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(1) Background: Mindfulness-based interventions (MBIs) have shown interesting preliminary effects on self-regulation processes in early adolescence. However, programs have typically combined different types of interventions with no understanding of the specific effect of each intervention type on attentional, emotional, and behavioral regulation. The objective of this research was to evaluate the effect of two MBIs-one focused on classic attentional practices and another focused on the recognition and expression of emotions-on attentional, emotional, and behavioral self-regulation in early adolescents. (2) Method: An experimental paradigm was used. A sample of 74 children aged between 8 and 12 years old were randomly assigned to three experimental conditions: (1) an MBI with a focus on attentional practices, (2) an MBI with a focus on recognition and expression of emotions, and (3) a control group. The interventions lasted 8 weeks, with a weekly, 1 h online synchronous session plus home practices. Children were evaluated before starting the intervention and at the end of the 8-week period. The assessed outcomes were (1) mindfulness; (2) emotional regulation; (3) attentional regulation, and (4) behavioral regulation. (3) Results: Children who participated in both intervention programs increased their mindfulness and emotional and behavioral regulation scores. Only children who participated in the MBI with a focus on attention showed significant changes in their ability to self-regulate attention. (4) Conclusions: The use of online MBIs, with attention to external and internal stimuli practices, can be a good strategy to strengthen self-regulation skills for attention, emotions, and behavior in early adolescence.

Background: Mindfulness-Based Cognitive Therapy (MBCT) is a non-pharmacological approach to alleviating depression and anxiety. While technology based MBCT is a standardized cost-effective approach, there have been concerns about its feasibility and effectiveness in clinical settings. Aims: The purpose of this study was to investigate the longitudinal relationship between improved emotional regulation resulting from participation in Immersive Virtual Reality Meditation (IVRM) and Major Depressive Disorder (MDD) and Generalized Anxiety Disorder (GAD) as monitored by electrocardiogram. Methods: This study was a longitudinal single-arm clinical trial in which the intervention was conducted three times a week for 10 weeks at a behavioral health unit in a community hospital (n = 26). We measured Coherence Achievement Score (CAS), depression, and anxiety. The relationships between CAS, anxiety, depression, and covariates were analyzed using a Generalized Estimated Equation (GEE). Results: The findings of our study provide evidence that the CAS scores indicative of emotional regulation function after IVRM participation were associated with a reduction in depression and anxiety. Conclusion: Among the many technology-based complementary health care interventions that are available to reduce depression and anxiety, IVRM program use increases emotional regulatory function and decrease depression and anxiety. [ABSTRACT FROM AUTHOR]

Horizontal and vertical viewing perspectives exert varying influences on the environmental perceptions and emotional states of college students. Despite this, scant research addresses the impact on this demographic. We selected typical campus open spaces for comprehensive physical parameter assessments, encompassing meteorological and spatial characteristics. A cohort of 36 healthy college students participated in a questionnaire survey designed to ascertain shifts in visual comfort, thermal comfort, and emotional responses when viewing landscapes in look-forward and look-up orientations. Key findings following both viewing modalities included: 1) a notable rise in mean visual comfort vote (MVCV), by 1.22 for look-forward and 1.01 for look-up, with a pronouncedly higher sunlight sensation vote (SSV) for the latter orientation; 2) a significant increase in thermal comfort vote (TCV), although the difference in increments between the two viewing angles was minimal; 3) Positive affect (PA) exhibited considerable improvement in both viewing conditions, while negative affect (NA) was markedly reduced in the look-up condition relative to look-forward viewing; 4) The SSV was predominantly influenced by the trunk ratio and canopy-to-trunk ratio, with substantial weights of 31.47% and 32.15%, respectively. Landscape element diversity emerged as the most critical factor affecting visual comfort vote (VCV) and aesthetic assessment score (AAS), with overwhelming weights of 70.67% and 63.15%, respectively. Moreover, the leaf ratio was identified as the chief determinant of emotional responses. Our results provide insights into the design of campus spaces for enhanced student well-being. [ABSTRACT FROM AUTHOR]

Background: The creative arts have long been known for their therapeutic potential. These modalities, which include dance, painting, and music, among others, appear to be effective in enhancing emotional expression and alleviating adverse physiological and psychological effects. Engagement in creative arts can be pursued as a personal hobby, in a classroom setting, or through a formal therapeutic intervention with a qualified therapist. Engagement can be active (i.e., creating) or passive (i.e., viewing, listening). Regardless of the modality and manner of engagement, the mechanisms explaining the therapeutic efficacy of creative arts remain poorly understood. Objective: This study aims to systematically review research investigating the neurological mechanisms activated during active or passive engagement in creative arts, with a specific emphasis on the roles of the medial prefrontal cortex (mPFC) and the amygdala in emotional regulation (ER) and creative behaviors. The review seeks to provide preliminary evidence for the possible existence of common neural mechanisms underlying both phenomena, which could inform the development of targeted therapeutic interventions leveraging creative arts for ER. Methods: A systematic review was conducted following the Cochrane Collaboration guideline and PRISMA standards to identify studies examining the neurological mechanisms underlying creative activities. Results: A total of six out of 85 records meet the inclusion criteria, with all being basic research studies. Preliminary findings suggest that active and passive engagement with creative arts consistently activate neural circuits implicated in adaptive emotional regulation, including the mPFC and amygdala. These activations mirror the neural pathways engaged in effective ER strategies, suggesting the possible existence of shared mechanisms between creative expression and emotional processing. Conclusion: The evidence underscores the potential of creative arts as a complementary therapeutic strategy alongside conventional care and other evidence-based mind-body modalities. By elucidating the shared neural mechanisms between creative arts engagement and ER, this review contributes to the theoretical and practical understanding of the role of creative arts in mental health. Future research is recommended to further explore these neural correlations and their implications for therapeutic practice. [ABSTRACT FROM AUTHOR]

Objective: Psychological interventions are pivotal in enhancing the Quality of Life for breast cancer survivors, with a primary focus on addressing affective and cognitive challenges through group discussions among those diagnosed with the disease. While the influence of Body Image on overall well-being is well-documented, research on interventions specifically designed to address Body Image concerns in this demographic remains scarce. The present study aimed to fill this gap by evaluating the outcomes of a psychological intervention focused on fostering a positive Body Image among 25 breast cancer survivors. Method: Participants were divided into an experimental group, which received the intervention (n = 13), and a control group that did not receive any psychological support (n = 12). Results: Our findings highlight significant disparities in emotional regulation strategies, specifically cognitive reappraisal and expressive suppression, with the intervention group reporting enhanced emotional regulation. Contrary to initial hypotheses, the analysis unveiled statistically significant differences in both negative (social physique anxiety) and positive (functionality appreciation) body image dimensions, indicating elevated levels of social physique anxiety and reduced functionality appreciation among intervention participants. Conclusion: The total results may suggest that the intervention, while effective in enhancing emotional regulation, heightened awareness of body image issues, leading to increased social physique anxiety and diminished functionality appreciation. The paper further discusses practical implications arising from these insights. [ABSTRACT FROM AUTHOR]

