DOCSLIB.ORG

Emotion Management in Children with Anxiety Disorders: a Focus on the Role of Emotion-Related Socialization Processes Cynthia M

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Emotion Management in Children with Anxiety Disorders: a Focus on the Role of Emotion-Related Socialization Processes Cynthia M The University of Maine DigitalCommons@UMaine Electronic Theses and Dissertations Fogler Library 8-2003 Emotion Management in Children with Anxiety Disorders: A Focus on the Role of Emotion-related Socialization Processes Cynthia M. Suveg Follow this and additional works at: http://digitalcommons.library.umaine.edu/etd Part of the Child Psychology Commons Recommended Citation Suveg, Cynthia M., "Emotion Management in Children with Anxiety Disorders: A Focus on the Role of Emotion-related Socialization Processes" (2003). Electronic Theses and Dissertations. 49. http://digitalcommons.library.umaine.edu/etd/49 This Open-Access Dissertation is brought to you for free and open access by DigitalCommons@UMaine. It has been accepted for inclusion in Electronic Theses and Dissertations by an authorized administrator of DigitalCommons@UMaine. EMOTION MANAGEMENT IN CHILDREN WITH ANXIETY DISORDERS: A FOCUS ON THE ROLE OF EMOTION-RELATED SOCIALIZATION PROCESSES BY Cynthia M. Suveg B.S. The Pennsylvania State University, 1998 A THESIS Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy (in Psychology) The Graduate School The University of Maine August, 2003 Advisory Committee: Janice Zeman, Associate Professor of Psychology, Advisor Cynthia Erdley, Associate Professor of Psychology Geoffrey Thorpe, Professor of Psychology Cristin Sullivan, Clinical Psychologist, Developmental Pediatrics Michele Alexander, Assistant Professor of Psychology EMOTION MANAGEMENT IN CHILDREN WITH ANXIETY DISORDERS: A FOCUS ON THE ROLE OF EMOTION-RELATED SOCIALIZATION PRACTICES By Cynthia Suveg Thesis Advisor: Dr. Janice Zeman An Abstract of the Thesis Presented in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy (in Psychology) August, 2003 This study examined emotion management skills in anxious children and their mothers and investigated factors within the child and the parent, and the child-parent relationship that may relate to the development of adaptive emotion management. Three methods of emotion socialization were examined: parental reactions to children's emotions, discussion of emotion, and family expressivity. Children ages 8-1 1 years old were first screened for anxious syrnptomatology in their classrooms within the public school system. Children who scored in the clinical range on the self-report measure were then administered a semi-structured diagnostic interview. Those who met criteria for an anxiety disorder were included in the study. A total of 12 anxious boys and 13 anxious girls and their mothers, and a control group matched for sex and age, participated in the study. Children were administered a variety of questionnaires that assessed their emotion management abilities, goals for emotion management, and perceptions of the family emotional and social climate. Mothers completed questionnaires that assessed their own emotional expressivity, view of their child's emotion regulatory abilities, and perceptions of the family emotional and social climate. Children and their mothers also participated in an emotion-discussion task, in which they discussed a time the child felt negative emotions. Data were analyzed using simple correlational, regression, and Multivariate (MANOVA) techniques. Overall, results indicated that anxious children have difficulty managing emotionally evocative experiences and that their difficulties in modulating the intensity of emotional experience and a lack of self-efficacy should be considered as factors that may produce, maintain, andlor exacerbate anxiety. Mothers of anxious children did not indicate more maladaptive emotion management than mothers of control children and there were no significant correlations between children's and mothers' patterns of emotion management. This study revealed a theme of control in families with an anxious child with respect to truncated emotional expression, mothers' reports of controlling behaviors, and observation of mothers' behavior during an emotion discussion task. The implications of these results to the treatment of childhood anxiety are discussed. ACKNOWLEDGEMENTS I would like to especially thank Michael Cassano, Mechelle Ganglfinger, April Nesin, and Sheri Stegall, who extensive assistance with data collection and coding made this project possible. I would also like to acknowledge the undergraduate research assistants for their dedication and willingness to work extra hours when needed. Recruiting participants for this project was extremely challenging - I greatly appreciated the willingness of participating school personnel to first learn about my project and then allow me to conduct screenings in their schools. Thank you to my committee for their constructive feedback on this project. I extend a special thanks to my graduate school mentor, Janice Zeman, whose approach to guidance and teaching has truly been exemplary. Lastly, I bestow my deepest gratitude to my family for their steady support throughout this challenging, yet gratifying, endeavor. TABLE OF CONTENTS .. ACKNOWLEDGEMENTS. