Difficulties in interpersonal regulation of emotion in relation to disordered eating.

Eating disorders (EDs) are associated with emotion regulation difficulties. However, most studies have examined intrapersonal emotion regulation difficulties and strategies without consideration of interpersonal emotion regulation (IER). Thus, it remains unknown whether intrinsic IER (i.e., how people regulate their emotions through others) is associated with disordered eating. The present study examined whether putatively maladaptive IER strategies such as reassurance seeking and venting were associated with ED cognitions, behaviors, and symptom severity. Additionally, we examined whether IER strategy use varied as a function of probable ED diagnosis. A sample of 181 college students (Mage = 20.01 years, SD = 2.18) from a large northeastern university completed self-report measures of disordered eating, IER strategies, and intrapersonal emotion regulation difficulties. As predicted, reassurance seeking was associated with most ED symptomatology and ED symptom severity except for fasting frequency. Venting was only associated with body dissatisfaction. Associations between reassurance seeking and ED symptom severity and excessive exercise frequency remained significant even after controlling for sex and intrapersonal emotion regulation strategies. Finally, participants with a probable ED diagnosis reported greater reassurance seeking but not venting compared to nonprobable ED cases. These findings highlight the important associations between IER strategy use and disordered eating, namely, reassurance seeking. Additional research is needed to examine the associations between IER strategy use and disordered eating longitudinally.

Emotion regulation difficulties have consistently been associated with eating disorder symptomatology; however, most studies have examined intrapersonal emotion regulation, while ignoring interpersonal emotion regulation. We found that reassurance seeking was differentially associated with eating disorder symptomatology and symptom severity. Even after controlling for sex, intrapersonal emotion regulation strategies, reassurance seeking accounted for variance in symptom severity and excessive exercise frequency.

Association of Positive Emotion Dysregulation to Resting Heart Rate Variability: The Influence of Positive Affect Intensity.

BACKGROUND: A fast-growing body of research provides support for the role of positive emotion dysregulation in the etiology and maintenance of a wide range of psychiatric difficulties and clinically relevant behaviors. However, this work has exclusively relied on the subjective assessment of positive emotion dysregulation. Advancing research, the current study examined associations between physiological and subjective indices of positive emotional responding in the laboratory. Specifically, we explored the relation of the Difficulties in Emotion Regulation Scale - Positive (Weiss, Gratz, & Lavender, 2015) to resting heart rate variability (HRV) at high and low state positive affect intensity. METHODS: Participants were 122 individuals recruited from college and community settings (M age = 23.39, 84.4% female, 68.0% White). RESULTS: Findings indicated a positive relation between positive emotion dysregulation and resting HRV at high state positive affect and a negative relation between positive emotion dysregulation and resting HRV at low state positive affect. CONCLUSIONS: Results extend our understanding of the associations among subjective and physiological indices of positive emotional processes. These findings have key implications for the conduct of research on positive emotion dysregulation.

Borderline personality disorder and learning: The influences of emotional state and social versus nonsocial feedback.

BACKGROUND: Borderline personality disorder (BPD) has been associated with decision-making deficits, yet such deficits may be context dependent, particularly emotional state and social context. Reinforcement learning models offer an avenue to pinpoint decision-making impairments. The current study used reinforcement learning models to examine whether feedback type (social vs. nonsocial) or emotional state (neutral vs. negative) influence the association between BPD and decision making. METHOD: Adults (N = 131) with a range of BPD symptoms completed a diagnostic interview and a computerized learning task after neutral and negative emotion inductions. We examined accuracy, learning rate, and exploration. RESULTS: We conducted linear models to examine the association between BPD criteria, feedback type, and emotional state on learning parameters and learning accuracy. We found that the negative emotion condition was associated with greater exploration, particularly for those with elevated BPD features. Furthermore, elevated BPD features were associated with impaired accuracy when aiming to avoid loss. A 3-way interaction between BPD, emotion, and feedback indicated that, for people with higher BPD features, learning performance was further impaired when receiving social feedback in the negative emotion condition. LIMITATIONS: Several limitations warrant mention, including a relatively homogenous sample, possible co-occurring diagnoses, and methodological consideration with the learning task. CONCLUSIONS: The present study underscored the link between BPD and learning impairments. Amplified learning alterations under negative social contexts have important implications for identifying optimal venues to teach new skills (of relevance to treatment) for those with BPD.

Longitudinal examination of borderline personality disorder symptoms and drug use: The influence of negative and positive emotion dysregulation.

Borderline personality disorder (BPD) is associated with greater substance use. Emotion dysregulation has been implicated in both BPD and substance use, yet there is limited research examining the role of emotion dysregulation in the BPD-substance use relation. We examined the independent and interactive associations of BPD symptoms and emotion dysregulation in reported drug use over 1 year. Participants (N = 143) were over-recruited for BPD, assessed via interview, and completed measures of negative and positive emotion dysregulation. Drug use frequency was assessed with monthly surveys over a 1-year period. Results demonstrated interrelations among BPD symptoms and both negative and positive emotion dysregulation. However, when modeling BPD and emotion dysregulation together, only higher BPD symptoms were associated with more frequent drug use. Findings support the relation of BPD symptoms and emotion dysregulation but suggest that emotion dysregulation may not account for drug use frequency above and beyond BPD in community-recruited populations.

Testing the Influence of Brooding and Anger Rumination on the Association Between Suicidal Outcomes and BPD Features in Undergraduate Students.

Borderline personality disorder (BPD) symptoms and suicidal behaviors are prevalent among undergraduate students. Although rumination contributes to self-destructive behaviors in BPD, less research examines the role of rumination in distinct suicidal outcomes among individuals with BPD features instead focusing more on self-destructive behaviors as a latent variable. The present study examined the main and interactive effects of BPD features and two forms of rumination (brooding and anger) in the prediction of suicide-related outcomes (ideation and attempts) among college students. Participants (N = 181 undergraduate students, overrecruited for BPD features; 55.2% female) reported their lifetime suicide risk, brooding rumination, anger rumination, and BPD features. Brooding rumination and BPD features were associated with suicidal ideation. Anger rumination was not associated with suicide-related outcomes. Findings suggest that brooding rumination is a potential intervention target for suicidal ideation in undergraduate students whereas further research is required to determine the association between anger rumination and suicidal ideation and attempts.

Learning from gain and loss: Links to suicide risk.

Despite preliminary evidence that people with suicide attempt histories demonstrate deficits in processing feedback, no studies have examined the interrelations of learning from feedback and emotional state on suicide risk. This study examined the influence of suicide risk and negative emotions on learning accuracy and rates among individuals with a range of borderline personality features (N = 145). Participants completed a reinforcement learning task after neutral and negative emotion inductions. Results revealed interactions between suicide risk and emotion condition, with elevated risk linked to greater increases in loss learning rate (training phase models) and gain learning rate (test phase models) post-negative emotion induction. Emotion-dependent fluctuations in learning performance may be markers of decision-making that are associated with greater suicide risk. This line of work has the potential to identify the contexts that confer greater risk for suicidal behaviors.