Academic literature on the topic 'Emotion Emotion regulation Development of emotion regulation Health Culture'
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Journal articles on the topic "Emotion Emotion regulation Development of emotion regulation Health Culture"
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Supplee, Lauren H., Emily Moye Skuban, Daniel S. Shaw, and Joanna Prout. "Emotion regulation strategies and later externalizing behavior among European American and African American children." Development and Psychopathology 21, no. 2 (April 1, 2009): 393–415. http://dx.doi.org/10.1017/s0954579409000224.
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AbstractChildren's early emotion regulation strategies (ERS) have been related to externalizing problems; however, most studies have included predominantly European American, middle-class children. The current study explores whether ERS use may have differential outcomes as a function of the mother's ethnic culture. The study utilizes two diverse samples of low-income male toddlers to examine observed ERS during a delay of gratification task in relation to maternal and teacher reports of children's externalizing behavior 2 to 6 years later. Although the frequencies of ERS were comparable between ethnic groups in both samples, the use of physical comfort seeking and self-soothing was positively related to African American children's later externalizing behavior but negatively related to externalizing behavior for European American children in Sample 1. Data from Sample 2 appear to support this pattern for self-soothing in maternal, but not teacher, report of externalizing behavior. Within group differences by income were examined as a possible explanatory factor accounting for the ethnic differences, but it was not supported. Alternative explanations are discussed to explain the pattern of findings.
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Shea, Thomas B. "An Overview of Studies Demonstrating that ex vivo Neuronal Networks Display Multiple Complex Behaviors: Emergent Properties of Nearest-Neighbor Interactions of Excitatory and Inhibitory Neurons." Open Neurology Journal 15, no. 1 (March 22, 2021): 3–15. http://dx.doi.org/10.2174/1874205x02115010003.
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The responsiveness of the human nervous system ranges from the basic sensory interpretation and motor regulation to so-called higher-order functions such as emotion and consciousness. Aspects of higher-order functions are displayed by other mammals and birds. In efforts to understand how neuronal interaction can generate such a diverse functionality, murine embryonic cortical neurons were cultured on Petri dishes containing multi-electrode arrays that allowed recording and stimulation of neuronal activity. Despite the lack of major architectural features that govern nervous system development in situ, this overview of multiple studies demonstrated that these 2-dimensional ex vivo neuronal networks nevertheless recapitulate multiple key aspects of nervous system development and activity in situ, including density-dependent, the spontaneous establishment of a functional network that displayed complex signaling patterns, and responsiveness to environmental stimulation including generation of appropriate motor output and long-term potentiation. These findings underscore that the basic interplay of excitatory and inhibitory neuronal activity underlies all aspects of nervous system functionality. This reductionist system may be useful for further examination of neuronal function under developmental, homeostatic, and neurodegenerative conditions.
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Davydova, Oksana V. "THE EFFECTIVENESS OF MINDFULNESS PSYCHOTHERAPEUTIC PRACTICES IN THE REGULATION OF STRESS RESISTANCE IN ADOLESCENCE." Scientific Notes of Ostroh Academy National University: Psychology Series 1, no. 13 (June 24, 2021): 96–103. http://dx.doi.org/10.25264/2415-7384-2021-13-96-103.
