Academic literature on the topic 'System of emotional self-regulation of personality'
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Journal articles on the topic "System of emotional self-regulation of personality"
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Tsvetkova, N. A., and S. V. Kulakova. "Women in Penal Correction System: Personality Characteristics and Opportunities for Professional and Career Development." Psychology and Law 11, no. 2 (2021): 55–71. http://dx.doi.org/10.17759/psylaw.2021110205.
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Presents the results of an empirical study of women employed in the penitentiary system. Seven techniques were used: the Big Five Personality Questionnaire (NEO Personality Inventory); Hall Emotional Intelligence Test (by Nicholas Hall); test E.Berne'; the diagnostic technique for the motivators of one's socio-psychological activity; the methodology for studying the style of one's behavioral self-regulation by V.I. Morosanova; self-rating of possibilities for one's professional development and career; expert evaluation of officer's personality by B.G. Bovin. The examined group of female officers is characterized by : a) mid-range values of the four "traits of a normal personality"; b) modest levels of "emotional intelligence"; c) structural personality disorders which complicate interpersonal communication; d) an ambition to succeed accompanied by a much less apparent will to power; e) an accentuated average style of behavioral self-regulation with the vitally important "modeling skill" as the leading component and the "self-dependence" trait as a "backward" one. Finally, recommendations were proposed to improve the work with the personnel in the penitentiary system.
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Chumakov, M. V., and D. M. Chumakova. "RELIGIOSITY OF THE PERSONALITY AS A FACILITATOR OF EMOTIONAL AND VOLITIONAL REGULATION." Bulletin of Udmurt University. Series Philosophy. Psychology. Pedagogy 29, no. 3 (September 25, 2019): 314–18. http://dx.doi.org/10.35634/2412-9550-2019-29-3-314-318.
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The article provides an analysis of religiosity of the personality in connection with emotional and volitional regulation of activity and social interaction. It is shown that the religiousness promotes effective emotional and volitional regulation. One of the mechanisms providing the facilitating effect of religiousness on emotional and volitional regulation is that it increases self-esteem, self-confidence and reduces anxiety. The connection between religiosity and the sphere of meaning is revealed, which influences the stress control through the re-evaluation of stress factors. Religion allows the use of additional mechanisms of stress coping. The ambiguous mechanisms of interrelation of religiousness and personal control, as well as interrelations of religiousness and emotional and volitional regulation at the level of personality traits are revealed. Religiosity is connected with external locus of control that reduces efficiency of volitional component of regulation, but raises efficiency of emotional component of system. Religiosity is connected with emotional and volitional regulation both directly and indirectly.
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L.V., Stepanenko. "PECULIARITIES OF INTERRELATION BETWEEN ADAPTIVE PROPERTIES AND COMPONENTS OF EMOTIONAL SELF-REGULATION OF IN-MIGRANTS." Scientic Bulletin of Kherson State University. Series Psychological Sciences, no. 2 (June 8, 2021): 62–68. http://dx.doi.org/10.32999/ksu2312-3206/2021-2-7.
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Purpose. The purpose of the article is to study the peculiarities of the interrelations of the adaptive and emotional properties, coping strategies, mechanisms of psychological protection of in-migrants in the process of emotional self-regulation of the individual.Methods. The following methods have been used to study the components of emotional self-regulation of the personality: 1) the coping test by R. Lazarus adapted by T. L. Kriukova and co-authors; 2) the questionnaire by Plutchik-Kellerman-Conte – Life Style Index, LSI; 3) self-assessment test «Characteristics of emotionality» by Ye. P. Ilin; 4) Freiburgquestionnaire; 5) the questionnaire of empathy by V. V. Boiko; 6) the technique of emotionally-energetic charges by V. V. Boiko; 7) the technique of «index of life satisfaction» adapted by N. V. Panina; 8) 16-factor personality questionnaire by R. B. Cattell; 9) to study the adaptive properties of the multifactorial personality questionnaire «Adaptability» by A. H. Maklakov adapted by S. V. Chermianin has been used.Results. The quantitative and qualitative characteristics of the connections of the adaptive properties with personality emotional properties and coping-protective mechanisms in in-migrants have been revealed. The interrelation of the adaptive properties with the characteristics of emotional response and the stable emotional properties is determined. It is found that the adaptive capabilities of in-migrants are largely determined by their emotional properties, which in turn are closely related to coping-protective mechanisms. The interrelations of the adaptive properties with the coping-protective mechanisms of the personality are determined. It is proved that the success of the adaptation process in stressful situations is determined by a kind of repertoire of coping strategies and protective mechanisms of the personality.Conclusions. The results of the experimental study have provided new data in understanding the work of emotional self-regulation of the personality, which is based on the emotional properties of the personality in connection with the coping-protective mechanisms and the adaptive personality traits.It is proved that the effectiveness of the emotional self-regulation of in-migrants in imbalances in the system of the personality and social environment is determined by the flexibility of the system of the adaptive mechanisms.Key words: adaptation, characteristics of emotional reaction, emotional properties, coping strategies, mechanisms of psychological protection, stressful situations. Мета статті полягає у дослідженні особливостей взаємозв’язків адаптивних та емоційних властивостей, копінг-стратегій, механізмів психологічного захисту переселенців у процесі емоційної саморе-гуляції особистості.Методи. Для дослідження складників емоційної саморегуляції особистості використано такі методи: 1) копінг-тест Р. Лазаруса в адаптації Т.Л. Крюкової та співавторів; 2) опитувальник Плутчика – Келлермана – Конте «Індекс життєвого стилю» (Life Style Index, LSI); 3) самооціночний тест «Характери-стики емоційності» Є.П. Ільїна; 4) Фрайбурзький опитувальник; 5) опитувальник емпатії В.В. Бойко; 6) методика емоційно-енергетичних зарядів В.В. Бойко; 7) методика індексу життєвого задоволення в адаптації Н.В. Паніної; 8) 16-факторний особистісний опитувальник Р.Б. Кеттелла; 9) для дослідження адаптивних властивостей був використаний багатофакторний особистісний опитувальник «Адаптив-ність» А.Г. Маклакова в адаптації С.В. Чермяніна.Результати. Виявлено кількісні та якісні характеристики зв’язків адаптивних властивостей з осо-бистісними емоційними властивостями та копінг-захисними механізмами переселенців. Визначено взаємозв’язок адаптивних властивостей із характеристиками емоційного реагування та стійкими емо-ційними властивостями. З’ясовано, що адаптаційній можливості переселенців значною мірою визнача-ються їхніми емоційними властивостями, які, своєю чергою, мають тісний зв’язок із копінг-захисними механізми. Проаналізовано взаємозв’язки адаптивних властивостей із копінг-захисними механізмами особистості. Доведено, що успішність адаптаційного процесу у стресових ситуаціях визначається сво-єрідним репертуаром копінг-стратегій та захисних механізмів особистості. Висновки. Отримані результати експериментального дослідження дали змогу отримати нові дані у розумінні роботи емоційної саморегуляції особистості, яка базується на емоційних властивостях осо-бистості у зв’язку з копінг-захисними механізмами та на адаптивних властивостях особистості.Доведено, що ефективність емоційної саморегуляції переселенців за порушення балансу в системі «особистість – соціальне середовище» визначається гнучкістю системи адаптивних механізмів.Ключові слова: адаптація, характеристики емоційного реагування, емоційні властивості, копінг-стратегії, механізми психологічного захисту, стресові ситуації.
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Leikas, Sointu, and Marjaana Lindeman. "Personality, threat identification and emotional processing." European Journal of Personality 23, no. 6 (October 2009): 455–74. http://dx.doi.org/10.1002/per.713.
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Individual differences in threat identification moderate the associations of personality with emotional experience and behaviour. The present two studies examined whether adeptness at threat identification also moderates the associations between personality and emotional processing. Participants completed personality scales, different emotional processing measures and a threat versus non‐threat categorization task. Adeptness at threat identification moderated the relations between agreeableness and negative interpretation of ambiguous stimuli, negative reactivity and positive likelihood judgments, and the relation between neuroticism and negative recall. The results supported the view that agreeableness and adeptness at threat identification together form a self‐regulation system. The results may have important implications for trait and health psychology. Copyright © 2009 John Wiley & Sons, Ltd.
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Padun, M. A. "Child’s emotion regulation and emotional security in the family." Современная зарубежная психология 6, no. 2 (2017): 27–35. http://dx.doi.org/10.17759/jmfp.2017060203.
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The article presents brief review of researches about concepts of emotion regulation and emotional security in child development. Mechanisms of family influence on the child’s emotion regulation development such as the interiorization of parent’s assumptions about emotions and ways of their expression, playing by the parents the role of emotional couch for children, and emotion charging through emotional climate in the family are considered. The role of experiencing parental conflict in the development of the child’s sense of emotional security is analyzed. Concepts ‘attachment system’ and ‘social defense system’ are differentiated. Theory of emotional security by Cummings and Davies is considered. This theory presents ways of the influence of parental conflict on child’s psychopathology. Emotional security is considered to be the result of interrelated factors: parental style, parent’s psychopathology, processes in family system and child’s personality traits. Four patterns of child’s cognitive and behavioral strategies of defense in parental conflict are described. Emotion regulation strategies and psychological consequences of these patterns are proposed.
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Ryzhkova, N. "SUBSTANTIATION OF THE CONTENT OF THE PROGRAM OF PSYCHOPROPHYLAXIS OF THE EMOTIONAL BURNING SYNDROME THE SERVICE OFFICERS OF THE ENGINEERING TROOPS OF THE ARMED FORCES OF UKRAINE." Visnyk Taras Shevchenko National University of Kyiv. Military-Special Sciences, no. 1 (45) (2021): 33–38. http://dx.doi.org/10.17721/1728-2217.2021.45.33-38.
