Examining the association among adolescents' emotional clarity, emotion differentiation, and the regulation of negative and positive affect using a daily diary approach.

Emotional clarity and emotion differentiation (ED) are two core aspects of the application of emotional knowledge. During adolescence, novel emotional experiences result in temporary decreases of differentiation and clarity. These temporary difficulties might profoundly impact choices of regulatory strategies. And indeed, prior research has shown that lower emotional clarity and emotion differentiation are each associated with higher use of putatively maladaptive emotion regulation strategies in youth. The two constructs, however, are rarely examined together, and it remains unclear how they are associated in daily life, particularly in children and adolescents. In addition, previous studies have focused on the regulation of negative but not positive affect. To address these gaps, the present study used an intensive longitudinal design in youth. Between June 2021 and March 2022, 172 children and adolescents (M = 12.99 years) completed a 28-day diary (> 3,500 entries in total) reporting daily affect, emotional clarity, and the use of five emotion regulation strategies in response to negative and positive affect (i.e., rumination, dampening, behavioral avoidance, negative and positive suppression). As predicted, on both between- and within-person levels, higher emotional clarity was associated with decreased use of all maladaptive emotion regulation strategies after adjusting for mean affect intensity. Results for emotion differentiation were mostly nonsignificant. Only higher daily positive emotion differentiation was associated with decreased rumination. In sum, this innovative study explores multiple aspects of emotional knowledge usage and regulation during a critical developmental stage and emphasizes the role of emotional clarity in the regulation of negative and positive affect. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Emotion Regulation in Obsessive-Compulsive Disorder: An Ecological Momentary Assessment Study.

Emotion dysregulation is a central process implicated in the genesis and maintenance of obsessive-compulsive disorder (OCD). However, past research on OCD has examined emotion regulation with a trait-level approach, thereby neglecting important situational and temporal dynamics. The present study is the first one to examine moment-to-moment emotion regulation in individuals with OCD. A 6-day ecological momentary assessment was used to assess affect, emotion regulation strategies, perceived effectiveness of emotion regulation strategies, and acceptance of emotional experiences in n = 72 individuals with OCD and n = 54 psychologically healthy controls. As expected, individuals with OCD reported more negative and less positive affect. Group differences in positive (but not negative) affect did remain significant when controlling for baseline depression. Furthermore, the OCD group reported to use a higher momentary number of avoidance-oriented regulation strategies and less perceived effectiveness of emotion regulation, even when controlling for current symptoms and negative affect or baseline depression scores. Further, irrespective of group, more momentary negative affect amplified use of avoidance-oriented strategies and diminished perceived effectiveness and emotional acceptance. Contrary to expectations, these effects were not more pronounced in the OCD group. Possible explanations for unexpected findings and implications for future research, particularly regarding more holistic emotion regulation treatments, are discussed.

Web-based interpretation bias training to reduce anxiety: A sequential, multiple-assignment randomized trial.

OBJECTIVE: Web-based cognitive bias modification for interpretation (CBM-I) can improve interpretation biases and anxiety symptoms but faces high rates of dropout. This study tested the effectiveness of web-based CBM-I relative to an active psychoeducation condition and the addition of low-intensity telecoaching for a subset of CBM-I participants. METHOD: 1,234 anxious community adults (Mage = 35.09 years, 81.2% female, 72.1% white, 82.6% not Hispanic) were randomly assigned at Stage 1 of a sequential, multiple-assignment randomized trial to complete five weekly sessions of CBM-I or psychoeducation on our team's public research website. After the first session, for Stage 2, an algorithm attempted to classify CBM-I participants as higher (vs. lower) risk for dropping out; those classified as higher risk were then randomly assigned to complete four brief weekly telecoaching check-ins (vs. no coaching). RESULTS: As hypothesized (https://doi.org/j2xr; Daniel, Eberle, & Teachman, 2020), CBM-I significantly outperformed psychoeducation at improving positive and negative interpretation biases (Recognition Ratings, Brief Body Sensations Interpretation Questionnaire) and anxiety symptoms (Overall Anxiety Severity and Impairment Scale, Anxiety Scale from Depression Anxiety Stress Scales-Short Form), with smaller treatment gains remaining significant at 2-month follow-up. Unexpectedly, CBM-I had significantly worse treatment dropout outcomes than psychoeducation, and adding coaching (vs. no coaching) did not significantly improve efficacy or dropout outcomes (notably, many participants chose not to interact with their coach). CONCLUSIONS: Web-based CBM-I appears effective, but supplemental coaching may not mitigate the challenge of dropout. (PsycInfo Database Record (c) 2024 APA, all rights reserved).