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The article is devoted to the theoretical study and empirical research of the effectiveness of mindfulness psychotherapeutic practices in the regulation of stress resistance in adolescence. It is theoretically determined that the consequences of stress are manifested in increased anxiety, irritability, emotional tension, fatigue, insomnia, etc. Stress resistance is associated with the tendency of the individual to be responsible for events in his life and the results of their activities; adolescence is experimental for identifying by a personality the stress coping strategies that are not always productive. It is noted that in Ukraine the direction of studying the mindfulness problem is currently at the origins of its development. Scientific attempts are being made to determine the role of mindfulness in various aspects of reducing personal stress, the ability to influence stress resistance processes by improving the mental health culture, through the formation of values and competencies in recognizing their own psychological problems, but but scientists have paid insufficient attention to the implementation of the role of mindfulness practices in the educational space, establishing relationships between the mindfulness characteristics and students’ stress resistance. This refers to the fact that the development of stress resistance involves a variety of technologies, including psychotherapy. It is pointed out that one of the new achievements of psychological science is the introduction of mindfulness practices in the educational space, as the priority of the educational environment is to find ways of effective psychological care, technologies of psychological support for young people, minimization of distressing phenomena in schools. The following mindfulness techniques are singled out: meditative techniques, which include relaxation and developmental effects, teach to be fully present “here and now” and to notice the usual states of our consciousness. It is noted that the awareness factor helps to calm down, stabilize well-being, return from thoughts to the actual students’ experience of the “here and now” situation, turn on the consciousness state of “just being”, plays a significant role in choosing behaviors in difficult life circumstances. The mindfulness psychotherapeutic practices effectiveness in the stress resistance regulation in adolescence through the prism of empirical measurement is determined. A sample of respondents was formed on the basis of the lyceum “Olympus” №30 in Kremenchuk. The total number of respondents is 70 adolescents (15-17 years old). The results of the summative assessment are highlighted. The results of using a comprehensive psychodiagnostic methodology are analyzed: Cognitive and Affective Mindfulness Scale – Revised, CAMS – R (Feldman, G., Hayes); the Difficulties in Emotion Regulation Scale (DERS) K. L. Gratz, L.Roemer, the “Man in the rain” graphic psychodiagnostic technique During the empirical research, the theoretical results of the Ukrainian scientists studies on a problem of stress resistance are generalized and features of students’ behavior strategies in stressful situations by the “Man in the rain” technique are distinguished empirically. Therefore, the novelty of the study is in figuring out the characteristics of students’ psychological states according to the following criteria of comfort / discomfort: resourcefulness, ambivalence, insecurity and their regulation depending on the level of mindfulness development in adolescents. A psychotherapeutic program for the development of mindfulness skills in everyday life for adolescents has been developed, which aims to develop the individual’s ability to perceive, feel and remember phenomena in the internal and external environment. It is important to note that psychological stability is supported by both internal (personal) and external (interpersonal, social support) resources, which are based on mindfulness control and are not limited to mental and emotional automatic reactions. The psychotherapeutic program provides students with the means that allow them to act more effectively in everyday life, to solve routine problems. The relationships between the mindfulness characteristics and stress resistance in adolescents were revealed through the results of a summative assessment.
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Bongard, Stephan, Volker Hodapp, and Sonja Rohrmann. "Emotions and health: The impact of emotions, emotions regulation, music, and acculturation on health." Zeitschrift für Gesundheitspsychologie 16, no. 3 (July 2008): 112–15. http://dx.doi.org/10.1026/0943-8149.16.3.112.
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Abstract. Our unit investigates the relationship of emotional processes (experience, expression, and coping), their physiological correlates and possible health outcomes. We study domain specific anger expression behavior and associated cardio-vascular loads and found e.g. that particularly an open anger expression at work is associated with greater blood pressure. Furthermore, we demonstrated that women may be predisposed for the development of certain mental disorders because of their higher disgust sensitivity. We also pointed out that the suppression of negative emotions leads to increased physiological stress responses which results in a higher risk for cardiovascular diseases. We could show that relaxation as well as music activity like singing in a choir causes increases in the local immune parameter immunoglobuline A. Finally, we are investigating connections between migrants’ strategy of acculturation and health and found e.g. elevated cardiovascular stress responses in migrants when they where highly adapted to the German culture.
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Roth, Guy, Maarten Vansteenkiste, and Richard M. Ryan. "Integrative emotion regulation: Process and development from a self-determination theory perspective." Development and Psychopathology 31, no. 3 (May 22, 2019): 945–56. http://dx.doi.org/10.1017/s0954579419000403.