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The content of the author's program of psychoprophylaxis of emotional burnout syndrome in servicemen of engineering troops of the Armed Forces of Ukraine is substantiated in the article. In particular, it is noted that the huge amount of engineering work carried out in large areas, short deadlines prove that the successful solution of engineering problems of combat operations requires intensive communication and causes deep shortterm emotional experiences, which can provoke emotional burnout of individual servicemen. Therefore, the system of professional training of servicemen is expected to use a system of specific methods of training, which are expressed in the development of professionally significant personality traits, adaptation to stressful factors of professional activity, and non-specific, characterized by the use of means and methods of emotional self-regulation. Psychoprophylaxis of emotional burnout of a serviceman is realized through the development of his skills of self-regulation, personality-oriented professional education, as well as his professional readiness. The program of psychoprophylaxis of emotional burnout is a holistic, sufficiently dynamic system, open for constant recovery, based on the idea of the development of the serviceman first as an individual and then as a specialist, a professional with a deep understanding of socio-cultural and educational situations. Achieving this goal is possible by synthesizing the main components of the personality of engineering troops serviceman: worldview, spiritual, moral and professional.
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Barnow, S., A. Limberg, M. Stopsack, C. Spitzer, H. J. Grabe, H. J. Freyberger, and A. Hamm. "Dissociation and emotion regulation in borderline personality disorder." Psychological Medicine 42, no. 4 (November 9, 2011): 783–94. http://dx.doi.org/10.1017/s0033291711001917.
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BackgroundAlthough some evidence suggests that borderline personality disorder (BPD) is primarily a disorder of the emotion regulation system, findings remain inconsistent. One potential explanation for this is the moderating role of dissociation.MethodIn this study, 33 female subjects with BPD and 26 healthy controls (HC; matched by education level and nicotine intake) were presented idiographic aversive, standard unpleasant and neutral scripts. Modulation of startle reflex and electrodermal responses (skin conductance level; SCL) were measured during imagery of emotional and neutral scripts. Additionally, self-reports of emotional experience (valence and arousal) and present-state dissociation were assessed.ResultsPatients with BPD showed elevated levels of dissociative experiences during testing. Present-state dissociation mediated group differences in SCL and startle response between the HC and BPD groups.ConclusionsThese results suggest that careful attention must be paid to the moderating effect of dissociative symptoms on the psychophysiological responses of BPD patients. Furthermore, the findings have important implications for the assessment and treatment of BPD, including the need to carefully assess BPD patients for dissociative symptoms and to incorporate the treatment of dissociation.
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Deckert, Matthias, Michaela Schmoeger, Eduard Auff, and Ulrike Willinger. "Subjective emotional arousal: an explorative study on the role of gender, age, intensity, emotion regulation difficulties, depression and anxiety symptoms, and meta-emotion." Psychological Research 84, no. 7 (May 16, 2019): 1857–76. http://dx.doi.org/10.1007/s00426-019-01197-z.
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Abstract Subjective emotional arousal in typically developing adults was investigated in an explorative study. 177 participants (20–70 years) rated facial expressions and words for self-experienced arousal and perceived intensity, and completed the Difficulties in Emotion Regulation scale and the Hospital Anxiety and Depression scale (HADS-D). Exclusion criteria were psychiatric or neurological diseases, or clinically relevant scores in the HADS-D. Arousal regarding faces and words was significantly predicted by emotional clarity. Separate analyses showed following significant results: arousal regarding faces and arousal regarding words constantly predicted each other; negative faces were predicted by age and intensity; neutral faces by gender and impulse control; positive faces by gender and intensity; negative words by emotional clarity; and neutral words by gender. Males showed higher arousal scores than females regarding neutral faces and neutral words; for the other arousal scores, no explicit group differences were shown. Cluster analysis yielded three distinguished emotional characteristics groups: “emotional difficulties disposition group” (mainly females; highest emotion regulation difficulties, depression and anxiety scores; by trend highest arousal), “low emotional awareness group” (exclusively males; lowest awareness regarding currently experienced emotions; by trend intermediate arousal), and a “low emotional difficulties group” (exclusively females; lowest values throughout). No age effect was shown. Results suggest that arousal elicited by facial expressions and words are specialized parts of a greater emotional processing system and that typically developing adults show some kind of stable, modality-unspecific dispositional baseline of emotional arousal. Emotional awareness and clarity, and impulse control probably are trait aspects of emotion regulation that influence emotional arousal in typically developing adults and can be regarded as aspects of meta-emotion. Different emotional personality styles were shown between as well as within gender groups.
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L.M., Lysenko. "THE ROLE OF EMOTIONAL EXPERIENCE IN MOTIVATIONAL TARGET SYSTEM OF LEARNING ACTIVITY OF SENIOR STUDENTS." Scientic Bulletin of Kherson State University. Series Psychological Sciences, no. 4 (November 4, 2020): 57–63. http://dx.doi.org/10.32999/ksu2312-3206/2020-4-8.
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Мета статті – представити теоретичний аналіз і результати емпіричного дослідження емоційного досвіду в осіб юнацького віку та визначення його ролі у розвитку мотиваційно-цільової системи. Методи. В емпіричному дослідженні використовувались такі психодіагностичні методики «Тест-опитувальник спрямованості навчальної мотивації», «Диференційованість емоційного досвіду», «Готовність до використання емоційного досвіду», метод кореляційного аналізу.Результатидослідження за психодіагностичною методикою «Тест-опитувальник спрямованості навчальної мотивації» свідчать, що більшість учнів мають низький рівень внутрішньої мотивації до навчання, переважно орієнтуються під час виконання завдань на отримання оцінки. За результатами методик на вивченні емоційного досвіду переважаючими є показники середнього рівня. Порівняльний аналіз за методиками свідчить, що в учнів, в яких спостерігається зовнішня мотивація на уроках, переважають емоції байдужості, хвилювання, образи, тривоги. Деталізація емоцій краще представлена у дівчат. За даними статистичного аналіз у, коефіцієнт кореляції Пірсона показує, що тісними виявилися зв’язки між показниками диференційованості емоційного досвіду та готовності до використання, також є зв’язок з показниками внутрішньої мотивації до навчання. Висновки за результатами дослідження визначено, що емоційний досвід особистості – це система емоцій і почуттів, що переживала людина в історії свого життя, що має вплив на розвиток мотиваційно-цільових систем особистості. Це положення підтверджується даними кореляційного аналізу показників, які вказують на взаємозв’язок мотивації та здатності до диференціації емоцій і використання емоційного досвіду. Запропоновано напрями розвивальної роботи для покращення міри усвідомленості емоційного досвіду та мотивації. Перспективи подальшої роботи вбачаємо у розробці та впровадженні в практику методів розвитку емоційної регуляції поведінки та пізнавальної мотивації. Ключові слова: мотиви навчання, емоційний досвід, емоційна регуляція, навчальна діяльність, освітній процес. The purposeof the paper is to present a theoretical analysis and results of empirical research related to emotional experience of young people and specify its role in development of motivational target system.The research methods for studying this topic: “Academic motivation inventory”; “Differentiation of emotional experience” focused on diagnostics of the ability to distinguish and describe in detail own rueful feelings or another person’s emotions, “Readiness to use emotional experience”, methods statistical analysis The research results prove that majority of students have low level of self-motivation to study; when performing tasks, they are mostly focused on obtaining a grade. Based on the results of methods for studying emotional experience, the indices of intermediate level are predominant. Detailed elaboration of emotions is better shown among girls. According to figures from the statistical analysis, the indices of differentiation of emotional experience are closely correlated with readiness to use; there is a correlation with indices of self-motivation to study. Thus, the mutual influence of motivational and emotional components of study has been observed.The conclusionsunder the research results have been specified: the emotional experience of a personality, being a system of emotions and feelings experienced by a person in his/her life, has an impact on development of the motivational target system of personality. This thesis has been confirmed by correlation analysis of relationship between motivation and ability to differentiation of emotions and use of emotional experience. The aspects of progressive work are proposed to improve the degree of awareness of emotional experience, the ability to distinguish emotions and to make emotional behavioral regulation during the learning process. The prospects of further work can be seen in development and practical implementation of methods of developing emotional behavioral regulation and cognitive motivation.Key words: motivation to study, emotional experience, emotional regulation, educational process.
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Simonova, G. I., and Yu A. Guschina. "PROBLEMS OF YOUNG ADOLESCENTS’ SELF-REGULATION." Bulletin of Udmurt University. Series Philosophy. Psychology. Pedagogy 31, no. 3 (October 25, 2021): 287–93. http://dx.doi.org/10.35634/2412-9550-2021-31-3-287-293.
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The article discusses the issues of self-regulation development in young adolescents. It reveals the structural elements of self-regulation process, characterizes the structural-functional and content-psychological aspects of self-regulation. The presented structure served as the basis for the analysis of self-regulation of children of early adolescence, taking into account the changes that occur with children at this age stage. The following features of self-regulation of young adolescents in different spheres of their personal development have been identified: a decrease in the ability of self-regulation due to changes occurring at the physiological level and in the functioning of the nervous system of the young adolescent; an increase in the young adolescent's ability to consciously and arbitrarily regulate the motivational sphere of personality in combination with weak arbitrariness of learning motivation; the emergence of the ability for independent volitional regulation of activity; a decrease in the ability for self-regulation in the emotional sphere due to the emergence of a tendency to self-reinforcement, a tendency to affectation in behavior; connection of the adequacy of the image of the "I" and the ability to self-regulation.
Dissertations / Theses on the topic "System of emotional self-regulation of personality"
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Root, Lindsey Marie. "Modeling the Parasympathetic Nervous Response to an Emotional Task: The Interaction of Heart Rate Variability, Personality and Emotion Regulation." Scholarly Repository, 2009. http://scholarlyrepository.miami.edu/oa_dissertations/468.