Background: Borderline Personality Disorder (BPD) is a prevalent and debilitating psychiatric condition often accompanied by Post-Traumatic Stress Disorder (PTSD), with a substantial prevalence of trauma history among affected individuals. The clinical, cognitive, and cerebral parallels shared with PTSD suggest a trauma-related etiology for BPD. Studies consistently demonstrate a reduction in hippocampal volume in individuals with BPD, echoing findings in PTSD. However, the interpretation of this shared neurobiological profile remains contentious, with ongoing debates regarding the independence of these pathologies or the potential exacerbation of diminished hippocampal volume in BPD due to concurrent PTSD. Differential impacts on hippocampal subfields across both disorders may further complicate interpretation, suggesting the volume of hippocampal subfields as a potential discriminant biomarker. This study aims to characterize the multidimensional specific and shared profiles of BPD and PTSD-related alterations, with a particular emphasis on hippocampal subfields during adolescence, a crucial period in BPD development. Methods: This study focuses on female adolescents, who are more prevalent in the BPD population. Participants are categorized into three groups: BPD, BPD with comorbid PTSD, and a control group of matched healthy individuals. Data collection encompasses clinical, cognitive, and neuroimaging domains commonly affected in both disorders, utilizing various imaging markers (including gray matter macrostructure, white matter microstructural integrity, and regional functional connectivity). Discussion: This study examines adolescent BPD with and without comorbid PTSD on clinical, neuroimaging, and cognitive levels. It is the first to use a comprehensive multi-modal approach within the same sample. Additionally, it uniquely explores hippocampal subfield volume differences in adolescents. Analysis of the relationship between the investigated domains and the effects of PTSD comorbidity will elucidate specific and shared alteration profiles in both disorders. Trial registration: IDRCB number 2019-A00366-51 / ID: NCT0485274. Registered on 21/04/2021. [ABSTRACT FROM AUTHOR]

Objectives: This study explored the experiences of second-grade children and their teachers who participated in a mind–body program to understand its impact on their development. Methods: A qualitative descriptive study was conducted. Student data were collected through seven focus groups, and semi-structured interviews were conducted with tutors in December 2021. Data analysis was performed following COREQ guidelines. Results: Three themes were generated: (1) competitiveness and restlessness in children: something needs to be done; (2) seeds sown and fruits harvested; and (3) it is necessary to advance from the occasional to the structural. Participants reported positive changes in areas of their development such as self-regulation, relaxation, attention capacity, and stress reduction. Improvements in interpersonal relationships and social skills were also observed. Conclusions: These improvements in emotional well-being and social skills highlight the importance of this type of intervention in the school environment. [ABSTRACT FROM AUTHOR]

Objective: Body-focused repetitive behaviors (BFRBs) such as skin-picking, trichotillomania, nailpicking, nail-biting, lip-biting and skin-biting have adverse physical and psychological effects. This study aimed to investigate the prevalence and associated factors of BFRBs in a sample of Turkish medical students. Material and Methods: An online survey was used to investigate the prevalence of six BFRBs — skin-picking, trichotillomania, nail-biting, nail-picking, lip-biting and skin-biting-- and psychological factors such as anxiety, depression, stress levels, impulsivity and difficulties in emotional regulation (DER) in a sample of 200 medical students. Skin Picking Scale-Revised (SPS-R), Massachusetts General Hospital Hairpulling Scale (MGH-HPS), Depression Anxiety Stress Scales-21 (DASS-21), Barratt Impulsiveness Scale–Short Form and Difficulty in Emotion Regulation Scale—Brief Form were applied, and specific questions for investigating four BFRBs (nail-picking, nail-biting, lip biting and skin biting) were administered. Results: The prevalence of at least one BFRB disorder was 28.0% (n=56). The most common diagnoses were skin-picking (17.0%) and trichotillomania (10.5%), followed by skin-biting (9.0%), lip biting (8.5%), nail-picking (7%) and nail-biting (5.0%). The gender difference was found only in skin-picking disorders (females=22.9%; males=8.5%). Students with BFRB disorder were found to have higher levels of anxiety, depression, stress, impulsivity and DER. Students in 2nd, 3rd and 5th grade are more likely to have BFRB disorders than interns. The mediation model indicated that DER partially mediates the relationship between impulsivity and the BFRB disorder. Conclusion: The findings of the study suggest that BFRBs are common among medical students and that these behaviors are associated with psychological factors such as depression, anxiety, stress levels, impulsivity and difficulties in emotion regulation. Screening programs and intervention strategies for BFRBs in medical students should be developed, and it is recommended that psychological factors should be considered in these interventions, emotion regulation and stress management skills should be significantly improved, and comorbid depression and anxiety should be treated. [ABSTRACT FROM AUTHOR]

(1) Background. Neurofeedback has been used in sports since the 1990s, frequently showing positive outcomes in enhancing athletic performance. This systematic review provides an updated analysis of neurofeedback training in sports, evaluating reaction time, cognitive performance, and emotional regulation to address literature gaps and suggest future research directions. (2) Methods. A systematic search was conducted using PubMed, Scopus, Science Direct, and Web of Science databases for articles published from January 2016 to April 2023. The search included only original articles written in English, resulting in 24 studies meeting the inclusion criteria. (3) Results. The reviewed studies cover a wide range of sports, including golf, basketball, swimming, rifle shooting, football, volleyball, athletics, judo, ice hockey, triathlon, handball, fencing, taekwondo, and darts. They involved athletes of varying experience levels (beginners, professionals, and experts) and utilized neurofeedback training targeting different frequency bands (alpha, beta, theta, and SMR), either individually or in mixed protocols. Findings show improvements in sports and cognitive performance, emotional regulation, and anxiety management. (4) Conclusions. This systematic review supports the effectiveness of neurofeedback in enhancing sports and cognitive performance across various disciplines and experience levels. Notable improvements were observed in technical skills, physical performance parameters, scoring, attention, concentration, reaction time, short-term and working memory, self-regulation, and cognitive anxiety. Future research should standardize protocols, include more diverse samples, and explore long-term effects to further validate these findings. [ABSTRACT FROM AUTHOR]

Previous evidence has demonstrated a relationship between insecure attachment and the development of emotional dependence towards an individual's partner. However, the possibility that this relationship may be indirect and mediated by individual factors such as difficulties in emotional regulation has not previously been explored. Consequently, the objectives of the present study were to analyze the (i) differences in emotional dependence on an individual's partner and difficulties in emotional regulation capacity according to secure, preoccupied or dismissing attachment style and (ii) mediating role of difficulties in emotional regulation in the relationship between both insecure attachment styles and emotional dependence on an individual's partner. The sample comprised 741 participants ranging in age from 18 to 30 years (M = 21.32, SD = 2.93). The mediations were tested with linear regressions with the macro PROCESS v4.0. The results showed that emotional dependence on a partner and difficulties in emotional regulation were greater among individuals who had developed a dismissing attachment compared those with secure or preoccupied attachment. Likewise, the mediation model confirmed the mediating role of difficulties in the capacity for emotional regulation in the relationship between dismissing attachment and emotional dependence, with rejection of negative or discomfort-generating emotions predominating. The findings provide preliminary evidence that rejection of negative emotional experiences may play an important role in the relationship between insecure dismissing attachment style and emotional dependence on an individual's partner. Consequently, it is recommended that emotional dependence intervention programs include of the management of intolerance to negative emotions. [ABSTRACT FROM AUTHOR]

