Eating Disorders, Emotion Regulation, and Mentalization : Addressing the gap between Theory and Practice

2021 ◽  
Keyword(s):  
Eating Disorders ◽  
Emotion Regulation ◽  
Eating Behaviors ◽  
Treatment Effectiveness ◽  
Self Regulation ◽  
Diagnostic Category ◽  
Two Dimensions ◽  
Theory And Practice ◽  
Self Control ◽  
The Impact

Clarifying terminology in psychological science is crucial to develop suitable practices and improve treatment effectiveness. Objectives: To provide theoretical framework which integrates the scientific literature regarding the transdiagnostic dimensions in the eating disorders (ED) spectrum: self-agency, mentalization, self-control and self-regulation. In addition to introducing a newly developed eating and control style axis, (ECOSA), it focuses on better conceptualizing the complex interaction between eating style, control conditions, and the impact of the “emotional brain” versus the “thinking brain.” Methods: Electronic searches of MEDLINE, EMBASE, and PsycINFO, were performed on April–May 2020 using the keywords Self agency or mentalization or reflective functioning or self-regulation or emotion regulation or self-control or self-agency and eating disorders. Results: There are numerous scientific literatures related to eating disorders. However, only two were related to all the dimensions discussed in this manuscript. Most reviews have focused on a single diagnostic category or two dimensions. Only, one study reported the results of mentalization-based treatment (MBT). ECOSA provides an example of a tool that may be used to promote self-agency in the management of eating disorders. Conclusion: To enhance perception of ownership over an effector (self-agency), clinicians need an instrument that assists in exploring the agent’s inner intentions. ECOSA may be used by all those who seek further clarity regarding the association between pathological eating behaviors, self-regulation and under- or over-c

scholarly journals Self-Control and Emotion Regulation Mediate the Impact of Karate Training on Satisfaction With Life

2022 ◽  
Vol 15 ◽  
Author(s):  
Wiktor Potoczny ◽  
Radoslawa Herzog-Krzywoszanska ◽  
Lukasz Krzywoszanski
Keyword(s):  
Physical Activity ◽  
Emotion Regulation ◽  
Satisfaction With Life ◽  
Self Regulation ◽  
Well Being ◽  
Self Control ◽  
Satisfaction With Life Scale ◽  
General Level ◽  
Subjective Well Being ◽  
The Impact

Physical activity is an important determinant of a healthy lifestyle. Regular participation in sports-related activities contributes to the maintenance of good psychophysiological and social health. Long-term physical activity has a positive impact on subjective well-being and can reduce stress. Karate is a specific physical activity which focuses on self-regulation and self-development; therefore, it may reduce impulsivity and improve self-control. Good self-control is also related to satisfaction with life and well-being. The presented study aimed to examine the possible intermediate impact of self-control and emotion regulation on the relationship between karate training and satisfaction with life. Fifty-eight karate practitioners and fifty-nine control subjects participated in the research. The Satisfaction With Life Scale and the Brief Self-Control Scale were applied in order to assess life satisfaction and the general level of self-control. The Emotion Regulation Questionnaire was used to assess suppression and reappraisal, both of which are distinct aspects of emotion regulation. The direct and indirect relationships between karate training and satisfaction with life were investigated using a linear regression model that included self-control, suppression and reappraisal as mediating variables. No direct effects of karate training on satisfaction with life were found, whereas karate training was indirectly associated with satisfaction with life via the indirect path that leads through self-control and reappraisal. This indicates that self-control and reappraisal fully mediate the impact of karate training on subjective well-being. Karate training can therefore play an important role in shaping volitional and personality characteristics, both of which contribute to increasing the well-being of trainees.

