Emotions: What We Feel, Why We Feel, and How to Change Our Feelings

Presented by

June Gruber, Ph.D. Assistant Professor at University of Colorado Boulder Departments of Psychology and Neuroscience and Director of the Positive Emotion and Psychopathology Laboratory

Disclosure Dr. June Gruber, the presenting speakers, nor the activity planners of this program are aware of any actual, potential or perceived conflict of interest

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COURSE OBJECTIVES Participants completing the new program should be able to: 1. Distinguish between emotions, moods, and thoughts. 2. Describe ways that emotions benefit psychological health, well-being and survival. 3. Compare and contrast beneficial and adverse forms of mood regulation. 4. List different ways emotions can be regulated and what are their consequences for our psychological health and clinical disorders. Policies and Procedures 1. Questions are encouraged. However, please try to ask questions related to the topic being discussed. You may ask your question by clicking on “chat.” Your questions will be communicated to the presenter during the breaks. Dr. Gruber will be providing registrants with information as to how to reach her by email for questions after the day of the live broadcast.

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What we feel, why we feel, and how to change our feelings

Dr. June Gruber Positive Emotion & Psychopathology Laboratory University of Colorado Boulder

Current Lab Interests

1. Risk for emotion disturbance in emerging adults 2. Emotion difficulties — behavior, brain activity (EEG, fMRI) , physiology, and hormones — in mood disorders. 3. Psychosocial interventions to treat mood disorders What about positive emotions? Can emotion go awry? Roadmap

Workshop Overview

Part 1: Understanding Emotions Part 2: Emotion Regulation Part 3: Positive Emotions Part 4: Emotions and Mental Illness Roadmap

Tentative Schedule 9:00-11:30 Part 1: Understanding Emotions Morning Break Part 2: Emotion Regulation 11:30-12:30 Lunch Break 12:30-4:00 Part 3: Positive Emotions Afternoon Break Part 4: Emotions and Mental Illness Check-In

In your opinion, which of the following “themes” best describes mania (i.e., bipolar disorder)? a) Extreme b) Absence c) Disjunction d) Other Experts In Emotion

Available Freely: https://www.youtube.com/watch?v=8PHMR-U9R-g&list=PLh9mgdi4rNew731mjIZn43G_Y5otqKzJA Experts in Emotion

John Allen James Coan Jutta Joormann Lisa Parr Jo-Anne Bachorowski Leda Cosmides Jerome Kagan Steven Pinker Michael Bailey Ronald Dahl Dacher Keltner David Pizarro John Bargh Richard Davidson Brian Knutson David Rand Lisa Feldman Barrett David DeSteno Hedy Kober Jonathan Rottenberg Roy Baumeister Nancy Eisenberg Ann Kring Laurie Santos Arturo Bejar Naomi Eisenberger Marianne LaFrance Greg Siegle Kent Berridge Paul Ekman Jennifer Lerner Leah Somerville Wendy Berry Mendes Barbara Fredrickson Robert Levenson Maya Tamir George Bonanno Daniel Gilbert Iris Mauss June Tangney John Cacioppo Ian Gotlib Pranjal Mehta John Tooby Joseph Campos James Gross Douglas Mennin Jeanne Tsai Laura Carstensen Jonathan Haidt Judith Moskowitz Jessica Tracy Yulia Chentsova Dutton Matthew Hertenstein Michael Norton Tor Wager Margaret Clark Derek Isaacowitz Kevin Ochsner David Watson Gerald Clore Sheri Johnson Jaak Panksepp Jamil Zaki Experts In Emotion

Dr. Ian Gotlib Professor of Psychology Stanford University

Depression and Emotion: Adolescents Experts In Emotion

Dr. Sheri Johnson Professor of Psychology University of California, Berkeley

Emotion and Bipolar Disorder Experts In Emotion

Dr. Daniel Gilbert Professor of Psychology Harvard University

Happiness

“The most beautiful thing we can experience is the mysterious. It is the fundamental emotion that stands at the cradle of true art and true science.”

- Albert Einstein Learning Objectives

1. Distinguish between emotions, moods, and thoughts, 2. Describe ways that emotions benefit psychological health, well-being and survival. Roadmap

Part 1: Understanding Emotions

What is an emotion? What is its function? Take-Away Questions

Valence: Positive, Eliciting or Negative, intentional or Neutral object

Emotion

Enables Multi- pursuit of Component important Response goals

Ekman: 6 criteria

1. Brief 2. Unbidden 3. Cross-Species 4. Coherent 5. Fast 6. Automatic appraisal/evaluation

Paul Ekman UCSF Ekman: 6 criteria

Is this a sufficient explanation? Brief Unbidden Cross-species Coherent Fast Automatic appraisal/evaluation

Paul Ekman UCSF Features

Components

Criteria

Function Emotions evolutionarily evolved, serve survival purpose 1st Scientific Treatment of Emotion Includes survey data Observations of healthy and mentally ill individuals Personal anecdotes (e.g., grief expressions in Darwin’s own family after death) Fear Recurrent Evolutionary Hearing cues associated with predator Fear Situation

This is unsafe This is dangerous Appraisal Don’t attack!