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Heart rate variability (HRV), a physiological marker of autonomic nervous system (ANS) engagement, has been associated with a wide variety of clinical and psychological processes. High frequency (HF) HRV power, specifically, has been linked with the parasympathetic nervous system (PNS) and self-regulation. The current inquiry used a random effects growth model to study the HF HRV response to an emotional task and to predict individual differences in HF HRV as a function of trait hostility, neuroticism, and emotion regulation strategies (e.g., positive reappraisal, positive refocusing). Results indicated that the task engaged both branches of the ANS. HF HRV was not related to either hostility or neuroticism. However, positive reappraisal was associated with both high baseline values of HF HRV (i.e., greater initial parasympathetic activation) and lower rates of reactivity (i.e., less parasympathetic withdrawal). Overall, these results add to the evidence that positive reappraisal is a powerful component of emotion regulation and may be an important intervention target.
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Spangler, Derek P. "Resiliency and Autonomic Control of Cardiac Responses to Stress." Thesis, Virginia Tech, 2013. http://hdl.handle.net/10919/42661.
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Ego-resiliency (ER) is a trait that describes the ability to cope with stress, while effortful control (EC) is an individual difference related to the ability to optimally inhibit negative emotion through attentional mechanisms. ER has been linked to flexible cardiovascular responding without accounting for autonomic nervous system origins of physiological responses. Similarly, EC tends to be associated with increased cardiac vagal control. However, differences in the autonomic characteristics of these constructs remain unclear. In the current study, it was hypothesized that compared to low-scorers, individuals who score high on ER and EC will each have greater vagal control and less sympathetic control over interbeat intervals (IBI) changes during laboratory stressors. Subjects engaged in a mental arithmetic, speech preparation, and verbal fluency task to elicit cardiovascular activation along a continuum of threat. Electrocardiography and impedance cardiography were collected before, during, and after these tasks to assess changes in autonomic functioning. Results from multiple regression analyses indicated that high levels of EC predicted increased vagal control over IBI recovery and less sympathetic reactivity of IBI reactivity. Contrary to predictions, ER showed an opposite pattern of autonomic regulation across stressors.Master of Science
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Quirin, Markus. "Self-System and Regulation of Negative Affect [Selbstsystem und Regulation negativen Affekts]." Doctoral thesis, [S.l.] : [s.n.], 2005. http://deposit.ddb.de/cgi-bin/dokserv?idn=979018439.
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Richmond, Julia R. "Testing emotion regulation and parasympathetic nervous system deficits as a mechanism for the transmission of borderline personality disorder." Cleveland State University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=csu1496669065329167.
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Guerrero, Razuri Javier Francisco. "Decisional-Emotional Support System for a Synthetic Agent : Influence of Emotions in Decision-Making Toward the Participation of Automata in Society." Doctoral thesis, Stockholms universitet, Institutionen för data- och systemvetenskap, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-122084.
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Emotion influences our actions, and this means that emotion has subjective decision value. Emotions, properly interpreted and understood, of those affected by decisions provide feedback to actions and, as such, serve as a basis for decisions. Accordingly, "affective computing" represents a wide range of technological opportunities toward the implementation of emotions to improve human-computer interaction, which also includes insights across a range of contexts of computational sciences into how we can design computer systems to communicate and recognize the emotional states provided by humans. Today, emotional systems such as software-only agents and embodied robots seem to improve every day at managing large volumes of information, and they remain emotionally incapable to read our feelings and react according to them. From a computational viewpoint, technology has made significant steps in determining how an emotional behavior model could be built; such a model is intended to be used for the purpose of intelligent assistance and support to humans. Human emotions are engines that allow people to generate useful responses to the current situation, taking into account the emotional states of others. Recovering the emotional cues emanating from the natural behavior of humans such as facial expressions and bodily kinetics could help to develop systems that allow recognition, interpretation, processing, simulation, and basing decisions on human emotions. Currently, there is a need to create emotional systems able to develop an emotional bond with users, reacting emotionally to encountered situations with the ability to help, assisting users to make their daily life easier. Handling emotions and their influence on decisions can improve the human-machine communication with a wider vision. The present thesis strives to provide an emotional architecture applicable for an agent, based on a group of decision-making models influenced by external emotional information provided by humans, acquired through a group of classification techniques from machine learning algorithms. The system can form positive bonds with the people it encounters when proceeding according to their emotional behavior. The agent embodied in the emotional architecture will interact with a user, facilitating their adoption in application areas such as caregiving to provide emotional support to the elderly. The agent's architecture uses an adversarial structure based on an Adversarial Risk Analysis framework with a decision analytic flavor that includes models forecasting a human's behavior and their impact on the surrounding environment. The agent perceives its environment and the actions performed by an individual, which constitute the resources needed to execute the agent's decision during the interaction. The agent's decision that is carried out from the adversarial structure is also affected by the information of emotional states provided by a classifiers-ensemble system, giving rise to a "decision with emotional connotation" included in the group of affective decisions. The performance of different well-known classifiers was compared in order to select the best result and build the ensemble system, based on feature selection methods that were introduced to predict the emotion. These methods are based on facial expression, bodily gestures, and speech, with satisfactory accuracy long before the final system.At the time of the doctoral defense, the following paper was unpublished and had a status as follows: Paper 8: Accepted.
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Makowski, Dominique. "Cognitive neuropsychology of implicit emotion regulation through fictional reappraisal The paradox of fiction: emotional response toward fiction and the modulatory role of self-relevance The distinctive role of executive functions in implicit emotion regulation Phenomenal, bodily and brain correlates of fictional reappraisal as an implicit emotion regulation strategy Bodily, cognitive and personality determinants of implicit emotion regulation through fictional reappraisal What is the sense of reality? Part 1: origin, architecture and mechanisms." Thesis, Sorbonne Paris Cité, 2018. https://wo.app.u-paris.fr/cgi-bin/WebObjects/TheseWeb.woa/wa/show?t=1486&f=14951.
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L'objectif de cette thèse est d'examiner comment les croyances sur la réalité peuvent amener à une régulation émotionnelle. Cette discussion est centrée autour de 4 études opérationnalisant la réévaluation par la fiction comme une modulation de la nature d'un stimulus affectif (en le présentant à des participants comme étant réel ou fictionnel). Elles étudient l'effet de ce mécanisme sur l'expérience émotionnelle dans sa composante phénoménologique, physiologique et neurale, ainsi que son interaction avec le Self (études 1 et 3), les fonctions exécutives (études 2 et 4) et l'intéroception (étude 4). Les résultats suggèrent que la réévaluation par la fiction est une stratégie efficace pour atténuer l'expérience émotionnelle, englobant ses aspects subjectifs et objectifs. Bien que l'émotion soit modulée par les processus de référence à soi, nos travaux suggèrent une absence d'interaction avec la fiction. Par contre, les données soulignent le rôle des capacités exécutives et intéroceptives dans l'efficience de la réévaluation par la fiction. Ces résultats sont discutés dans le contexte de leur importance pour les sciences affectives fondamentales, leurs implications cliniques, ainsi que comme nouvelles pistes pour une science du sentiment de réalitéThe aim of this thesis is to examine how, and under what circumstances, beliefs about reality can lead to emotion regulation. This discussion is centred around four studies operationalising fictional reappraisal as a modulation of the nature of an affective stimulus (presenting it to participants as real or fictional). They investigated the effect of this mechanism on phenomenal, bodily and brain markers of the emotional experience, as well as its interaction with Self-related processes (studies 1 and 3), executive functions (studies 2 and 4) or interoceptive abilities (study 4). Results suggest that fictional reappraisal is an efficient strategy to down-regulate the emotional experience, encompassing the subjective and objective aspects of the emotional response. Although emotions are modulated by Self-referential processes, no interaction with fictional reappraisal was reported. Instead, the evidence suggests that executive and interoceptive skills play a role in the effectiveness of fictional reappraisal as an implicit emotion regulation strategy. These findings are discussed in the context of their importance for fundamental affective science, their clinical implications, as well as scientific leads for a science of the sense of reality
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Mogaji, Emmanuel. "Emotional appeals in UK banks' print advertisement." Thesis, University of Bedfordshire, 2016. http://hdl.handle.net/10547/622103.
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The unprecedented turbulence and uncertainty experienced in global economic and financial markets because of the 'credit crunch' has had a damaging impact on consumer confidence. Trust and credibility have been eroded as many customers feel let down by the banks suggesting the need for banks to rebuild constructive dialogue and long-term, meaningful relationships with their customers again. Though financial service, in this case, is considered a utilitarian service, based on the fact that money is needed to support people‘s daily activities, the present state of financial service has suggested the need for banks to appeal to consumers‘ emotions with the aim of improving their reputation. Also, the competition within the industry also could suggest the need to adopt an emotionally appealing advertisement strategy as emotions are known to play an influential role in building robust brand preference. This study builds on the communication theory, meaning transfer theory and consumer involvement theory, to understand the messages the banks are sending out and to elicit consumers‘ emotional reaction. One thousand, two hundred and seventy-four UK bank advertisements in nine national newspapers were content-analysed to identify the emotional appeals presented by the banks. The perception of these appeals and their associated meanings were sought through semi-structured interviews with 33 participants in London and Luton. The results of the analysis indicated that UK Banks are utilising emotional appeal in their advertisements to reach out to the consumers to convince them to upgrade their account, to open an additional account or switch their account. The most predominantly used appeals were relief and relaxation followed by excitement and happiness or satisfaction with the bank, and finally, security and adventure. However, variations were found in different financial products that employed emotional appeals. It was found that high-involvement products such as mortgages and loans used fewer emotional appeals. Both bank groups - high street banks, including the big four (Barclays, HSBC, Lloyds and RBS) and non-high street banks, such as the new entrants, supermarket brands, and online banks were using emotional appeals. However, it is acknowledged that the communication strategies between these banks could be different as the non-high street banks are more likely to repeat and publish the same messages across many newspapers, instead of publishing different emotionally appealing advertisements. Though consumers acknowledged these emotional appeals in the advertisements, they were more concerned about their relationship with the banks as they don‘t rely on advertisements to make a financial decision. Rather, recommendations from families, friends and associates and also branch location are more important when deciding on which bank to choose. The lack of congruency between financial services and emotional appeals in advertisements is also observed as customers are more likely to be persuaded by rational appeals however this study has not completely ruled out emotional appeals in bank advertisements as the use of both types of appeals is recommended. The study provides important theoretical and managerial contributions to understanding how the consumers understand meaning-embedded advertisements produced by the banks. Managers will be able to consider the implications of advertisements in enhancing their brand equity and building relationships with customers in anticipation that, by word of the mouth and established relationship, their bank‘s reputation will be enhanced. Limitations of the study and opportunities for future research are identified.
