Elsevier

Biological Psychiatry

Volume 70, Issue 10, 15 November 2011, Pages 910-911
Biological Psychiatry

Commentary
Regulation of Emotion in Major Depressive Disorder

https://doi.org/10.1016/j.biopsych.2011.09.019Get rights and content

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    However, our data showed that self-reported regulation success was not related to social desirability tendencies. Moreover, support for the validity of self-report measures comes from studies showing that these measures substantially correlate with physiological and neural indices of emotion regulation (Kober & Ochsner, 2011). In this respect, recent research has shown that collecting written narrative descriptions of reappraisals from participants is a very useful approach that allows examining compliance and validating that participants succeed in generating reappraisals (Sanchez, Everaert, & Koster, 2016; Sanchez-Lopez, De Raedt, van Put, & Koster, 2019; Sanchez-Lopez, Everaert, et al., 2019).

  • Does emotional intelligence predict student teachers' performance?

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    Salovey and Mayer have provided an operational definition of emotional intelligence as “the ability to perceive and express emotions, to understand and use them, and to manage emotions so as to foster personal growth” (Salovey, Bedwell, Detweiler, & Mayer, 2000, p. 506), and have used this definition to develop a framework of skills or abilities which can be tested using the Mayer–Salovey–Caruso Emotional Intelligence Test (MSCEIT) to give rise to an overall measure of emotional intelligence (EIQ) as well as four branch-scores, each representing a class of skills. Emotional intelligence and components of the framework – particularly regulation of emotion (MEIQ) – have been researched in various ways within a range of distinct academic disciplines (Andrade & Ariely, 2009; DeWall et al., 2011; Kober & Ochsner, 2011; Koole, 2009; Maroney, 2011; Ochsner & Gross, 2008; Velleman, 2008), including education (Corcoran & Tormey, 2010, 2012a,b,c; Lopes, Mestre, Guil, Kremenitzer, & Salovey, 2012; Sutton, Mudrey-Camino, & Knight, 2009). The ways in which EI skills can be seen to be linked to the teaching role have been described a number of times (Corcoran & Tormey, 2012a,c) and so we will not reiterate them here.

  • Anhedonia: A Concept Analysis

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    However, the location of these changes differed between the two groups, suggesting that different parts of the brain participate in depression-related anhedonia compared to schizophrenia-related anhedonia (Gradin et al., 2011). Thus, from a neurobiological standpoint, depression-related anhedonia likely differs in nature from schizophrenia-related anhedonia (Bencherif et al., 2012; Camardese et al., 2012; Hannestad et al., 2011; Kober and Ochsner, 2011; Ursu et al., 2011). Future research should determine how the nature of anhedonia differs, or does not differ, from one disease context to the next.

  • Positive emotion regulation in emotional disorders: A theoretical review

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    This study found that greater activity occurred in the right ventrolateral prefrontal cortex (rvlPFC) during downregulation versus upregulation of positive emotions, and smaller discrepancies in the amount of neural activity between the two regulation conditions (downregulation and upregulation) predicted greater reductions in anhedonia following an 8-week pharmacological treatment. Although the investigators interpret these findings as an indication that lower rvlPFC activity during downregulation may be protective against anhedonia, Kober and Ochsner (2011) noted that the elevated activity in the rvlPFC during the downregulation condition in depressed participants was similar in magnitude to that of healthy control participants. As a result, Kober & Ochsner suggest the alternative hypothesis that the variability in rvlPFC activity in the upregulation (versus downregulation) condition may actually account for the differences in degree of improvement in anhedonia symptoms.

  • How emotionally intelligent are pre-service teachers?

    2012, Teaching and Teacher Education
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    Stress and negative affect interfere with self-regulation (Holm-Denoma, Joiner, Vohs, & Heatherton, 2008; Keel, Baxter, Heatherton, & Joiner, 2007; Sinha, 2007; Sinha et al., 2008). Self-regulatory failure is a core feature of many social and mental health problems (DeWall et al., 2011; Gruber, Harvey, & Gross, in press; Gyurak, Gross, & Etkin, 2011; Heatherton, 2011; Heatherton & Wagner, 2011; Kober & Ochsner, 2011; Williams, Bargh, Nocera, & Gray, 2009). It is therefore not surprising that stress and poor emotion management continually rank as the primary reasons why teachers become dissatisfied with the profession and end up leaving their positions (Darling-Hammond, 2001).

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