Emotional Dysregulation

This survey describes the data of 60 adults in treatment for a mental health problem, referring to three
parameters: attachment, alexithymia and metacognitive functions. In order to investigate the relationship between the psychological features mentioned above in patients with Emotional Disorders, they have been grouped into the three Clusters operationally defined in DSM-5: Cluster A (the “odd, eccentric” Cluster), Cluster B (the “dramatic, emotional, erratic” Cluster), and Cluster C (the “anxious, fearful” Cluster).
We conducted a two-step analysis: firstly, a preliminary exploratory analysis based on non-parametric tests; then, in order to investigate the structure of the relationship among the instrumental variables, we applied Spearman’s rho correlation for each cluster.
As we expected, patients with Cluster C Personality Disorder score lower rates of disorganized attachment (lower levels of anxiety attachment and avoidance attachment), lower levels in emotional dysregulation (Alexithymia), and a little higher levels in metacognitive functioning than the other two groups (Cluster A and B). Furthermore, there is a relationship between attachment styles and some specific typologies of disorders: indeed, while preoccupied attachment seems to be a specific feature of patients with Cluster C personality disorders, most of Cluster A and B patients showing the most dysfunctional pattern, the Fearful Avoidant attachment. Finally, Spearman’s rho correlation indicates statistically significant correlations in patients with Cluster A personality disorders between the inability to identify and describe emotions and the ability to understand others’ Emotional States.

College is considered to be one of the most evaluative and stressful times during a student’s academic career. A student’s inability to regu- late emotions may be correlated with an increased level of test anxiety. Previous research has indicated signi cant relationships between emo- tional dysregulation and generalized anxiety disorders (e.g., Mennin, Heimberg, Turk, & Fresco, 2005). Few, if any, previous studies have looked at how emotional dysregulation e ects academic performance or test anxiety. The present study used the Di culties in Emotion Regulation Scale (DERS; Gratz & Roemer, 2004), the Cognitive Test Anxiety Scale (Cassady & Johnson, 2002), and self-reported Grade Point Average (GPA) to determine the relationship between emotional dysregulation, test anxiety, and the e ects on academic performance. As predicted, the present study found that emotional dysregulation was predictive of cognitive test anxiety scores. Contrary to prediction, test anxiety was not related to GPA. However, one subscale of the DERS, Strategies, was inversely related to GPA. Overall, future research should focus on uncovering the cognitive mechanisms that relate test anxiety and emotional dysregulation.

The present paper proposes an integrative account of social forms of practical irrationality and corresponding disruptions of individual and group-level emotion regulation. I will especially focus on disruptions in emotion regulation by means of collaborative agential and doxastic akrasia. I begin by distinguishing mutual, communal and collaborative forms of akrasia. Such a taxonomy seems all the more needed as, rather surprisingly, in the face of huge philosophical interest in analysing the possibility, structure and mechanisms of individual practical irrationality, with very little exception, there are no comparable accounts of social and collaborative cases. However, I believe that, if it is true that individual akrasia is, in the long run, harmful for those who entertain it, this is even more so in social contexts. I will illustrate this point by drawing on various small group settings, and explore a number of socio-psychological mechanisms underlying collaborative irrationality, in particular groupthink. Specifically, I suggest that in collaborative cases there is what I call a spiralling of practical irrationality at play. I will argue that this is typically correlated and indeed partly due to biases in individual members' affect control and eventually the group's with whom the members identify.

Objectives This study aimed to examine the mediating role of cognitive emotion regulation in the relationship of early maladaptive schemas with spouse abuse. Methods In this descriptive-correlational study, 324 married adults (226 females, 98 males) living in Tehran, Iran in 2017 were selected using a convenience sampling technique. They completed the revised Conflict Tactics Scales (CTS-2), the Young Scale Questionnaire-Short Form (YSQ-SF), and the Cognitive Emotion Regulation Questionnaire (CERQ). Collected data were analyzed using Pearson correlation test and Structural Equations Modeling (SEM) in AMOS software. Results The results of SEM showed a direct significant path from early maladaptive schemas to cognitive emotional regulation, and from cognitive emotional regulation to spouse abuse. There were also significant indirect paths from the first, second, and third domains of early maladaptive schemas to spouse abuse mediated by negative cognitive emotion regulation strategies with a path coefficients of 0.13, 0.16, and 0.13, respectively. The final structural model was a good-fitting model (X 2 /dF=1.595, Root Mean Square Error of Approximation = 0.045, Comparative Fit Index =0.953). Conclusion The relationship between early maladaptive schemas and spouse abuse is not linear; it is mediated by cognitive emotion regulation.