A National Institutes of Health Approach for Advancing Research to Improve Youth Mental Health and Reduce Disparities.

Even before the COVID-19 pandemic, mental health challenges were the leading cause of disability and poor health outcomes in youth. Challenges are even greater for youth from racially and ethnically minoritized groups in the United States. Racially and ethnically minoritized youth are more vulnerable to mental health problems than White adolescents, yet are less likely to use mental health services. In late 2021, the National Institutes of Health (NIH) sponsored a virtual conference to examine the state of the science around youth mental health disparities (YMHD), focusing on youth from racially and ethnically minoritized populations and the intersection of race and ethnicity with other drivers of mental health disparities. Key findings and feedback gleaned from the conference have informed strategic planning processes related to YMHD, which has included the development of a strategic framework and funding opportunities, designed to reduce YMHD. This commentary briefly describes the collaborative approach used to develop this framework and other strategies implemented across the NIH to address YMHD and serves as an urgent call to action.

Emotional Well-Being: What It Is and Why It Matters.

Psychological aspects of well-being are increasingly recognized and studied as fundamental components of healthy human functioning. However, this body of work is fragmented, with many different conceptualizations and terms being used (e.g., subjective well-being, psychological well-being). We describe the development of a provisional conceptualization of this form of well-being, here termed emotional well-being (EWB), leveraging prior conceptual and theoretical approaches. Our developmental process included review of related concepts and definitions from multiple disciplines, engagement with subject matter experts, consideration of essential properties across definitions, and concept mapping. Our conceptualization provides insight into key strengths and gaps in existing perspectives on this form of well-being, setting a foundation for evaluating assessment approaches, enhancing our understanding of the causes and consequences of EWB, and, ultimately, developing effective intervention strategies that promote EWB. We argue that this foundation is essential for developing a more cohesive and informative body of work on EWB. Supplementary Information: The online version contains supplementary material available at 10.1007/s42761-022-00163-0.

A Perfect Storm to Set the Stage for Ontological Exploration: Response to Commentaries on "Emotional Well-Being: What It Is and Why It Matters".

Our target article (Park et al., this issue) described the process of developing a provisional conceptualization of emotional well-being (EWB). In that article, we considered strengths and gaps in current perspectives on a variety of related concepts and ways that the proposed conceptualization of EWB informs our evaluation of measures and methods of assessment and identification of its causes and consequences. We concluded with recommendations for moving the framework and the field forward. Eight rich, thoughtful, and highly engaged commentaries addressed the target article. Collectively, these commentaries illustrate both points of consensus and areas of substantial disagreement, providing a potential roadmap for continued work. In this response, we summarize key issues raised and highlight those points raised by multiple commentators or that we considered seminal to advancing future discussion and research.

Early antecedents of emotion differentiation and regulation: Experience tunes the appraisal thresholds of emotional development in infancy.

In this review, we synthesize evidence to highlight cognitive appraisal as an important developmental antecedent of individual differences in emotion differentiation and adept emotion regulation. Emotion differentiation is the degree to which emotions are experienced in a nuanced or "granular" way-as specific and separable phenomena. More extensive differentiation is related to positive wellbeing and has emerged as a correlate of emotion regulation skill among adults. We argue that the cognitive appraisal processes that underlie these facets of emotional development are instantiated early in the first year of life and tuned by environmental input and experience. Powerful socializing input in the form of caregivers' contingent and selective responding to infants' emotional signals carves and calibrates the infant's appraisal thresholds for what in their world ought to be noticed, deemed as important or personally meaningful, and responded to (whether and how). These appraisal thresholds are thus unique to the individual child despite the ubiquity of the appraisal process in emotional responding. This appraisal infrastructure, while plastic and continually informed by experience across the lifespan, likely tunes subsequent emotion differentiation, with implications for children's emotion regulatory choices and skills. We end with recommendations for future research in this area, including the urgent need for developmental emotion science to investigate the diverse sociocultural contexts in which children's cognitive appraisals, differentiation of emotions, and regulatory responses are being built across childhood.

Measuring emotional well-being through subjective report: a scoping review of reviews.

OBJECTIVE: This scoping review of reviews aims to describe the current landscape of measures of emotional well-being (EWB). METHODS: Following established practices for scoping reviews, we searched the PsycInfo, ERIC, Scopus and PubMed databases in June and July 2021 for reviews of measures of EWB that described their review methods and psychometric properties of included measures. From each eligible article, two coders independently extracted the authors' (1) definition of EWB, (2) purpose for the review, (3) methods (eg, search terms, inclusion and exclusion criteria), (4) identified measures (including any noted adaptations) and (5) the scope of psychometric information presented. Descriptive and content analyses were used to examine data. RESULTS: Forty-nine reviews were included in this scoping review. Reviews included anywhere between 1 and 34 measures of EWB and 135 unique EWB measures were captured across all reviews. We found that there was no consistent definition of EWB, identified measures varied widely and reviews were published in a range of disciplines. Psychometric evidence varied as did authors' purposes for conducting the reviews. CONCLUSIONS: Overall, these reviews suggest that literature on EWB measurement is disjointed and diffuse. Conceptual integration and harmonisation of measures is needed to advance knowledge of EWB and its measurement. TRIAL REGISTRATION NUMBERS: 10.17605/OSF.IO/BQDS7 and 10.17605/OSF.IO/WV8PF.