Behavior FLIGHT-or-fight reaction

Increased blood flow to Physiology periphery, Increased oxygen volume

Function Escape predator, Safety, Defend FEAR

SADNESS

DISGUST

ANGER

HAPPY

SURPRISE Recurrent Loss of something valued Evolutionary (person/object/place) Sadnes Situation

s I need comfort Appraisal I miss that

Motor slowing and retardation Behavior Withdrawal

Increased heart rate, breathing Physiology Lacrimal glands (tears)

Motivated to avoid future loss and change Function circumstances Elicits social support Recurrent Encounter potential poison or contaminant. Evolutionary Universal elicitors (feces, urine, blood, Disgust Situation vomit, flesh)

This is unhealthy Appraisal This is unsafe

Repel and distance oneself from disgust Behavior stimuli Characteristic facial expression

Physiology Vagus nerve stimulation (digestion)

Function Repel substance away from body

Recurrent Evolutionary Attempt to attain a goal thwarted or stymied Anger Situation

You (or it) are in the way of what I want Appraisal I’m going to attack You are doing something wrong

Behavior Flight-or-FIGHT reaction

Increased blood flow to Physiology periphery, Increased oxygen volume

Confront and eliminate person/thing in way Function of goal or committing wrongdoing Recurrent Potential rewards and opportunities are Evolutionary available (e.g., food, mate, resource) Happy Situation

I like that/I want that Appraisal I’m friendly

Incentive-seeking behavior Behavior Affiliative orientation

Increased physiological arousal and/or Physiology Increased vagal tone

Motivate energy to acquire and attain Function potential reward, or establish relationship Recurrent Evolutionary Something unexpected arises Surprise Situation

What is that? Appraisal Look over there!

Behavior Energy mobilization, attentional focus

Increased blood flow to Physiology periphery, Increased oxygen volume

Evaluate change in environment, re-adapt Function to new circumstance Jealousy ? Please think of a serious committed romantic relationship that you have had in the past, that you currently have, or that you would like to have. Imagine that you discover that the person with whom you‘ve been seriously involved became interested in someone else. What would distress or upset you more:

A. Imagining you partner forming a deep emotional attachment to that person.

B. Imagining you partner enjoying passionate sexual intercourse with that other person

Take-Away Questions

1. What are the features, criteria, componetns, classification and function of an emotion?

2. How is an emotion differentiated from affect, mood, and attitudes?

3. What is the functionalist approach to emotion? Provide an example with a target emotion.

Learning Objectives

1. Compare and contrast beneficial and adverse forms of mood regulation Happiness Isn’t About…

Happiness is not about: Feeling Only Positive Emotions Feeling Positive All the Time Trying to Be Happy Roadmap

Part 2: Emotion Regulation

What is an emotion regulation? What are different strategies? What is socioemotional regulation? Take-Away Questions “The processes by which individuals influence which emotions they have, when they have them, and how they experience and express their emotions”

(Gross, 1998). Reactivity Regulation Understanding

The type, magnitude The processes by and duration which individuals of responses in influence which Knowledge about response to internal emotions they have, whether we or other and external when they have them, people are environment and have and how they experiencing emotions significance for experience and (Levenson, 2007). express these personal goals (Levenson, 2007). emotions (Gross, 1998).

Gross & Levenson (1995); Rottenberg, Ray, & Gross (2007) Down-Regulation Up-Regulation (Decrease) (Increase) -Firing oneself up before a -Trying to calm oneself big game (Int) down when angry (Int) -Reframing friends “little Negative fight” with spouse as serious -Helping tearful child fix (Ext) broken toy (Ext)

-Wiping smile off face at funeral (Int) -Sharing great news with -Helping giggling child close friends (Int) Positive calm down for bedtime (Ext) -Telling someone a joke to cheer them up (Ext) EMOTION REGULATION DISTINCT FROM

Coping Mood Regulation Defenses Decreasing NA Subjective component Aggressive/sexual impulses Longer time period Longer-term state Unconscious

Emotion Regulation: Exercise Group A

You will be viewing a short film clip. Please try to adopt a detached and unemotional attitude as you watch the film. In other words, as you watch the film clip, try to think about what you are seeing objectively, in terms of the technical aspects of the events you observe. Watch the film clip carefully, but please try to think about what you are seeing so you don't feel anything at all. Group B

You will be viewing a short film clip. If you have any feelings as you watch the film clip, please try your best not to let those feelings show. In other words, as you watch the film clip, try to behave in such a way that a person watching you would not know you were feeling anything. Watch the film clip carefully, but please try to behave so that someone watching you would not know that you are feeling anything at all. Group C

You will now be viewing the film clip. Please watch the film carefully.