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AbstractGrounded in self-determination theory's (SDT; Ryan & Deci, 2017) organismic perspective, we present a process view of integrative emotion regulation. SDT describes three general types of emotion regulation: integrative emotion regulation, which focuses on emotions as carrying information that is brought to awareness; controlled emotion regulation, which is focused on diminishing emotions through avoidance, suppression, or enforced expression or reappraisal; and amotivated emotion regulation, in which emotions are uncontrolled or dysregulated. We review survey and experimental research contrasting these emotion regulation styles, providing evidence for the benefits of integrative emotion regulation for volitional functioning, personal well-being, and high-quality relationships, and for the costs of controlled emotion regulation and dysregulation. The development of emotion regulation styles is discussed, especially the role of autonomy-supportive parenting in fostering more integrative emotion regulation, and the role of controlling parenting in contributing to controlled or dysregulated emotion processing. Overall, integrative emotion regulation represents a beneficial style of processing emotions, which develops most effectively in a nonjudgmental and autonomy-supportive environment, an issue relevant to both development and psychotherapy.
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KING, BRYAN H. "The Development of Emotion Regulation and Dysregulation." Journal of the American Academy of Child & Adolescent Psychiatry 32, no. 6 (November 1993): 1312–13. http://dx.doi.org/10.1097/00004583-199311000-00039.
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Crowell, Judith A. "Development of Emotion Regulation in Typically Developing Children." Child and Adolescent Psychiatric Clinics of North America 30, no. 3 (July 2021): 467–74. http://dx.doi.org/10.1016/j.chc.2021.04.001.
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Cole, Pamela M., K. Ashana Ramsook, and Nilam Ram. "Emotion dysregulation as a dynamic process." Development and Psychopathology 31, no. 3 (May 27, 2019): 1191–201. http://dx.doi.org/10.1017/s0954579419000695.
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AbstractIn this article we adopt the view that emotion dysregulation is characterized by emotion regulation dynamics that are defined as dysfunctional based on contextual criteria. We regard the construct of emotion regulation as valuable because it permits the integration of the classic view of emotions as interfering with human functioning and contemporary views of emotion as adaptive and beneficial. To define patterns that reflect emotion dysregulation, we explain our views of emotion as a dynamic process, and emotion regulation as the bidirectional interplay between emotions and actions/thoughts (extrinsic factors) and the contextual factors that constitute the criteria for that interplay reflecting dysregulation. This conceptualization of emotion regulation and dysregulation leads to methods for studying the intrinsic dynamics of emotion, extrinsic factors that change the intrinsic dynamics of emotion, and how emotion regulation changes over time at multiple time scales. We then apply this thinking to several emotion dysregulation patterns. Emotion regulation is a complex construct, embracing emotion as regulator and as regulated, as self- and other-regulated, and as incorporating both top-down and bottom-up regulatory processes. We highlight an emerging line of research on the development of emotion regulation in early childhood and indicate how this work can inform understanding of emotion dysregulation and the emergence of psychopathology.
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Halligan, Sarah L., Peter J. Cooper, Pasco Fearon, Sarah L. Wheeler, Michelle Crosby, and Lynne Murray. "The longitudinal development of emotion regulation capacities in children at risk for externalizing disorders." Development and Psychopathology 25, no. 2 (April 30, 2013): 391–406. http://dx.doi.org/10.1017/s0954579412001137.
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AbstractThe development of emotional regulation capacities in children at high versus low risk for externalizing disorder was examined in a longitudinal study investigating: (a) whether disturbances in emotion regulation precede and predict the emergence of externalizing symptoms and (b) whether sensitive maternal behavior is a significant influence on the development of child emotion regulation. Families experiencing high (n = 58) and low (n = 63) levels of psychosocial adversity were recruited to the study during pregnancy. Direct observational assessments of child emotion regulation capacities and maternal sensitivity were completed in early infancy, at 12 and 18 months, and at 5 years. Key findings were as follows. First, high-risk children showed poorer emotion regulation capacities than their low-risk counterparts at every stage of assessment. Second, from 12 months onward, emotion regulation capacities showed a degree of stability and were associated with behavioral problems, both concurrently and prospectively. Third, maternal sensitivity was related to child emotion regulation capacities throughout development, with poorer emotion regulation in the high-risk group being associated with lower maternal sensitivity. The results are consistent with a causal role for problems in the regulation of negative emotions in the etiology of externalizing psychopathology and highlight insensitive parenting as a potentially key developmental influence.