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. ..ii LIST OF TABLES. .. .. ... .. .. ... .. ... ... ... ... .. .. ... ... .. ... ... .. .. ... .. .. .. .. vi Chapter 1. INTRODUCTION.. .. .. .. .... I Childhood Anxiety.. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. ... 4 Theoretical Rationale.. .. .. .. ... 8 Methods of Emotion Socialization.. .. .. .. .. .. .. .. .. .. .12 Development of Emotion Management Skills: The Role of Socialization.. .. ... .. .. ... .. .. .. .. .. .. .. .. .. .. ..15 Parental Socialization of Emotion: Parental Reactions to Children's Emotions.. .. .. .. .. .. .. .. ... .. .. .. .. .. .. .. .. ... 16 Normative Populations.. .. .. 16 Anxious Populations.. .. .. .. .. .. .. .. .. .. .. ..23 Parental Socialization of Emotion: Discussion of Emotion.. .. .. .. .. ... .. .. .. .. .. .. .. .. .. .. .. .. .. .. -27 Normative Populations. .. , . ..27 Anxious Populations.. .. .. .. .. .. .. .. .. .. .. .. .. ..32 Parental Socialization of Emotion: Family Expressiveness.. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .3 5 Normative Populations.. .. .3 5 Anxious Populations.. .. .. .. .. .. .. .. .. .. -39 Gender Differences in Emotion Socialization Practices ............41 The Present Study .................................................................. 45 Contributions of the Present Study.................................... 45 Hypotheses ................................................................ 47 Parental Reactions to Children's Emotions ..................47 Discussion of Emotion ......................................... 49 Family Expressiveness .........................................50 Emotion Management.......................................... 51 METHOD ...................................................................................54 . Participants ........................................................................ 54 Child Measures ....................................................................57 Psychopathology ......................................................... 57 Emotion Management ...................................................62 Family Expressiveness/Beliefs about Emotion Management ....... 64 . Intellectual Functioning ................................................-67 Mother Measures .................................................................. 67 Demographic Information ..............................................67 Maternal Psychopathology ............................................. 68 Child Psychopathology................................................. 68 Emotion Management ................................................... 69 Family Expressiveness/Beliefs about Emotion Management ......70 Socialization of Emotion Management............................... 72 Intellectual Functioning ..................................................73 Procedure ...........................................................................74 . Initial Screen.............................................................. 74 Primary Study ............................................................ 76 3 . RESULTS ...................................................................................78 Parental Reactions to Children's Emotions ....................................78 Discussion of Emotion ............................................................85 Family Expressiveness ............................................................87 Emotion Management ............................................................92 4 . DISCUSSION.. ...........................................................................115 Parental Reactions to Children's Emotions ..................................115 Discussion of Emotion .........................................................118 Family Expressiveness ......................................................... 120 Emotion Management ..........................................................123 Limitations .......................................................................128 Future Directions ...............................................................130 REFERENCES .................................................................................... 132 APPENDICES ................................................................................... -155 Appendix A: Parent Consent and Child Assent Forms ................... 155 Appendix B: Child Measures ................................................163
Load more

Recommended publications
  • Parental Attributions Concerning the Causes and Controllability of Adolescent Depression Joan E
