1,721,287 research outputs found
The neurobiology of social cognition in autism spectrum disorder and the broader autism phenotype
No full textUnderstanding the thoughts, intentions, and emotions of others is crucial for successful social interactions. Nonverbal expressions, including body movements, play a significant role in social communication. However, research in the field of social cognition has primarily focused on facial expressions, resulting in a wide range of tools available for studying emotion recognition from the face. In contrast, there is a scarcity of tools for studying emotion recognition from the body and for comparing emotion recognition from both the face and the body. This methodological gap limits our understanding of sociocognitive processes involved in emotion recognition. This thesis describes the development a novel tool for assessing emotion recognition from the face and the body, suitable for use in both healthy individuals and those with psychiatric conditions. Previous research has demonstrated impaired emotion recognition from the face in autism spectrum disorder, but it remains unclear whether these impairments extend to the body. Therefore, this thesis presents a study comparing men with autism spectrum disorder to typically developing control participants, examining their ability to recognize emotion from facial and bodily expressions. Our findings reveal that autistic individuals exhibit specific impairments in recognizing angry expressions from both facial and bodily expressions. In contrast, recognition of happy and neutral facial and bodily expressions appears unaffected. These findings challenge existing theories of emotion recognition in autism and underscore the importance of including both facial and bodily expressions in research to explore social impairments in individuals with psychiatric conditions and advance our understanding of the social brain
Emotion regulation in youth with social anxiety disorder: insights from ambulatory and laboratory assessments
No full textWith a typical onset in childhood and adolescence, social anxiety disorder (SAD) is a disorder affecting up to 12.4% of children and adolescents in high-income countries. The disorder is associated with severe impairment across multiple domains of life and with the occurrence of comorbid disorders. SAD often shows a chronic course, and treatments are not as effective as for other mental disorders. In contrast to maintenance models of adult SAD, which emphasize dysfunctional cognitive-behavioral processes, there are no empirically validated models for SAD in children and adolescents. There is preliminary evidence that similar processes could be implicated in the maintenance of SAD in children and adolescents. At the same time, emotion regulation (ER) may play an important role in dealing with the heightened emotional reactivity that affected children and adolescents typically experience in certain social situations.Using a theoretical framework combining the Process Model of ER (Gross, 1998, 2015) with maintenance models of adult SAD (Clark & Wells, 1995; Rapee & Heimberg, 1997), this dissertation aims to address the existing research gaps and examine emotional reactivity and ER in children and adolescents with SAD in a disorder-relevant setting. A multimethod approach using self-report, behavioral and psychophysiological data was chosen to capture both explicit and implicit processes of ER. To test for the specificity of ER processes for SAD, a clinical control group with other anxiety disorders was included in addition to a healthy control group. Children and adolescents with SAD were expected to engage in dysfunctional ER at both the explicit and implicit level, compared to both children with other anxiety disorders and healthy children. In addition, dysfunctional ER was expected to predict social anxiety 12 months later.In Study 1 (Chapter 3), explicit ER processes were repeatedly assessed in the daily lives of children and adolescents. Children and adolescents aged 10-13 years completed an Ecological Momentary Assessment (EMA) protocol in which they were interviewed by mobile phones twice daily for three consecutive school days. Children and adolescents with SAD (n = 29) were compared to both clinical controls with mixed anxiety disorders (n = 27) and healthy controls (n = 31) regarding emotional reactivity as well as use and effectiveness of the ER strategies reappraisal, suppression, avoidance and rumination in their daily lives. In Study 2 (Chapter 4), implicit ER processes were assessed in the controlled environment of the lab, using eye-tracking and pupillometry. Children and adolescents aged 10-15 years participated in a free-viewing paradigm using facial stimuli. Children and adolescents with SAD (n = 57) were compared to both a clinical group with specific phobia (n = 41) and a healthy control group (n = 65) regarding hypervigilant-avoidant attentional biases for faces.Results were only partly as hypothesized and differed depending on the level of ER. Results of Study 1 revealed more daily-life emotional reactivity as well as more use of suppression, avoidance and reappraisal in children and adolescents aged 10-13 years with SAD compared to healthy controls. In contrast, results of Study 2 revealed attentional biases in the form of hypervigilance and maintained attention only for older participants (13-15 years). In addition, only self-reported use of maladaptive ER strategies suppression, avoidance and rumination were able to predict social anxiety 12 months later in Study 1, whereas attentional bias measures had no predictive value for social anxiety 12 months later in Study 2.See Chapter 5 for a general discussion and integration of results with previous research, as well as a derivation of possible theoretical and practical implications