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Calkins, Susan D., and Jessica M. Dollar. "Emotion: Commentary: A Biopsychosocial Perspective on Maternal Psychopathology and the Development of Child Emotion Regulation." Journal of Personality Disorders 28, no. 1 (February 2014): 70–77. http://dx.doi.org/10.1521/pedi.2014.28.1.70.
Full textDissertations / Theses on the topic "Emotion Emotion regulation Development of emotion regulation Health Culture"
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Yamada, Joey. "Examining the Cross-Cultural Differences in Affect Valuation: Whites, East Asians, and Third Culture Kids." Scholarship @ Claremont, 2018. http://scholarship.claremont.edu/cmc_theses/1750.
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This paper explores the cross-cultural differences in affect valuation, emotion regulation, and the relationship between affect valuation, emotion regulation and subjective well-being across White Americans, Asians, and Third Culture Kids (TCKs). Emotional experiences shape every facet of our lives, yet understanding the extent to which emotional experiences are universal is still poorly understood. This is particularly the case among individuals with diverse cultural experiences. In the current study, we look at TCK individuals, a group composed of White-identifying individuals who spent a significant time of their childhood in East Asian countries. Through a questionnaire that was distributed via email and word of mouth, participants (N = 239) were asked to complete five surveys that included a subjective well-being scale, the affect valuation index, an emotion regulation questionnaire, an interpersonal emotion regulation questionnaire, and a set of scenarios that tested the individual’s tendency to feel a duty to themselves or to others. This study found that the Asian group significantly valued low arousal emotions more so than European Americans or the TCK individuals. TCKs were most likely to feel a strong sense of duty to help others.
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Pierce, Jessica Lynne. "Family Functioning and Responsiveness in Family Child Care Providers." The Ohio State University, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=osu1502404892864807.
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Poláčková, Šolcová Iva. "Regulace emocí v perspektivě vývoje, zdraví a kultury jedince." Doctoral thesis, 2012. http://www.nusl.cz/ntk/nusl-326905.
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This thesis deals with the emotion regulation. The author presents a theoretical concept of emotion regulation and deals with the theoretical development of emotion regulation across the human lifespan. In the empirical part, the author presents three papers. The first deals with the emotion regulation in relation to the health of the individual. The study shows that unhealthy individuals suppress significantly more emotions and affective phenomena compared to healthy individuals. The second study deals with the display rules of basic emotions in a sample of Czech undergraduate students. The last paper is a cross-cultural survey comparing the frequency of emotions experienced by its participants and the emotion regulation strategies in the group of Czech and Slovak undergraduate students. Emotion regulation in this study appears to be a significant factor of cultural differences: Slovak participants access open and authentic expression of emotions significantly more often than the Czech participants. The presented thesis is a contribution to the existing understanding of emotion regulation with regard to the development, health and culture of the individual. Keywords Emotion Emotion regulation Development of emotion regulation Health Culture
Books on the topic "Emotion Emotion regulation Development of emotion regulation Health Culture"
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Lewis, Marc D. The Development of Emotion Regulation. Edited by Philip David Zelazo. Oxford University Press, 2013. http://dx.doi.org/10.1093/oxfordhb/9780199958474.013.0004.
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This chapter examines the relation between normative advances and emerging individual differences in emotion regulation (ER), using principles from developmental cognitive neuroscience to integrate these seemingly disparate processes. Like several other theorists, I view corticolimbic development as a self-organizing stream of synaptic alterations, driven by experience rather than biologically prespecified. This conceptualization helps resolve ambiguities that appear when we try, but consistently fail, to neatly parse individual differences and developmental differences. At the neural level, increasingly specific patterns of synaptic activation converge in response to (or in anticipation of) recurrent emotions, creating synaptic networks that link multiple regions. These networks regulate emotions (in real time). But they also stabilize and consolidate with repetition, thus giving rise tohabitsthat are the hallmark of individual development. These configurations are progressively sculpted through individual learning experiences, but they also become increasingly effective with use, thereby expressing both individual trajectories and normative advances as they develop. In sum, experience-driven synaptic changes create a repertoire of individual solutions to universal challenges, shared among members of a culture or society. This description casts individual differences and age-related advances as dual facets of a unitary developmental process.
