;Mainhard et al, 2018;Van Kleef, 2009). Because of this dynamic, in which emotions are affected by and simultaneously affect social interaction and behavior (Haines et al, 2016;Keltner & Haidt, 1999), we investigated teachers' affective responses in combination with their interpersonal behavior in the classroom context.…”

Section: Interpersonal Behavior As a Context For Affective Responsesmentioning

confidence: 99%

A Quantitative Exploration of Two Teachers with Contrasting Emotions: Intra-Individual Process Analyses of Physiology and Interpersonal Behavior

Donker

Gog

Mainhard

2018

FLR

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Although the association between teacher-student relations, teacher emotions, and burnout has been proven on a general level, we do not know the exact processes underlying these associations. Recently there has been a call for intra-individual process measures that assess what happens from moment-to-moment in class in order to better understand inter-individual differences in emotions and burnout between teachers. This paper explored the use of process measures of teachers' heart rate and their interpersonal behavior during teaching. Our aim was to illustrate different ways of analyzing and combining physiological and observational time-series data and to explore their potential for understanding between-teacher differences. In this illustration, we focused on two teachers who represented contrasting cases in terms of their self-reported teaching-related emotions (i.e., anxiety and relaxation) and burnout. We discuss both univariate process analyses (i.e., trend, autocorrelation, stability) as well as state-of-the-art multivariate process analyses (i.e., cross-correlations, dynamic structural equation modeling). Results illustrate how the two teachers differed in the nature of their physiological responses, their interpersonal behavior, and the association between these two process measures over time. Along implications and suggestions for further research, it is discussed how the process-based, dynamic assessment of physiology and interpersonal behavior may ultimately help to understand differences in more general teaching-related emotions and burnout.

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“…It is one of the most widely studied emotion regulation strategies in adult, pediatric, and clinical samples and thus had a robust literature to reference. It is frequently linked to a variety of adjustment outcomes (Denny & Ochsner, 2014;Giuliani & Pfeifer, 2015;Haines et al, 2016;Panno, Lauriola, & Figner, 2013). Last, it is more feasible to implement in a scanner environment compared to other emotion regulation strategies (e.g., situation selection or social support seeking).…”

Section: Methodsmentioning

confidence: 99%

Spatial and Temporal Cortical Variability Track with Age and Affective Experience During Emotion Regulation in Youth

Moreira

McLaughlin

Silvers

2018

Preprint

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Variability is a fundamental feature of human brain activity that is particularly pronounced during development. However, developmental neuroimaging research has only recently begun to move beyond characterizing brain function across development exclusively in terms of magnitude of neural activation to incorporating estimates of variability. No prior neuroimaging study has done so in the domain of emotion regulation. We investigated how age and affective experiences influence spatial and temporal variability in neural activity during emotion regulation. In the current study, 70 typically developing youth aged 8-17 years completed a cognitive reappraisal task of emotion regulation while undergoing functional magnetic resonance imaging. Estimates of spatial and temporal variability during emotion regulation were calculated across a network of brain regions, defined a priori, and were then related to age and affective experiences. Results showed that increasing age was associated with reduced spatial and temporal variability in a set of frontoparietal regions (e.g., dorsomedial prefrontal cortex, superior parietal lobule) known to be involved in effortful emotion regulation. In addition, youth who reported less negative affect during emotion regulation had less spatial variability in the ventrolateral prefrontal cortex. We interpret age-related reductions in spatial and temporal variability as evidence of neural specialization. These results imply that the development of emotion regulation is undergirded by a process of neural specialization and open up a host of possibilities for incorporating neural variability into the study of emotion regulation development.Keywords: Emotion; Emotion Regulation; Development; Variability; Neuroimaging . CC-BY-NC-ND 4.0 International license It is made available under a (which was not peer-reviewed) is the author/funder, who has granted bioRxiv a license to display the preprint in perpetuity. Heller & Casey, 2016;Nomi, Bolt, Ezie, Uddin, & Heller, 2017). This is because age-related differences in neural variability likely reflect important developmental processes, including the degree of efficiency, specialization, and experience-based plasticity (e.g., pruning) in neural circuits across age (Casey, 2015;Durston et al., 2006). Emotion regulation presents itself as a particularly important skill to be assessed in a developmental neural variability framework because it exhibits protracted maturation and is critical for wellbeing (Cole & Deater-Deckard, 2009;Gross, 2015;McLaughlin, Garrard, & Somerville, 2015). However, virtually all developmental neuroimaging studies of emotion regulation to date have concentrated on age-related differences in the magnitude of brain activity across individuals, and have ignored how variability within individuals during emotion regulation differs across development. The present study sought to address this knowledge gap by investigating how within-subject variability in neural activity during emotion regulation-both spatial and temporal-is ...

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The Wisdom to Know the Difference

Cited by 164 publications

References 25 publications

Choose change: Situation modification, distraction, and reappraisal in mild versus intense negative situations

Choose change: Situation modification, distraction, and reappraisal in mild versus intense negative situations

A Quantitative Exploration of Two Teachers with Contrasting Emotions: Intra-Individual Process Analyses of Physiology and Interpersonal Behavior

Spatial and Temporal Cortical Variability Track with Age and Affective Experience During Emotion Regulation in Youth

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