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Aouidad, Aveline. "Conséquences développementales de la maltraitance infantile : de la résilience à la psychopathologie. Exemple du trouble de personnalité borderline à l'adolescence Borderline Personality Disorder and Prior Suicide Attempts Define a Severity Gradient Among Hospitalized Adolescent Suicide Attempters How Do Stress Exposure and Stress Regulation Relate to Borderline Personality Disorder Adolescents With Borderline Personality Disorder Show a Higher Response to Stress but a Lack of Self-Perception: Evidence Through Affective Computing Childhood Maltreatment and Earlier Pubertal Timing Moderate Brain Reward System Structure and Function During Adolescence." Thesis, université Paris-Saclay, 2021. http://www.theses.fr/2021UPASL028.
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La maltraitance infantile (MI) a des conséquences nombreuses et durables sur le développement des enfants et des adolescents allant de la résilience à la psychopathologie. L'objectif de cette thèse est d'étudier différentes hypothèses pouvant sous-tendre ces conséquences multiples à l'adolescence. Cette dernière est en effet une période charnière caractérisée par des remaniements hormonaux et neuro-biologiques majeurs et par l'apparition de nombreuses maladies psychiatriques. De plus, le déclenchement pubertaire est influencé par la MI. Nous avons fait l'hypothèse d'altérations du système de la récompense et de réactivité au stress et les avons explorées de façon multimodale dans une grande cohorte multicentrique d'adolescents sans psychopathologie (IMAGEN) et deux échantillons d'adolescents présentant un trouble psychopathologique associé à la MI, le Trouble de Personnalité Borderline (TPB) (cohortes 'suicidants' et ADOLIMIS). Les analyses de neuro-imagerie ont retrouvé une diminution structurelle et fonctionnelle du système de récompense corrélée à la précocité de la puberté chez les adolescents avec MI, associée à une diminution des comportements motivationnels et une augmentation des difficultés émotionnelles. Les analyses utilisant des méthodes d'informatique affective rapportent que les adolescents TPB présentent, quant à eux, une hyperréactivité au stress associée à un défaut d'insight. A l'issue de ce travail de thèse, nous proposons un modèle intégratif des conséquences développementales de la MI à l'adolescence allant de la résilience à la psychopathologie et mettant en lumière une association de facteurs de vulnérabilité nécessitant une surveillance accrue tels que la précocité pubertaire, des conduites suicidaires et des troubles anxieux. Ces résultats ouvrent des perspectives quant à des thérapies ciblées telles que le neuro-feedback et ouvrent de nouvelles questions qui seront explorées par le volet 'imagerie' de l'étude ADOLIMISChildhood maltreatment (CM) has many lasting consequences for the development of children and adolescents. The aim of this work was to study different hypotheses that may underlie these consequences ranging from resilience to psychopathology during adolescence. This period is indeed a period characterized by major hormonal and neurobiological changes and by the onset of numerous mental disorders. Furthermore, puberty timing is directly impacted by CM. We hypothesized and explored reward system and stress responsiveness impairments in a large multicentric cohort of community adolescents (IMAGEN) and in adolescents with a psychiatric disorder associated with CM : Borderline Personality Disorder (BPD) ('suicide attempters' cohort and ADOLIMIS). Neuroimaging analyzes of the reward sytem found that lower regional volumes and blunted reactivity correlated with an earlier puberty timing in adolescents with lower motivational behaviors and higher emotional problems. Affective computing analyzes reported that BPD adolescents showed a higher response to stress but a lack of self-perception. We propose an integrative model of the developmental consequences of CM during adolescence ranging from resilience to psychopathology, highlitghing an association of putative risk factors requiring increased monitoring such as earlier timing of puberty and precocity of suicidal behavior and anxiety disorders. These results open up prospects for targeted therapies such as neurofeedback and for new hypotheses that will be explored in the neuroimaging part of the ADOLIMIS study
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Smolewska, Kathy. "Testing the Biosocial Theory of Borderline Personality Disorder: The Association of Temperament, Early Environment, Emotional Experience, Self-Regulation and Decision-Making." Thesis, 2012. http://hdl.handle.net/10012/6786.
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Borderline Personality Disorder (BPD), as defined by the DSM-IV-TR (APA, 2000), is a multifaceted mental illness characterized by pervasive instability of interpersonal relationships, self-image, affect and behavior. Despite a growing consensus that the etiological basis of BPD stems from a combination of biological vulnerability and an early developmental history characterized by invalidation, abuse and/or neglect (e.g., Clarkin, Marziali, & Munroe-Blum, 1991; Linehan, 1993), the reasons for the diversity of troubling symptoms (e.g., self-injury, suicidality, mood reactivity, relationship difficulties) remain unclear. Psychopathology theorists differ in their conceptualization of the fundamental problems (e.g., impulsivity vs. identity disturbance vs. emotion dysregulation) underlying BPD and further research is needed to clarify which features are central to the maintenance of the difficulties associated with the disorder.
In the current research, the some of the tenets of Linehan’s (1993) biosocial theory of BPD and the core constructs implicated in her conceptualization of the disorder were explored empirically in several samples of undergraduate university students. According to the biosocial theory, difficulties regulating emotions represent the core pathology in the disorder and contribute causally to the development and expression of all other BPD features. The emotional dysregulation is proposed to emerge from transactional interactions between individuals with biological vulnerabilities (i.e., a highly arousable temperament, sensitive to both positive and negative emotional stimuli) and specific environmental influences (i.e., a childhood environment that invalidates their emotional experience). The theory asserts that the dysregulation affects all aspects of emotional responding, resulting in (i) heightened emotional sensitivity, (ii) intense and more frequent responses to emotional stimuli, and (iii) slow return to emotional baseline. Furthermore, Linehan proposed that individuals with BPD lack clarity with respect to their emotions, have difficulties tolerating intense affect, and engage in maladaptive and inadequate emotion modulation strategies. As a result of their dysfunctional response patterns during emotionally challenging events , individuals with BPD fail to learn how to solve the problems contributing to these emotional reactions.
In accordance with this theory, a number of hypotheses were tested. First, it was hypothesized that the interaction between temperamental sensitivity and an adverse childhood environment would predict BPD features over and above that predicted by either construct independently. Second, it was hypothesized that BPD traits would be predicted by high levels of emotional dysregulation (affect lability), problems across different aspects of emotional experience (e.g., intensity, awareness, clarity), and deficits in emotion regulation skills (e.g., poor distress tolerance, self-soothing). Based on the initial findings of the research, a series of competing hypotheses were tested that addressed the nature of the emotional, cognitive and motivational mechanisms that may underlie maladaptive behavior in BPD more directly.
Prior to testing these hypotheses, it was important to select a set of measures that would best represent these constructs within an undergraduate population. The purpose of Studies 1a and 1b (N = 147 and N = 56, respectively) was to determine the reliability and validity of a series of self-report measures that assess BPD features and to select one questionnaire with high sensitivity (percentage of cases correctly identified) and high specificity (percentage of noncases correctly identified) as a screener for BPD within undergraduate students by comparing the results of the questionnaires against a “gold standard” criterion diagnosis of BPD (as assessed by two semi-structured interviews: DIB-R and IPDE-I). The second goal of these studies was to conduct a preliminary exploratory analysis of the association of scores on the BPD measures and constructs that have been hypothesized to be relevant to the development and maintenance of BPD symptoms (e.g., “Big Five” personality factors, emotional experience, impulsivity).
Overall, the findings of Studies 1a and 1b indicated that screening for BPD in an undergraduate population is feasible and there are several questionnaires that may help in the identification of participants for future studies. Specifically, the McLean Screening Instrument for Borderline Personality Disorder (MSI-BPD; Zanarini et al., 2003), International Personality Disorder Examination DSM-IV Screening Questionnaire (IPDE-S; Loranger, 1999) and Borderline Personality Questionnaire (BPQ; Poreh et al., 2006) were all found to be internally consistent and valid screening measures. Furthermore, the results of correlation and regression analyses between dimensions of the “Big Five” and scores on the BPD measures were consistent with previous findings in the literature that BPD is associated with higher scores on neuroticism, lower scores on agreeableness, and to a lesser degree, lower scores on conscientiousness and extraversion. The similarity in results between the current and past studies suggested that individuals in the present samples showed characteristics consistent with that seen in both clinical and nonclinical populations with BPD traits. The results also provided support for the notion that individuals with BPD have a lower threshold (i.e., greater sensitivity) for both sensory and affective stimuli, as well as higher amplitude of emotional response (i.e., greater reactivity) to such stimuli. Furthermore, the findings suggested that those with BPD traits may lack understanding of their emotional state, may be unable to effectively regulate their emotional state, and that their impulsive behavior may be driven by negative affect.
The purpose of Study 2 (N = 225) was to test some of the specific tenets of Linehan’s (1993) biosocial theory. The results suggested that BPD traits are associated with numerous dimensions of temperament [e.g., higher levels of negative affect; lower levels of positive affect; lower levels of effortful control; low sensory threshold (i.e., greater sensitivity) for both sensory and affective stimuli; ease of excitation (i.e., greater reactivity to sensory and affective stimuli)] and childhood environment (e.g., authoritarian parenting style, invalidating parenting, neglect, abuse). An examination of the interactions between dimensions of temperament and childhood environment suggested that interactions between (i) ease of excitation (greater reactivity to sensory and affective stimuli) and environment and (ii) trait negative affect and environment, predicted BPD symptoms over and above the temperament and environment variables alone. The results also suggested that a number of other factors are associated with BPD symptoms, including: increased attention to (or absorption in) emotional states, poor emotional clarity, affect lability (particularly anger), poor distress tolerance, and negative urgency (impulsive behavior in the context of negative affect). The association between BPD symptoms and difficulties identifying feelings seemed to be mediated by affect lability and negative urgency. Self-soothing and self-attacking did not predict BPD traits over and above the other variables.