RATE EMOTION EXPERIENCE - POSITIVE

123 4 567 none at somewha very all t much RATE EMOTION EXPERIENCE - NEGATIVE

123 4 567 none at somewha very all t much RATE EMOTION EXPRESSION - POSITIVE

123 4 567 none at somewha very all t much RATE EMOTION EXPRESSION - NEGATIVE

123 4 567 none at somewha very all t much RATE PHYSIOLOGICAL AROUSAL - OVERALL

123 4 567 none at somewha very all t much Emotion Regulation: Exercise Process Model of Emotion Regulation (Gross, 1998) Process Model of Emotion Regulation (Gross, 1998) Event/Stimulus ANTECEDENT-FOCUSED

Situation Selection/Modification

Situation Antecedent-Focused Strategies

STRATEGY DEFINITION EXAMPLE

Taking actions that will make it more Situation (or less) likely that you will end up in Move to a different checkout line at Selection situation giving rise to desirable (or the grocery store. undesirable) emotions.

Situation Directly modify a situation so as to Strike up friendly conversation with Modification alter its emotional impact. clerk. Process Model of Emotion Regulation (Gross, 1998) Event/Stimulus Assessment of Event ANTECEDENT-FOCUSED

Situation Attentional Cognitive Selection/Modification Deployment Reappraisal

Situation Attention Appraisal Assessment of Event

STRATEGY DEFINITION EXAMPLE

Attentional Directing one’s attention within a Deployment given situation in order to influence Remembering a happy memory. (2 types: distraction, one’s emotions. concentration)

Cognitive Changing the way one appraises Thinking that the situation could be Reappraisal (i.e., thinks about or evaluates) a worse, you could have 10 screaming (aka cognitive situation to alter its emotional impact kids behind you in line! change) Cognitive Reappraisal

• Defined as construing an emotion-eliciting situation in a way that alters its emotional impact (e.g., Lazarus & Alfert, 1962; Gross, 1998)

• Form of cognitive change common to existing CBT interventions (e.g., Beck, 1962)

• Associated with reductions in negative affect and physiological response (e.g., Gross, 1998; Gross, 2002). Your Brain on Emotion Regulation (Kevin Ochsner, Columbia) Think about the image in a way that makes you feel less negative.

Images Courtesy of Kevin Ochsner Reappraisal: Decrease negative “She is just tired/annoyed, is hearty, will be better soon”

Prefrontal Cortex (PFC) Amygdala

Images Courtesy of Kevin Ochsner Martin, Gross, & Ochsner (2017) Process Model of Emotion Regulation (Gross, 1998) Event/Stimulus Assessment of Event Response ANTECEDENT-FOCUSED RESPONSE-FOCUSED

Situation Attentional Cognitive Selection/Modification Deployment Reappraisal Suppression

Situation Attention Appraisal Response Response Focused Strategies

STRATEGY DEFINITION EXAMPLE

Behavioral Inhibiting ongoing emotion Suppress anger expression Suppression expressions Suppression

• Defined as attempting to suppress or inhibit outward displays of emotion (e.g., Gross, 1998)

• Associated with increased physiological response (e.g., Gross, 1998; Gross, 2002). Process Model of Emotion Regulation (Gross, 1998) Event/Stimulus Assessment of Event Response ANTECEDENT-FOCUSED RESPONSE-FOCUSED

Situation Attentional Cognitive Selection/Modification Deployment Reappraisal Suppression

Situation Attention Appraisal Response Emotion Regulation Strategies: Consequences Reappraisal & Suppression: Short-Term Consequences (Gross & Levenson, 1993)

Suppression Reappraisal

Experience or ns. *

Behavior *

Physiology * Reappraisal & Suppression: Long-Term Consequences (Gross & Levenson, 1993)

STRATEGY LONG-TERM CONSEQUENCES

Better social relationships Reappraisal Better coping with stress More positive emotion

Feel less authentic in social life Suppression Poorer coping with stress Less positive & more negative emotion

Social Baseline Theory

Principle 1: Humans are hardwired to seek social support and contact. Thus, social contact is a baseline strategy for emotion regulation.