Historically founded on animal experimentation, behaviorism made withdrawal of parental attention--or 'time-out'--one of the instruments of its Parent Management Training programs. However, the question of the effectiveness, or even harmfulness of this measure is still being debated. The aim of this second article is to examine the possible side-effects of 'time-out' for children's psycho-affective balance, and the evolution of its social acceptability. [ABSTRACT FROM AUTHOR]

Copyright of German International Journal of Modern Science / Deutsche Internationale Zeitschrift für Zeitgenössische Wissenschaft is the property of Artmedia24 and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Evaluating teachers' social-emotional competence is key to studying the effectiveness of education systems. This competence tends to be measured through self-reports, which might lead to a distorted vision. As an alternative, situational judgement tests have emerged. The present work seeks to adapt the Test of Regulation in and Understanding of Social Situations in Teaching (TRUST) to Spanish. The study involved 503 teachers from schools who teach in primary (n = 198, 106 female) or secondary education (n = 305, 201 female). Average age was 45.07 (SD = 9.94), and teachers had an average of 16.77 years' professional experience (SD = 10.17). In addition to responding to the TRUST, those who took part also responded to the ICQ-15, TEIQue-SF, and ERQ questionnaires. Confirmatory factor analysis provided a good fit of the two-factor model (emotional regulation and relationship management): χ2 (89) = 198.49, p <.001, CFI = 0.93, TLI = 0.92, RMSEA = 0.049, 90% CI [0.040, 0.059], SRMR = 0.042, as well as reliability and convergent validity. Factorial invariance is seen to hold amongst both women and men as well as between teachers who teach at different stages of the education system. The Spanish version of TRUST emerges as a valid and reliable tool for measuring teachers' level of social-emotional competence, both in the Spanish education system at basic levels as well as with Spanish-speaking teachers from various countries, since situations are presented which are common in any type of school. [ABSTRACT FROM AUTHOR]

This paper explores the meeting of autism and adolescent developmental processes from a combined psychoanalytic and developmental perspective. Meltzer’s four states of minds or ‘communities’, and the back and forth movements between them during the adolescent period, are described and serve as the theoretical underpinnings for the exploration of adolescent processes in the autistic individual. Motivation, or the desire and emotional capacity to encounter novelty and change, as the engine for movement between the four different states of mind, is also explored. An emphasis is placed on two key characteristics of the autistic experience – sensory/emotional overload and social struggle – and the impact and implications these have on the emotional capacity to cope with the many changes that characterise this transitional period. Clinical examples are used to illustrate the young person’s neurodivergent experience and to encourage clinical techniques that are better adapted to this experience and that hopefully ease the burden placed on these young people to meet neurotypical expectations. The concluding section of this paper will offer some thoughts on the experiences of the parents of autistic adolescents. [ABSTRACT FROM AUTHOR]

A National Wellbeing Project was developed following Covid-19 to promote wellbeing in children and young people (CYP). Two 8-week, awareness-based interventions, Breath-Body–Mind (BBM) and Creative Mindfulness (CM), were delivered by external facilitators over an 8-week period in primary and post-primary schools across 5 sites in the Republic of Ireland. A convergent mixed methods evaluation was conducted. Teachers completed the Emotional Regulation Checklist for CYP before and immediately post intervention. Focus groups and interviews were conducted with 40 CYP, 13 school staff and 6 programme staff. Linear mixed modelling showed a main effect of intervention on teacher reported (n = 172) emotional regulation and dysregulation in children; post-hoc test showed significant changes amongst those who engaged in BBM only. Stakeholders highlighted positive experiences of programme participation and intervention benefits, including new coping skills and improved regulation in classroom settings. Capacity building benefits for teachers and schools were also identified. The qualitative findings shed light on facilitators and challenges to programme success. Mental health challenges in CYP have increased post-Covid-19. The findings point to the potential utility of brief wellbeing-focused supports in promoting regulation and wellbeing in CYP, although further research is required. Factors influencing the success of school-based wellbeing interventions are discussed. [ABSTRACT FROM AUTHOR]

The objectives of the present study are: To study the relationship of emotional regulation strategies of appearance fixing, positive rational acceptance, and experiential avoidance with body image attitudes towards health and fitness among adolescents, and to study the significant gender differences in body image attitudes towards health and fitness among adolescents. For this purpose, a sample of 611 adolescents (298 males and 313 females) with ages ranging from 13-19 years (M = 16.03 ; SD = 1.55) was taken. The results revealed that Emotional Regulation strategies are significantly associated with Health and Fitness-related attitudes among males and females. There is a significant negative relationship of Experiential Avoidance with both Health Evaluation and Health Investment among adolescent males and females. Results also reveal that there is a significant positive relationship between Positive Rational Acceptance and Health Evaluation among females and Health Investment among both males and females. Also, there is a significant negative relationship between Appearance Fixing and Health Evaluation among adolescent females. In addition to this, Body Image Attitudes towards Health and Fitness differ with gender. [ABSTRACT FROM AUTHOR]

Social networking sites (SNS) have been an integral part of our lives for the last decade. It reflects two effects on humans: getting connected with more people and/or being distracted from our daily life goals while making life difficult. Specifically, according to some research, reels and short videos are taking a toll on our daily activities. This study has investigated the relationship between social networking site usage, emotional regulation, and psychological well-being among adults aged 18-30 years, in both males and females. A correlational study has been used, and a sample of 100 participants-50 men and 50 women-was gathered by snowball sampling. The study indicates no significant relationship between gender and the usage of SNS. SNS usage is negatively correlated with the dimensions of psychological well-being. Also, a significant positive correlation exists between cognitive reappraisal and subscales of psychological well-being (environmental mastery, positive relationships with others). Eventually, it can be concluded that the overdose of SNS in our life taking a toll on our psychological well-being. [ABSTRACT FROM AUTHOR]

Introduction. Emotional regulation, a process that involves detecting and evaluating physiological signals in response to stressful events, is a crucial aspect of preparing students for school and ensuring teachers' effectiveness, stress management, and job satisfaction. Method. This research, which adopted a quantitative approach, used a non-experimental comparative and cross-sectional design with a non-probabilistic sample by convenience. The study involved the participation of n = 1321 teachers (n = 125 preschool education; n = 645 primary education; n = 417 secondary education; n = 134 higher education). Results. The results revealed significant differences in the total scores of emotional regulation difficulty between teachers at the higher education level and primary and secondary school teachers, with the latter group showing higher levels of difficulty. Discussion. The findings suggest that the impact of emotional regulation difficulties affects professional performance, highlighting the importance of interventions aimed at improving teachers' self-efficacy, resilience, and emotion regulation to reduce emotional exhaustion. Conclusion. From a practical point of view, our findings underline the importance of integrating emotional regulation training into pre-service teacher education and continuous teacher professional development programs. This could improve relational dynamics between students and teachers, fostering an environment conducive to teaching and learning processes. [ABSTRACT FROM AUTHOR]