Wagner and Linehan (1999) also proposed that the intense emotions (and emotional dysregulation) experienced by those with BPD interferes with cognitive functioning and effective problem solving, resulting in poor decisions and the observed harmful behaviors. Other researchers have suggested that the repetitive, self-damaging behavior occurring in the context of BPD may reflect impairments in planning and failure to consider future consequences (e.g., van Reekum et al., 1994). Proponents of this view suggest that individuals with BPD show greater intensity and lability in their emotional response to their environment because they are unable to inhibit or moderate their emotional urges (i.e., impulsivity is at the core of the disorder). The purpose of Study 3 (N = 220) was to characterize decision making in an undergraduate sample of individuals with BPD traits and to ascertain the relative contribution of individual differences in the following areas to any deficits identified in decision making: emotional experience (e.g., increased affective reactivity or lability); reinforcement sensitivity (e.g., sensitivity to reward and/or punishment); impulsivity; executive functioning (measured by an analogue version of the Wisconsin Card Sorting Test); and reversal learning. Decision making was assessed using modified versions of two Iowa Gambling Tasks (IGT-ABCD and IGT-EFGH; Bechara, Damasio, Damasio, & Anderson, 1994; Bechara, Tranel, & Damasio, 2000) that included reversal learning components (i.e., Turnbull et al., 2006).
The results of Study 3 showed that participants in the BPD group demonstrated deficits in decision-making as measured by the IGT-ABCD but not on the IGT-EFGH. The results [interpreted in the context of reinforcement sensitivity models, the somatic marker hypothesis (Damasio, 1994) and the “frequency of gain” model e.g., Chiu et al. 2008)] suggested that decision making under uncertainty may be guided by gain-loss frequency rather than long-term outcome for individuals with BPD traits. The results failed to show consistent associations between BPD symptoms and performance on either version of the IGT. Individual differences in emotional experience, executive functioning or reversal learning did not account for the decision-making problems of the BPD group on the IGT-ABCD.
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Чорна, Любов Леонідівна. "Вплив властивостей темпераменту на вибір механізмів психологічного захисту." Магістерська робота, 2021. https://dspace.znu.edu.ua/jspui/handle/12345/6465.
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Чорна Л. Л. Вплив властивостей темпераменту на вибір механізмів психологічного захисту : кваліфікаційна робота магістра спеціальності 053 «Психологія» / наук. керівник О. М. Грединарова. Запоріжжя : ЗНУ, 2021. 84 с.UA : Робота викладена на 84 сторінки, 3 таблиці, 5 рисунків, 4 додатка. Перелік посилань включає 64 джерела. Об’єкт дослідження – механізми психологічного захисту особистості. Тенденції швидкого розвитку сучасного життя створюють багато напружених ситуацій, які негативно впливають на людину та відображаються в її свідомості та поведінці. Для подолання емоційної напруги людина змушена більш інтенсивно використовувати засоби психологічного захисту. Психологічний захист, який формується в загальній структурі особистості у вигляді певних наборів механізмів психологічного захисту визначає суб’єктивний комфорт в усіх ситуаціях напруженості, забезпечуючи послаблення емоційної напруги. Механізми психологічного захисту використовуються особистістю для розв’язання внутрішніх та зовнішніх конфліктів, уникнення тривожності, негативних переживань та допомагають їй пристосуватися до мінливих умов середовища. Механізми психологічного захисту не є вродженими – вони формуються при соціалізації людини з дорослішанням і залежать від саморегуляції, попереднього досвіду, світогляду, темпераменту, індивідуально-психологічних особливостей та емоційної саморегуляції людини. Наукова новизна полягає у розширенні розуміння впливу емоційної саморегуляції, як регулятивгого чинника на використання механізмів психологічного захисту особистостю.
EN : The work is presented on 84 pages, 3 tables, 5 figures, 4 appendices. The list of links includes 64 sources. The object of research - the mechanisms of psychological protection of the individual. Trends in the rapid development of modern life create many tense situations that negatively affect a person and are reflected in his consciousness and behavior. To overcome emotional tension, a person is forced to use more intensive means of psychological protection. Psychological protection, which is formed in the general structure of the individual in the form of certain sets of mechanisms of psychological protection determines the subjective comfort in all situations of tension, providing relief from emotional tension. Psychological defense mechanisms are used by the individual to resolve internal and external conflicts, avoid anxiety, negative experiences and help him adapt to changing environmental conditions. Mechanisms of psychological protection are not innate - they are formed during the socialization of a person with adulthood and depend on self-regulation, previous experience, worldview, temperament, individual psychological characteristics and emotional self-regulation. Scientific novelty is to expand the understanding of the impact of emotional self-regulation as a regulatory factor in the use of mechanisms of psychological protection of the individual.
Books on the topic "System of emotional self-regulation of personality"
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Bertsch, Katja, Harold Koenigsberg, Inga Niedtfeld, and Christian Schmahl. Emotion Regulation. Edited by Christian Schmahl, K. Luan Phan, Robert O. Friedel, and Larry J. Siever. Oxford University Press, 2018. http://dx.doi.org/10.1093/med/9780199362318.003.0007.
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This chapter describes the processes and systems implicated in regulation of emotion. Emotion regulation is an important topic in many fields of psychiatric disorders. According to the established model developed by Gross and colleagues, emotion regulation can be distinguished into antecedent-focused and response-focused emotion regulation strategies. This chapter reviews several implicit and explicit forms of emotion regulation including attention, habituation, and reappraisal. It describes multiple behavioral sequelae to emotion dysregulation such as avoidance and self-harm behaviors. The chapter synthesizes the evidence of altered emotion processing and regulation across multiple personality disorders and introduces emotion regulation as a target for psychotherapy for personality disorders.
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Denny, Bryan T., and Kevin N. Ochsner. Minding the Emotional Thermostat. Edited by Christian Schmahl, K. Luan Phan, Robert O. Friedel, and Larry J. Siever. Oxford University Press, 2018. http://dx.doi.org/10.1093/med/9780199362318.003.0005.
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This chapter takes a social cognitive affective neuroscience approach to describe the processes and systems to give rise to emotion and the volitional control of emotion. It provides a detailed description of the processes that underlie the regulation of emotion. It introduces and synthesizes the brain structures involved in emotion processing and regulation. There is a particular focus on the role of the ventrolateral, dorsolateral and dorsomedial prefrtonal cortex, amgydala, ventral striatum and insula, and on cognitive strategies such as reappraisal. It provides a critical framework for understanding the underlying behavioral and neural basis for the affect dysregulation observed across personality disorders, and summarizes future directions for this area of investigation.
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Carrión, Victor G., John A. Turner, and Carl F. Weems. Emotion Processing. Oxford University Press, 2017. http://dx.doi.org/10.1093/med/9780190201968.003.0003.
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Prolonged difficulty identifying and regulating emotions is another essential symptom of PTSD, and has been associated with hormonal dysregulation, social and academic difficulties, and structural and functional brain deficits in youth and adults. Individual subject variance in personality, disposition, sex, and genotype has been shown to uniquely modulate the prefrontal and limbic brain regions associated with emotion processing. The current chapter examines how the component processes of emotion regulation, such as fear conditioning, can be dysregulated by the experience of traumatic stress, by which the brain centers that manage reactions to emotionally charged stimuli are over- or underactivated. The preclinical literature that serves as the basis for our understanding of these systems is reviewed, as well as studies of adults and children who have experienced trauma. Future directions, such as clinical care based on neuroendocrine research, are also discussed.
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Soloff, Paul, and Christian Schmahl. Suicide and Nonsuicidal Self-Injury. Edited by Christian Schmahl, K. Luan Phan, Robert O. Friedel, and Larry J. Siever. Oxford University Press, 2018. http://dx.doi.org/10.1093/med/9780199362318.003.0011.
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This chapter reviews current data on the prevalence of suicidal behavior and non-suicidal self-injury (NSSI) in patients with PDs; the characteristics of attempters versus completers; and the epidemiology of NSSI in borderline personality disorder (BPD). In addition, it presents explanatory models for suicide and NSSI. Also, there are comprehensive discussions of the neurobiological mechanisms involved in both suicidality and NSSI focusing on the structural and functional neuroimaging of emotion dysregulation, impulsivity, executive cognitive deficits, affective interference and cognitive function, and the Endogenous Opioid System. The chapter concludes with a detailed description of pain processing as it interacts with NSSI.
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Ellis, Ralph D. Curious Emotions: Roots Of Consciousness And Personality In Motivated Action (Advances in Consciousness Research). John Benjamins Publishing Co, 2005.
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Caligor, Eve, Frank Yeomans, and Ze’ev Levin. Personality Disorders. Oxford University Press, 2014. http://dx.doi.org/10.1093/med/9780199326075.003.0008.
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This chapter discusses the personality disorders. Patients with personality disorders exhibit enduring patterns of behavior that are maladaptive, inflexible, and pervasive. These patients experience difficulty in three core domains of personality functioning: sense of self, interpersonal relationships, and affect regulation. Patients with the cluster A personality disorders (paranoid, schizoid, and schizotypal) tend to suffer profound compromise of functioning. Features that are shared by many patients with the cluster B disorders (borderline, narcissistic, antisocial, and histrionic) include emotional reactivity, poor impulse control, and an unclear sense of identity. Patients with borderline, narcissistic, and antisocial personality disorders are also often characterized by high levels of aggression, whereas patients with histrionic personality disorder share a more favorable prognosis with the cluster C personality disorders (avoidant, dependent, and obsessive-compulsive). Psychotherapy is the backbone of treatment for the personality disorders.