Principle 2: Interpersonal factors (e.g., social interaction, social proximity) are a means through which we can regulate our emotions.

Coan, 2011 Social Baseline Theory

Social interactions regulate our emotions via: 1. Signal social resources are available 2. Reduce perceptions of risk and alarm 3. Alert individuals that less action is needed 4. Reduce cognitive and metabolic costs 5. Foster efficient coping

Coan, 2011 Social Baseline Theory

- We use social contact with others as a “baseline” emotion regulation strategy

Coan, 2011 Take-Away Questions

1. How is emotion regulation distinct from related constructs of coping, mood regulation, and defenses?

2. What is an antecedent-focused & response-focused emotion regulation strategy? Provide examples.

3. What is social emotion regulation? Describe the basic principles of the social baseline theory. Learning Objectives

1. When and how are positive emotion good for us? 2. What are the harmful effects of positive emotions? Roadmap

Part 3: Positive Emotions

When are positive emotions good for us? When and how can they go awry? Take-Away Questions “Happiness is the meaning and the purpose of life, the whole aim and end of human existence.”

- A RISTO “The very motion of our life is towards happiness.”

- DALAI LAMA The Art of Happiness “What we call happiness in the strictest sense comes from the satisfaction of needs which have been dammed up to a high degree.”

- SIGMUND FREUD

Happiness: Parts

Part 1: High Positive Affect - Experiencing intense & frequent positive emotions

Part 2: Low Negative Affect - Experiencing low-level & infrequent negative emotions

Part 3: Subjective Well-Being - Cognitive evaluation of one’s current & past circumstances Positive Emotions Broaden & Build

Build

Broaden Develops Positive physical, Emotions mental and Expands social inventory of resources Joy, Love, thoughts Contentment, and action Interest, Happiness

Fredrickson, 1998 Positive Emotions: Not All Are Alike

EXCITEMENT JOY COMPASSION LOVE PRIDE

Shiota, John, & Keltner, 2006 SHS Scale Creator Sonja Lyubomirsky “A life is meaningful when it is understood by the person living it to matter in some larger sense. Lives may be experienced as meaningful when they are felt to have significance beyond the trivial or momentary, to have purpose, or to have a coherence that transcends chaos.” 3 Routes to Happiness

1. Pleasant Life: attaining and maximizing pleasures in life.

2. Good Life: knowing your signature strengths, and using to cultivate friendship, leisure (i.e., increase flow). What Makes Us Happy? ? Education Level? Gender? Age? Money? Political Ideology? Relationships? Smarter = Happier? Women happier than men? Data pooled from ~170k interviews

100%

60%

20%

0% Men Women Men Women Satisfied Very Happy

Myers (2000) Happier & Wiser?

POSITIVE AFFECT NEGATIVE AFFECT WEEK

Carstensen et 1.0

0.8

0.6

0.4

0.2

-0.2 Positive Emotional Experience Positive Emotional 20 30 40 50 60 70 80 90

Age

Carstensen et Older People are Happier TED talk: Laura Carstensen

http://www.ted.com/talks/laura_carstensen_older_people_are_happier.ht ml http://www.sciencemag.org http://www.amazon.com/Happy-Money-ebook/dp/B008J4L17K

“Man is by nature a social animal.” - ARISTOTLE Can We Predict What Will Make Us Happy? ? Affective Forecasting

Prediction of one’s emotional state in the future.

Most of the time, people are wrong about how they will feel in the future. They think things will matter more than they do

Predict good things will make us really happy, and for a very long time. Usually OVERESTIMATE how happy (and unhappy) things will make us.

We are wrong! Gilbert et al., 2008; Wilson & Gilbert, 2003; 2005 The Surprising Science of Happiness TED talk: Dan Gilbert http://www.ted.com/talks/dan_gilbert_asks_why_are_we_happy.html the other side of Some Truths about Happiness >

Happiness Isn’t About…

Feeling Only Positive Emotions Feeling Positive All the Time Trying to Be Happy JOY ANXIETY DISGUST FEAR HAPPINESS SURPRISE SADNESS ANGER Compare Three Individuals

ABC

JOY JOY JOY JOY AWE CALM JOY PRIDE FEAR What is EmoDiversity?

