Top

Gepubliceerd in:

2019 | OriginalPaper | Hoofdstuk

8. Emotieregulatie aanleren aan kinderen en adolescenten

Auteurs : Laura Wante, Marie-Lotte Van Beveren, Brenda Volkaert, Caroline Braet

Gepubliceerd in: Emotieregulatietraining bij kinderen en adolescenten

Uitgeverij: Bohn Stafleu van Loghum

Samenvatting

Tijdens de vroege adolescentie worden jongeren geconfronteerd met intense en vaak overweldigende gevoelens waardoor hun vermogen tot emotieregulatie op de proef wordt gesteld. Om die reden is het uiterst belangrijk om te weten welke emotieregulatiestrategieën werkzaam zijn en hoe we deze kunnen aanleren aan jongeren. In dit hoofdstuk komen drie emotieregulatiestrategieën aan de orde die reeds vaak wetenschappelijk onderzocht zijn en adaptief blijken te zijn voor jongeren, namelijk afleiding zoeken, cognitieve herbeoordeling en probleemoplossing. Daarnaast wordt ook stilgestaan bij een aantal basisvaardigheden waarover jongeren moeten beschikken om hun emoties adequaat te kunnen reguleren. Bovendien krijgt de lezer meer informatie over kortdurende interventies die ontwikkeld zijn om het gebruik van specifieke adaptieve emotieregulatiestrategieën aan te leren aan jongeren. Er wordt dieper ingegaan op de structuur en inhoud van deze interventies, en er worden ook steekkaartjes aangeboden die jongeren kunnen helpen bij het toepassen van deze emotieregulatiestrategieën.

vorige hoofdstuk Emotieregulatie trainen binnen een schoolse context

volgende hoofdstuk EuREKA: een transdiagnostisch emotieregulatietrainingsprotocol voor kinderen en adolescenten met psychische klachten

Abela, J. R. Z., Brozina, K., & Haigh, E. P. (2002). An examination of the response styles theory of depression in third- and seventh-grade children: A short-term longitudinal study. Journal of Abnormal Child Psychology, 30(5), 515–527. https://doi.org/10.1023/a:1019873015594.CrossRefPubMed

Abela, J. R. Z., Vanderbilt, E., & Rochon, A. (2004). A test of the integration of the response styles and social support theories of depression in third and seventh grade children. Journal of Social and Clinical Psychology, 23(5), 653–674. https://doi.org/10.1521/jscp.23.5.653.50752.CrossRef

Ahmed, S. P., Bittencourt-Hewitt, A., & Sebastian, C. L. (2015). Neurocognitive bases of emotion regulation development in adolescence. Developmental Cognitive Neuroscience, 15, 11–25. https://doi.org/10.1016/j.dcn.2015.07.006.CrossRefPubMed

Aldao, A., Nolen-Hoeksema, S., & Schweizer, S. (2010). Emotion-regulation strategies across psychopathology: A meta-analytic review. Clinical Psychology Review, 30(2), 217–237. https://doi.org/10.1016/j.cpr.2009.11.004.CrossRef

Altshuler, J. L., Genevro, J. L., Ruble, D. N., & Bornstein, M. H. (1995). Childrens knowledge and use of coping strategies during hospitalization for elective surgery. Journal of Applied Developmental Psychology, 16(1), 53–76. https://doi.org/10.1016/0193-3973(95)90016-0.CrossRef

Barrett, P., & Turner, C. (2001). VRIENDEN. Preventie van angst en depressie. Rotterdam: Afdeling Kinder- en Jeugdpsychiatrie, Erasmus Universiteit Rotterdam/Academisch Ziekenhuis Rotterdam Sophia.

Beck, A. T. (2008). The evolution of the cognitive model of depression and its neurobiological correlates. American Journal of Psychiatry, 165(8), 969–977. https://doi.org/10.1176/appi.ajp.2008.08050721.CrossRefPubMed

Berking, M. (2017). Emotieregulatie: Training voor psychotherapeuten, klinisch psychologen en psychiaters. Houten: Bohn Stafleu van Loghum.