Artificial intelligence (AI) has been recognised as a promising technology for methodological progress and theoretical advancement in learning sciences. However, there remains few empirical investigations into how AI could be applied in learning sciences research. This study aims to utilize AI facial recognition to inform the learning regulation behaviors in synchronous online collaborative learning environments. By studying groups of university students (N = 36) who participated in their online classes under the COVID-19 social distancing mandates, we strive to understand the interrelation between individual affective states and their collaborative group members. Theoretically underpinned by the socially shared regulation of learning framework, our research features a cutting-edge insight into how learners socially shared regulation in group-based tasks. Findings accentuate fundamental added values of AI application in education, whilst indicating further interesting patterns about student self-regulation in the collaborative learning environment. Implications drawn from the study hold strong potential to provide theoretical and practical contributions to the exploration of AI supportive roles in designing and personalizing learning needs, as well as fathom the motion and multiplicity of collaborative learning modes in higher education. [ABSTRACT FROM AUTHOR]

Copyright of Revista CES Psicologia is the property of Universidad CES and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista CES Psicologia is the property of Universidad CES and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Gifted adolescents are individuals who can combine knowledge, skills and creativity and use them effectively in one or more of the valuable areas of human performance. The importance of examining technology addiction, emotion regulation and coping skills in adolescents is increasing. The main purpose of this study is to examine the mediating role of coping skills in the relationship between technology addiction and emotion regulation skills in gifted adolescents. In this direction, the relational screening model was applied in this study. The study group of the study is 246 adolescents between the ages of 10-18 who study at Science and Art Centers and volunteered to participate in the study. In the study, “Demographic Information Form”, “Technology Addiction Scale”, “Emotion Regulation Scale in Children and Adolescents” and “Coping Scale for Adolescents” were applied and data were obtained. In demographic variables, the means of two groups were compared and independent sample t-test was performed. One-way ANOVA test was used in comparisons of more than two independent groups. In the evaluation of the dependent variable by the independent variable/variables, both univariate and multivariate regression analysis were performed. Pearson correlation coefficient was calculated in the relationship analysis of the scales. As a result of the data analysis, it was determined that the level of technology addiction of adolescents was significantly high. The "negative coping" and "avoidant coping" levels of adolescents were significantly high. "Active coping" levels were significantly low. When the mediating role of coping skills in the relationship between technology addiction and emotion regulation skills in gifted adolescents was examined; according to the results obtained, it was determined that there was a negative and significant relationship between technology addiction and active coping. It was determined that there was a positive and significant relationship between technology addiction and negative coping. Coping strategy does not play a mediating role in the relationship between technology addiction and emotion regulation skills. However, in the analyses performed; it was shown that "avoidant coping strategy" played a full mediating role in the relationship between technology addiction and emotion regulation skills. When the mediating role of active coping strategies in the relationship between technology addiction and emotion regulation skills was examined; it was determined that active coping strategies did not play a mediating role. It is anticipated that the research will provide important information infrastructure for interventions regarding technology addiction, emotion regulation and coping skills of gifted adolescents. [ABSTRACT FROM AUTHOR]

Copyright of Revista Tecnología, Ciencia & Educación is the property of Centro de Estudios Financieros SL and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Objectives. The COVID-19 pandemic, remote work and new technologies have heightened workplace pressures. Effective response and essential organizational changes require business leaders to be more adaptable, with managers' presence playing a pivotal role in successful implementation. The study assesses a brief mindfulness-based emotional regulation for managers (MBERM) intervention, to reduce workplace stress and enhance managerial well-being. Methods. An 8-week non-randomized controlled trial was conducted with a waiting list control group and an intervention group. Pre–post differences were measured by Student's t test or Wilcoxon test, and effect size calculated using the Hedge's g formula. The sample included 23 managers (17 men and six women) with average age 50 years. The study assessed anxiety and depressive symptoms, psychological flexibility, perceived self-efficacy, general work-related well-being, perceived stress and mindfulness. Results. Statistically significant changes were observed in the intervention group in depression, anxiety, work-related acceptance and action, general self-efficacy, exhaustion, alienation, stress and non-reactivity. The control group showed no statistically significant changes in any of the variables. Conclusion. The MBERM intervention could improve the emotional and work-related well-being of managers and reduce stress levels and burnout. Further study of this intervention is needed to promote adherence and ensure a long-term improvement. [ABSTRACT FROM AUTHOR]

With the acceleration of urbanization, there has been a growing focus on health concerns, particularly mental health. Multiple prior studies have shown a correlation between urban green space, architecture, green plants, and human health. Living plant architecture, which integrates architectural elements with green plants, possesses the defining features of both and represents a burgeoning manifestation of urban green spaces. It has the characteristics of improving the regional environment, reducing building energy consumption, and achieving sustainable development. Currently, few studies focus on the connection between living plant architecture and human emotional regulation. This research investigated the impact of three distinct architectural environments on emotional regulation: traditional architectural spaces, traditional buildings covered by plants, and living plant architectural spaces. All experimental sites were located in Wenjiang District, Chengdu, China. A total of 90 participants were randomly allocated into three groups, each consisting of 30 individuals (15 males and 15 females). Each subject was required to complete the spatial experience of a single site independently, and the duration of the experience was 15 min. The length of the spatial experience was the same for each group. During this period, the subjects were permitted to ambulate within the area and enjoy the scenery, but they were prohibited from engaging in strenuous physical activity. The subjects completed the Profile of Mood States questionnaire before and after the experiment, and the results were used as an indicator of the subjects' emotional state. The results revealed that the living plant architectural space had the strongest effect on emotional regulation, with the order of living plant architectural space > plant-covered traditional architectural space > traditional architectural space. With a larger sample size, the results of this experiment would be more scientific, rigorous and objective. [ABSTRACT FROM AUTHOR]

Background: Addiction is a behavioral state, in which a person has difficulty controlling her/his will and desires due to mental instabilities or the consumption of certain chemicals, leading to the repetition of certain behaviors. This study was conducted to determine the effectiveness of yoga training on psychological well-being, emotion regulation, and sleep quality of prisoners suffering from industrial drug abuse. Methods: The current quasi-experimental study used a pre-test and post-test design with a control group. The statistical population included all individuals incarcerated in the prisons of Uremia City, Iran, in 2022, who abused industrial drugs. Thirty individuals were screened in a targeted manner based on the inclusion and exclusion criteria and were randomly assigned to two groups (experimental group=15, control group=15). One group was designated as the yoga therapy group and the other was designated as the control group. A training package was used for yoga training, and emotional regulation was assessed using the questionnaires developed by Garnefski. Psychological well-being was measured using the questionnaire by Ryff and Keyes, and sleep quality was evaluated using the Pittsburgh sleep quality index by Buysse. Data were analyzed using a multivariate covariance test and SPSS software, version 22 was used for data analysis. Results: For the 30 prisoners with drug abuse, the research data were analyzed in the experimental and control groups, with a mean age of 39.23±6.04 and 42.4±7.59 years, respectively. The yoga training had a positive effect on the psychological well-being, emotional regulation, and sleep quality of prisoners suffering from industrial drug abuse (P<0.05). Conclusion: Yoga training could increase the mental well-being, emotion regulation, and sleep quality of prisoners suffering from industrial drug abuse. [ABSTRACT FROM AUTHOR]

Pediatric behavioral concerns, encompassing anxiety, hyperactivity, and emotional dysregulation, pose significant challenges for children, families, and health-care professionals. Traditional interventions often rely on behavioral modification or medication, with varying degrees of success and potential side effects. In recent years, nonpharmacological approaches, particularly those grounded in mind–body practices, have gained traction. Yoga Nidra, a guided meditation technique rooted in yoga philosophy, offers a promising approach for promoting emotional well-being and positive behavioral change in children. This comprehensive review explores the potential of Yoga Nidra in addressing pediatric behavioral concerns. This review examined the potential mechanisms underlying Yoga Nidra's effects and existing research on its psychological impact, including stress reduction, emotional regulation, self-awareness, and sleep quality. Parallels were also drawn with hypnosis, another established mind-body technique. Finally, the research on Yoga Nidra’s effectiveness in specific behavioral issues was reviewed and advocated for further investigation as a noninvasive intervention for promoting positive child development.