Cognitive Mapping: Its Use as an Assessment Tool for Disordered Eating

1999 ◽  
Vol 8 (2) ◽  
pp. 63-72
Author(s):  
Kristin L. Wiginton ◽  
Deborah Rhea
Keyword(s):  
Eating Disorders ◽  
Disordered Eating ◽  
Eating Behaviors ◽  
Cognitive Mapping ◽  
Female Athletes ◽  
Assessment Tool ◽  
Mental Representations ◽  
Disordered Eating Behaviors ◽  
Preventive Practices ◽  
The Impact

The incidence of eating disorders among female athletes continues to increase, presenting intervention challenges to athletic trainers. Additionally, a number of female athletes have disordered eating behaviors that do not yet constitute an eating disorder diagnosis, but have similar characteristics to those athletes diagonised with eating disorders. However, each athlete exhibits individual mental representations of disordered eating and the impact of those representations on important aspects of her life. The athletic trainer has the potential to offer comprehensive preventive education when all aspects of the athlete’s own understanding of disordered eating are assessed. Cognitive mapping is an assessment technique that can be used in addition to other preventive practices and can be useful in determining an athlete’s current mental representations of disordered eating.

scholarly journals Doing despite Disliking: Self–Regulatory Strategies in Everyday Aversive Activities

2019 ◽  
Vol 33 (1) ◽  
pp. 104-128 ◽  
Author(s):  
Marie Hennecke ◽  
Thomas Czikmantori ◽  
Veronika Brandstätter
Keyword(s):  
Emotion Regulation ◽  
Self Regulation ◽  
Self Control ◽  
Negative Consequences ◽  
Comprehensive Understanding ◽  
Pilot Studies ◽  
Personality Psychology ◽  
Beneficial Effects ◽  
Regulatory Strategies ◽  
Self Reports

We investigated the self–regulatory strategies people spontaneously use in their everyday lives to regulate their persistence during aversive activities. In pilot studies (pooled N = 794), we identified self–regulatory strategies from self–reports and generated hypotheses about individual differences in trait self–control predicting their use. Next, deploying ambulatory assessment ( N = 264, 1940 reports of aversive/challenging activities), we investigated predictors of the strategies’ self–reported use and effectiveness (trait self–control and demand types). The popularity of strategies varied across demands. In addition, people higher in trait self–control were more likely to focus on the positive consequences of a given activity, set goals, and use emotion regulation. Focusing on positive consequences, focusing on negative consequences (of not performing the activity), thinking of the near finish, and emotion regulation increased perceived self–regulatory success across demands, whereas distracting oneself from the aversive activity decreased it. None of these strategies, however, accounted for the beneficial effects of trait self–control on perceived self–regulatory success. Hence, trait self–control and strategy use appear to represent separate routes to good self–regulation. By considering trait– and process–approaches these findings promote a more comprehensive understanding of self–regulatory success and failure during people's daily attempts to regulate their persistence. © 2018 European Association of Personality Psychology

scholarly journals Mixed Results on the Efficacy of the CharacterMe Smartphone App to Improve Self-Control, Patience, and Emotional Regulation Competencies in Adolescents

2021 ◽  
Vol 12 ◽  
Author(s):  
Sarah A. Schnitker ◽  
Jennifer Shubert ◽  
Juliette L. Ratchford ◽  
Matt Lumpkin ◽  
Benjamin J. Houltberg
Keyword(s):  
Emotion Regulation ◽  
Behavioral Intervention ◽  
Emotional Regulation ◽  
Self Control ◽  
Smartphone App ◽  
Psychological Interventions ◽  
User Engagement ◽  
Social Emotional ◽  
Changes Over Time ◽  
The Impact