Betts, J., Gullone, E., & Allen, J. S. (2009). An examination of emotion regulation, temperament, and parenting style as potential predictors of adolescent depression risk status: A correlational study. British Journal of Developmental Psychology, 27, 473–485. https://doi.org/10.1348/026151008x314900.CrossRefPubMed

Biegel, G. M., Brown, K. W., Shapiro, S. L., & Schubert, C. A. (2009). Mindfulness-based stress reduction for the treatment of adolescent psychiatric outpatients: A randomized clinical trial. Journal of Consulting and Clinical Psychology, 77(5), 855–866. https://doi.org/10.1037/a0016241.CrossRef

Bögels, S., Hoogstad, B., Van Dun, L., De Schutter, S., & Restifo, K. (2008). Mindfulness training for adolescents with externalizing disorders and their parents. Behavioural and Cognitive Psychotherapy, 36(2), 193–209. https://doi.org/10.1017/s1352465808004190.CrossRef

Calkins, S. D., & Mackler, J. S. (2011). Temperament, emotion regulation, and social development. In M. K. Underwood & L. H. Rosen (Eds.), Social development: Relationships is infancy, childhood, and adolescence (pp. 44–70). New York (NY): Guilford.

Carthy, T., Horesh, N., Apter, A., Edge, M. D., & Gross, J. J. (2010). Emotional reactivity and cognitive regulation in anxious children. Behaviour Research and Therapy, 48(5), 384–393. https://doi.org/10.1016/j.brat.2009.12.013.CrossRefPubMed

Cracco, E., Goossens, L., & Braet, C. (2017). Emotion regulation across childhood and adolescence: Evidence for a maladaptive shift in adolescence. European Child & Adolescent Psychiatry, 26(8), 909–921. https://doi.org/10.1007/s00787-017-0952-8.CrossRef

Crawley, S. A., Podell, J. L., Beidas, R. S., Braswell, L., & Kendall, P. C. (2010). Cognitive-behavioral therapy. In K. Dobson (Ed.), Handbook of cognitive-behavioral therapies (pp. 375–410). New York: Guilford Press.

De Witte, N. A., Sutterlin, S., Braet, C., & Mueller, S. C. (2017). Psychophysiological correlates of emotion regulation training in adolescent anxiety: Evidence from the novel PIER task. Journal of Affective Disorders, 214, 89–96. https://doi.org/10.1016/j.jad.2017.03.012.CrossRefPubMed

Denny, B. T., Inhoff, M. C., Zerubavel, N., Davachi, L., & Ochsner, K. N. (2015). Getting over it: Long-lasting effects of emotion regulation on amygdala response. Psychological Science, 26(9), 1377–1388. https://doi.org/10.1177/0956797615578863.CrossRefPubMedPubMedCentral

Dudok De Wit, M. (2000). Father and daughter. Acme Filmworks.

Eastabrook, J. M., Flynn, J. J., & Hollenstein, T. (2014). Internalizing symptoms in female adolescents: Associations with emotional awareness and emotion regulation. Journal of Child and Family Studies, 23(3), 487–496. https://doi.org/10.1007/s10826-012-9705-y.CrossRef

Eisenberg, N., & Morris, A. S. (2002). Children’s emotion-related regulation. In R. Kail (Red.), Advances in child development and behavior (Bd. 30, pag. 189–229). San Diego, CA: Academic Press.

Garnefski, N., Kraaij, V., & Spinhoven, P. (2001). Negative life events, cognitive emotion regulation and emotional problems. Personality and Individual Differences, 30(8), 1311–1327. https://doi.org/10.1016/s0191-8869(00)00113-6.CrossRef

Garnefski, N., Legerstee, J., Kraaij, V., Van Den Kommer, T., & Teerds, J. (2002). Cognitive coping strategies and symptoms of depression and anxiety: A comparison between adolescents and adults. Journal of Adolescence, 25(6), 603–611. https://doi.org/10.1006/jado.0507.CrossRefPubMed

Gilbert, P., & Procter, S. (2006). Compassionate mind training for people with high shame and self-criticism: Overview and pilot study of a group therapy approach. Clinical Psychology & Psychotherapy: An International Journal of Theory & Practice, 13(6), 353–379.CrossRef

Gross, J. J. (1998a). Antecedent- and response-focused emotion regulation: Divergent consequences for experience, expression, and physiology. Journal of Personality and Social Psychology, 74(1), 224–237. https://doi.org/10.1037//0022-3514.74.1.224.CrossRef