From lab to life: training emotion regulation strategies in laboratory and daily life settings in young people
No full textAdolescence represents a critical period for the onset of mental disorders. Dysfunctional emotion regulation (ER) has been identified as a transdiagnostic factor contributing to the development and maintenance of these disorders and is a central component of therapeutic interventions. Training ER strategies in young people may support improvements in both ER capabilities and mental health. However, there is a lack of empirical studies focusing on the training of ER strategies in youth populations. This dissertation aimed to investigate the training of ER strategies - specifically, acceptance and problem-solving - in laboratory and daily life settings, using a dimensional approach for assessing internalizing symptoms in a youth sample. The dissertation project comprises two consecutive studies conducted with adolescents and emerging adults aged 14-21 years. A theoretical framework was developed that integrates research on the components of ER, the ER process, and factors that influence learning of ER.In Study 1, a laboratory study, acceptance was trained in a controlled setting and implemented following a negative mood induction through social exclusion using the Ostracism Online paradigm. Following the acceptance training, participants (N = 73) were randomly assigned to either an experimental group or a control condition. The aim was to examine whether applying acceptance after ostracism facilitates emotional recovery, as indicated by affect improvement. As expected, ostracism led to worsened emotional states (reduced positive and increased negative affect). Rejection sensitivity and internalizing symptoms did not significantly affect these emotional changes. Also, acceptance did not aid recovery from ostracism. Internalizing symptoms were related to difficulties in ER and higher rejection sensitivity. In Study 2, a daily life study, acceptance and problem solving were trained and reported in experienced negative or unpleasant situations in daily life. The study examined the effectiveness of an Ecological Momentary Intervention (EMI) aimed at training young people in these strategies, based on the perceived controllability of daily life situations. The goal was to determine whether the EMI would lead to increased use of functional ER strategies, reduced use of dysfunctional strategies and negative affect, and improvements in ER difficulties and internalizing symptoms. A total of 66 participants, were randomly assigned to either an intervention or a control group training. Data were collected through Ecological Momentary Assessments before and after the intervention across five time points over three days each, along with cross-sectional questionnaires. The results showed no increase in acceptance or problem solving, no decrease in dysfunctional strategies or negative affect, and no improvement in ER difficulties or internalizing symptoms. Additionally, perceived controllability was not associated with the use of acceptance or problem solving.The findings are discussed considering the proposed theoretical framework. While the anticipated effects of the ER strategy trainings were not observed, the studies contribute to the understanding of feasibility, methodological considerations, and potential improvements for future studies. Along the limitations and strengths of this dissertation project, implications for future research as well as therapy and prevention are discussed. This dissertation emphasizes the necessity for further research on training ER strategies in young people and highlights the need for approaches that consider the complexity of ER processes
Transdiagnostic and disorder-specific relationships between parental and child emotion regulation
No full textMental disorders, especially anxiety disorders (ADs), in childhood and adolescence are very frequent and harmful and have the risk of generalizing and becoming chronic into adulthood. Dysfunctional emotion regulation (ER) has been discussed as an underlying transdiagnostic factor for the maintenance of mental disorders. Child ER and mental disorders develop within the familial context and are affected by parental factors. Using the tripartite model of the impact of the family on children’s ER and adjustment as a theoretical background, this dissertation aimed to shed light on the influence of various parental factors on children's ER and the maintenance of mental disorders, with a particular focus on ADs. In Study 1, a transdiagnostic study, the differences in child reappraisal and suppression and parents’ supportive and unsupportive reactions to the child’s negative emotions between a heterogeneous clinical sample and a community sample were explored. Further, the prediction of child ER by different parental factors such as parents’ reactions to negative emotions, parents’ ER, and parental psychopathology was expected. Parents of children and adolescents (aged 6–18 years) seeking treatment at an outpatient clinic were compared to a matched sample of parents in a community sample (n = 57 for each group). As predicted, the children in the clinical sample were reported to use less reappraisal and more suppression than those in the community sample. Contrary to expectations, no differences were found in parents’ reactions to the negative emotions between the groups. Reappraisal in parents and supportive reactions to negative emotions predicted reappraisal in children. No predictor was found for child suppression. Child ER and parents’ psychopathology were not associated. In Study 2, a disorder-typical study, the focus was on children with ADs. Here, how maternal overinvolvement and expectations influence ER was examined. Participants included children aged 8–15 years with an AD (n = 65) and healthy control (HC) children (n = 64) and their mothers, who completed a challenging tangram task. In the experimental condition, mothers were given negative instructions about their children's expected performance, whereas in the neutral condition, no specific instructions were given. Mother–child interactions were observed for maternal involvement and child ER. Children also reported their emotional reactivity. Contrary to expectations, maternal involvement did not differ between groups and was not influenced by maternal expectations. However, as anticipated, HC children demonstrated significantly better ER abilities than children with an AD. Emotional reactivity moderated the relationship between overinvolved behavior and ER; as emotional reactivity increased, the link between overinvolved behavior and ER dysregulation strengthened. These findings highlight ER as a crucial transdiagnostic factor in ADs and other mental disorders. Although parental behaviors (reaction to negative emotions and overinvolvement) were not associated with mental disorders, child ER could be predicted by parental factors or the interaction of parental factors and child factors. Limitations are addressed, and implications for therapy are discussed, particularly regarding specific training for child ER and more tailored methods for including parents. The dissertation underscores the need for further research on the dynamics of parental behavior and its complex relationship with child behavior. ZusammenfassungPsychische Störungen, besonders Angststörungen (AS) in der Kindheit und Jugend sind sehr häufig, belastend und haben das Risiko zu generalisieren oder zu chronifizieren. Dysfunktionale Emotionsregulation (ER) wird als ein zugrunde liegender transdiagnostischer Faktor für die Aufrechterhaltung psychischer Störungen und auch von Angststörungen diskutiert. Sowohl die ER von Kindern als auch die psychischen Störungen entwickeln sich im familiären Kontext und werden durch elterliche Faktoren sozialisiert. Basierend auf dem tripartite Modell des Einflusses der Familie auf die ER und Anpassung von Kindern als theoretischen Hintergrund, sollte in dieser Dissertation der Einfluss verschiedener elterlicher Faktoren auf die ER von Kindern und die Aufrechterhaltung psychischer Störungen, insbesondere auf AS, beleuchtet werden.In der ersten störungsübergreifenden Studie (Studie 1) wurde ein transdiagnostischer Ansatz verwendet, um Unterschiede in der kindlichen Neubewertung und Unterdrückung und in elterlichen Reaktionen auf negative Emotionen (unterstützend vs. nicht-unterstützend) des Kindes zwischen einer heterogenen klinischen Stichprobe und einer Gemeinschaftsstichprobe zu untersuchen. Darüber hinaus wurde versucht, die kindliche ER durch verschiedene elterliche Faktoren, wie die Reaktionen auf negative Emotionen des Kindes, die elterliche ER und elterliche Psychopathologie vorherzusagen.Der Selbstbericht von Eltern von Kindern und Jugendlichen (im Alter von 6–18 Jahren) in therapeutischer Behandlung wurde mit dem einer gematchten Stichprobe von Eltern einer Gemeinschaftsstichprobe verglichen (n = 57 pro Gruppe). Wie vorhergesagt, berichteten Eltern, dass die Kinder in der klinischen Stichprobe weniger Neubewertung und mehr Unterdrückung verwendeten als die in der Gemeinschaftsstichprobe. Es wurde entgegen der Erwartungen kein Unterschied im Umgang der Eltern mit negativen Emotionen ihrer Kinder zwischen den Gruppen gefunden. Neubewertung bei den Eltern und unterstützende Reaktionen auf negative Emotionen sagten die Neubewertung bei den Kindern vorher. Es wurde kein Prädiktor für Unterdrückung bei Kindern gefunden. Die ER von Kindern und die Psychopathologie der Eltern waren nicht assoziiert.In der zweiten störungstypischen Studie lag der Fokus auf Kindern mit Angststörungen (AS) und es wurde untersucht, wie mütterliche Überbeteiligung und Erwartungen kindlichen Stress und ER beeinflussen.Kinder im Alter von 8–15 Jahren mit AS (n = 65) und gesunde Kinder (KG; n = 64) lösten gemeinsam mit ihren Müttern eine anspruchsvolle Tangram Aufgabe. In der experimentellen Bedingung erhielten Mütter eine negative Instruktion, die beinhaltete, dass ihre Kinder Schwierigkeiten mit dem Lösen der Aufgabe haben werden, in der neutralen Bedingung erhielten die Mütter dagegen keine spezifische Instruktion. Die Mutter-Kind-Interaktionen wurden bzgl. mütterlichem Verhalten (Überbeteiligung) und kindlichem Verhalten (ER) analysiert. Zusätzlich wurde die emotionale Reaktivität der Kinder im Selbstbericht erfasst. Wie vorhergesagt, zeigten Kinder der KG signifikant bessere ER-Fähigkeiten als Kinder mit AS. Zudem moderierte emotionale Reaktivität den Zusammenhang zwischen Überbeteiligung und Problemen in der ER, bei ihrer Zunahme verstärkte sich der Zusammenhang. Entgegen der Erwartungen unterschied sich das Maß an mütterlicher Überbeteiligung nicht zwischen den Gruppen und wurde nicht von der mütterlichen Erwartungshaltung beeinflusst. Diese Ergebnisse unterstreichen die Bedeutung der ER als einen entscheidenden transdiagnostischen Faktor bei AS und psychischen Störungen. Während elterliches Verhalten (Reaktion auf negative Emotionen und Überbeteiligung) nicht mit psychischen Störungen der Kinder assoziiert war, konnte die ER von Kindern durch elterliche Faktoren oder die Interaktion von elterlichen und kindlichen Faktoren vorhergesagt werden. Methodische Schwächen und Implikationen für die Therapie, wie z.B. das Training von ER und maßgeschneiderte Methoden des elterlichen Einbezugs in die Therapie werden diskutiert. Die Dissertation hebt die Notwendigkeit weiterer Forschung zur komplexen Beziehung zwischen elterlichen und kindlichen Verhalten hervor
DGPs-Kommission „Studium und Lehre“ der DGPs. Die Lehre von heute ist die Forschung von morgen
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