The role of physiological and subjective measures of emotion regulation in predicting adolescent wellbeing

Emotion regulation (ER) is a key contributor to psychosocial adjustment in adolescence, while ER deficits contribute to psychological distress and dysfunction. To date, research with adolescents has examined a limited subset of ER processes, often in relation to mental ill-health. This study examined associations between multiple ER measures and wellbeing in a normative sample of 119 adolescents (Mage = 15.73). ER was measured using self-report and physiological (RSA) indices. Multiple measures of positive and negative functioning were examined. After controlling for covariates, hierarchical regression analyses revealed that self-reported ER predicted resilience, perseverance, connectedness, and happiness; and fewer depression and anxiety symptoms. Higher tonic RSA predicted resilience and perseverance. Effect sizes were small to moderate. Theoretical and practical implications are discussed

Opposition as victimhood in newspaper debates about same-sex marriage

In this paper, we take a queer linguistics approach to the analysis of data from British newspaper articles which discuss the introduction of same-sex marriage. Drawing on methods from CDA and corpus linguistics, we focus on the construction of agency in relation to the government extending marriage to same-sex couples, and those resisting this. We show that opponents to same-sex marriage are represented and represent themselves as victims whose moral values, traditions, and civil liberties are being threatened by the state. Specifically, we argue that victimhood is invoked in a way that both enables and permits discourses of implicit homophobia

A path to flourishing: the role of emotion regulation in adolescent wellbeing and positive education

© 2018 Dr. Lucy MorrishEmotion regulation (ER) is a widely recognized contributor to adaptive psychological functioning, and an important developmental task of adolescence. Positive education programs (PEPs) are school-based interventions that seek to enhance wellbeing and protect young people against the development of psychological distress and dysfunction. To date, the role and relevance of ER to PEPs remains unknown. The central objective of this thesis was to evaluate the relationship of ER with the full spectrum of mental health in an adolescent sample, and to determine the relevance of ER to outcomes of a best-practice PEP. A literature review explored methodological and conceptual considerations in the examination of ER in adolescent wellbeing. A second, targeted review of the literature (Publication 1) synthesized two fields of research, ER and positive psychology interventions, to reveal that processes of ER are meaningfully related to domains of wellbeing, including positive emotions, engagement, relationships, meaning, and health (i.e., the PERMA model). An exploratory study of 101 adolescents (age 14 -16; 36% female) was then conducted to assess the degree of covariance between change in physiological (i.e., heart rate variability; HRV) and self-report measures of ER (i.e., the Difficulties in Emotion Regulation Scale; DERS) over the school year, to determine if including both measures in subsequent analyses provides a more comprehensive measure of ER than using one alone. Small, significant relationships were found between HRV and DERS total score, indicating that HRV and self-report represent related but largely distinct processes contributing to the ER construct. A second study of 119 adolescents (age 14-17; 50% female) then evaluated the cross-sectional relationship between multiple ER measures and domains of positive and negative psychological functioning. As predicted, after controlling for covariates (i.e., age and school), hierarchical regression analyses revealed that self-reported ER predicted resilience, perseverance, connectedness, and happiness; and fewer depression and anxiety symptoms. Higher HRV also predicted resilience and perseverance. Effect sizes were small to moderate. To explore the longitudinal relationship between ER and wellbeing, and to determine the role of ER in PEP outcomes, a third empirical study was conducted. This study examined the relationship between two self-report measures of ER and changes in wellbeing scores of 44 Year 10 adolescents (50% female, m age = 15.07) following a year-long PEP compared to a treatment-as-usual control condition (n = 36; m age = 15.11; 18.8% female,). Results of linear mixed modelling revealed that ER meaningfully predicted wellbeing over time. A time-by-group-by-ER interaction revealed that adolescents with low ER capacity enrolled in PEP reported improvements in happiness and social connection following PEP exposure, and benefits were sustained at least 6-months post treatment. Irrespective of treatment group, greater ER capacity was associated with higher wellbeing and resilience, and fewer symptoms of depression and anxiety over time. PEP did not improve students’ ER capacity. Overall, this thesis underscores the importance of ER capacity to the full spectrum of adolescent mental health, and indicates that PEP interventions may be extended and enhanced by conceptualizing them within a broader, theoretical ER framework. Finally, results provide preliminary support for the value of ER in differentiating students who are more likely to benefit from PEP participation, and suggest that current PEP models might benefit from the inclusion of explicit ER training and interventions

Relative incidence and origins of achievement emotions in computer-based collaborative problem-solving: A control-value approach

This study applied the control-value theory of achievement emotions to investigate the antecedents of achievement emotions experienced by adolescents in computer-based collaborative problem-solving (CPS) activities. In addition, it identified the set of discrete achievement emotions that adolescents experience in CPS scenarios. Results of structural equation modeling revealed that experiencing enjoyment was associated with higher task value and small increases in perceived academic control, whereas anger and boredom were negatively associated with control and value. Further, during CPS activities students experienced stronger positive activating emotions (e.g., enjoyment) more intensely than negative activating (e.g., anger) or deactivating emotions (e.g., boredom), providing us with the first profile of adolescents' emotions in the new CPS domain. These findings contribute uniquely to the field of affective computing, and specifically, are relevant to the development of advanced learning technologies (ALTs) used to automatically detect and respond to adolescents' emotions in CPS scenarios

Second asymptomatic carotid surgery trial (ACST-2) : a randomised comparison of carotid artery stenting versus carotid endarterectomy

Background: Among asymptomatic patients with severe carotid artery stenosis but no recent stroke or transient cerebral ischaemia, either carotid artery stenting (CAS) or carotid endarterectomy (CEA) can restore patency and reduce long-term stroke risks. However, from recent national registry data, each option causes about 1% procedural risk of disabling stroke or death. Comparison of their long-term protective effects requires large-scale randomised evidence. Methods: ACST-2 is an international multicentre randomised trial of CAS versus CEA among asymptomatic patients with severe stenosis thought to require intervention, interpreted with all other relevant trials. Patients were eligible if they had severe unilateral or bilateral carotid artery stenosis and both doctor and patient agreed that a carotid procedure should be undertaken, but they were substantially uncertain which one to choose. Patients were randomly allocated to CAS or CEA and followed up at 1 month and then annually, for a mean 5 years. Procedural events were those within 30 days of the intervention. Intention-to-treat analyses are provided. Analyses including procedural hazards use tabular methods. Analyses and meta-analyses of non-procedural strokes use Kaplan-Meier and log-rank methods. The trial is registered with the ISRCTN registry, ISRCTN21144362. Findings: Between Jan 15, 2008, and Dec 31, 2020, 3625 patients in 130 centres were randomly allocated, 1811 to CAS and 1814 to CEA, with good compliance, good medical therapy and a mean 5 years of follow-up. Overall, 1% had disabling stroke or death procedurally (15 allocated to CAS and 18 to CEA) and 2% had non-disabling procedural stroke (48 allocated to CAS and 29 to CEA). Kaplan-Meier estimates of 5-year non-procedural stroke were 2·5% in each group for fatal or disabling stroke, and 5·3% with CAS versus 4·5% with CEA for any stroke (rate ratio [RR] 1·16, 95% CI 0·86-1·57; p=0·33). Combining RRs for any non-procedural stroke in all CAS versus CEA trials, the RR was similar in symptomatic and asymptomatic patients (overall RR 1·11, 95% CI 0·91-1·32; p=0·21). Interpretation: Serious complications are similarly uncommon after competent CAS and CEA, and the long-term effects of these two carotid artery procedures on fatal or disabling stroke are comparable