Gross, J. J. (1998b). The emerging field of emotion regulation: An integrative review. Review of General Psychology, 2, 271–299.CrossRef

Hilt, L. M., McLaughlin, K. A., & Nolen-Hoeksema, S. (2010). Examination of the response styles theory in a community sample of young adolescents. Journal of Abnormal Child Psychology, 38(4), 545–556. https://doi.org/10.1007/s10802-009-9384-3.CrossRefPubMedPubMedCentral

Hilt, L. M., & Pollak, S. D. (2012). Getting out of rumination: Comparison of three brief interventions in a sample of youth. Journal of Abnormal Child Psychology, 40(7), 1157–1165. https://doi.org/10.1007/s10802-012-9638-3.CrossRefPubMedPubMedCentral

Hofmann, S. G., Grossman, P., & Hinton, D. E. (2011). Loving-kindness and compassion meditation: Potential for psychological interventions. Clinical psychology review, 31(7), 1126–1132.CrossRef

Mathews, A., & MacLeod, C. (2005). Cognitive vulnerability to emotional disorders. Annual Review of Clinical Psychology, 1, 167–195.CrossRef

Nolen-Hoeksema, S., & Morrow, J. (1993). Effects of rumination and distraction on naturally-occurring depressed mood. Cognition & Emotion, 7(6), 561–570. https://doi.org/10.1080/02699939308409206.CrossRef

Nolen-Hoeksema, S., Wisco, B. E., & Lyubomirsky, S. (2008). Rethinking rumination. Perspectives on Psychological Science, 3(5), 400–424. https://doi.org/10.1111/j.1745-6924.2008.00088.x.CrossRef

Park, R. J., Goodyer, I. M., & Teasdale, J. D. (2004). Effects of induced rumination and distraction on mood and overgeneral autobiographical memory in adolescent major depressive disorder and controls. Journal of Child Psychology and Psychiatry, 45(5), 996–1006. https://doi.org/10.1111/j.1469-7610.2004.t01-1-00291.x.CrossRefPubMed

Platt, B., Campbell, C. A., James, A. C., Murphy, S. E., Cooper, M. J., & Lau, J. Y. F. (2015). Cognitive reappraisal of peer rejection in depressed versus non-depressed adolescents: Functional connectivity differences. Journal of Psychiatric Research, 61, 73–80. https://doi.org/10.1016/j.jpsychires.2014.11.016.CrossRefPubMed

Raes, F., Griffith, J. W., Van der Gucht, K., & Williams, J. M. G. (2014). School-based prevention and reduction of depression in adolescents: A cluster-randomized controlled trial of a mindfulness group program. Mindfulness, 5(5), 477–486. https://doi.org/10.1007/s12671-013-0202-1.CrossRef

Roelofs, J., Rood, L., Meesters, C., Te Dorsthorst, V., Bogels, S., Alloy, L. B., et al. (2009). The influence of rumination and distraction on depressed and anxious mood: A prospective examination of the response styles theory in children and adolescents. European Child & Adolescent Psychiatry, 18(10), 635–642. https://doi.org/10.1007/s00787-009-0026-7.CrossRef

Rood, L., Roelofs, J., Bogels, S. M., & Arntz, A. (2012). The effects of experimentally induced rumination, positive reappraisal, acceptance, and distancing when thinking about a stressful event on affect states in adolescents. Journal of Abnormal Child Psychology, 40(1), 73–84. https://doi.org/10.1007/s10802-011-9544-0.CrossRefPubMed

Rood, L., Roelofs, J., Bögels, S. M., Nolen-Hoeksema, S., & Schouten, E. (2009). The influence of emotion-focused rumination and distraction on depressive symptoms in non-clinical youth: A meta-analytic review. Clinical Psychology Review, 29(7), 607–616. https://doi.org/10.1016/j.cpr.2009.07.001.CrossRef

Samson, A. C., Hardan, A. Y., Podell, R. W., Phillips, J. M., & Gross, J. J. (2015). Emotion regulation in children and adolescents with autism spectrum disorder. Autism Research, 8(1), 9–18. https://doi.org/10.1002/aur.1387.CrossRef