IntroductionAdolescence is a period of vulnerability for emotion regulation and sleep difficulties, risks that might be compounded by intense COVID-19 lockdowns and challenges. The aim of this study was to investigate how sleep quality related to emotion regulation difficulties in adolescents during lockdown in Perú.MethodsParticipants were 2563 adolescents enrolled in Innova school in Perú (11 - -17 years) in May 2020. Hypotheses were derived from exploring one half of the sample, preregistered at https://osf.io/fuetz/, and then confirmed in the second half of the sample. Participants completed subjective surveys of sleep quality (short PSQI) and the Difficulties in Emotion Regulation Scale Short Form (DERS-SF).ResultsWorse sleep quality was robustly associated with more difficulties in emotion regulation across both samples. The association was found particularly for emotion regulation subscales related to the ability to engage in goal directed behavior in the face of distress, emotional clarity and strategies to deal with feeling distressed. In contrast, there was no robust association between sleep and the ability to regulate impulses in the context of negative emotions, and no association with the ability to accept emotions. Girls and older adolescents robustly endorsed worse sleep quality and more difficulties in emotion regulation.LimitationsThe cross-sectional nature of this study prevents us from determining the direction of the association. Data were collected using adolescent self-report which, while informative of adolescent perceptions, might diverge from objective measures of sleep or emotion regulation difficulties.ConclusionsOur findings with adolescents in Perú contribute to our understanding of the association between sleep and emotion regulation at a broader global scale.

Prior studies suggest that sex differences in emotion regulation (ER) ability contribute to sex disparities in affective disorders. In behavioral studies, females rely more on maladaptive strategies to cope with emotional distress than males. Neuroimaging studies suggest that males more efficiently regulate emotion than females by showing less prefrontal cortex activity (suggesting less effort) for similar amygdala activity (similar regulation outcome). However, physiological studies involving heart rate variability (HRV) indicated that, compared with males, females have higher resting HRV, indicative of parasympathetic dominance and better control of emotion. To help resolve these apparently inconsistent findings, we examined sex differences in how resting HRV relates to brain activity while using cognitive reappraisal, one of the adaptive strategies. Based on 51 males and 49 females, we found that females showed different levels of self-rated emotional intensity and amygdala activity for negative versus positive emotions, while males did not. Females also showed greater overall prefrontal cortex activity but similar levels of amygdala activity compared to males. Sex differences in how resting HRV related to brain activity during ER were evident only during viewing or regulating positive emotion. The results suggest that sex differences in the neural correlates of ER and resting HRV might lie in valence more than arousal modulation.

The research was initiated out of concern for the lack of knowledge that education students have regarding the concepts of emotion and culture. The specific objective was to investigate the social representations of education students in the region of La Araucaní a, Chile, regarding the concepts of emotion and culture. The method is based on the theory of social representations, so it is descriptive with a non-experimental crosssectional design. The participants were 129 higher education students from a university in the Araucaní a region, selected under a nonprobabilistic and intentional criterion. The results indicated that the words with the highest semantic weight in the core of emotion were feeling, joy, happiness, and calmness. In the case of culture, the highest semantic weight was given to custom, tradition and diversity. It is important to note that most students showed an understanding of the links between culture and emotion in their social representations, the former being a mediating element in the processes of emotional regulation. These findings support the potential of intercultural education to deconstruct the instrumental discourse of education in Chile. [ABSTRACT FROM AUTHOR]

The most common reason for help-seeking in ultra-high risk (UHR) for psychosis patients is comorbid symptoms, mainly anxiety and depression. However, psychological interventions are mainly focused on subthreshold psychotic symptoms. There is a growing push to include transdiagnostic therapies in specialized intervention teams for psychosis in young people. The Unified Protocol for the Transdiagnostic Treatment of Emotional Disorders (UP) has demonstrated efficacy in emotional disorders, and its application has recently expanded to other pathologies such as borderline personality disorder (BPD) and bipolar disorder (BD). This pilot study was conducted with 36 patients with UHR for psychosis and symptoms of comorbid emotional disorders who were receiving treatment in an early intervention programme for psychosis. This is a randomised control trial (RCT) with two conditions: treatment as usual (TAU) with the group and online application of the UP (UP+TAU) (n = 18) and TAU (n = 18). Evaluations were conducted at baseline, after treatment, and at the three-month follow-up. Comorbid anxiety and depression symptoms improved significantly in patients in the UP+TAU group compared to those in the TAU. Significant improvements in negative affect, emotional dysregulation, neuroticism, extraversion, functioning, and quality of life were also observed, and satisfaction with the intervention was high. UP may be an acceptable and effective intervention for the treatment of symptoms of comorbid emotional disorders in patients with UHR for psychosis. The sample size was small, and further studies are needed to test this intervention with larger samples of patients with UHR for psychosis with emotional comorbidities. • This is the first study about the efficacy of UP in UHR patients for psychosis. • UP was effective in reducing anxiety and depression symptoms in patients with UHR. • UP was effective in reducing negative affect and neuroticism in patients with UHR. • UP was effective in increasing positive affect, extraversion and emotion regulation. • Patients in the UP condition showed a tendency towards greater improvement in UHR symptoms. • Early intervention services for psychosis can benefit from integrating the UP. [ABSTRACT FROM AUTHOR]

Life satisfaction is an important factor influencing both teacher development and educational quality. To investigate the developmental trajectory characteristics of early-career teachers' life satisfaction and its longitudinal predictive factors, this study tracked 196 teachers' life satisfaction from the first two years before their careers to the third year of their careers, as well as their pre-career emotional regulation strategies and professional identity. Latent Class Growth Model analysis revealed three developmental trajectories of life satisfaction for early-career teachers; "high-decreasing" "high-stable" and "low-stable". Multinomial logistic regression found that teachers who used more cognitive reappraisal and high professional identity were more likely to belong to the "high-stable" trajectory rather than the "high-decreasing" or "low-stable" trajectories. These findings reveal the heterogeneity of the development trajectory of teachers' life satisfaction, as well as the role of professional identity and cognitive reappraisal in predicting these trajectories, suggesting that teacher education can improve teachers' level of life satisfaction by enhancing emotional regulation and professional identity. [ABSTRACT FROM AUTHOR]

