Very preterm birth is an important developmental and public health concern, with clear evidence to suggest that very preterm children may be at long term risk of neurodevelopmental impairment and educational difficulties. Although a great deal is known about the neurodevelopmental outcomes associated with very preterm birth,comparatively little is known about the social competence of children born very preterm during the important early childhood period. Therefore, as part of a prospective, longitudinal study, this research examined the social competence of 105 children born very preterm (birth weight <1,500 g and/or gestational age ≤33 weeks) and 108 full term comparison children (gestational age 37-40 weeks) at age 4 years (corrected for extent of prematurity at birth). The aims of this study were 1) to examine the social competence of a regional cohort of children born very preterm and full term comparison children at age four years, 2) to identify infant clinical factors and socio-familial characteristics associated with poor social competence amongst children born very preterm, and 3) to examine the predictive validity of social competence problems amongst both very preterm and full term preschoolers in relation to school academic functioning and behavioural adjustment at age 6 years. At age 4, children were assessed using a range of parent and/or teacher completed questionnaires, spanning emotional regulation, behavioural adjustment and interpersonal social behaviour. Measures included the Emotion Regulation Checklist, the Infant-Toddler Symptoms Checklist, the Strengths and Difficulties Questionnaire, the Behaviour Rating Inventory of Executive Functioning “ Preschool version and the Penn Interactive Peer Play Scale. In addition, as part of a structured research assessment, children completed a battery of false belief tasks and a short form version of the Weschler Preschool and Primary Scales of Intelligence. Two years later at age 6, school teachers qualitatively rated children's behavioural adjustment and academic achievement in math, reading, spelling and language comprehension compared to their classroom peers. Results showed that relative to their full term peers, some children born very preterm tended to score less well across several areas of social competence. Specifically, parent report showed that children born very preterm were more likely to be characterised by higher levels of emotional dysregulation (p=.002) as well as a range of behavioural adjustment problems, spanning inhibitory control problems (p=.03), hyperactivity/inattention (p=.01), conduct problems (p=.01) and emotional symptoms (p=.008). While elevated rates of behavioural adjustment difficulties were also evident amongst very preterm children within the preschool environment, group differences were not statistically significant. However, a statistical trend towards elevated risk of inhibitory control problems amongst very preterm children in the preschool environment was noted (p=.09). Further, children born very preterm were at around a four-fold risk of emotional regulation difficulties of clinical significance,as well as being around 1.5 times more likely to exhibit clinically significant externalising and internalising behavioural difficulties and interpersonal social problems at age 4 years. In contrast, the interpersonal social behaviours and the extent of social cognitive understanding were largely similar across both groups. This pattern of findings remained largely unchanged following statistical control for the selection effects of family socio-economic status. Amongst children born very preterm, significant infant clinical and sociofamilial predictors of both emotional dysregulation and externalizing behaviour were male gender (p=.008/p=.006), neonatal indomethacin (p=.002/p=.005) and elevated maternal anxiety (p=.009/p=.002). Emotional dysregulation was also predicted by low socio-economic status (p=.002). In contrast, internalising behaviour was predicted only by low birth weight (p=.03). Finally, across both groups significant associations were found between overall social competence problems at age 4 years and later school adjustment with those very preterm and full term preschoolers characterised by poor social competence being at elevated risk of a range of behavioural adjustment difficulties and poor academic functioning in reading, spelling and math at age 6 years (corrected). Links between poor social competence and later behavioural adjustment remained across both groups following statistical control for child IQ, while associations with academic functioning were largely attenuated. By age 4 years a number of very preterm children are beginning to display elevated levels of emotional dysregulation, hyperactivity/inattention, conduct problems and emotional symptoms. Further, a substantial proportion of very preterm children may be at risk of developing clinically significant difficulties with these most pronounced in terms of emotional regulation abilities. Children's abilities to regulate their emotions and behaviour represent important building blocks for their later social and emotional functioning. Further, these abilities will likely influence the extent to which children are able to successfully transition to school. Therefore,alongside other important aspects of development, these findings highlight the importance of monitoring the social abilities of preschoolers who were born very preterm across a range of developmental domains and contexts. Preschoolers characterised by emotional, behavioural and/or interpersonal difficulties could then receive targeted intervention aimed at facilitating their social competence prior to school entry.