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Stanley, Barbara, and Tanya Singh. Diagnosis of Borderline Personality Disorder. Oxford University Press, 2017. http://dx.doi.org/10.1093/med/9780199997510.003.0002.
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The diagnosis of borderline personality disorder (BPD) can be devastating. BPD is characterized by instability on several domains: affect regulation, impulse control, interpersonal relationships, and self-image, and it affects about 1–2% of the general population—up to 10% of psychiatric outpatients, and 20% of inpatients. In addition to meeting the criteria set forth in DSM-5, BPD, like all personality disorders, is characterized by a pervasive and persistent pattern of behavior that begins in early childhood and is stable across contexts. Affective dysregulation (inappropriate, intense anger or difficulty controlling anger; affective instability due to a marked reactivity of mood), is one of the core domains associated with BPD and is characterized by erratic, easily aroused mood changes and disproportionate emotional responses. Affect dysregulation differs in BPD and mood disorders because in BPD it can shift rapidly and is affected by environmental triggers.
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Zelazo, Philip David, ed. The Oxford Handbook of Developmental Psychology, Vol. 2. Oxford University Press, 2013. http://dx.doi.org/10.1093/oxfordhb/9780199958474.001.0001.
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This volume synthesizes and integrates the broad literature in the subdisciplines of developmental psychology. The volume features an opening chapter by the volume editor outlining the organization of the field, as well as a concluding chapter in which the volume editor outlines future directions for developmental psychology. This volume synthesizes the developmental psychological literatures in such areas as personality and emotional development, emotion regulation, social development, peer relationships, play, gender development, self-conceptualizing, aggression and anti-social behavior, and risk and resilience in development.
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Asherson, Philip, Josep Antoni Ramos-Quiroga, and Susan Young. Adult ADHD. Oxford University Press, 2018. http://dx.doi.org/10.1093/med/9780198739258.003.0019.
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ADHD is a neurodevelopmental disorder with symptoms that start during childhood or early adolescence and commonly persist into adulthood. In adults, similar symptoms and impairments are seen as in children, although overt levels of hyperactivity-impulsivity tend to decrease, inattention tends to persist, and age-appropriate presentation of symptoms needs to be considered. Emotional self-regulation, sleep problems, excessive spontaneous mind wandering and behavioural self-regulation often co-occur with adult ADHD and are independent sources of impairment. In establishing the diagnosis of adult ADHD it is important to be aware of potential symptom overlap with other common mental health disorders such as anxiety, depression, and personality disorder. There is a risk that ADHD is mistaken for these other disorders. In most cases ADHD can be accurately assessed and diagnosed in adults through the use of diagnostic interview assessments that provide a detailed clinical assessment of the diagnostic criteria for ADHD.
Book chapters on the topic "System of emotional self-regulation of personality"
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Weaver, J., and C. Kiewitz. "Eysenck Personality Questionnaire." In Handbook of Research on Electronic Surveys and Measurements, 360–63. IGI Global, 2007. http://dx.doi.org/10.4018/978-1-59140-792-8.ch052.
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We describe a newly developed 12-item short form version of the self-report Eysenck Personality Questionnaire (EPQ) originally developed by Eysenck and Eysenck (1977) and most recently revised by Eysenck, Eysenck, and Barrett (EPQ-R; 1985). The original EPQ consists of 90 items while the EPQ-R involves 36 items. Both instruments were designed to assess three dimensions of personality – extraversion, neuroticism, psychoticism. An understanding of the hierarchical model for personality envisaged by Eysenck (1947) facilitates our explication of these personality dimensions. Eysenck’s system involved four levels. At the lowest level of this system are singly occurring acts or cognitions. Habitual acts or cognitions are at the second level. The third level is composed of traits, defined in terms of significant intercorrelations between different habitual behaviors. The final level is that of personality types or dimensions defined in terms of substantial intercorrelations between traits. Against this backdrop, Eysenck (see Eysenck,1990; Eysenck & Eysenck, 1985) defined extraversion by the observed correlations between the traits sociable, lively, active, assertive, sensation-seeking, carefree, dominant, and venturesome. Neuroticism was defined by the traits anxious, depressed, guilt feelings, low self-esteem, tense, irrational, shy, moody, and emotional. Finally, psychoticism was defined by the traits aggressive, cold, egocentric, impersonal, impulsive, antisocial, unempathic, and tough-minded.
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"STEPPS in Correctional Settings." In Systems Training for Emotional Predictability and Problem Solving for Borderline Personality Disorder, edited by Nancee S. Blum and Donald W. Black, 89–99. Oxford University Press, 2016. http://dx.doi.org/10.1093/med:psych/9780199384426.003.0005.
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This chapter describes STEPPS in Iowa correctional systems and elsewhere, as well as the US federal prison system. The program was introduced to the Iowa correctional system in 2005; data show that it is effective in reducing symptoms specific to borderline personality disorder. In addition, STEPPS has been shown to boost mood, reduce disciplinary infractions, and reduce self-harm behaviors. The advantages over other BPD treatment programs in prison settings include the relatively short 20-week length of STEPPS, which is very important because offenders have varying sentence lengths and are transferred or released (or receive parole/probation status) without notice. The program is easily learned by therapists strapped for time, since corrections-based therapists have little time for extensive additional training and budgets are tight. The STEPPS manual can be used “as-is” in prisons and community corrections without extensive modifications. Last, the authors describe potential problems of implementing the program in prisons.
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Garibaldi, Claudio. "Enneagramma e sviluppo delle soft skills Un supporto per una didattica inclusiva?" In SAIL. Venice: Fondazione Università Ca’ Foscari, 2021. http://dx.doi.org/10.30687/978-88-6969-477-6/011.
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It can be assumed that who we are will influence our way of learning and teaching. Education is concerned with content but the importance of awareness still remains in the background: students must adapt to their teachers, who, in turn, do not always have tools to understand the impact of their individuality on the way they teach. The Enneagram system proposes a new perspective on the teaching-learning continuum and provides a framework in which personality descriptions that account for differences and diversity can be placed, and a conceptual vocabulary to understand mental and emotional habits. This experimental and innovative contribution analyses how the Enneagram model can promote the development of soft skills, especially those related to self-awareness and emotional intelligence, in both teachers and learners.
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Clare, Diane. "Alternatives to Self-Harm Program." In Systems Training for Emotional Predictability and Problem Solving for Borderline Personality Disorder, 164–80. Oxford University Press, 2016. http://dx.doi.org/10.1093/med:psych/9780199384426.003.0009.
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This chapter describes the Alternatives to Self-Harm (ASH) program and its follow-up program, PHOENIX—programs that complement STEPPS and STAIRWAYS. ASH was developed for those individuals whose self-harm behaviors put them at imminent risk and those whose self-harm is likely to increase if they find therapy too emotionally challenging in the beginning. Data supportive of ASH are presented and show that the program leads to a reduction of self-harm risk for people with emotional dysregulation. ASH can stand alone or be adjunctive to STEPPS. ASH is an approach that reduces the risk of self-harm and increases participants’ confidence in their ability to acquire and maintain more effective coping strategies, as well as progressing to other therapies (e.g., STEPPS) as needed.
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Schuppert, Marieke, Paul Emmelkamp, and Maaike Nauta. "Treatment of Borderline Personality Disorder in Adolescents." In Systems Training for Emotional Predictability and Problem Solving for Borderline Personality Disorder, 140–63. Oxford University Press, 2016. http://dx.doi.org/10.1093/med:psych/9780199384426.003.0008.
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The chapter describes how STEPPS has been modified for the adolescent population in The Netherlands. Emotion regulation training (ERT) provides a group therapy experience for adolescents that consists of 17 weekly sessions, one session with family members and “important others” and two booster sessions for the adolescents at 6 and 12 weeks following treatment. The three phases of treatment include psychoeducation and problem solving techniques; helping the group members see the connection between their character/temperament and their emotions and behavior; focusing on improving lifestyle choices (e.g. eating, sleeping, relationships, avoiding substance abuse). The chapter includes an overview of the ERT protocol, briefly reviews the data from recent clinical trials, and discusses future opportunities for this field. The goal was to implement a program that would help prevent long-term consequences of borderline personality disorder.
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Teremko, Vasyl. "PRINT AS THE CONTEXTUAL FACTOR OF MODERN AGE." In Integration of traditional and innovation processes of development of modern science. Publishing House “Baltija Publishing”, 2020. http://dx.doi.org/10.30525/978-9934-26-021-6-10.
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This article traces the transformations of individual, caused by informational interventions in his\her mental world, intensified by the development of print as a technological centre of the Industrial Era media system, followed the explosion of consumer psychology, replacing individuality by the “mass person” perplexed by “fashion epoch”. A humanistic ideal, self-sufficient, self-sustained individual appears in such worldview systems as a consumer. A set of individuals selected by specific criteria appears as the target audience, the mass consumer, chosen to buy everything from tastes and goods to ideologies, political doctrines, ways of life, fashion, government, friends, enemies and even war or peace. The production of such consumers started with the phenomena of scaling and unification, intensified by the books-bestsellers, mass media, tabloids, glossy and glamorous magazines, entertainment television, pop music, blockbusters and TV series. Based on the investigation of individual and mass subconscious psychological mechanisms and impact techniques, taste and critical thinking was consistently destroyed, which drove to imposing absolute consumerism as continuously stimulated insatiability of needs, leading to the consumption loop, where requirements are impossible to satisfy. Intellectually simplified, spiritually exhausted media signals, aimed at the instinctively emotional spheres of individuals, steadily lowered the horizon of personal expectations and the thresholds of information accessibility, weakened critical thinking, blurred ethical filters, levelled tastes and transformed the audience into a mass. Furthermore, despite the specific differences, this trend has penetrated all social and individual spheres. Under the pressure of aggressive reality and communication campaigns, a holistic, harmonious, self-aware, intentional personality lost its value for itself. The process, begun in the New Age, was a kind of denial of its foundations and prepared an individual for the transition to the information age.