Background: Addiction is a behavioral state, in which a person has difficulty controlling her/his will and desires due to mental instabilities or the consumption of certain chemicals, leading to the repetition of certain behaviors. This study was conducted to determine the effectiveness of yoga training on psychological well-being, emotion regulation, and sleep quality of prisoners suffering from industrial drug abuse. Methods: The current quasi-experimental study used a pre-test and post-test design with a control group. The statistical population included all individuals incarcerated in the prisons of Uremia City, Iran, in 2022, who abused industrial drugs. Thirty individuals were screened in a targeted manner based on the inclusion and exclusion criteria and were randomly assigned to two groups (experimental group=15, control group=15). One group was designated as the yoga therapy group and the other was designated as the control group. A training package was used for yoga training, and emotional regulation was assessed using the questionnaires developed by Garnefski. Psychological well-being was measured using the questionnaire by Ryff and Keyes, and sleep quality was evaluated using the Pittsburgh sleep quality index by Buysse. Data were analyzed using a multivariate covariance test and SPSS software, version 22 was used for data analysis. Results: For the 30 prisoners with drug abuse, the research data were analyzed in the experimental and control groups, with a mean age of 39.23±6.04 and 42.4±7.59 years, respectively. The yoga training had a positive effect on the psychological well-being, emotional regulation, and sleep quality of prisoners suffering from industrial drug abuse (P

Abstract Purpose Understanding how early adaptive schemas, cognitive flexibility, and emotional regulation influence eating disorder (ED) symptoms, and whether this differs across diagnostic subtypes is critical to optimising treatment. The current study investigated the relationship between these variables and ED symptomology in individuals self-reporting an ED diagnosis and healthy controls. Methods A dataset of 1576 online survey responses yielded subsamples for anorexia nervosa (n = 155), bulimia nervosa (n = 55), binge eating disorder (n = 33), other specified feeding or eating disorder (n = 93), and healthy participants (n = 505). The hierarchical linear regression analysis included Eating Disorder Examination Questionnaire 6.0 Global Score as the dependent variable; Young Positive Schema Questionnaire, Emotional Regulation Questionnaire, and Cognitive Flexibility Inventory subscale scores as the independent variables; and demographic measures as the covariates. Results The number of significant predictors varied considerably by ED sub-group. Amongst the anorexia nervosa, bulimia nervosa, and healthy subsamples, the adaptive schema Self-Compassion and Realistic Expectations was associated with lower ED symptom severity. In comparison, age and body mass index were the strongest predictors for binge eating disorder, whilst the Expressive Suppression (a subscale of the Emotional Regulation Questionnaire) was the strongest predictor for other specified feeding or eating disorders. Conclusion Early adaptive schemas, cognitive flexibility, and emotional regulation vary across ED subtype, suggesting the need for tailored treatment that disrupts the self-reinforcing cycle of ED psychopathology. Future research investigating how early adaptive schemas may predict or be associated with treatment response across diagnostic subtypes is needed. Level of evidence: Level IV, evidence obtained from multiple time-series with or without the intervention, such as case studies.

The article studies complex interplay of emotional intelligence (hereafter – EI) and its key role in managing interpersonal conflict in professional settings. The study elucidates how EI subtle components such as self-awareness, empathy, self-regulation, and social skills play an important role in deciphering and overcoming the emotional complexities inherent in professional conflicts. Through methodical research, the quintessential role of EI in creating a harmonious workplace has been revealed, where conflicts are not only effectively resolved but also transformed into opportunities for growth. At the same time, the critical role of empathy in understanding and appreciating emotional states of others has been emphasized, thus fostering more inclusive and empathic communication. The practice segment of the study offers a number of strategies and training programs aimed at developing EI in professionals. These techniques, ranging from mindfulness meditation to empathy mapping workshops and emotional intelligence training, offer actionable ways to increase emotional competence in a variety of professional situations. The article concludes by discussing practical applicability of these ideas in a variety of professional settings, suggesting directions for future research, including the study of EI in different cultural contexts and technology integration into EI trai ning. This comprehensive study not only contributes to the academic discourse on EI, but also serves as a beacon for organizations and individuals seeking to navigate the emotional landscape of today’s professional environments.

This study’s aim was to examine the influence of a unique intervention program based on emotional self-awareness and the development of emotional regulation as an important component of SEL combined with metacognitive awareness. Seventy-two third-year preservice teachers participated for one year, tutoring a mathematically challenged student. This intervention was applied to an experimental group where each participant learned to assess his/her emotional state using a special ruler prior to teaching a lesson, and according to the ruler’s assessment results, the preservice teacher was assisted by a variety of emotional regulations as well as metacognitive strategies. A control group learned only metacognitive strategies. This study’s results indicated that experimental group participants showed notable improvement in cognitive reappraisal post-intervention compared to the control group, which showed no change. For metacognitive awareness, in both research groups, an increase was apparent post-intervention. Nevertheless, a comparison of the effect size of differences between the two measurement points indicated that the experimental group exhibited a greater improvement in metacognitive regulation compared to the control group. A significant positive correlation was found in the experimental group between cognitive reappraisal and metacognitive regulation. Assimilation and training of emotional skills among preservice teachers during training are necessary.

Objectives: The present study aims to address the psychological motivations behind social media use, focusing on its under-explored regulatory function in the context of coping strategies and emotional regulation among teachers. This exploratory research explores the relationship between social media engagement and its impact on educators’ stress management and emotional regulation mechanisms. Methods: To investigate this relationship, the study utilized two key instruments: The coping inventory for stressful situations and the Italian version of the difficulties in emotion regulation scale. These tools were administered to a sample of 214 Italian teachers, predominantly female (90.7%), with ages ranging from 25 to 65 years (Mean±SD 47.19±9.02 years). The study employed correlation analysis to assess the associations between social media use in addition to various coping and emotional regulation strategies. Results: The correlation analysis revealed a nuanced relationship between the usage of certain social media platforms and a higher inclination toward a problem-oriented coping style, alongside a decreased sense of a lack of negative emotional control. Accordingly, while social media can serve as a tool for problem-oriented coping, it may also hinder the ability to disengage from negative emotional states. Discussion: The results of this study shed light on the potential of social media as a resource and a challenge in the emotional and professional lives of teachers. By identifying specific coping strategies that are positively and negatively associated with social media use, the research points toward possible interventions that could mitigate the adverse effects of social media. This could include developing targeted support mechanisms to enhance teachers’ ability to manage stress and regulate emotions effectively, thereby optimizing their use of social media in a way that supports their psychological well-being.

Background: Surf therapy combines physical activity with social support to provide a healing environment. Objective: This exploratory pre-to post-intervention study examined the effects of a novel surf therapy program for women who experienced abuse, trauma, and/or mental illness on emotional regulation, resilience, body acceptance, and gratitude. Methods: Twenty-seven women (ages 25 to 54; mean 36.32 + SD 7.79) participated in an 8-week Groundswell Surf Therapy Program held in four different coastal cities in California. Standardized self-report questionnaires were administered prior to and following the therapy program, including the Body Acceptance Scale, the Connor-Davidson Resilience Scale (CD-RISC), the Affective Style Questionnaire, and the Gratitude Questionnaire-Six-Item Form (GQ-6) in a pre-post study design. Data were analyzed by repeated measures analysis of variance (ANOVA). Results: Body acceptance [ P < 0.001; partial Eta squared = 0.472] and resilience were increased [ P = 0.005; partial Eta squared = 0.319] following the surf therapy intervention. Emotional regulation was examined according to three subscales, with the adjust [ P < 0.001; partial Eta squared = 0.397] and tolerate [ P < 0.001; partial Eta squared = 0.299] subscales increasing following the intervention, and the conceal subscale [ P = 0.459; partial Eta squared = 0.031] remaining unchanged. Gratitude scores were unchanged [ P = 0.425; partial Eta squared = 0.026]. Conclusion: A surf therapy program rooted in somatic and trauma-informed models was associated with improved resilience, emotional regulation, and body acceptance in at-risk women. [ABSTRACT FROM AUTHOR]