Assessment of social and emotional learning (SEL) in young children is critical to understanding developmental progress and informing care and instruction. The current study investigated the development of a behavior rating scale designed to measure SEL skills in preschool-age children. The primary objective of this study was to investigate the development of a new strength-based assessment prototype, the Social-Emotional Assets and Resiliency Scale for Preschool (SEARS-Pre). Items for the SEARS-Pre were developed based on a review of literature and existing measures and evaluated by a content validation panel of ten experts in the field. Following the content validation and revision process, local preschools were recruited to pilot the final SEARS-Pre measure. Eighteen instructors from three preschool programs in Oregon participated and completed a total of 94 SEARS-Pre rating forms for students in their classrooms. Results from an exploratory factor analysis suggested three factors: Self-regulation/Social competence; 2) Emotion knowledge/Expression; and 3) Empathy/Responsibility. The scale demonstrated strong internal consistency, with alpha values of .95 for Factor 1 (Self-Regulation/Social Competence), .92 for Factor 2 (Emotion Knowledge/Expression), .90 for Factor 3 (Empathy/Responsibility), and .97 for the total score (all three factors).

This research study focuses on the connection between types of attachment (levels of anxiety and avoidance in a relationship) and drug addiction. We researched the levels of anxiety and avoidance in drug addicted patients in their relationships with their mothers and fathers, romantic partners and best friends and compared them with the levels of anxiety and avoidance in informants from a control group who were not addicted to drugs. We examined an experimental group of 103 addicted patients receiving treatment in a therapeutic community and 105 informants in a control group. The results of the research confirmed the hypothesis that drug addicted patients manifest significantly higher levels of anxiety and avoidance in relationships with mothers, fathers, romantic partners and best friends in comparison with the control group informants not addicted to drugs. Although the differences in all areas were substantial, illustrating the attachment typology proved to be problematic. While dividing the responses into quadrants does not consider natural variations of the responses, they were taken into account in both of the mentioned scales. We concluded that, in general, the addicted patients in the experimental group had distinctly lower scores in the security of the attachment to their mothers and...

Attention-Deficit/Hyperactivity Disorder (ADHD) is a commonly occurring neurodevelopmental disorder in children, affecting 3-7% of children (APA, 2000). Despite the high prevalence of ADHD, conceptualization of its subtypes, ADHD-PI and ADHD-C, remains under debate. One method of describing psychopathology is through the use of personality traits. The current study evaluated relationships between ADHD subtypes, ADHD symptoms, and the Big Five in 83 children between 8 and 12 years of age. Children with ADHD were consistently rated as having lower Agreeableness, Conscientiousness, and Openness than children without ADHD. Additionally, children with ADHD-PI had the lowest Openness, and children with ADHD-C had the lowest Conscientiousness, although these results differed by rater. When evaluating the symptom domains of ADHD, Extraversion, Conscientiousness, and Emotional Instability were associated with H/I, whereas only Conscientiousness was associated with inattention. Hyperactivity, specifically, was related to Extraversion, Conscientiousness, and Emotional Instability, whereas impulsivity was related to Conscientiousness and Emotional Instability only. Last, connections between the Emotional Regulation, Emotional Instability, and H/I are discussed. Implications regarding the use of personality measures to describe psychopathology in childhood are discussed, as are the challenges of using multiple raters in clinical populations.

