Loving and angry? Happy and sad? Understanding and reporting of mixed emotions in mother–child relationships by 6‐ to 12‐year‐olds

The Evaluative Space Model of emotions allows for the coactivation of positive‐appetitive and negative‐avoidant systems, but few studies have examined mixed emotions in child development. Existing research suggests children's understanding of opposite valence emotion combinations emerges by approximately 11 years of age. However, it is not yet clear whether various opposite valence combinations are understood at different ages, nor whether children can understand them in others before they have experienced such mixed emotions themselves. Semi‐structured interviews with 97 children investigated whether they regarded six combinations of opposite valence mixed emotions as possible, could provide reasons for them, and report their own experience of each in the context of mother–child relationships. Both understanding that such combinations are possible and ability to provide reasons for them increased after age 6 and up to age 11, but were still incomplete in 12‐year‐olds. Understanding of different opposite valence combinations developed at different rates. At each age, fewer children who showed understanding of these combinations in others reported having had a similar experience themselves. The findings suggest a need to systematically examine a range of mixed emotions in order to develop a comprehensive theory of the development of mixed emotion understanding. They also suggest extending research into adolescence.     

The heterogeneity of attention‐deficit/hyperactivity disorder symptoms and conduct problems: Cognitive inhibition,emotion regulation,emotionality, and disorganized attachment

This study examined the contributions of several important domains of functioning to attention‐deficit/hyperactivity disorder (ADHD) symptoms and conduct problems. Specifically, we investigated whether cognitive inhibition, emotion regulation, emotionality, and disorganized attachment made independent and specific contributions to these externalizing behaviour problems from a multiple pathways perspective. The study included laboratory measures of cognitive inhibition and disorganized attachment in 184 typically developing children (M age = 6 years, 10 months, SD = 1.7). Parental ratings provided measures of emotion regulation, emotionality, and externalizing behaviour problems. Results revealed that cognitive inhibition, regulation of positive emotion, and positive emotionality were independently and specifically related to ADHD symptoms. Disorganized attachment and negative emotionality formed independent and specific relations to conduct problems. Our findings support the multiple pathways perspective on ADHD, with poor regulation of positive emotion and high positive emotionality making distinct contributions to ADHD symptoms. More specifically, our results support the proposal of a temperamentally based pathway to ADHD symptoms. The findings also indicate that disorganized attachment and negative emotionality constitute pathways specific to conduct problems rather than to ADHD symptoms.     

Work-family spillover of daily positive affect onto performance: The moderating role of domain identity salience

IntroductionA number of linking mechanisms between work and family domains have been studied, but one key mechanism has received little attention: the cross-domain influence of positive affect on performance.ObjectiveThis study examines the work-family spillover of positive affect at work onto performance in the family and, inversely, of positive affect in the family onto performance at work. Drawing upon the work-family enrichment theory (Greenhaus & Powell, 2006), we hypothesized that work and family identity salience moderate the work-to-family and family-to-work relationships between originating domain positive affect and receiving domain performance.MethodA sample of 124 Canadian workers completed a pre-diary survey and daily surveys during 10 consecutive days.ResultsMultilevel analyses showed an effect of daily positive affect in the family on daily performance at work, but no significant effect of daily positive affect at work on daily performance in the family. Furthermore, family identity salience facilitated the work-to-family and family-to-work spillover, whereas work identity salience had no significant moderating effect.ConclusionThe results extend the happy-productive worker thesis to the work-family interface by highlighting that positive affect contextualized in the family is related to performance at work.     

Coping with COVID: Use,factor structure,and health behavior implications of specific emotion regulation strategies during the coronavirus pandemic

This series of studies examined U.S. individuals' use of specific emotion regulation/coping strategies during the early months of the COVID-19 pandemic, investigated the factor structure among strategies during this universally experienced stressor, and the extent to which these factors predicted engagement in COVID-related health-promoting behaviors. In Study 1, participants (N = 520) rated their use of 17 strategies for coping with pandemic-related stress during the past 24 h. Differences emerged in strategy use across demographic groups (age, race, income). Results of exploratory factor analysis suggest a factor structure grouping strategies in terms of goals beyond emotion regulation per se, rather than phases of the emotion process or a binary adaptive versus maladaptive distinction. In Study 2 (N = 264), participants reported daily on their coping strategy use and weekly on their engagement in COVID-specific health behaviors for 22 days. Results of confirmatory factor analysis replicate the factor structure found in Study 1. Some significant associations of coping strategy use with health-promoting behaviors were observed, but these were sporadic and largely involved baseline measures rather than predicting change over time. Theoretical and practical implications are discussed.     

从情绪描述看青少年期到成人期认知结构的发展

该研究依据研究者制定的认知发展水平评价系统,对年龄范围在13—55岁之间的90名被试关于生气、害怕、伤心、高兴四种情绪的自我描述进行了评价分析。结果表明,青少年期的思维具有形式化、外在、抽象等特点,成人期的思维具有内在、具体、形象等特点,前者具有刻板性、封闭性,后者具有灵活性、开放性。     

Expressed Emotion In The Narrative Context of Family Photographs

This study aims to elucidate cognitive and contextual aspects of the EE (Expressed Emotion) concept. The EE levels of both parents of two first admission psychotic patients were rated from the Five Minute Speech Sample (FMSS), and the emotional responses were further analyzed in narratives of family photographs. The attribution model was found to provide an explanatory framework for understanding relatives' expressed emotions (EE) toward a family member suffering from psychotic disturbances. Four case reports indicated that family photographs induced parents to create narratives in which emotions, attributions, and strategies for coping with stressful aspects of the illness came forward as intertwined phenomena. The method can offer more comprehensive data for intervention strategies aiming to alter the prevailing atmosphere and interaction patterns within the high EE family.     

ADVANCING BACKWARDS

The proposal of Friman, Hayes, and Wilson (1998) that the concept of emotion be incorporated into behavior analysis is questioned. Their proposal is undermined by the problem of the verification of private events by others. A focus on private events, as exemplified by the proposal of Friman et al., can lead to a reversion to notions of agency and the autonomous individual. Also, the anchoring of hypothetical constructs to the behavioral data language is ill advised.     

中国传统情绪疗法及其应用

系统地探讨了中国传统情绪疗法：情志相胜疗法,相反情绪疗法,激情刺激疗法,与感觉刺激有关的情绪疗法,与别人有关的情绪疗法,顺情从欲疗法,抑情顺理疗法,移情易性疗法,情志导引疗法,七情合参疗法。这些中国传统心理疗法在现代仍有实用价值。