The convergence of researchers in the fields of flourishing, moral psychology, and social-emotional studies has reached a stage where developing a theory that connects emotional regulation and flourishing is meaningful. This theoretical investigation aims to uncover insights from the research of Magda B. Arnold, renowned for her theory of emotions, and lesser-known for her notion of the self-ideal, regarding the relationship between emotional regulation and flourishing. Our initial hypothesis posits that Arnold's concept of self-ideal provides a framework for understanding how to foster emotional regulation in individuals by directing it toward constructive life objectives. To achieve this, we explore the current state of emotional regulation and flourishing and the relationship between these concepts; we consider the interconnectedness of emotion and self-ideal within Arnold's theory and analyze its potential to serve as a foundation for building a theory relating flourishing and emotional regulation. We find in Arnold's theory substantial ideas about the relationship between emotional regulation, flourishing, and self-ideal, as well as emerging empirical research relating to these themes. We conclude that Arnold's research can serve as a catalyst for developing psychological intervention models that enhance emotional regulation and promote a flourishing life. [ABSTRACT FROM AUTHOR]

Purpose: Understanding how early adaptive schemas, cognitive flexibility, and emotional regulation influence eating disorder (ED) symptoms, and whether this differs across diagnostic subtypes is critical to optimising treatment. The current study investigated the relationship between these variables and ED symptomology in individuals self-reporting an ED diagnosis and healthy controls. Methods: A dataset of 1576 online survey responses yielded subsamples for anorexia nervosa (n = 155), bulimia nervosa (n = 55), binge eating disorder (n = 33), other specified feeding or eating disorder (n = 93), and healthy participants (n = 505). The hierarchical linear regression analysis included Eating Disorder Examination Questionnaire 6.0 Global Score as the dependent variable; Young Positive Schema Questionnaire, Emotional Regulation Questionnaire, and Cognitive Flexibility Inventory subscale scores as the independent variables; and demographic measures as the covariates. Results: The number of significant predictors varied considerably by ED sub-group. Amongst the anorexia nervosa, bulimia nervosa, and healthy subsamples, the adaptive schema Self-Compassion and Realistic Expectations was associated with lower ED symptom severity. In comparison, age and body mass index were the strongest predictors for binge eating disorder, whilst the Expressive Suppression (a subscale of the Emotional Regulation Questionnaire) was the strongest predictor for other specified feeding or eating disorders. Conclusion: Early adaptive schemas, cognitive flexibility, and emotional regulation vary across ED subtype, suggesting the need for tailored treatment that disrupts the self-reinforcing cycle of ED psychopathology. Future research investigating how early adaptive schemas may predict or be associated with treatment response across diagnostic subtypes is needed. Level of evidence: Level IV, evidence obtained from multiple time-series with or without the intervention, such as case studies. [ABSTRACT FROM AUTHOR]

Objective: Externalizing behavior problems (EBPs) are common in children, with significant long-term impact on the child and family members. Parents, particularly mothers, of children with EBPs often experience heightened emotional distress. One crucial factor affecting parents’ ability to manage this distress is their level of differentiation-of-self (DOS). Differentiated parents are more likely to engage in practices that meet their child’s psychological needs, thus supporting the self-determination theory principles vital for a child’s well-being. This study examined the impact of parental DOS on parenting practices and subsequently on the child’s EBPs, exploring possible differences between mothers and fathers. Methods: Thirty-two mother–father dyads with children aged 6–14, diagnosed with EBPs participated. Parents completed the Differentiation of Self Inventory–Short Form, the Revised Parents as a Social Context Questionnaire, and the Strengths and Difficulties Questionnaire to assess parental DOS, practices, and child’s EBPs, respectively. Adjusted parallel mediation models examined the mediating role of parental practices in the relationship between parental DOS and a child’s EBPs. Results: While no direct link between parental DOS and child’s symptoms was found, a complete mediation model indicated need-frustrating practices mediating between parental DOS and a child’s EBPs, for both mothers and fathers. Additionally, fathers’ need-supportive practices, but not mothers’, were negatively associated with the child’s symptoms. Discussion: These findings highlight the interaction between parental traits, need-frustrating practices, and a child’s psychopathology. Notably, fathers’ supportive behaviors emerged as potential protective factors against child’s EBPs, suggesting promising directions for future research and interventions targeting fathers. [ABSTRACT FROM AUTHOR]

Introduction: Social and emotional competencies play a fundamental role in students' overall development. Methods: This study aims to analyze possible differences in socio-emotional skills between high-ability students and students with typical development, using differential quantitative research between subjects. From a sample of 143 students, of whom 51 were identified as having high abilities, differences in socio-emotional skills dimensions were explored using a brief self-developed questionnaire to assess their satisfaction with interactions with peers, along with the instrument "For me it is easy": Social and Emotional Skills Assessment Scale for Children and Adolescents. Results: The results indicated that high-ability schoolchildren exhibited greater dissatisfaction in the choice of friends, the education they received at school, sports and motor skills, and social relationships with friends. The results from the second instrument generally indicated that high-ability students had lower mean scores in the dimensions evaluated, a difference that was statistically significant in the emotional regulation dimension compared to their typically-developing peers. Discussion: This study highlights the importance of an inclusive educational approach that considers the specific social--emotional needs of high-ability students, promoting specific intervention strategies. [ABSTRACT FROM AUTHOR]

AbstractThe present study examined the moderating effect of children’s emotion regulation on the relations between shyness and internalizing behavior in Turkish preschool children. Participants were N = 222 children (M = 58.20 months, SD = 11.24, 116 girls, 106 boys) attending five public kindergartens in Turkey. Mothers provided ratings of children’s shyness and emotion regulation; teachers assessed children’s internalizing behavior. Results indicated that shyness was positively associated with internalizing behavior and negatively associated with emotion regulation among Turkish preschool children. Moreover, children’s emotion regulation significantly moderated the relationship between shyness and internalizing behavior. Specifically, among children with lower levels of emotion regulation, shyness was significantly and positively associated with internalizing behaviors while among children with higher levels of emotion regulation, shyness was not associated with internalizing behaviors. The current findings inform that the importance of improving children’s emotional regulation to buffer the internalizing behaviors among Turkish shyness young children. The findings also highlight the importance of considering the meaning and implication of shyness for preschool children. [ABSTRACT FROM AUTHOR]