Divergent effects of instructed and reported emotion regulation strategies on children's memory for emotional information.

Distraction can reduce adults' memory for emotion-eliciting information, whereas reappraisal can preserve or enhance it. Yet, when given instructions to use specific emotion regulation (ER) strategies, adults report using other strategies too. The consequences of non-instructed strategy use within instructed ER paradigms are rarely examined. We investigated how both instructed and non-instructed but reported strategies related to memory for emotional information in childhood. Older (N = 69; 8- to 10-year-olds; 24 girls) and younger (N = 65; 5- to 7-year-olds; 35 girls) children received instructions to use cognitive distraction, reappraisal, or do nothing (control) before and after viewing a negative emotional film clip. Children were later interviewed about what they remembered about the film, and reported the ER strategies they used during it. Memory did not vary across instructed ER strategy conditions, and reported strategies did not relate to memory differently for older and younger children. Consistent with adult work, reported cognitive distraction related to poorer memory. Different reappraisal types were reported, but only situation-focused reappraisal was linked to better memory. In sum, children's reported cognitive distraction and reappraisal strategies related to memory for emotional information differently. Thus, ER strategies divergently relate to what children remember about their emotional experiences.

Emotion regulation strategy flexibility in childhood: When do children switch between different strategies?

Emotion regulation (ER) flexibility involves switching between ER strategies to manage negative emotions, but the conditions under which children select a specific strategy or switch strategies are unclear. In prior work, adults who are instructed to use certain ER strategies have been shown to switch strategies more often and to favor emotional disengagement strategies such as distraction when negative emotions are more intense. This experimental study examined the developmental origins of ER strategy use patterns that support flexible ER. Children (N = 181; 4-11 years of age; 91 girls) received no ER instructions (control) or were instructed to implement a specific cognitive strategy (distraction or reappraisal) while watching a negative emotional film. They self-reported their emotions multiple times and were later interviewed using open- and close-ended questions about the ER strategies they used while watching the film. Results revealed that children described instructed strategies as well as other uninstructed strategies. Distraction was described more often when children reported negative emotion, suggesting early-emerging awareness of the utility of disengagement strategies for managing negative feelings. Reporting strategies consistent with instructions and descriptions of strategy switching were more common with felt negative emotion, but only for children who received specific ER instructions. The pattern of results was stronger for direct questions, suggesting that reliance on open-ended questioning about ER strategy use might not reveal the full extent of children's capabilities. Children's flexible ER strategy use emerges early, is related to intrapersonal aspects of emotion development, and should be considered in instructed ER paradigms.

Intrapersonal Emotion Regulation Processes Influence What Children Remember About Their Emotional Experiences.

Little work has tested how emotion regulation (ER) processes influence children's memory for negative experiences. We investigated how two intrapersonal ER processes (affect-biased attention and changes in negative feelings) predicted children's (N = 184, 93 girls, ages 3-11) memory. Recall of a sad or scary film was tested after a delay. The way discrete emotional information was remembered varied with ER and children's age. Older children with greater affect-biased attention or less reduction of fear demonstrated privileged memory for central information from the scary film. Older children with greater affect-biased attention but greater reductions in sadness recalled more from the sad film overall. Findings suggest ER processes should be considered when examining children's memory for negative emotional information.

Psychophysiological Assessment of the Effectiveness of Emotion Regulation Strategies in Childhood.

Effective regulation of emotion is one of the most important skills that develops in childhood. Research interest in this area is expanding, but empirical work has been limited by predominantly correlational investigations of children's skills. Relatedly, a key conceptual challenge for emotion scientists is to distinguish between emotion responding and emotion regulatory processes. This paper presents a novel method to address these conceptual and methodological issues in child samples. An experimental paradigm that assesses the effectiveness with which children regulate emotion is described. Children are randomly assigned to use specific emotion regulation strategies, negative emotions are elicited with film clips, and changes in subsequent psychophysiology index the extent to which emotion regulation is effective. Children are instructed to simply watch the emotion-eliciting film (control), distract themselves from negative emotions (cognitive distraction), or reframe the situation in a way that downplays the importance of the emotional event (cognitive reappraisal). Cardiac physiology, continuously acquired before and during the emotional task, serves as an objective measure of children's unfolding emotional responding while viewing evocative films. Key comparisons in patterns of obtained physiological reactivity are between the control and emotion regulation strategy conditions. Representative results from this approach are described, and discussion focuses on the contribution of this methodological approach to developmental science.