    Eastern Michigan University DigitalCommons@EMU Master's Theses, and Doctoral Dissertations, and Master's Theses and Doctoral Dissertations Graduate Capstone Projects 5-2007 Parental attributions concerning the causes and controllability of adolescent depression Joan E. McDowell Follow this and additional works at: http://commons.emich.edu/theses Part of the Clinical Psychology Commons Recommended Citation McDowell, Joan E., "Parental attributions concerning the causes and controllability of adolescent depression" (2007). Master's Theses and Doctoral Dissertations. 30. http://commons.emich.edu/theses/30 This Open Access Dissertation is brought to you for free and open access by the Master's Theses, and Doctoral Dissertations, and Graduate Capstone Projects at DigitalCommons@EMU. It has been accepted for inclusion in Master's Theses and Doctoral Dissertations by an authorized administrator of DigitalCommons@EMU. For more information, please contact [email protected]. PARENTAL ATTRIBUTIONS CONCERNING THE CAUSES AND CONTROLLABILITY OF ADOLESCENT DEPRESSION by Joan E. McDowell Dissertation Submitted to the Department of Psychology Eastern Michigan University in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY Dissertation Committee: Carol Freedman-Doan, Ph.D., Chair Michelle Byrd, Ph.D. Renee Lajiness-O’Neill, Ph.D. Marilyn Wedenoja, Ph.D. May 2007 Ypsilanti, Michigan Parental Attributions ii APPROVAL PARENTAL ATTRIBUTIONS CONCERNING THE CAUSES AND CONTROLLABILITY OF ADOLESCENT DEPRESSION Joan McDowell APPROVED:
    [Show full text]
  • Benzodiazepines: Uses and Risks Charlie Reznikoff, MD Hennepin Healthcare
    Benzodiazepines: Uses and Risks Charlie Reznikoff, MD Hennepin healthcare 4/22/2020 Overview benzodiazepines • Examples of benzos and benzo like drugs • Indications for benzos • Pharmacology of benzos • Side effects and contraindications • Benzo withdrawal • Benzo tapers 12/06/2018 Sedative/Hypnotics • Benzodiazepines • Alcohol • Z-drugs (Benzo-like sleeping aids) • Barbiturates • GHB • Propofol • Some inhalants • Gabapentin? Pregabalin? 12/06/2018 Examples of benzodiazepines • Midazolam (Versed) • Triazolam (Halcion) • Alprazolam (Xanax) • Lorazepam (Ativan) • Temazepam (Restoril) • Oxazepam (Serax) • Clonazepam (Klonopin) • Diazepam (Valium) • Chlordiazepoxide (Librium) 4/22/2020 Sedatives: gaba stimulating drugs have incomplete “cross tolerance” 12/06/2018 Effects from sedative (Benzo) use • Euphoria/bliss • Suppresses seizures • Amnesia • Muscle relaxation • Clumsiness, visio-spatial impairment • Sleep inducing • Respiratory suppression • Anxiolysis/disinhibition 12/06/2018 Tolerance to benzo effects? • Effects quickly diminish with repeated use (weeks) • Euphoria/bliss • Suppresses seizures • Effects incompletely diminish with repeated use • Amnesia • Muscle relaxation • Clumsiness, visio-spatial impairment • Seep inducing • Durable effects with repeated use • Respiratory suppression • Anxiolysis/disinhibition 12/06/2018 If you understand this pharmacology you can figure out the rest... • Potency • 1 mg diazepam <<< 1 mg alprazolam • Duration of action • Half life differences • Onset of action • Euphoria, clinical utility in acute
    [Show full text]
  • Managing Anxiety Through Childhood Social-Emotional
    MANAGING ANXIETY THROUGH CHILDHOOD SOCIAL-EMOTIONAL DEVELOPMENT by Adriane Hannah Dohl B.A., The University of British Columbia, 2008 A THESIS SUBMITTED IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF MASTER OF ARTS in THE FACULTY OF GRADUATE AND POSTDOCTORAL STUDIES (School Psychology) THE UNIVERSITY OF BRITISH COLUMBIA (Vancouver) October 2013 © Adriane Hannah Dohl, 2013 Abstract School professionals are implementing a universal social-emotional learning program for children in Kindergarten and Grade 1 (aged 4-6 years) in many schools across the province with training and funding provided by the government. The Fun FRIENDS (Barrett, 2007) program focuses on increasing social-emotional learning and promotes coping techniques and resiliency in order to prevent the onset of behavioural and emotional disorders (Pahl & Barrett, 2007). Preliminary results (Pahl & Barrett, 2007, 2010) have highlighted the effectiveness of the Fun FRIENDS program in reducing anxiety in children. The present study utilized a quasi-experimental design to evaluate the effectiveness of the Fun FRIENDS program in reducing anxiety and promoting social-emotional competence among a sample of Kindergarten and Grade 1 students (N = 33) in a British Columbia school district. Results revealed a significant decrease in program participants’ anxiety symptoms as rated by teachers when compared with those in the control group. Teachers also reported that children who participated in the program had significant increases in social-emotional skills, while those in the control group’s skills remained the same. However, overall, children in the control group had significantly higher social-emotional skills, as rated by teachers. No significant results were found for parent rated levels of anxiety or social-emotional skills of children enrolled in either condition.