Anxiety Happiness Joy Rage Serenity Fear Compassion Sadness Love Depression Anger Hate Happiness What is Emodiversity?

s Higher values = more diverse emotional EMODIVERSITY (Pi x1nPi) = experiences ∑i=1

s = total number of emotions experienced (richness) Richness pi = proportion of S made up of the ith emotions Number of Specific Emotions STEPS TO CALCULATE EMODIVERSITY

1. Divide number of times an individual experienced emotion #1 by the total number of times they experienced all types of Evenness emotions. This generates pi. Extent to which emotions experienced in 2. Multiple this proportion by its natural log (pi x ln pi) 3. Repeat for all specific emotions assessed same proportion 4. Sum all the (pi x ln pi) products and multiply total by -1 Study: Participants

Study One Study Two (n = 35,844) (n = 1,310)

Age 39.72 (13.70) 51.2 (16.10)

% Female 79% 58%

84.6% French 95.2% Belgium Nationality 9.5% Belgium 1.5% European-Other 3.4% Other 0.3% Other Study: Results

Alertness Contentment Hope Anger Fear Shame Low High Amusement Joy Love Sadness Disgust Contempt

Awe Gratitude Pride EmoDiversity EmoDiversity Embarrassment Guilt Anxiety Study: Greater Emodiversity Predicts Clinical & Physical Health Outcomes

Study One: Study Two: Clinical Health Outcomes Physical Health Outcomes (n = 35,844) (n = 1,310)

Mania (MDQ-M)

Depression (MADRS) -0.36*

# Visits to Family Doctor -0.08*

# Days Spent in Hospital -0.15** (past year) Study: Greater Emodiversity Predicts Clinical & Physical Health Outcomes

Study One: Study Two: Clinical Health Outcomes Physical Health Outcomes (n = 35,844) (n = 1,310)

Mania (MDQ-M) -0.11*

Depression (MADRS) -0.27*

# Visits to Family Doctor -0.29**

# Days Spent in Hospital -0.13* (past year) Diversity: The spice of emotional life?

Increase emotional diversity

Not only positive emotions s *Experience positive and negative EMODIVERSITY = (Pi x1nPi) emotions ∑i=1 Not one type of positive emotion *Experience variety of discrete positive emotions (e.g., joy, pride, gratitude, contentment, awe) www.emodiversity.org Happiness Isn’t About…

Happiness is not about: Feeling Only Positive Emotions Feeling Positive All the Time Trying to Be Happy PSYCHOLOGICAL HEALTH

HAPPINESS Wrong Time for Happiness? The Wrong Time

Competition Loss Happiness Isn’t About…

Happiness is not about: Feeling Only Positive Emotions Feeling Positive All the Time Trying to Be Happy Spinoza

“ Desire is the very essence of man.”

Iris Mauss

Happiness

Valuing Happiness Higher Standards Disappointments

Mauss et al (2011) Iris Mauss

Valuing Happiness

Positive Context Negative Context

Disappointment External Explanation

Happiness N/AHappiness N/A

Mauss et al (2011) John Stuart Mill

“ Those only are happy who have their minds fixed on some object other than their own happiness.” Take-Away Questions

1. What is happiness? How has it been defined from different scientific perspective?

2. What are some truths about happiness?

3. Can there ever be ‘too much of a good thing’?

4. Is there a the ‘wrong timing’ for happiness?

5. Should we strive to be happy? “Not everything that steps out of line, and thus abnormal, must necessarily be inferior.”

-Hans Asperger (1938) Learning Objectives

1. List different ways emotions can be regulated and what are their consequences for our psychological health and clinical disorders. Roadmap

Part 4: Emotions and Mental Illness

Significance Depression Bipolar Disorder Panic Disorder Take-Away Questions 1952 & 1968 1980 1994 2013 “Emotion” and “Psychopathology”

21000 18000 15000 12000 9000 6000 3000 0 2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013 2014 2015

Disorder Emotional “Symptoms"

Major Depressive Disorder (e.g., Gotlib & Joormann, 2010; Rottenberg et al., 2005; Sloan et al., 2001) Sadness, Guilt, Anhedonia Specific Phobia (e.g., Etkin et al., 2007; Ohman et al., 2011) Fear Panic Disorder (e.g., Arch & Craske, 2008; McNally et al., 1994; Watson & Kendall, 1989) Fear (of Fear)

Social Phobia (e.g., Etkin et al., 2007; Keltner et al., 1997; Rapee & Heimberg, 1997) Fear, Embarrassment Borderline Personality Disorder (e.g., Keltner & Kring, 1998; Linehan et al., 1995) Anger, Affective Instability Bipolar Disorder (Mania) (e.g.., Gruber, 2011; Johnson, 2005) Elation, Irritability Schizophrenia (e.g., Kring, 2008) Diminished Emotional Expression

What is depression?

pp. 65-66; Solomon (2001). he Noonday Demon: An Atlas of Depression What is depression?

p. 19; Solomon (2001). The Noonday Demon: An Atlas of Depression Depression: Diagnostic

Criteria I. Sad mood and/or lack of pleasure.