Schäfer, J. O., Naumann, E., Holmes, E. A., Tuschen-Caffier, B., & Samson, A. C. (2017). Emotion regulation strategies in depressive and anxiety symptoms in youth: A meta-analytic review. Journal of Youth and Adolescence, 46(2), 261–276. https://doi.org/10.1007/s10964-016-0585-0.CrossRefPubMed

Schonert-Reichl, K. A., & Lawlor, M. S. (2010). The effects of a mindfulness-based education program on pre-and early adolescents’ well-being and social and emotional competence. Mindfulness, 1(3), 137–151.CrossRef

Sheppes, G., & Gross, J. J. (2011). Is timing everything? Temporal considerations in emotion regulation. Personality and Social Psychology Review, 15(4), 319–331. https://doi.org/10.1177/1088868310395778.CrossRefPubMed

Sheppes, G., Scheibe, S., Suri, G., Radu, P., Blechert, J., & Gross, J. J. (2014). Emotion regulation choice: A conceptual framework and supporting evidence. Journal of Experimental Psychology: General, 143(1), 163–181. https://doi.org/10.1037/a0030831.CrossRef

Stroud, L. R., Foster, E., Papandonatos, G. D., Handwerger, K., Granger, D. A., Kivlighan, K. T., et al. (2009). Stress response and the adolescent transition: Performance versus peer rejection stressors. Development and Psychopathology, 21(1), 47–68. https://doi.org/10.1017/s0954579409000042.CrossRefPubMedPubMedCentral

Teasdale, J. D., & Segal, Z. V. (2007). The mindful way through depression: Freeing yourself from chronic unhappiness. New York: Guilford Press.

Thiruchselvam, R., Blechert, J., Sheppes, G., Rydstrom, A., & Gross, J. J. (2011). The temporal dynamics of emotion regulation: An EEG study of distraction and reappraisal. Biological Psychology, 87(1), 84–92. https://doi.org/10.1016/j.biopsycho.2011.02.009.CrossRefPubMed

Van Beveren, M.-L., Goossens, L., Volkaert, B., Grassmann, C., Wante, L., Vandeweghe, L., et al. (2018). How do I feel right now? Emotional awareness, emotion regulation, and depressive symptoms in youth. European Child & Adolescent Psychiatry, 28(3), 389–398.CrossRef

Van der Oord, S., Bögels, S. M., & Peijnenburg, D. (2012). The effectiveness of mindfulness training for children with ADHD and mindful parenting for their parents. Journal of child and family studies, 21(1), 139–147.CrossRef

Volkaert, B., Wante, L., Vervoort, L., & Braet, C. (2019). Training adaptive emotion regulation strategies in early adolescents: The effect of distraction, acceptance, cognitive reappraisal, and problem solving. Manuscript in preparation.

Wante, L., Van Beveren, M. L., Theuwis, L., & Braet, C. (2017). The effects of emotion regulation strategies on positive and negative affect in early adolescents. Cognition Emotion, 32(5), 988–1002. https://doi.org/10.1080/02699931.2017.1374242.CrossRef

Williams, J. M. G., Teasdale, J. D., Segal, Z. V., & Soulsby, J. (2000). Mindfulness-based cognitive therapy reduces overgeneral autobiographical memory in formerly depressed patients. Journal of Abnormal Psychology, 109(1), 150.CrossRef

Titel: Emotieregulatie aanleren aan kinderen en adolescenten
Auteurs: Laura Wante
Marie-Lotte Van Beveren
Brenda Volkaert
Caroline Braet
Uitgeverij: Bohn Stafleu van Loghum
Boek: Emotieregulatietraining bij kinderen en adolescenten
Print ISBN: 978-90-368-2307-4

Elektronisch ISBN: 978-90-368-2308-1

Copyright: 2019
DOI: https://doi.org/10.1007/978-90-368-2308-1_8

Bohn Stafleu van Loghum

Welkom bij Erasmus MC & Bohn Stafleu van Loghum

Registreer

Login

8. Emotieregulatie aanleren aan kinderen en adolescenten

Samenvatting

Bohn Stafleu van Loghum

Welkom bij Erasmus MC & Bohn Stafleu van Loghum

Registreer

Login

Deel dit onderdeel of sectie (kopieer de link)

Samenvatting

Log in om toegang te krijgen