    [Show full text]
  • About Emotions There Are 8 Primary Emotions. You Are Born with These
    About Emotions There are 8 primary emotions. You are born with these emotions wired into your brain. That wiring causes your body to react in certain ways and for you to have certain urges when the emotion arises. Here is a list of primary emotions: Eight Primary Emotions Anger: fury, outrage, wrath, irritability, hostility, resentment and violence. Sadness: grief, sorrow, gloom, melancholy, despair, loneliness, and depression. Fear: anxiety, apprehension, nervousness, dread, fright, and panic. Joy: enjoyment, happiness, relief, bliss, delight, pride, thrill, and ecstasy. Interest: acceptance, friendliness, trust, kindness, affection, love, and devotion. Surprise: shock, astonishment, amazement, astound, and wonder. Disgust: contempt, disdain, scorn, aversion, distaste, and revulsion. Shame: guilt, embarrassment, chagrin, remorse, regret, and contrition. All other emotions are made up by combining these basic 8 emotions. Sometimes we have secondary emotions, an emotional reaction to an emotion. We learn these. Some examples of these are: o Feeling shame when you get angry. o Feeling angry when you have a shame response (e.g., hurt feelings). o Feeling fear when you get angry (maybe you’ve been punished for anger). There are many more. These are NOT wired into our bodies and brains, but are learned from our families, our culture, and others. When you have a secondary emotion, the key is to figure out what the primary emotion, the feeling at the root of your reaction is, so that you can take an action that is most helpful. .
    [Show full text]
  • EMPATHY and FAMILY EMOTIONAL CLIMATE Master's
    Running head: EMPATHY AND FAMILY EMOTIONAL CLIMATE Master’s Thesis for New York University, Graduate School of Arts and Sciences May, 2010 EMPATHY AND FAMILY EMOTIONAL CLIMATE: Clues to cultivating perspective-taking and emotional competence Stefanie F. Molicki (maiden name) Stefanie F. Frank (married name) Empathy and Family Emotional Climate 2 Empathy and Family Emotional Climate 3 [Submitted September 2010 for New York University Master’s in Psychology Program] There is much effort in educational and psychology research to determine what factors play a role in a child’s success in both academic and social settings. While many studies have focused on the importance of cognitive factors such as memory, verbal ability and reasoning ability as crucial for school success, more recent research has pointed to various social emotional competences as essential not only to a child’s adaptive social functioning but also to school performance (CASEL). The Collaborative for Academic and Social Emotional Learning lists the five most important of these factors as self-awareness, self-management, social awareness, relationship skills and responsible decision-making . Although empathy is not listed as a specific skill among these, it is associated with effortful control and management of emotions, thus preventing overarousal and diminished attentional capacity for learning and adaptive behavior, and is therefore a factor worth exploring in terms of promoting positive academic behavior (Valiente et al., 2004). This study explores various factors related to empathy in the hopes of shedding light on potential avenues for promoting these skills both in the classroom and in therapeutic settings. In addition to promoting school performance by allowing a child to focus on learning rather than on his or her emotional arousal, empathy plays an important role in adaptive social relations, self-esteem and other areas of social competence because of its ability to allow a person to control his or her own emotions while interacting with others (Huang et al., 2009).
