Emotion Dysregulation and Eating Disorder Symptoms: Examining Distinct Associations and Interactions in Adolescents

Emotion dysregulation has been posited as a key transdiagnostic factor of mental health difficulties, including eating disorders. However, how this transdiagnostic factor interacts with the disorder-specific factor of weight and shape concerns remains unclear. The current study examined whether emotion dysregulation is associated with eating disorder behaviors over and above the association between weight and shape concerns and whether these two factors interacted. The current study used data from two samples, a community sample of high school students (n = 2699), and a clinical sample of adolescents receiving outpatient treatment for an eating disorder (n = 149). Participants completed self-report measures on their eating behaviors, weight/shape concerns, and emotion dysregulation. Findings showed that emotion dysregulation had a unique association with engaging in binge eating and purging (community sample only). Weight and shape concerns were found to have a unique association with engaging in binge eating, fasting, purging, and driven exercise (community sample only). Additionally, weight and shape concerns moderated the association between emotion dysregulation and the probability of engaging in binge eating and driven exercise, whereby the strongest association between emotion dysregulation and these behaviors were observed among adolescents with the lowest levels of weight and shape concerns. Regarding the frequency of eating disorder behaviors, emotion dysregulation had a unique association with severity of binge eating and fasting. Weight and shape concerns were uniquely associated with severity of fasting and driven exercise (community sample only). Findings suggest that emotion dysregulation is a distinct factor of eating disorder behaviors among adolescents.

Current Status of Evidence for a New Diagnosis: Food Addiction-A Literature Review

Food addiction is considered an important link for a better understanding of psychiatric and medical problems triggered by dysfunctions of eating behaviors, e. g., obesity, metabolic syndrome, binge eating disorder, or bulimia nervosa. At behavioral level, food addiction has high degrees of similarity with other eating disorders, a phenomenon that creates difficulties in finding specific diagnostic criteria. Food addiction has been also described as “eating addiction” or “eating dependence” by several researchers, who placed the emphasis on the behavior and not on the food itself. High-sodium foods, artificially flavored-foods, rich carbohydrate- and saturated fats-containing foods are triggers for the activation of the same neural pathways, therefore they act similarly to any drug of abuse. Food addiction is considered a disorder based on functional negative consequences, associated distress and potential risks to both psychological well-being and physical health. A clinical scale was validated for the quantification of the eating addiction severity, namely the Yale Food Addiction Severity Scale (YFAS), constructed to match DSM IV criteria for substance dependence. Using this instrument, a high prevalence of food addiction was found in the general population, up to 20% according to a meta-analytic research. The pathogenesis of this entity is still uncertain, but reward dysfunction, impulsivity and emotion dysregulation have been considered basic mechanisms that trigger both eating dysfunctions and addictive behaviors. Genetic factors may be involved in this dependence, as modulators of higher carbohydrate and saturate fat craving. Regarding the existence of potential therapeutic solutions, lorcaserin, antiepileptic drugs, opioid antagonists, antiaddictive agents are recommended for obesity and eating disorders, and they may be intuitively used in food addiction, but clinical trials are necessary to confirm their efficacy. In conclusion, a better understanding of food addiction's clinical profile and pathogenesis may help clinicians in finding prevention- and therapeutic-focused interventions in the near future.

Evaluating the Factor Structure of the Emotion Dysregulation Scale-Short (EDS-s): A Preliminary Study

Emotion dysregulation (ED) can be considered a psychopathological transdiagnostic dimension, the presence of which should be reliably screened in clinical settings. The aim of the current study was to validate the Italian version of the Emotion Dysregulation Scale-short (EDS-s), a brief self-report tool assessing emotion dysregulation, in a non-clinical sample of 1087 adults (768 women and 319 men). We also assessed its convergent validity with scales measuring binge eating and general psychopathology. Structural equation modeling suggested the fit of a one-factor model refined with correlations between the errors of three pairs of items (χ2 = 255.56, df = 51, p < 0.001, RMSEA = 0.08, CFI = 0.94, TLI = 0.93, SRMR = 0.04). The EDS-s demonstrated satisfactory internal consistency (ordinal alpha = 0.94). Moreover, EDS-s scores partly explained the variance of both binge eating (0.35, p < 0.001) and general psychopathology (0.60, p < 0.001). In conclusion, the EDS-s can be considered to be a reliable and valid measure of ED.

Can Emerging Adults’ Dating Psychological Aggression be Explained by Family-of-Origin Psychological Aggression, Emotion Dysregulation, and Drinking?

Intimate partner violence (IPV) impacts the lives of millions of individuals; nearly 1 in 4 women and 1 in 7 men report experiencing IPV during their lifetime. Previous studies frequently cite family-of-origin aggression as a risk factor for later experiences with IPV. Research with adults who engage in IPV finds an association with childhood exposure to family violence, but the strength of that association may vary. Psychological aggression often pre-dates more severe IPV and college students are a particular risk group for IPV. Additionally, previous literature has revealed gender differences in response to childhood experiences of family violence. As such, the current study sought to identify factors that explain and moderate risk for dating psychological aggression (DPA) in college adults, and sex differences in those associations. Participants (464 women, 142 men), who were in a current romantic relationship lasting at least 3 months, completed measures of past psychological aggression in the family-of-origin (PAF), current emotion dysregulation, risky drinking, and DPA perpetrated in current dating relationships. Emotion dysregulation mediated the relationship between PAF and current DPA; however, differences among specific types of PAF and sex were noted. Results support an intergenerational transmission of PAF and suggest that parent–child sex dyads influence this process. The findings also provide evidence that higher levels of drinking are associated with increased emotion dysregulation. These results contrast with the alcohol expectancy for stress relief and support public messaging that alcohol use does not relieve stress. Clinical and research implications for prevention of the intergenerational transmission of aggression are discussed.

Predicting Academic Alienation From Emotion Dysregulation, Social Competence, and Peer Relationships in School-Attending Girls: A Multiple-Regression Approach

School alienation (SA) refers to a collection of negative attitudes toward the social and academic realms of schooling consisting of cognitive and affective components. The current study was designed to examine whether emotion dysregulation, social competence, and peer problems predict school alienation. In this vein, 300 school-attending adolescents in Sarab were recruited and completed difficulties in emotion regulation scale (DERS), academic alienation questionnaire (AAQ), social competence test (SCT), and index of peer relations (IPR) measures, but 280 (M age = 16.35; SD = 0.82; 46% girls) completed data were gathered. The results of hierarchical multiple regression indicated that school alienation was significantly predicted by emotion dysregulation, social competency, and peer problems. In conclusion, our findings suggest that school psychologists and other clinicians design interventions to improve the students’ shortcomings in emotion regulations, social competency, and peer relationships domains.