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Chiao, Joan Y. Cultural Neuroscience of Compassion and Empathy. Edited by Emma M. Seppälä, Emiliana Simon-Thomas, Stephanie L. Brown, Monica C. Worline, C. Daryl Cameron, and James R. Doty. Oxford University Press, 2017. http://dx.doi.org/10.1093/oxfordhb/9780190464684.013.12.
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“Compassion” and “empathy” refer to adaptive emotional responses to suffering in oneself and others that recruit affective and cognitive processes. The human ability to understand the emotional experience of others is fundamental to social cooperation, including altruism. While much of the scientific study of compassion and empathy suggests that genes contribute to empathy and compassion, recent empirical advances suggest gene–environment interactions, as well as cultural differences in development, influence the experience, expression, and regulation of empathy and compassion. The goal of this chapter is to review recent theoretical and empirical advances in the cultural neuroscience of empathy and compassion. Implications of the cultural neuroscientific study of empathy and compassion for public policy and population health disparities will be discussed.
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Barlow, Jane. Promoting infant and child mental health through support for parenting. Edited by Alan Emond. Oxford University Press, 2019. http://dx.doi.org/10.1093/med/9780198788850.003.0010.
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Mental health in the early years is underpinned by the capacity of young children for emotion regulation, and the child’s early relational context (i.e. the parenting that they receive) has been identified as being key to the development of this ability. However, many children show signs of regulatory difficulties including sleeping and crying difficulties, and emotional and behavioural problems in the early years; this is as such an important window of opportunity to intervene to optimize parenting, and prevent early parent–child relationship problems using a range of primary and secondary preventive approaches. This chapter provides an overview of the nature and prevalence of early regulatory problems, and some of the main universal and targeted intervention approaches that have been developed to address such problems, alongside the evidence about their effectiveness in improving outcomes for both parents and children.
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Otis, Laura. Banned Emotions. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780190698904.001.0001.
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Who benefits, and who loses, when emotions are described in particular ways? How can metaphors such as “hold on” and “let go” affect people’s emotional experiences? Banned Emotions draws on the latest research in neuroscience and psychology to challenge popular ideas about emotions that should supposedly be suppressed. This interdisciplinary book breaks taboos by exploring emotions in which people are said to “indulge”: self-pity, prolonged crying, chronic anger, grudge-bearing, bitterness, and spite. By focusing on metaphors for these emotions in classic novels, self-help books, and popular films, Banned Emotions exposes their cultural and religious roots. Examining works by Dante, Dickens, Dostoevsky, Kafka, Forster, and Woolf in parallel with Bridesmaids, Fatal Attraction, and Who Moved My Cheese?, Banned Emotions reveals patterns in the ways emotions are represented that can make people so ashamed of feelings, they may stifle emotions that they need to work through. By analyzing the ways that physiology and culture combine in emotion metaphors, Banned Emotions shows that emotion regulation is a political as well as a biological issue. Banned Emotions considers the emotions of women abandoned by their partners and asks whether the psychological “attachment” metaphor is the best way to describe human relationships. Recent studies of emotion regulation indicate that reappraisal works better than suppression, which over time can damage a person’s health. Socially discouraged emotions such as self-pity emerge from lived experiences, often the experiences of people who hold less social power. Emotion metaphors like “move on” deflect attention from the social problems that have inspired emotions to the individuals who feel them—people who need to think about their emotions and their causes in the world.
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Dollar, Jessica M., and Susan D. Calkins. Developmental Psychology. Edited by Thomas H. Ollendick, Susan W. White, and Bradley A. White. Oxford University Press, 2018. http://dx.doi.org/10.1093/oxfordhb/9780190634841.013.2.
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This chapter considers the study of developmental psychology, with a focus on the acquisition of age-appropriate social and emotional skills from infancy through adolescence and its role in child and adolescent mental health and social adjustment. In particular, our goals are to (a) provide a discussion of leading relevant developmental theories; (b) describe important dimensions of social and emotional development from infancy through adolescence at the behavioral and biological levels and within the context of interpersonal relationships; (c) provide a selective review of the associations between emotion regulation abilities, social adjustment, and indicators of early psychopathology; and (d) discuss challenges for future research in the field of developmental psychology, focused on social and emotional research that may inform our understanding of the development of mental health challenges for children and adolescents.