II. Associated Symptoms - Guilt or worthlessness - Low self-esteem - Suicidal ideation or intent - Appetite/eating disturbance (appetite diminished/increased; weight gain/loss) -Sleep disturbance (insomnia, hypersomnia) -Psychomotor retardation/agitation -Trouble concentrating -Fatigue

III. Causes Impairment Experts In Emotion Interview Dr. Jonathan Rottenberg

Professor of Psychology University of South Florida Reactivity Regulation Understanding

Gross & Levenson (1995); Rottenberg, Ray, & Gross (2007) I. Sad mood and/or lack of pleasure.

II. Associated Symptoms 1. Significant weight or appetite change 2. Insomnia or hypersomnia 3. Psychomotor retardation or agitation 4. Fatigue or loss of energy 5. Feelings of worthlessness or excessive guilt 6. Diminished ability to concentrate, indecisiveness 7. Suicidal ideation or behavior

III. Causes Impairment

Tale of 2 Views

MAGNIFICATION ATTENUATION

POSITIVE ATTENUATION NEGATIVE POTENTIATION -Exhibit decreased (attenuated) -Exhibit increased (potentiated) responses to positive stimuli. responses to negative stimuli. -Symptom: Anhedonia (decreased -Symptom: Sad Mood (increased pleasure). negative emotion). -Basis: Report less pleasure to pleasant -Basis: Cognitive theories of depression photos (IAPS), positive films, and posit negative distortions of world --> drink stimuli. Positive words evoke lead to negative emotions. less neural reactivity. Experimental Procedure

WATCHED FILMS EMOTIONAL LIFE (Neutral, Sad, Happy) EVENTS INTERVIEW (Neutral, Sad, Happy)

Rottenberg et al (2005) Rottenberg et al (2005) Results

MAGNIFICATION ATTENUATION

POSITIVE ATTENUATION NEGATIVE POTENTIATION -Exhibit decreased (attenuated) -Exhibit increased (potentiated) responses to positive stimuli. responses to negative stimuli. -Symptom: Anhedonia (decreased -Symptom: Sad Mood (increased pleasure) negative emotion). -Basis: Report less pleasure to pleasant -Basis: Cognitive theories of depression photos (IAPS), positive films, and posit negative distortions of world --> drink stimuli. Positive words evoke lead to negative emotions. less neural reactivity Emotion Context Insensitivity (ECI)

- Depression flattens emotional landscape. - Constricts reactions to differing contexts (even neutral or non-emotional ones). - Emotions are not appropriate (or “insensitive”) to context.

Rottenberg et al (2005)

Kay Jamison

“ When you’re high it’s tremendous. The ideas and feelings are fast and fleeting like shooting stars…feelings of ease, intensity, power, well-being, financial omnipotence, and euphoria pervade one’s marrow.”

Kay Jamison, Unquiet Mind (p. 67). Theodore Roethke

“ For no reason, I started to feel incredibly good. I didn’t sleep much. I just walked around with this wonderful feeling. One day I was passing a diner and I knew how it felt to be a lion. I went into the diner and said ‘Bring me a steak, a raw steak, don’t cook it.’ I started eating it. The other customers made like they were revolted, watching me. So I began to see that maybe it was a little strange. I went to the Dean and said ‘Get me down off this.’”

Theodore Roethke (1908-1963), American Poet Diagnostic Criteria

I. Abnormally/Persistently Elevated Mood (may also be irritable)

II. Associated Symptoms -Inflated self-esteem or grandiosity -Decreased need for sleep -Pressured Speech -Increased physical activity and energy -Racing thoughts -Increase in goal-directed activity

III. Causes Impairment DSM-5

Bipolar and Related Disorders

Other Bipolar I Bipolar II Cyclothymic Substance/ Unspecified Specifiers for Bipolar and Specified Disorder Disorder Disorder Medication- Bipolar and Bipolar and Related Bipolar and Induced Related Related Disorder Due Related Bipolar Disorder Disorders to Another Disorder and Related Condition Disorder Bipolar Disorder Prevalence - Approx. 3.9% (Kessler et al., 2005)

Significant Impairment - Highest suicide rate (up to 29%) of all psychiatric disorders - 1/2 inpatient mental health care costs - 6th leading cause of worldwide disability by World Health Organization Reactivity Regulation Understanding