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Harvey, Renee. "STEPPS in the United Kingdom." In Systems Training for Emotional Predictability and Problem Solving for Borderline Personality Disorder, 68–88. Oxford University Press, 2016. http://dx.doi.org/10.1093/med:psych/9780199384426.003.0004.
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This chapter describes the implementation and dissemination of STEPPS in the United Kingdom (UK). The program is used in several partnerships within the National Health Service in England and Scotland. A UK version of the program was developed to ensure that the program was linguistically compatible with British culture. Modifications of the program have been developed for adolescents and persons with symptoms of borderline personality disorder who do not meet full criteria, with the goal of providing a non-pathologizing approach or to serve as an early intervention. For these two versions of the program, the reference to “emotional intensity disorder” (EID), has been replaced by “emotional intensity difficulties” (EID), and BPD is not used in the patient workbook materials. The goal of the National Health Service is to ensure that STEPPS is available for those with disorders of emotional regulation and to prevent a lifetime of involvement in mental health services.
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Eddington, Kari M., Timothy J. Strauman, Angela Z. Vieth, and Gregory G. Kolden. "Orientation Phase Goal 2." In Self-System Therapy for Depression, 15–20. Oxford University Press, 2017. http://dx.doi.org/10.1093/med-psych/9780190602482.003.0003.
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Chapter 3 explains how relationships with other people can affect the ways in which people think about goals. The second goal of the orientation phase of self-system therapy is to determine the source of the client’s particular style of self-regulation. Style in this context refers to the client’s tendency to focus on promotion goals (i.e., trying to make good things happen) or prevention goals (i.e. trying to keep bad things from happening). Each type of goal is connected to certain emotional experiences and is influenced by personal relationships. Worksheets are included to help clients explore how their relationships have affected their expectations and standards.
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Lekander, Mats. "Feeling sick and other emotions." In The Inflamed Feeling, 133–52. Oxford University Press, 2022. http://dx.doi.org/10.1093/oso/9780198863441.003.0007.
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This chapter shows how the sickness response is functionally similar to classical emotions, such as fear. It describes how the regulation of how sick one feels is similar to the importance of regulating emotions and sensitivity to contextual factors. In the same way that classical emotions can become an all too typical response pattern—individuals with anxiety disorders, for example, have internal systems for fear and anxiety that are too easily and too often activated—it turns out that low-grade inflammation and easily triggered sickness responses can be part of troubling symptoms in both somatic and mental health. The sickness response is thus similar to a classic emotion, and the frequency and intensity with which we feel that we are sick seems to be part of how healthy we think that we are in a longer perspective. The interdisciplinary approach which has been used to understand emotions has been successful both to understand general human behavior as well as conditions such as anxiety disorders, depression, attention deficit hyperactivity disorder (ADHD), and borderline personality disorder. A similar functional perspective of sickness can help us understand how the sickness response, the stress response, and the health experience can be regulated in order to help people with subjective health complaints.
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Padilla, Concepcion, and Pilar Andres. "Personality Traits, Achievement Motivation, and Self-Regulation in Physically Active and Sedentary Young Adults." In Sport Psychology in Sports, Exercise and Physical Activity [Working Title]. IntechOpen, 2021. http://dx.doi.org/10.5772/intechopen.99738.
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Previous research has established a link between exercise and executive functions. However, how personality, motivation, and self-regulation can influence this association have been little investigated. Studies investigating in these aspects have shown that physically active individuals are more extrovert, conscientious and open to new experiences than sedentary individuals. Those who are sedentary tend to show more neuroticism and less self-regulation. In this chapter, the literature exploring these aspects is reviewed. In addition, a study to examine the impact of these factors in physically active and sedentary young adults is presented. The Big Five Inventory, the Intrinsic Motivation Inventory, the Achievement Motivation scales, and the Adult Temperament Questionnaire were administered to evaluate personality, motivation, and self-regulation. The results revealed that active participants significantly differed from sedentary participants in terms of personality showing higher emotional stability, extraversion, and openness to experiences, in addition to greater inhibitory control (self-regulation). Associations between better control of emotions and impulses and cognitive control were also explored, finding a significant correlation between them. Some guidance is included to help health providers to design physical activity programs to promote cardiovascular exercise in populations with high levels of inactivity.
Conference papers on the topic "System of emotional self-regulation of personality"
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Antoci, Diana. "Values and Emotions in Personality System of Adolescents and Youths." In ATEE 2020 - Winter Conference. Teacher Education for Promoting Well-Being in School. LUMEN Publishing, 2021. http://dx.doi.org/10.18662/lumproc/atee2020/01.
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This article addresses the problem of identifying relationship between the emotional manifestations of adolescents and young people and dominant values in their personality system in order to establish priorities in the acquisition of the components of the value orientation at the subjects. The age of adolescence is the period of social and emotional development, cognitive and emotional explosion, and psychic and value system formation. Personality formation takes place in the social environment through interrelation with parents, friends, and teachers in different life situations. Adolescents may experience positive and negative emotions of varying intensity. Emotional stability develops gradually through experiences, socialization, cognitive progress, self-knowledge and self-affirmation which are already being formed and are specific to young people. It is important to self-recognize and self-analyse by the subject of his/her own specific emotions, to determine the causes of their occurrence, to know how to regulate the negative ones. The role of emotions is enormous for the human being. The affective sphere is one of fundamental elements for: the fixation of externalized manifestations through the behavioural display of suitable emotions, shaping of attitudes, the development of beliefs and, therefore, values. These components are organized hierarchically, forming the content of value orientation or values orientation. The experimental study carried out with adolescent and young subjects consisted in determining the specificity of emotions and dominant values in adolescence and youth ages, highlighting the dynamics of emotional and value changes, and establishing the relationship between the studied variables. The experiment results provide us with the current information regarding dynamics of the relationship of emotions and values, which, therefore, allows to elaborate new ways of emotions knowing and regulating during adolescence age including youth one. These strategies can be applicable in educational institutions, ensuring by them well-being for all education actors. Well-being means not only feeling well inside, but also to be in well- being created conditions in the environment around us, favouring the wellbeing of all subjects.
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Romanovska, Diana. "Preservation of mental health of participants of educational process in а COVID-19 pandemic by means of applied psychology." In National Events on WMHD in Ukraine. N-DSA-N, 2021. http://dx.doi.org/10.32437/nmhdup2021.5.
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The article examines the results of the study of the socio-psychological consequences of the COVID-19 pandemic, which are felt by participants in the educational process, conducted as part of the research «Overcoming the effects of the COVID-19 pandemic in the psychological service of education.» The rating list of social and psychological problems of the participants of the educational process, which are formed by the participants of the online focused interview from Chernivtsi region, is presented. An anonymous online survey of teachers has identified four main features that create a high level of personal anxiety and worsen the state of mental health, and hence the quality of professional teaching: fear of infection; difficulties with the organization of time in terms of distance learning; inability to perform professional tasks in full; emotional exhaustion. The consequences of the pandemic, quarantine, COVID-19 disease on the emotional burnout of teachers are analyzed. The article specifies the tasks of professional activity of specialists of the psychological service of the education system to overcome the consequences of the pandemic. Strategies strategies and means of psychological assistance to pedagogical workers, parents, students are offered for the purpose of prevention of emotional burnout and overcoming of psych emotional exhaustion after illness in the conditions of distance learning: practical-orientation strategy of preservation of mental health, formation of skills of psych hygiene; practical and constructive strategy of achieving emotional balance and mastering new trajectories of emotional response; personality-facilitative as an emotional support of the teacher in the personal-professional transformation to online learning, self-development. Keywords. mental health, socio-psychological consequences, emotional exhaustion, anxiety, strategies and means of psychological assistance
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Fominykh, A. Ya. "Assosiation Between Athletes Self-Efficacy, Emotional Regulation And Sports Achievements." In Psychology of Personality: Real and Virtual Context. European Publisher, 2020. http://dx.doi.org/10.15405/epsbs.2020.11.02.31.
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Roslyakova, Svetlana, Anastasia Laushkina, Tatiana Bragina, Ekaterina Zemlyanova, and Oleg Basov. "The Influence of Lighting System Photometric Characteristics on Mental State of Users. The Case Study of Keyboard Handwriting." In 31th International Conference on Computer Graphics and Vision. Keldysh Institute of Applied Mathematics, 2021. http://dx.doi.org/10.20948/graphicon-2021-3027-826-836.
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The results of existing research regarding the relationship between color temperature, lighting parameters, and mental state have limited data on multi-user space. This study is aimed at identifying the possible effect of color temperature and illuminance on mood, concentration, and, as a result, improvement or deterioration of the performance. During the experiment, the participants solved problems related to professional and educational activities. The collection of data on the mental state of the subjects was carried out automatically using an electronic survey including: self-assessment scale (SAN), state-trait anxiety inventory, visual-associative self-assessment of the emotional state of the masked personality, subjective well-being scale. In addition, to the assess performance, Kraepelin Table was used. The relationship between lighting and the mental state often manifests itself after a long-term effect. The illumination modes 3500 K 325 lx and 4000 K 300 lx are the most optimal modes for implementing artificial lighting in adaptive systems for office spaces. The collected results, conclusions, and recommendations were based on correlating the data of psychological surveys of participants and an objective method of analysis based on the investigation of the keyboard handwriting of subjects. The results show that color temperature and light levels affect behavior, mood, and performance in multiplayer environments. Taking into account the results obtained, this adaptive lighting technology can be introduced into the system of an office or study space, where adaptation is important not only for a specific person, but also for a group of users.
