Emotion Regulation and Psychopathology in Children and Adolescents

Cecilia A. Essau · Sara S. LeBlanc · Thomas H. Ollendick

2017年7月 · Oxford University Press

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Emotions are a cardinal component of everyday life, affecting one's ability to function in an adaptive manner and influencing both intrapersonal and interpersonal processes such as self-esteem and relationship satisfaction. However, when emotions are overpowering, they can become debilitating and intrusive in daily life. In general, emotion regulation competencies become differentiated as a function of development. Children tend to seek support from adults or use behavioral techniques to regulate their emotions. As children reach adolescence, they become increasingly self-reliant, engaging in planful problem solving and utilizing cognitive strategies (for example, reappraisal) more frequently when faced with stressful life events. While the majority of children and adolescents will successfully navigate these developmental stages by cultivating adaptive coping skills, for some, this marks the beginning of lifelong challenges with emotion regulation and resultant dysregulation. This book provides a guide to dealing with these problems, with contributions from leading experts in the field. Divided into 4 sections, it starts by providing an introduction to the field of emotion regulation in adolescents, touching upon the cultural, social, biological, and developmental issues related to this topic. Section two discusses several psychological disorders impacting adolescents such as anxiety, depression and conduct problems, while also discussing the underlying role emotion regulation plays in the development, maintenance and propagation of these disorders. In addition, this section considers the implication for treatment by discussing the latest evidence-based intervention approaches. The third section focuses on the role of emotion regulation in specific behaviour/populations, such as children of abuse and neglect, as well as adolescents who engage in nonsuicidal self-injury. The final section includes an epilogue, discussing emergent areas of research, answering questions of a theoretical, psychological, and empirical nature. For all those working in the field of mental health, whether novice or experienced, the book provides a valuable guide to understanding and treating these increasingly common problems.

作者简介

Professor Cecilia A. Essau is a Professor of Developmental Psychopathology and the Director of Centre for Applied Research and Assessment in Child and Adolescent Wellbeing at the University of Roehampton, UK. She obtained her Bachelor of Arts Degree, her Honours Bachelor of Arts Degree and her Master of Arts degree from Lakehead University, her PhD from the University of Konstanz, and her 'Habilitation' in Psychology (qualification for tenure-track professorships in Germany) from the University of Bremen. She is the author of 200 articles, and is the author/editor of 18 books in the area of youth mental health. Sara LeBlanc is current pursing a dual career, working as an academic and a senior consultant focused on leadership development. She obtained a Bachelor's of Science degree from the University of Victoria, Canada then moved to London, England completing her Masters of Science (Biology, Behaviour and Health) and PhD at Roehampton University. She has conducted lectures in Psychology, Criminology and Research methods at both the graduate and undergraduate level in Australia, Canada and England and has authored numerous book chapters, articles and encyclopaedia entries in the area of positive psychology. Professor Ollendick is University Distinguished Professor in Clinical Psychology and Director of the Child Study Center at Virginia Polytechnic Institute and State University, Blacksburg, Virginia, USA. He is the author or co-author of numerous research publications, book chapters, and books. His clinical and research interests range from the study of diverse forms of child psychopathology to the assessment, treatment, and prevention of these child disorders from a social learning/social cognitive theory perspective. He received an Honorary Doctorate from Stockholm University in 2011 and was awarded the Career/Lifetime Achievement Award from the Association for Behavioral and Cognitive Therapies in 2013.