Gross & Levenson (1995); Rottenberg, Ray, & Gross (2007) NEGATIVEPOSITIVEFILM

PRE-FILM SELF- SELF- FILM CLIPS BASELINE REPORT [WITHIN-SUBJECTS, REPORT RANDOMIZED ORDER]Depressio n Self-Reported PA Cardiac Vagal Tone BD CTL 3.0

2.7 4.4

2.3 3.9

2.0 3.3

1.7 2.8

1.3 2.2

1.0 1.7

0.7 1.1

0.3 0.6

0.0 0.0 Positive Negative Neutral Positive Negative Neutral

Gruber, Harvey, & Purcell (2011) Reactivity Regulation Understanding

Gross & Levenson (1995); Rottenberg, Ray, & Gross (2007) Reappraisal Suppression Effort Success HAPPYFILMSAD

BASELINE WATCH REGULATE REPORT

Gruber, Harvey, & Gross (2012) Gruber, Harvey, & Gross (2012) ABILITY-ACHIEVEMENT GAP

Observable emotion Capacity for emotion regulation performance regulation performance

Do regulate Can regulate successfully? successfully? Reactivity Regulation Understanding

Gross & Levenson (1995); Rottenberg, Ray, & Gross (2007) PARTICIPANTS

BD Risk (n = 121) HYPOMANIC PERSONALITY Age 19.31 (8.58) SCALE

(Eckblad & Chapman, 1986) Female (%) 57.0%

Caucasian (%) 47.1% HPS

BD risk (HPS) 22.64 (4.19)

Mania (ASRM) 2.38 (0.80)

Depression (BDI) 5.00 (4.03) WATCH VIDEO OF REPORTREPORT EMOTIONEMOTION TARGET EXPERIENCEPERCEPTION

429429

HowHow muchmuch ______werewas this you personfeeling while thisfeeling person was talking?was talking?

Shared negative life event of 11 22 33 44 55 66 77 mother dying. (2 min) nonenone aa lotlot Positive Negative Positive Negative HPS Affect Affect HPS Affect Affect

Emotion Empathic 0.19* 0.14 0.26* 0.08 Experience Accuracy Bias

Devlin, Ong, Zaki, & Gruber (2014)

Experts In Emotion Interview Dr. Douglas Mennin

Associate Professor of Psychology City University of New York, Hunter College I. History of Panic Attack(s): -Discrete period of intense fear -Usually peaks within 10 minutes -Triggers SNS response (e.g., heart racing, sweating, dizzy, trembling, hard to catch breath)

II. Fear of having future panic attack(s)

III. Causes impairment in person’s life Reactivity Regulation Understanding

Gross & Levenson (1995); Rottenberg, Ray, & Gross (2007) “Only thing we have to fear is fear itself.”

-Franklin D. Roosevelt (1932), First Inaugural Address Panic Attack

Heart Racing Difficulty breathing Chest pain Fear of Panic Palms Sweating Future Panic Disorder Dizziness Attacks Derealization Feeling of fainting Feel going crazy Feel as if dying Nausea Hot flashes/chills Fear of Fear Hypothesis

Fear of Fear Hypothesis Part I. Overly aroused autonomic nervous system Part II. Tendency to be upset by the physiological sensations. Part III. Vicious cycle - Worry about future panic attacks - This worry heightens physiological arousal - Makes future panic attack more likely

Take-Away Questions

1. What can be gained from a transdiagnostic approach to emotion disturbances across disorders?

2. What ways are emotion reactivity, regulation, and understanding is impacted across disorders? “For many centuries, emotions were regarded as mysterious, even impenetrable to scientific inquiry. It was left to poets to marvel at their power. In recent years, however, psychological research on emotion and emotion regulation has come of age.”

Jonathan Rottenberg & James Gross (2007) Thank You! Professor June Gruber Emotions What We Feel, Why We Feel, And How To Change Our Feelings June Gruber, Ph.D.

REFERENCES

Barrett, L. F. (2012). Emotions are real. Emotion, 12(3), 413.

Ekman, P. (1992). An argument for basic emotions. Cognition & Emotion, 6(3-4), 169- 200.

Fredrickson, B. L. (1998). What good are positive emotions?. Review of General Psychology, 2(3), 300.

Gross, J. J. (2015). Emotion regulation: Current status and future prospects. Psychological Inquiry, 26(1), 1-26.

Gross, J. J. (2010). The future’s so bright, I gotta wear shades. Emotion Review, 2(3), 212-216.

Gruber, J. (2011). When feeling good can be bad: Positive emotion persistence (PEP) in bipolar disorder. Current Directions in Psychological Science, 20(4), 217-221.