    [Show full text]
  • Empathic Responsivity and Callous-Unemotional Traits Across Development Julia Elizabeth Clark [email protected]
    Louisiana State University LSU Digital Commons LSU Doctoral Dissertations Graduate School 6-24-2019 Empathic Responsivity and Callous-Unemotional Traits Across Development Julia Elizabeth Clark [email protected] Follow this and additional works at: https://digitalcommons.lsu.edu/gradschool_dissertations Part of the Clinical Psychology Commons, and the Developmental Psychology Commons Recommended Citation Clark, Julia Elizabeth, "Empathic Responsivity and Callous-Unemotional Traits Across Development" (2019). LSU Doctoral Dissertations. 4985. https://digitalcommons.lsu.edu/gradschool_dissertations/4985 This Dissertation is brought to you for free and open access by the Graduate School at LSU Digital Commons. It has been accepted for inclusion in LSU Doctoral Dissertations by an authorized graduate school editor of LSU Digital Commons. For more information, please [email protected]. EMPATHIC RESPONSIVITY AND CALLOUS-UNEMOTIONAL TRAITS ACROSS DEVELOPMENT A Dissertation Submitted to the Graduate Faculty of the Louisiana State University and Agricultural and Mechanical College in partial fulfillment of the requirements for the degree of Doctor of Philosophy in The Department of Psychology by Julia Elizabeth Clark B.A., Whitman College, 2011 M.S., University of New Orleans, 2015 August 2019 Acknowledgements Throughout the writing of this dissertation, I have received a great deal of support and assistance. First, my advisor, Dr. Paul J. Frick, provided countless hours of discussion, editing, and moral support. His expertise and mentorship were invaluable in completing this work. I could not have completed this dissertation without his brilliance, kindness, humor, and willingness to always lend an ear. Thank you also to his wife, Mrs. Vicki Frick, and to their son Jacob and dog Charlie, for giving me a family in Louisiana.
    [Show full text]
  • Parent-Child Interaction Therapy (PCIT) & Maternal Depression: a Proposal for the Application of PCIT with Mothers Who Are Depressed and Their Children
    Wright State University CORE Scholar Browse all Theses and Dissertations Theses and Dissertations 2011 Parent-Child Interaction Therapy (PCIT) & Maternal Depression: A Proposal for the Application of PCIT With Mothers Who Are Depressed and Their Children Seema Jacob Wright State University Follow this and additional works at: https://corescholar.libraries.wright.edu/etd_all Part of the Psychology Commons Repository Citation Jacob, Seema, "Parent-Child Interaction Therapy (PCIT) & Maternal Depression: A Proposal for the Application of PCIT With Mothers Who Are Depressed and Their Children" (2011). Browse all Theses and Dissertations. 1109. https://corescholar.libraries.wright.edu/etd_all/1109 This Dissertation is brought to you for free and open access by the Theses and Dissertations at CORE Scholar. It has been accepted for inclusion in Browse all Theses and Dissertations by an authorized administrator of CORE Scholar. For more information, please contact [email protected]. PARENT-CHILD INTERACTION THERAPY (PCIT) & MATERNAL DEPRESSION: A PROPOSAL FOR THE APPLICATION OF PCIT WITH MOTHERS WHO ARE DEPRESSED AND THEIR CHILDREN PROFESSIONAL DISSERTATION SUBMITTED TO THE FACULTY OF THE SCHOOL OF PROFESSIONAL PSYCHOLOGY WRIGHT STATE UNIVERSITY BY SEEMA JACOB, M.A. IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF DOCTOR OF PSYCHOLOGY Dayton, Ohio September, 2011 COMMITTEE CHAIR: Janeece Warfield, Psy.D. Committee Member: Eve M. Wolf, Ph.D. Committee Member: Lane Pullins, Ph.D. WRIGHT STATE UNIVERSITY SCHOOL OF PROFESSIONAL PSYCHOLOGY June 30, 2011 I HEREBY RECOMMEND THAT THE DISSERTATION PREPARED UNDER MY SUPERVISION BY SEEMA JACOB ENTITLED PARENT-CHILD INTERACTION THERAPY (PCIT) & MATERNAL DEPRESSION: A PROPOSAL FOR THE APPLICATION OF PCIT WITH MOTHERS WHO ARE DEPRESSED AND THEIR CHILDREN BE ACCEPTED IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF DOCTOR OF PSYCHOLOGY.
