Exploring the predictive utility of emotion regulation strategies on behaviorally expressed emotion dysregulation
Presentation Type
Abstract
Faculty Advisor
Erin Kang
Access Type
Event
Start Date
25-4-2025 9:00 AM
End Date
25-4-2025 9:59 AM
Description
Emotion dysregulation (ED) is the inability to manage emotions presented at inadequate levels or times (Gross, 2008). Emotional challenges can increase social and behavioral difficulties (Conner et al., 2020), particularly in autistic youth, who experience higher ED rates (McDonald et al., 2024). Emotion regulation strategies (ERS) include cognitive reappraisal (CR: reframing situations to regulate emotional impact), and emotion suppression (ES: inhibiting emotion-expressive behaviors) (Brockman, 2016). However, which approach most effectively mitigates ED remains unclear, particularly for autistic youth (Cai et al., 2018). We examined differences in ERS and internalized and externalized dysregulation (i.e., dysphoria and reactivity) in neurodiverse youth. Twenty neurodiverse youth (35% autistic, Mage=12.95, SDage=1.67; 45% male; 70% White) and their parents participated in this study. Parents completed the Emotion Dysregulation Inventory, examining reactivity and dysphoria(Mazefsky et al., 2018). Youth reported use of CR and ES (Emotion Regulation Questionnaire; Gross & John, 2003). CR, but not ES, negatively correlated to reactivity and dysphoria (both b<-.673, p<.05). Independent t-test showed significantly more CR in neurotypical youth than autistic youth (t=3.023, p<.05). Paired t-tests showed more CR than ES (t=5.778, p<.001) in neurotypical youth, but no significant differences in autistic youth. Overall, children reporting more CR exhibit less reactivity and dysphoria, but autistic youth apply CR less than neurotypical children. Findings suggest that emphasis on cognitive reappraisal when addressing emotion regulation challenges through CBT may be beneficial, especially for autistic youth, who use CR less than neurotypical youth.
Exploring the predictive utility of emotion regulation strategies on behaviorally expressed emotion dysregulation
Emotion dysregulation (ED) is the inability to manage emotions presented at inadequate levels or times (Gross, 2008). Emotional challenges can increase social and behavioral difficulties (Conner et al., 2020), particularly in autistic youth, who experience higher ED rates (McDonald et al., 2024). Emotion regulation strategies (ERS) include cognitive reappraisal (CR: reframing situations to regulate emotional impact), and emotion suppression (ES: inhibiting emotion-expressive behaviors) (Brockman, 2016). However, which approach most effectively mitigates ED remains unclear, particularly for autistic youth (Cai et al., 2018). We examined differences in ERS and internalized and externalized dysregulation (i.e., dysphoria and reactivity) in neurodiverse youth. Twenty neurodiverse youth (35% autistic, Mage=12.95, SDage=1.67; 45% male; 70% White) and their parents participated in this study. Parents completed the Emotion Dysregulation Inventory, examining reactivity and dysphoria(Mazefsky et al., 2018). Youth reported use of CR and ES (Emotion Regulation Questionnaire; Gross & John, 2003). CR, but not ES, negatively correlated to reactivity and dysphoria (both b<-.673, p<.05). Independent t-test showed significantly more CR in neurotypical youth than autistic youth (t=3.023, p<.05). Paired t-tests showed more CR than ES (t=5.778, p<.001) in neurotypical youth, but no significant differences in autistic youth. Overall, children reporting more CR exhibit less reactivity and dysphoria, but autistic youth apply CR less than neurotypical children. Findings suggest that emphasis on cognitive reappraisal when addressing emotion regulation challenges through CBT may be beneficial, especially for autistic youth, who use CR less than neurotypical youth.
Comments
Poster presentation at the 2025 Student Research Symposium.