Gruber, J., Johnson, S. L., Oveis, C., & Keltner, D. (2008). Risk for mania and positive emotional responding: Too much of a good thing? Emotion, 8(1), 23-33.

Gruber, J., Mauss, I. B., & Tamir, M. (2011). A dark side of happiness? How, when and why happiness is not always good. Perspectives on Psychological Science, 6(3), 222- 233.

Jazaieri, H., Urry, H. L., & Gross, J. J. (2013). Affective disturbance and psychopathology: An emotion regulation perspective Journal of Experimental Psychopathology, 4(5), 484-599.

Myers, D. G., & Diener, E. (1997). The new scientific pursuit of happiness. Harvard Mental Health Letter, 14(2), 4-7.

Nesse, R. M. (2004). Natural selection and the elusiveness of happiness. Philosophical Transactions of the Royal Society B: Biological Sciences, 359(1449), 1333.

Oishi, S., Diener, E., & Lucas, R. E. (2007). The optimum level of well-being: Can people be too happy?. Perspectives on Psychological Science, 2(4), 346-360.

Tooby, J., & Cosmides, L. (2008). The evolutionary psychology of the emotions and their relationship to internal regulatory variables.

IBP programs are designed to be based on the best available evidence from current scientific research. However, the interpretation of evidence-based research may vary among researchers. The views and opinions expressed in this program are those of the presenter and do not necessarily reflect the views and opinions of IBP.

SELF-TEST

1. Which of the following is NOT one of the three components of a Multi-Component Emotion Response? A) Physiological B) Cognitive C) Subjective D) Behavioral

2. According to Fredrickson’s Broaden and Build theory, positive emotions serve to broaden: A) Cognition B) Attention C) Action D) All of the above

3. In work by Dr. Gruber, individuals at risk for mania (i.e., bipolar disorder) report increased positive emotions in response to watching ______emotional films. A) Neutral B) Happy C) Sad D) All of the above

4. Which of the following is not a “theme” of positive emotion disturbance discussed by Dr. Gruber? A) Stability B) Striving C) Spice D) Situation E) All of the following are themes of positive emotion disturbance

5. What of the following is NOT considered one of the six basic emotions? A) Anger B) Embarrassment C) Disgust D) Surprise E) Happiness

6. Which is NOT part of the Emotion Context Insensitivity (ECI) account of depression proposed by Jonathan Rottenberg? A) Decreased response to positive stimuli B) Increased response to negative stimuli C) Emotional “flattening” D) Emotions are not appropriate to context

7. You want to burst out singing because of your excitement about this workshop However, you decide to divert your attention to the sleeping attendee sitting next to you. This helps you down-regulate your emotions to a more neutral state. Which of the following emotion regulation strategies does this example BEST exemplify? A) Cognitive reappraisal B) Suppression C) Attentional deployment D) Impression management

8. Reappraisal and suppression differ in all of the following ways EXCEPT: A) Suppression is associated with increased physiological arousal in the short-term compared to reappraisal B) Reappraisal is associated with increased emotional experience in the short-term compared to suppression C) Reappraisal is associated with enhanced social relationships in the long-term compared to suppression D) Suppression is associated with decreased positive emotion experience in the long-term compared to reappraisal

9. Which of the following is NOT a characteristic of very happy people? A) More positive life events B) Higher self-esteem C) Optimism D) Extraversion

10. Which of the following has been found to be the GREATEST predictor of happiness levels? A) Money spent on oneself B) Education C) Gender D) Social relationships

10. D D 10. Answers: 1. A, 2. D, 3. D, 4. E, 5. B, 6. B, 7. C, 8. B, 9. A, A, 9. B, 8. C, 7. B, 6. B, 5. E, 4. D, 3. D, 2. A, 1. Answers:

Short Answer

1. Pick one emotions discussed today. For this specific emotion, provide a functional analysis profile for the specific emotion including describing the following five things: 1. Recurrent evolutionary situation giving rise to the emotion, 2. Appraisal for the emotion; 3. Behavior associated with the emotion; 4. Physiological or bodily response; 5. Function of each emotion.

2. List the 4 components of James Gross’ Process Model of Emotion Regulation. For each component, list and briefly define one example of an emotion regulation strategy in 1-2 sentences.

3. In discussing the “dark side” of happiness, what are the ways that happiness can sometimes go awry?

4. Choose one clinical disorder discussed today. Describe how emotion is impaired in the disorder by (a) citing which emotion and psychopathology theme exemplified by this disorder (e.g., absence, excess, disjunction) and (b) including appropriate and specific scientific evidence supporting your argument for this emotional theme.