Les troubles des conduites alimentaires (TCA) représentent aujourd'hui un problème majeur de santé publique dans la plupart des pays occidentaux. Les chercheurs ont mis en évidence la nécessité de mieux comprendre l?influence de la régulation émotionnelle sur les troubles des comportements alimentaires. Nous avons tenté d'étudier un large registre de processus émotionnels et leurs liens avec différentes dimensions psychopathologiques et neuropsychologiques. Ceci afin de mieux définir les différentes composantes qui sous-tendent les TCA, mieux comprendre la nature de leurs profils spécifiques, permettre ainsi de mieux les catégoriser. Poser ainsi les bases d?une catégorisation plus fine des troubles devrait permettre à terme d?améliorer la spécificité des prises en charge thérapeutiques et le pronostic. Notre population se compose de 23 anorexiques, 26 boulimiques comparées avec 41 sujets contrôles. Nous avons étudié la dysrégulation émotionnelle chez les patientes TCA à travers l?étude de traits émotionnels (alexithymie, anxiété, impulsivité, colère, labilité émotionnelle), et différentes mesures cognitives (attention, mémoire de travail, inhibition, flexibilité cognitive, prise de décision). Pour chacune de ces variables la recherche des ses corrélats avec les autres dimensions (alimentaires, émotionnelles et cognitives) nous a permis de mieux spécifier ce trouble. Notamment nos résultats mettent en évidence une dysrégulation émotionnelle non spécifique chez les patientes TCA. / The eating disorders (ED) represent today a major problem of public health in the majority of the Western countries. The researchers highlighted the need for better understanding the influence of the emotional regulation on the food behavioral problems. We tried to study a broad register of emotional processes and their bonds with various psychopathological and neuropsychological dimensions. This in order to better define the various components which underlie the ED, to better understand the nature of their specific profiles, thus to allow to better categorize them. Thus to pose the bases of a finer categorization of the disorders should make it possible to improve the specificity of the responsibility of therapeutic assumptions and the forecast. Our population is composed of 23 anorexics, 26 bulimics compared with 41 subject controls. We studied the dysregulation emotional in patients ED through the study of emotional features (alexithymia, anxiety, impulsivity, anger, emotional lability), and various cognitive measurements (attention, working memory, inhibition, cognitive flexibility, decision-making). With a search of their relationship to other dimensions (food, cognitive and emotional) enabled us to better specify this disorder. In particular our results highlight a nonspecific dysregulation emotional in patients ED.

Solicitud de envio manuscrito de artículo científico. / Solicitud de envío manuscrito de artículo científico. / Esta investigación analiza las estrategias que un grupo de estudiantes de traducción de una universidad peruana emplean para regular las emociones displacenteras y placenteras generadas en dos cursos de traducción directa inglés - español. Siguiendo el Modelo Modal de las Emociones (Gross & Thompson, 2007), se condujeron dos grupos focales para identificar las situaciones que generan emociones en ambos cursos; luego, se aplicó el cuestionario CERQ-36 (Domínguez-Lara & Merino-Soto, 2015) para conocer las frecuencias de uso de las estrategias de regulación de emociones; finalmente, se condujeron dos nuevos grupos focales para reflexionar sobre las respuestas de los estudiantes ante estas situaciones. Los resultados muestran la cadena de decisiones tomadas por los estudiantes ante los generadores de emociones más comunes: la recepción de calificaciones menores a aquellas esperadas, la falta de confianza en sus bagajes traductológico y temático, aspectos de la metodología de la clase y la relación con el profesorado y los compañeros. Los estudiantes atraviesan un proceso que inicia con el uso de las estrategias disfuncionales, como la rumiación y la autoculpa. Sin embargo, ellos llegan a usar estrategias funcionales para cumplir con los objetivos del curso, como la refocalización de los planes. La investigación contribuye a la caracterización de la traducción como una actividad guiada por las emociones. / This research analysis the strategies that a group of translation students of a peruvian university use to regulate their unpleasant and pleasant emotions generated in two direct translation workshops from English to Spanish. The methodology of this research was based on the Modal Model of Emotions (Gross & Thompson, 2007). Two focus groups, one for each workshop, were conducted to identify the situations that trigger students; then, the CERQ-36 questionnaire (Domínguez-Lara & Merino-Soto, 2015) was applied to find how frequently students use certain emotional regulation strategies; finally, two more focus groups were conducted to analysis the students’ responses when experiencing these situations. The results show the decisions chain that the students create when facing the most common scenarios: getting lower grades than expected, the lack of confidence in their traductology and thematic background, aspects of the course methodology, and their relationships with the professors and classmates. Students go through a process that starts with the use of less adaptive strategies, such as rumination and self-blame. However, students continue their process and start to use adaptive strategies to fulfill their goals, such as refocus on planning. This research contributes to the characterization of translation as a activity guided by emotions. / Trabajo de investigación