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Barabashchuk, Hanna, Mariana Dushkevych, and Natalia Hutsuliak. "Psychological Features of the Tolerance of Future Specialists in Socionomic Professions." In ATEE 2020 - Winter Conference. Teacher Education for Promoting Well-Being in School. LUMEN Publishing, 2021. http://dx.doi.org/10.18662/lumproc/atee2020/04.
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It is a set on the basis of theoretical researchers, that the modern specialist of the sphere of «Man-Man», except the certain volume of professional abilities and knowledge, must own personality-mature qualities: to show readiness for self-development and self-perfection; make a decision on their own; have their own system of values and be able to correlate their own vital persuasions with the senses and stereotypes of society. For this reason, development of their tolerance as a constituent of professionalism is important in the professional preparation of specialists of socio-economic professions. Tolerance is not just a tolerance for others' thoughts, beliefs and behaviour, it is a purposeful effort on the part of the individual to create an information space that promotes harmony, interpersonal cooperation, emotional tact and respect. The empirical study involved 40 second-year students, including psychology students and foreign language teachers. The psychodiagnostic complex of methods presented in the article made it possible to obtain reliable research results. A comparative analysis of respondents' indicators showed that «tolerance» as a personal quality is significant for both groups. It is stated that psychology students are more tolerant of representatives of different social strata, while foreign language students are tolerant of ethnic minorities. The study found that future psychologists seeking to assert their beliefs and considerations, if the situation becomes conflictual, can be harsh. Future teachers are more critical of themselves and their opinions, showing tact and understanding to manifest «paradoxical» actions, even if they do not agree with them. The overall tolerance index of the two groups under study indicates that their behaviour and attitudes towards the world, people and events will depend on the particular social situation they are currently in.
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Banshchikova, T. N. "Conscious self-regulation in the system «frustration — aggression»." In INTERNATIONAL SCIENTIFIC AND PRACTICAL ONLINE CONFERENCE. Знание-М, 2020. http://dx.doi.org/10.38006/907345-50-8.2020.40.54.
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The article presents the results of an empirical study of the role of conscious self-regulation in the “frustration — aggression” system. A sample of teachers (N = 247) collected data on conscious self-regulation (questionnaire Selfregulation style of educational activity), the level of aggressiveness (Bass-Darki questionnaire), the level of social frustration (Wasserman questionnaire, etc.) ... The place of frustration among external and internal factors causing aggression has been determined; the structure of the connection between conscious self-regulation and aggression has been established. An empirical model of psychological predictors of aggression was constructed using the method of modeling by structural equations. The results demonstrate a significant contribution of conscious self-regulation to the “frustration — aggression” system. Conscious self-regulation acts as a resource for reducing the likelihood of aggressive manifestations at the stage of evaluating the results, when it becomes necessary to assess the situation caused, to search for a new meaning in achieving the goal. The developed ability to assess the results in a standard mode allows you to compensate for some personality traits. The regulatory and personal properties of independence and flexibility act as a kind of guides in the “frustration — aggression” system in cases where the effectiveness of achieving the goal is threatened. The results obtained make it possible to deepen the understanding of the resource role of regulatory mechanisms in conditions of frustration.
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Guerra, Federica, Jessica Ranieri, Claudio Ferri, and Dina Di Giacomo. "EMOTIONAL IMPACT IN FRONTLINE AND SECONDLINE HEALTHCARE PROFESSIONALS: COVID-19 AND II WAVE." In International Psychological Applications Conference and Trends. inScience Press, 2021. http://dx.doi.org/10.36315/2021inpact028.
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"Introduction. The rapid spread of coronavirus disease 2019 (COVID-19) has created unprecedent global challenges for health systems. National Healthcare Systems Hospitals adopted protective measures and medical equipment resources, exposing healthcare workers at risk for stress syndromes, subclinical mental health symptoms, and long-term occupational burnout. Health workers have had to deal with the most severe clinical cases in intensive care specialized operative division. Since the first months of the epidemic spread, some studies have established shown that nurses have shown symptoms of severe anxiety associated with peritraumatic dissociative experiences. Most of the studies examined the emotional impact of COVID 19 on health professionals but did not focus on different consider professionals roles and hospital departments workload. Objective. The aim of our study was to analyze the emotional characteristics of health workers during the II wave of coronavirus (November-December 2020), comparing the frontline (COVID 19) and second line (chronic diseases) hospital divisions and analyzing the differences between the health roles. Methods. We conduct a pilot study among health-workers. A sample of 28 healthcare workers (aged 23-62 years) were recruited from frontline and secondline hospital departments (L’Aquila, IT). The administered psychological battery was composed of n. 4 self-reports evaluating emotional variables (depression, anxiety, and stress) (DASS-21), personality traits (BFI-10), burnout risk (MBI), and perceived stress (PSS). Results. The results highlighted significant differences: older health workers were found to be more vulnerable than those who younger health workers; another interesting point was that healthcare workers serving in frontline wards showed symptoms of depersonalization. No significant difference for the type of role held. Conclusions. A prevention program should be activated to preserve frontline and older workers mental health. Earlier support could mitigate the effect of the pandemic experience, reducing the risk for emotional health workers' fragility."
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Valgasova, I. N., M. O. Zotova, and Zh R. Tegetaeva. "Type of the nervous system as a psychological resource of self-regulation of a student of a pedagogical profile." In INTERNATIONAL SCIENTIFIC AND PRACTICAL ONLINE CONFERENCE. Знание-М, 2020. http://dx.doi.org/10.38006/907345-50-8.2020.805.817.
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The article is devoted to the importance of the connection of the type of the nervous system and self-regulation in the professional development of future teachers. Particular attention is drawn to the fact that the formation of the foundations of selfregulation occurs during the period of training, when the process of personality formation takes place. Self-regulation of activity has its own characteristics among representatives of various areas of professional training and is associated with the structure of their temperament. Nowadays, the most urgent problem is the introduction of a differentiated approach into educational practice, but for its implementation an in-depth study of the individual typological and behavioral characteristics of students in pedagogical training areas is necessary. Since the modern high demands on the personal qualities and professional activities of teachers on the part of students and their parents, colleagues and heads of educational institutions are serious external incentives in the teacher’s work on himself. It is obvious that the success of pedagogical activity, in many respects depends on the ability of the future teacher to regulate his professional activities and personal characteristics. The aim of the study was to identify the types of temperament in future teachers, the formation of self-regulation and the relationship between them. The results obtained allow us to more effectively implement a personality-oriented approach in accordance with the specifics of the educational and professional orientation of students. To solve the tasks and verify the consistency of the hypothesis, the study used a combination of informative, reliable, complementary research methods. The data obtained during testing were subjected to mathematical processing in the SPSS program, Pearson’s correlation analysis was used, which allowed us to identify the relationship between the type of nervous system and the level of self-regulation.
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Kolesnikova, I. A., and I. E. Lilienthal. "To the question of self-regulation of aggressive behavior in adolescent teenagers." In INTERNATIONAL SCIENTIFIC AND PRACTICAL ONLINE CONFERENCE. Знание-М, 2020. http://dx.doi.org/10.38006/907345-50-8.2020.853.862.
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The data of an experimental study of the features of aggressive behavior in teenage drug addicts, as well as the possibility of controlling and self-regulation of aggressive manifestations in this category of individuals are presented. The growth of aggressive trends in adolescence reflects one of the most acute social problems of modern societies, where drug addiction, alcoholism, and juvenile delinquency have risen sharply in recent years. To study the features of aggressive behavior of teenage drug addicts, we used a battery of valid methods and methods aimed at assessing the specifics of aggressive manifestations, personal, motivational, strong-willed and other features of teenage drug addicts. The article shows that, indeed, the aggressive behavior of teenage drug addicts has its own distinctive features, determined by the presence of accentuation or psychopathy of character, inadequate self-esteem, self-centeredness; violations of attitudes, motivation, affective sphere of personality, with irritability and increased excitability; the predominance of verbal, physical forms of aggression, suspicion; the orientation of aggression to external objects, in addition, the characteristics of the aggressive behavior of teenage drug addicts depend on a number of microsocial factors, etc. In order to increase the effectiveness of preventive and rehabilitation work with aggressive teenage drug addicts, such methods of action show effectiveness as: mandatory and primary treatment of adolescents is drug addicts, the inclusion of adolescents in this category in the anonymous grooms of drug addicts, in the system of socially recognized and socially approved activities the use of psychotherapy, methods of active psychological impact; conducting educational and preventive work with the inner circle of a teenage drug addict, etc. The article presents reasonable conclusions from a stating experiment, and offers recommendations for the prevention and correction of selfregulation of aggressive manifestations in teenage drug addicts.
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Bondarenko, I. N., A. M. Potanina, and I. Yu Tsyganov. "Dynamics of regulatory and personality features in junior schoolchildren with decreased psychological well-being (longitudinal data)." In INTERNATIONAL SCIENTIFIC AND PRACTICAL ONLINE CONFERENCE. Знание-М, 2020. http://dx.doi.org/10.38006/907345-50-8.2020.55.69.
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The article presents the results of longitudinal analysis of dynamics of regulatory, personal, motivational characteristics and academic success in students with decline of psychological well-being during the transition from grade 5 to 6. A group of 6th graders whose psychological well-being significantly decreased in comparison with the 5th grade (N = 26) was identified. We compared of indicators of conscious self-regulation (V. I. Morosanova), personal properties (Big 5), attitude to learning (A. M. Prihozhan) and academic motivation (T. O. Gordeeva) with a time difference of one year. The results show the maintenance of the level of academic performance against the sharp decline in almost all regulatory, personal, motivational and emotional indicators. We identified two indicators which serve as a resource for maintaining the academic success of the respondents: Neuroticism and regulatory process of Modelling. In contrast to traditional concept of its negative impact it was shown that Neuroticism was almost the only factor supporting academic performance at that age. A particularly significant result is the discovery of a «sensitive» age for the development of the regulatory process of Modelling, which is responsible for the ability to set and perform complex tasks, not to be afraid of new non-standard situations, and find solutions in «hopeless» stressful situations.