    [Show full text]
  • Dysphoria As a Complex Emotional State and Its Role in Psychopathology
    Dysphoria as a complex emotional state and its role in psychopathology Vladan Starcevic A/Professor, University of Sydney Faculty of Medicine and Health Sydney, Australia Objectives • Review conceptualisations of dysphoria • Present dysphoria as a transdiagnostic complex emotional state and assessment of dysphoria based on this conceptualisation What is dysphoria? • The term is derived from Greek (δύσφορος) and denotes distress that is hard to bear Dysphoria: associated with externalisation? • “Mixed affect” leading to an “affect of suspicion”1,2 1 Sandberg: Allgemeine Zeitschrift für Psychiatrie und Psychisch-Gerichtl Medizin 1896; 52:619-654 2 Specht G: Über den pathologischen Affekt in der chronischen Paranoia. Festschrift der Erlanger Universität, 1901 • A syndrome that always includes irritability and at least two of the following: internal tension, suspiciousness, hostility and aggressive or destructive behaviour3 3 Dayer et al: Bipolar Disord 2000; 2: 316-324 Dysphoria: associated with internalisation? • Six “dysphoric symptoms”: depressed mood, anhedonia, guilt, suicide, fatigue and anxiety1 1 Cassidy et al: Psychol Med 2000; 30:403-411 Dysphoria: a nonspecific state? • Dysphoria is a “nonspecific syndrome” and has “no particular place in a categorical diagnostic system”1; it is neglected and treated like an “orphan”1 1 Musalek et al: Psychopathol 2000; 33:209-214 • Dysphoria “can refer to many ways of feeling bad”2 2 Swann: Bipolar Disord 2000; 2:325-327 Textbook definitions: dysphoria nonspecific, mainly internalising? • “Feeling
    [Show full text]
  • An Overview of Healthy Marriage and Relationship Education Curricula Mindy E
    An Overview of Healthy Marriage and Relationship Education Curricula Mindy E. Scott and Ilana Huz Overview Healthy marriage and relationship education (HMRE) programming—also called marriage and relationship education or relationship education programming— teaches concepts and skills that promote healthy, safe, and stable relationships among youth and adults.1 When designing and implementing an HMRE program, one of the most important decisions that program providers must make is to choose which curriculum to implement. For example, organizations can use curricula developed by external developers that come with predetermined content, materials, and activities, or they may develop their own curriculum. With either approach, organizations need to consider many MAST CENTER RESEARCH factors when assessing whether a specific curriculum The Marriage Strengthening Research and is appropriate for a given program: For example, does Dissemination Center (MAST Center) conducts the curriculum content align with the goal of that research on marriage and romantic relationships program, and is it designed for the program’s target in the U.S. and healthy marriage and relationship population? education (HMRE) programs designed to strengthen these relationships. This research aims to identify To help HMRE program providers (and the evaluators critical research gaps, generate new knowledge, and who work with them) better understand and help programs more effectively serve the individuals assess various aspects of HMRE curricula, this and families they work with. MAST Center research is brief provides an overview of the design of HMRE concentrated in two areas: curricula implemented in programs that have been • Relationship Patterns & Trends. Population- a formally evaluated. Synthesizing information from based research to better understand trends, 21 HMRE curricula, the brief describes the target predictors, dynamics, and outcomes of marriage population(s) for which each curriculum is designed, and relationships in the United States.