Background: Borderline personality disorder (BPD) is a complex mental health condition marked by instability in mood, relationships, self-image, and behavior. Individuals with BPD often struggle with intense emotions, impulsivity, and maintaining stable relationships. Oxytocin, known as the "love hormone" or "bonding hormone," plays a crucial role in social bonding, trust, empathy, and emotional regulation and its dysregulation may contribute to BPD difficulties. This systematic review aims to analyze existing literature, examining the intricate interplay and encouraging future research and treatment strategies. Methods: A systematic search of Literature in PubMed, Embase and Psychinfo, without any language or time restriction, was performed until March 2024 combining thesaurus and free-search indexing terms related to "borderline personality disorder" and "oxytocin", producing 310 results (77 in PubMed, 166 in Embase and 67 in Psychinfo). Ninety-four full texts were analyzed, and 70 articles were included in qualitative analysis. Results: Oxytocin may influence attachment styles, parental behaviors, and stress responses, particularly in individuals with a history of childhood trauma. The interaction between oxytocin, genetics, early life experiences, and environmental factors contributes to the complexity of BPD. Genetic variations in the oxytocin receptor gene may influence social and emotional abilities and contribute to the development of psychopathology. Additionally, early adverse experiences, such as childhood maltreatment, can alter oxytocin functioning, impacting social cognition and emotional regulation. However, oxytocin's role in BPD treatment remains uncertain, with some studies suggesting potential benefits for specific symptoms like social threat avoidance, while others indicate adverse effects on nonverbal behavior and mentalizing. Conclusion: Understanding oxytocin's role in BPD offers insights into potential therapeutic interventions. While oxytocin-based treatments may hold promise for addressing specific symptoms, further research is needed. [ABSTRACT FROM AUTHOR]

Introduction: Public safety personnel (PSP) are at increased risk for posttraumatic stress injuries (PTSI). Before Operational Stress (BOS) is a mental health program for PSP with preliminary support mitigating PTSI. The current study compared the effectiveness of delivering BOS in-person by a registered clinician (i.e., Intensive) to virtually delivery by a trained clinician (i.e., Classroom). Methods: Canadian PSP completed the Intensive (n = 118; 61.9% male) or Classroom (n = 149; 50.3% male) program, with self-report surveys at pre-, post-, 1 month, and 4 months follow-ups. Results: Multilevel modelling evidenced comparable reductions in anxiety (p < 0.05, ES = 0.21) and emotional regulation difficulties (ps < 0.05, ESs = 0.20, 0.25) over time with no significant difference between modalities. Participants discussed benefits of the delivery modality they received. Discussion: The results support virtual delivery of the BOS program (Classroom) as an accessible mental health training option for PSP, producing effects comparable to in-person delivery by clinicians. [ABSTRACT FROM AUTHOR]

Executive function (EF) is essential for developing social competence (SC) in early childhood. However, previous research has primarily taken a general perspective of SC and overlooked its components. Furthermore, although EF and SC are known to influence each other across childhood, the mechanisms of this interaction remain unclear. Therefore, the current study aims to explore the intricate relationship between EF and overall SC and its distinct components, aiming to clarify the underlying dynamics of their interplay. A total of 448 children, aged 36–72 months, from 12 Chinese kindergartens participated in this study. Results indicated significant associations between EF and overall SC and its components. Moreover, ER mediated the association between EF and SC, while gender moderated this association, with a stronger effect among boys compared to girls. Implications for informing and refining educational practices and policies to foster children's cognition and emotional development are discussed. [ABSTRACT FROM AUTHOR]

Purpose: This study examined the effects of the healing movie programs for cancer survivors on post-traumatic stress syndrome, resilience, and cognitive emotional control strategies, a quasi-experimental design. Methods: Participants included 39 cancer survivors registered in four healthcare centers in Gyeongsangnam-do. The intervention and control group included 19 and 20 participants, respectively. The healing program using movies developed in this study was provided to the intervention group in 10 sessions, occurring twice each week for 5 weeks and lasting 80 minutes per session. The data were collected using structured questionnaires and they were analyzed to examine differences in the test scores before and after the intervention. Results: In the intervention group, the post-traumatic stress syndrome (F = 14.97, p < . 001) decreased significantly and the resilience (F = 19.55, p < .001) and adaptive cognitive emotion regulation (F = 5.11, p = .029) increased significantly. The difference between the intervention and control group was statistically significant in post-traumatic stress syndrome, resilience, and adaptive cognitive emotion regulation. Thus, the healing program of this study significantly reduced post-traumatic stress, and it improved both resilience and adaptive cognitive emotion regulation of cancer cancer survivors. Conclusion: The healing program is an effective psychosocial nursing intervention that helps cancer survivors feel better about their illness, and it helps them healthy transition from negative emotions to increased resilience and positive cognitive emotions. [ABSTRACT FROM AUTHOR]

Purpose: The present study aims to investigate the association between emotion regulation difficulties and pain perception during the immediate postpartum period. Methods: A cross-sectional study was performed in women during the immediate postpartum period. Women completed the Difficulties in Emotion Regulation Scale (DERS) questionnaire to measure difficulties in emotion regulation. A second analysis was conducted for the six subdomains of the DERS questionnaire. The visual analog scale (VAS) was used to measure pain intensity. The association between DERS scores and VAS score was assessed. Multivariable logistic regression models were constructed to control for potential confounders. Results: A total of 150 women were included in the final analysis, of whom 112 (74.6%) delivered vaginally and 38 (25.4%) had a cesarean delivery. Higher DERS scores, indicating more difficulties in emotion regulation, were significantly associated with higher VAS scores regardless of mode of delivery. Likewise, higher emotion regulation scores in 5 of 6 subdomains were associated with higher VAS scores (p < 0.001). Using multivariate logistic regression models higher DERS scores were independently associated with higher VAS scores. Conclusion: Difficulties in emotion regulation are associated with higher pain perception during the immediate postpartum period. Interventions designed to improve emotion regulation may improve maternal well-being in the immediate postpartum period and possibly reduce use of pain medication. [ABSTRACT FROM AUTHOR]

• EEG based Functional Connectivity features can differentiate major depressive disorder (MDD) from healthy controls. • Exposure to emotionally contagious video stimuli reveals differences in connectivity patterns, not evident from resting state EEG. • Random Forest Classifier models trained with connectivity features from emotional states show better classification accuracies in detecting MDD, than model trained with connectivity features from resting state EEG. Disrupted brain network connectivity underlies major depressive disorder (MDD). Altered EEG based Functional connectivity (FC) with Emotional stimuli in major depressive disorder (MDD) in addition to resting state FC may help in improving the diagnostic accuracy of machine learning classification models. We explored the potential of EEG-based FC during resting state and emotional processing, for diagnosing MDD using machine learning approach. EEG was recorded during resting state and while watching emotionally contagious happy and sad videos in 24 drug-naïve MDD patients and 25 healthy controls. FC was quantified using the Phase Lag Index. Three Random Forest classifier models were constructed to classify MDD patients and healthy controls, Model-I incorporating FC features from the resting state and Model-II and Model-III incorporating FC features while watching happy and sad videos respectively. Important features distinguishing MDD and healthy controls were from all frequency bands and represent functional connectivity between fronto-temporal, fronto-parietal and fronto occipital regions. The cross-validation accuracies for Model-I, Model-II and Model-III were 92.3%, 94.9% and 89.7% and test accuracies were 60%, 80% and 70% respectively. Incorporating emotionally contagious videos improved the classification accuracies. Findings support EEG FC patterns during resting state and emotional processing along with machine learning can be used to diagnose MDD. Future research should focus on replicating and validating these results. EEG FC pattern combined with machine learning may be used for assisting in diagnosing MDD. [ABSTRACT FROM AUTHOR]