Objective: We previously demonstrated that early improvements in access to emotion regulation strategies during the first 4 weeks of intensive cognitive behavior therapy (CBT)-based eating disorder (ED) treatment predicted a range of post-treatment outcomes. This follow-up article examines whether early improvements in access to emotion regulation strategies continue to predict good treatment outcomes at 6 months post-treatment.
Method: Participants were 76 patients with bulimia nervosa or purging disorder who participated in the original study and the 6-month follow-up assessment. Hierarchical regression models were used to examine whether early improvements in emotion regulation strategies predicted 6-month follow-up outcomes.
Results: After controlling relevant covariates and rapid and substantial behavior change, greater early improvements in access to emotion regulation strategies during the first 4 weeks of intensive treatment predicted lower overall ED psychopathology and ED-related functional impairment 6 months after treatment. They did not predict abstinence from binge, vomit, and laxative use behaviors during the follow-up period.
Discussion: Individuals who learn early in treatment that they can use skills to more effectively regulate emotions have better treatment outcomes on some variables 6 months after treatment. Teaching emotion regulation skills in the first phase of CBT for ED may be beneficial, particularly for individuals with baseline difficulties.
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http://dx.doi.org/10.1002/eat.23117 | DOI Listing |
Front Psychol
December 2024
Center for Cognitive Neuroscience, Duke University, Durham, NC, United States.
Effective emotion regulation is critical for maintaining emotional health in the face of adverse events that accumulate over the lifespan. These abilities are thought to be generally maintained in older adults, accompanied by the emergence of attentional biases to positive information. Such age-related positivity biases, however, are not always reported and may be moderated by individual differences in affective vulnerabilities and competencies, such as those related to dispositional negative affect and emotion regulation styles.
View Article and Find Full Text PDFFront Psychol
December 2024
Department of Psychology, University of Potsdam, Potsdam, Germany.
Prosocial behavior that conforms to social norms and serves the good of others requires particularly high self-regulatory competences, because it is often in contrast with one's own interests. It is unknown which self-regulatory competences are particularly important for prosocial-behavior development and whether they may distinguish between children on different prosocial-behavior trajectories. This longitudinal study examined differences in self-regulatory competences, including inhibition, emotional reactivity, planning behavior, emotion regulation, working-memory updating, affective decision making, flexibility, and delay of gratification, between trajectories of prosocial behavior in 1,657 German 6- to 13-year-olds (52% female).
View Article and Find Full Text PDFFront Pain Res (Lausanne)
December 2024
Department of Psychiatry, Weill-Cornell Institute of Geriatric Psychiatry, Weill Cornell Medicine, White Plains, NY, United States.
Chronic pain is highly prevalent among older adults, is associated with cognitive deficits, and is commonly treated in primary care. We sought to document the extent of impairment across specific neurocognitive domains and its correlates among older adults with chronic pain in primary care. We analyzed baseline data from the Problem Adaptation Therapy for Pain trial, which examined a psychosocial intervention to improve emotion regulation in 100 adults ≥ 60 years with comorbid chronic pain and negative emotions, who did not have evidence of moderate-to-severe cognitive impairment.
View Article and Find Full Text PDFAdv Simul (Lond)
December 2024
University of Ottawa Skills & Simulation Centre, The Ottawa Hospital, Civic Campus, Loeb Research Building, 1st floor, 725 Parkdale Ave., Ottawa, ON, K1Y 4E9, Canada.
Simulation-based education often involves learners or teams attempting to manage situations at the limits of their abilities. As a result, it can elicit emotional reactions in participants. These emotions are not good or bad, they simply are.
View Article and Find Full Text PDFInt J Psychophysiol
December 2024
School of Psychology, Shaanxi Normal University, Xi'an, Shaanxi 710062, China. Electronic address:
Emotional flexibility refers to an individual's ability to change emotional responses in constantly changing environments to adapt to different situations. This study aims to use the Emotional Switching Task (EST) paradigm, combined with Electroencephalogram (EEG) technology and behavioral experiments, to explore the impact of emotional valence shift directions and preparation effects on the switching cost of emotional flexibility. The results found that when individuals switch from positive emotional valence to positive emotional valence, the switching cost is smaller than other transition directions.
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