Within the psychology of religion, research suggests that religious engagement influences self-regulation, i.e., a person’s ability to pursue goals. Theoretical explanations for this relationship tend to oversimplify both sides of the connection, construing religious engagement narrowly in terms of beliefs and interpreting self-regulation as a matter of self-interested restraint. These conceptual specifications are challenged by perspectives within religious studies that are committed to analyzing religions as ordinary social phenomena and by evidence from psychological studies of normative behavior. This dissertation employs these insights to broaden the theoretical scope of the study of self-regulation through a series of interdisciplinary reviews and an empirical study. To test the relationship between self-regulation and religious engagement, the dissertation presents a cross-sectional study of an online sample of 412 participants. Each participant completed five previously established psychological surveys and experiments that index: how conventional they consider their religiosity; the degree to which they are embedded in obligatory relationships, roughly called “social density”; their endorsement of what Moral Foundations Theory calls “binding” moral intuitions; emotional regulatory capacity; and delayed discounting rates, a common proxy for impulsivity. A series of hierarchical linear regressions showed that conventional religiosity was associated with both emotional regulation and delayed discounting. Delayed discounting and emotional regulation, however, were not associated. Statistical mediation analyses showed that the relationship between conventional religiosity and emotional regulation was fully mediated by social density, but the connection between conventional religiosity and delayed discounting was not influenced by any of the other variables. Collectively these results support the primary argument of this dissertation – that the theoretical focus within psychological research on religious engagement and self-regulation has become unduly narrow in its construal of both concepts. This dissertation concludes by reflecting on these results in light of what we know about formalized inquiries of this kind from the philosophy of science.

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Although there is a wealth of research knowledge related to risk behavior engagement of the general student population, there is less specifically reported about honors students. To address this gap in research, non-honors and honors students were surveyed to determine possible differences in risk behavior engagement. Students were recruited through the East Tennessee State University psychology subject pool and via direct email messages to an honors student-specific listserv. We hypothesized that honors students would have differences in terms of GPA and number of credit hours, endorse more substance use and have more perceived stress compared to non-honors students. The survey sample was majority non-honors students (90.5%; n = 383), with 9.5% (n = 40) honors undergraduate students. After conducting chi-square tests of independence and independent t-tests we determined that there were no significant differences in substance use, life events, or emotional dysregulation between groups. However, upon analyzing demographic information honors students reported significantly higher GPAs (M = 3.77, SD = 0.32) than non-honors students (M = 3.53, SD = 0.53), t(404) = -2.72, p = .007. Additionally, honors students reported a higher number of credit hours than non-honors students, t(403) =-4.26, p < .001, with non-honors students taking an average of 14.67 (SD = 2.63) credit hours and honors students an average of 16.53 (SD = 1.81) credit hours. No other significant demographic differences were observed. Our findings did not show significant differences within populations, but rather, that honors students likely encounter stress and engage in risk behaviors just as much as non-honors students.

A human’s capacity to empathize with others enhances their ability to not only connect, but also communicate with those around them (cite). One’s ability to empathize with others is a skill which is developed through transactional processes with those in their environment. Parenting style has been identified as one such predictor of empathy, with permissive parenting predicting lower levels of offspring empathy and authorative parenting predicting higher levels of empathy. Children who have better control over their emotions through emotional regulation, also tend to exhibit higher levels of empathy. Examining variables within the parent-child dyad which may contribute to the development of empathy in adulthood could inform both parents and health professionals on ways to foster healthy emotional development in children. We hypothesize that one’s views of their parents’ parenting style from childhood will be related to current empathy. Further, we hypothesize that the relation between parenting style and empathy will be explained by the impact of parenting style on family emotion climate during childhood, which, in turn, will predict emotion regulation abilities, which will predict empathy. Participants (N= 474, age M = 20.38, SD = 4.7) were recruited through the REACH (Religion, Emotions, and Current Health) survey study, in which data was collected via self-report. Retrospective measures regarding the participant’s childhood include the Parental Authority Questionnaire (PAQ) which was used to assess parenting style, and the Parent Attitude Toward Children’s Expressiveness Scale (PACES) which was used to examine the participant’s perceptions of how accepting their parents were of their emotions during childhood (accepting emotion climate). Measures examining current emotional regulation and empathy were the Difficulties in Emotional Regulation Scale (DERS) and the Toronto Empathy Questionnaire (TEQ). Direct bivariate analyses and multivariate analyses will be conducted using SPSS and the PROCESS macro. Although authoritarian parenting has not been significantly linked with a lessened ability for children to regulate emotions, we predict this relationship may become significant through a serial mediation of the emotional climate of the home and emotional regulation. We hypothesize authoritarian parenting will predict a less accepting family emotion climate, which will in turn predict difficulties in emotional regulation and thus result in lower levels of empathy. Conversely, Authoritative parenting is proposed to predict a more accepting family emotion climate and better ability regulating emotions, which is hypothesized to in turn predict greater empathy.