    [Show full text]
  • Neuroticism and Fear of COVID-19. the Interplay Between Boredom
    ORIGINAL RESEARCH published: 13 October 2020 doi: 10.3389/fpsyg.2020.574393 Neuroticism and Fear of COVID-19. The Interplay Between Boredom, Fantasy Engagement, and Perceived Control Over Time Barbara Caci1*, Silvana Miceli1, Fabrizio Scrima2 and Maurizio Cardaci1 1Department of Psychology, Educational Science and Human Movement, University of Palermo, Palermo, Italy, 2Département de Psychologie, Université de Rouen, Moint Saint-Aignan, France The Italian government adopted measures to prevent the spread of coronavirus 2019 (COVID-19) infection from March 9, 2020, to May 4, 2020 and imposed a phase of social Edited by: distancing and self-isolation to all adult citizens. Although justified and necessary, Joanna Sokolowska, University of Social Sciences and psychologists question the impact of this process of COVID-19 isolation on the mental Humanities, Poland health of the population. Hence, this paper investigated the relationship between Reviewed by: neuroticism, boredom, fantasy engagement, perceived control over time, and the fear of Cinzia Guarnaccia, University of Rennes 2 – Upper COVID-19. Specifically, we performed a cross-sectional study aimed at testing an Brittany, France integrative moderated mediation model. Our model assigned the boredom to the mediation Martin Reuter, role and both the fantasy engagement and perceived control of time to the role of University of Bonn, Germany moderators in the relationship between neuroticism and the fear of COVID-19. A sample *Correspondence: Barbara Caci of 301 subjects, mainly women (68.8%), aged between 18 and 57 years (Mage = 22.12 years; [email protected] SD = 6.29), participated in a survey conducted in the 1st-week lockdown phase 2 in Italy from May 7 to 18, 2020.
    [Show full text]
  • Physical Activity Predicts Emotion-Context-Sensitivity
    PHYSICAL ACTIVITY PREDICTS EMOTION-CONTEXT-SENSITIVITY A thesis submitted to the Kent State University Honors College in partial fulfillment of the requirements for University Honors by Morgan Christina Shields May, 2014 Thesis written by Morgan Christina Shields Approved by _______________________________________________________________, Advisor __________________________________________, Chair, Department of Psychology Accepted by ___________________________________________________, Dean, Honors College ii TABLE OF CONTENTS LIST OF TABLES ............................................................................................................. iv ACKNOWLEDGMENTS ...................................................................................................v INTRODUCTION ...............................................................................................................1 Emotion Regulation ................................................................................................2 Executive Functioning .............................................................................................4 Physical Activity and Cardiovascular Flexibility ....................................................5 Current Investigation ..............................................................................................6 Hypothesis I ....................................................................................................7 Hypothesis II ...................................................................................................7
    [Show full text]
  • Strayer, Janet; Chang, Anthony Children's Emotional and Helping
    DOCUMENT RESUME ED 406 012 PS 025 229 AUTHOR Strayer, Janet; Chang, Anthony TITLE Children's Emotional and Helping Responses as a Function of Empathy and Affective Cues. PUB DATE Apr 97 NOTE 17p.; Paper presented at the Biennial Meeting of the Society for Research in Child Development (62nd, Washington, DC, April 3-6, 1997). PUB TYPE Speeches/Conference Papers (150) Reports Research /Technical (143) EDRS PRICE MF01/PC01 Plus Postage. DESCRIPTORS *Affective Behavior; Altruism; Attribution Theory; Child Behavior; 'Children; *Emotional Response; Empathy; Helping Relationship; Interpersonal Relationship; *Prosocial Behavior; Stimuli; Theories IDENTIFIERS *Affective Response ABSTRACT This study examined the theoretically related constructs of children's empathy, affective responsiveness, and altruistic helping. Subjects were 80 nine-year-olds. Empathy was assessed using interviews with children regarding their understanding of the emotion portrayed in, and their own emotional-cognitive responses to, a set of seven videotaped stimulus vignettes of persons in emotional interaction. Responses were scored along an Empathy Continuum (EC). A median split on EC scores assigned children into high or low empathy groups. Second, emotional responsivity was assessed in the Affect Match (AM) Experiment in which children viewed video episodes of four same-sex peers, each responding to a test-game, in which they were happy or sad about winning or losing. AM scores were the degree of affect match reported by the child. Third, altruistic helping was assessed in the Helping Experiment, in which children viewed a same-sex peer (a confederate) who was completing a test-game in another room, visible to the subject via TV monitor. The subject's helping responses over 10 trials were noted.
    [Show full text]