Unprecedented levels of access to adolescents' time and attention provide opportunities to convert traditional character and socioemotional competencies interventions into behavioral intervention technologies. However, these new tools must be evaluated rather than assuming previously validated activities will be efficacious when converted to a mobile platform. Thus, we sought to design and provide initial data on the effectiveness of the CharacterMe smartphone app to build self-control and patience, which are built on underlying social-emotional regulation competencies, in a sample of 618 adolescents (Mage = 16.07, Female = 56.6%). We also sought to examine whether framing the app activities as having a transcendent (spiritual connection or moral/prosocial) rather than instrumental purpose would increase engagement and change in self-control, patience, and emotion regulation. Finally, we tested the impact of framing activities as building strengths vs. fixing weaknesses. Results highlight the difficulty of translating psychological interventions to behavioral intervention technologies. Overall, the CharacterMe smartphone app was unsuccessful in increasing self-control, patience, or emotion regulation in adolescents, with analyses showing no significant mean changes over time. Framing conditions and user engagement were largely not significant predictors of change in self-control, patience, and emotion regulation.

scholarly journals THE INFLUENCE OF EMOTIONAL INTELLIGENCE ON THE PROCESSES OF SELF-IDENTIFICATION OF ADOLESCENTS WITH INTELLECTUAL DISABILITIES

2020 ◽  
Vol 2020 (2) ◽  
pp. 14-21
Author(s):  
Olga Vovchenko
Keyword(s):  
Emotional Intelligence ◽  
Intellectual Disabilities ◽  
Social Life ◽  
Self Regulation ◽  
Personal Characteristics ◽  
The State ◽  
Self Control ◽  
Emotional States ◽  
Low Level ◽  
The Impact

The relevance of the study is due to two aspects: first, the complexity of adolescence, psychological problems faced by adolescents, their parents, educators and teachers; secondly, the lack of research not only the peculiarities of self-identification of adolescents with intellectual disabilities, but also the interaction of emotional intelligence on the formation of self-esteem, Self-concept and self-identification in general. Because self-identification and emotional intelligence require the adolescent's personality to actively participate in its formation and formation. These are two constructs in the structure of personality, which are based on reflection, self-regulation, self-awareness and further determine the vector of life of the adolescent, his/her place in social life. The aim of the article is to identify and experimentally test the state of formation of self-identification in adolescents with intellectual disabilities and the impact on its formation of emotional intelligence. The study used theoretical (deductive, inductive) and empirical (methods of psychodiagnostics) methods. Psychological diagnosis of the state of formation of self-identification in adolescents with intellectual disabilities was carried out using the method of «Hand-drawn apperceptive test (PAT)», the method of «Who am I? » (by M. Kuhn), conversations, observations. The result of the study was a statement of the fact that the vast majority of adolescents with intellectual disabilities have a low level of self-identification, only a small percentage of the studied adolescents have an average level. Such results are due to such personal characteristics of the adolescent as asociality, anxiety, diffidence, lack of self-control, inability to control stress-filled emotional states, low level of selfregulation (including emotional and volitional self-regulation), low level of emotional intelligence formation.

scholarly journals Protocol for an App-Based Affective Control Training for Adolescents

2018 ◽  
Author(s):  
Susanne Schweizer ◽  
Jovita T. Leung ◽  
Rogier Kievit ◽  
Maarten Speekenbrink ◽  
William R. Tender ◽  
...  
Keyword(s):  
Mental Health ◽  
Emotion Regulation ◽  
Mental Health Problems ◽  
Controlled Trial ◽  
Self Regulation ◽  
Health Problems ◽  
Matching Task ◽  
Double Blind ◽  
Wide Range ◽  
The Impact

Abstract Background: 75% of all mental health problems have their onset before the end of adolescence. Adolescence, thus may be a particularly sensitive time period for preventing mental health problems. Affective control, the capacity to engage with goal relevant and inhibit distracting information in affective contexts, has been proposed as a potential target for prevention. In this study, we will explore the impact of improving adolescents’ affective control capacity on their mental health. Methods: The proof-of-principle double-blind randomized controlled trial will compare the effectiveness of an app-based affective control training (AC-Training) to a placebo training (P- Training) app. 200 (~50% females) adolescents (11-19 years) will train for 14 days on their training app. The AC-Training will include three different n-back tasks: visuospatial, auditory and dual (i.e., including both modalities). These tasks require participants to flexibly engage and disengage with affective and neutral stimuli (i.e., faces and words). The P-Training will present participants with a perceptual matching task. The three versions of the P-Training tasks vary in the stimuli included (i.e., shapes, words and faces). The two training groups will be compared on gains in affective control, mental health, emotion regulation and self-regulation, immediately after training, 1 month and 1 year after training. Discussion: If, as predicted, the proposed study finds that AC-Training successfully improves affective control in adolescents, there would be significant potential benefits to adolescent mental health. As a free app, the training would also be scalable and easy to disseminate across a wide range of settings. Trial registration: The trial was registered on December 10 2018 with the International Standard Randomised Controlled Trial Number (Registration number: ISRCTN17213032, http://www.isrctn.com/ISRCTN17213032). Keywords: Mental health; Adolescence; Emotion regulation; Affective control; App-based training

Preservice Teachers’ Professional Vision for and Capacity to Teach Self-Regulated Learning: Effects of Scaffolding Level

2020 ◽  
Vol 122 (3) ◽  
pp. 1-48
Author(s):  
Tova Michalsky
Keyword(s):  
Preservice Teachers ◽  
Self Regulation ◽  
Theory And Practice ◽  
Time Range ◽  
Teacher Education Programs ◽  
Professional Vision ◽  
Self Regulated Learning ◽  
Posttest Performance ◽  
Data Collection And Analysis ◽  
The Impact

Background Self-regulation in learning (SRL) represents a major topic in educational research. Nevertheless, there remains a gap in the research concerning how teachers can incorporate SRL into the classroom. This study focuses on the Professional Vision for SRL (PfS) method, which aims to bridge the gap between theory and practice so that teachers can teach SRL and students can acquire SRL skills. Purpose The goal of the present study was to examine the impact of different scaffolding levels on the development of preservice teachers’ professional vision (PV) for SRL and their ability to teach SRL to students. Participants: Participants were 102 second-year preservice physics teachers at three major research universities. Research Design The study included three distinct PV scaffolding levels, in order to examine which types of PV prompts might best scaffold teachers’ progress in mapping and teaching SRL. These prompts included hints for when (time range) to analyze videotaped complex SRL-teaching events, full guidance (popup notifications) for when and what to analyze, and self-guidance (controls) for analyzing without help. Data Collection and Analysis I addressed the research questions and hypotheses by performing a multivariate analysis of variance (MANOVA), with posttest performance as the dependent variable and PV prompt type as the independent variable. Findings Results showed that over time, all three groups improved on measures of both PV for SRL and SRL teaching. Additionally, we found that hint prompts had a greater positive effect on both measures than guided or self-guided prompts. Recommendations The current study recommends broadening the instructional framework of teacher education programs to include PV hints instruction as a means of supporting the practical skills necessary for teaching in dynamic school contexts.

Interpersonal Influences on Self-Regulation

2010 ◽  
Vol 19 (2) ◽  
pp. 101-105 ◽  
Author(s):  
Gráinne M. Fitzsimons ◽  
Eli J. Finkel
Keyword(s):  
Self Regulation ◽  
Goal Pursuit ◽  
Self Control ◽  
Interpersonal Processes ◽  
Goal Progress ◽  
The Social ◽  
Current Article ◽  
Goal Pursuits ◽  
The 1960S ◽  
The Impact

Since the 1960s, personality and social psychologists have taken major strides toward understanding the intrapersonal processes that promote successful self-regulation. The current article reviews insights into the understanding of self-regulation gained by examining the impact of interpersonal processes on the initiation, operation, and monitoring of goals. We review research suggesting that other people can act as triggers of goals, causing people to unconsciously initiate new goal pursuits; that interpersonal interactions can tap self-control, leaving people with depleted resources for goal pursuit; that relationship partners can support goal operation, leading to more effective goal pursuit; and that the social environment can facilitate effective monitoring of one’s extant goal progress and likelihood of future goal achievement.

scholarly journals Features of the impact of digital technologies on young people

2021 ◽  
Vol 273 ◽  
pp. 10017
Author(s):  
Vlad Dmitriev ◽  
Galina Zvezdina
Keyword(s):  
Self Regulation ◽  
Subjective Assessment ◽  
Self Control ◽  
High Rate ◽  
Computer Gaming ◽  
Dependent Behavior ◽  
Rapid Spread ◽  
Gaming Activity ◽  
High Level ◽  
The Impact

The study of the psychological characteristics of gamers is an actual task for scientists associated with the rapid spread of gadgets, an increase in the number of gamers and the number of people with problems with addictive behavior from video games. The aim of this work is to study personality traits in people with different levels of computer gaming activity. The study involved 162 people aged 18 to 30, of whom 36 were women. The respondents were offered an electronic questionnaire, which included the Leonhard-Smishek Characterological Questionnaire, the adapted Chen Internet addiction scale, the Big Five questionnaire, Osgood's semantic differential, and the Behavioral self-regulation questionnaire. Data analysis was carried out using the Pearson linear correlation coefficient and the Mann-Whitney test. Calculations were performed in IBM SPSS Statistics. The results of people with a high level of dependent behavior are characterized by ambivalence: a low level of self-control and responsibility is combined with the presence of pedantry; a subjective assessment of oneself as a kinder, unselfish and honest person is adjacent to the characterization of oneself as more hostile and callous. The results obtained allowed us to make an assumption about the possibility of dividing the group of addicts into two subgroups: open, extroverted, hyperthymic, talkative people with a high rate of withdrawal syndrome and tolerance; people are introverted, closed, silent, with intrapersonal problems and health problems.

scholarly journals Psychological and biological resilience modulates the effects of stress on epigenetic aging

2021 ◽  
Vol 11 (1) ◽  
Author(s):  
Zachary M. Harvanek ◽  
Nia Fogelman ◽  
Ke Xu ◽  
Rajita Sinha
Keyword(s):  
Insulin Resistance ◽  
Emotion Regulation ◽  
Accelerated Aging ◽  
Self Control ◽  
Biological Age ◽  
Healthy Population ◽  
Cumulative Stress ◽  
Epigenetic Aging ◽  
Resilience Factors ◽  
The Impact

AbstractOur society is experiencing more stress than ever before, leading to both negative psychiatric and physical outcomes. Chronic stress is linked to negative long-term health consequences, raising the possibility that stress is related to accelerated aging. In this study, we examine whether resilience factors affect stress-associated biological age acceleration. Recently developed “epigenetic clocks” such as GrimAge have shown utility in predicting biological age and mortality. Here, we assessed the impact of cumulative stress, stress physiology, and resilience on accelerated aging in a community sample (N = 444). Cumulative stress was associated with accelerated GrimAge (P = 0.0388) and stress-related physiologic measures of adrenal sensitivity (Cortisol/ACTH ratio) and insulin resistance (HOMA). After controlling for demographic and behavioral factors, HOMA correlated with accelerated GrimAge (P = 0.0186). Remarkably, psychological resilience factors of emotion regulation and self-control moderated these relationships. Emotion regulation moderated the association between stress and aging (P = 8.82e−4) such that with worse emotion regulation, there was greater stress-related age acceleration, while stronger emotion regulation prevented any significant effect of stress on GrimAge. Self-control moderated the relationship between stress and insulin resistance (P = 0.00732), with high self-control blunting this relationship. In the final model, in those with poor emotion regulation, cumulative stress continued to predict additional GrimAge Acceleration even while accounting for demographic, physiologic, and behavioral covariates. These results demonstrate that cumulative stress is associated with epigenetic aging in a healthy population, and these associations are modified by biobehavioral resilience factors.

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