Book chapters on the topic "Emotion Emotion regulation Development of emotion regulation Health Culture"
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"Emotion Regulation." In Emotion Regulation and Psychopathology in Children and Adolescents, edited by Cecilia A. Essau, Sara Leblanc, Thomas H. Ollendick, Sara LeBlanc, Cecilia A. Essau, and Thomas H. Ollendick, 3–17. Oxford University Press, 2017. http://dx.doi.org/10.1093/med:psych/9780198765844.003.0001.
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Chapter 1 provides an overview of emotion regulation and associated processes, operationalizing key terms whilst grounding the discussion in the theoretical, Process Model of emotion regulation (Gross, 1998), which differentiates antecedent, from response-focused strategies. Research findings on reappraisal and suppression are outlined, with reappraisal primarily associated with positive health outcomes and suppression primarily associated with negative health outcomes. The development of emotion regulation during childhood and adolescence is discussed, which shows a gradual increase in the use of more complex, adaptive strategies. In addition, the importance of genetic, biological, and environmental factors is assessed. The link between emotion regulation and psychopathology is evaluated in terms of risk and contributing factors. Relatedly, genetic predispositions to psychopathology and the influencing role of parents in terms of emotion regulation biases is discussed, highlighting an under researched area, as fathers have been highly underrepresented in the extant literature. The conclusion reaffirms the strong association between emotion dysregulation and psychiatric illness in youth, making it an ideal target for prevention and early intervention.
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Bunford, Nora, and Steven W. Evans. "Emotion Regulation and Social Functioning in Adolescence." In School Mental Health Services for Adolescents, edited by Judith R. Harrison, Brandon K. Schultz, and Steven W. Evans, 161–81. Oxford University Press, 2017. http://dx.doi.org/10.1093/med-psych/9780199352517.003.0008.
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The chapter “Emotion Regulation and Social Functioning in Adolescence: Conceptualization and Treatment,” in School Mental Health Services for Adolescents, is focused on the development of emotion regulation into adolescence and considers ways in which such development can go awry and result in emotion dysregulation (ED). The chapter argues that ED often contributes to the social impairment adolescents experience in the home, peer, and school settings, and that psychosocial interventions for teens should both (1) target ED and social impairment and (2) be such that they are deliverable by school mental health professionals with gains generalizable to relevant settings. The chapter describes and reviews empirical evidence on the effectiveness of one such intervention, the Interpersonal Skills Group (ISG), designed for adolescents to target ED and social impairment.
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Eisenberg, Nancy, Maciel M. Hernández, and Tracy L. Spinrad. "The Relation of Self-Regulation to Children’s Externalizing and Internalizing Problems." In Emotion Regulation and Psychopathology in Children and Adolescents, edited by Cecilia A. Essau, Sara Leblanc, and Thomas H. Ollendick, 18–42. Oxford University Press, 2017. http://dx.doi.org/10.1093/med:psych/9780198765844.003.0002.
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Chapter 2 investigates the relation between self-regulation and both internalizing and externalizing problems in children and adolescents. Although the association between children’s self-regulation and externalizing and internalizing symptoms has been established, research on co-morbidity is scarce; moreover, causal models delineating underlying regulatory mechanisms involved in the development and propagation of psychopathology via self-regulatory processes are lacking. Thus, further research is needed to explore potential mediating and moderating variables impacting this association. Intervention research indicates multi-level system-based approaches targeting various aspects of the child’s ecosystem (child-, parent-, peer, and/or school-level elements) elicit tangible changes in emotion regulation competencies and adjustment. Moreover, culture may play a crucial role in the degree to which self-regulation is valued and the extent to which internalizing or externalizing symptoms are viewed as problematic, which in turn, impacts the relation between self-regulation and maladaptive behavior.
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Zeman, Janice, and Danielle Dallaire. "Children’s and Adolescents’ Emotion Regulation in the Context of Parental Incarceration." In Emotion Regulation and Psychopathology in Children and Adolescents, edited by Cecilia A. Essau, Sara Leblanc, and Thomas H. Ollendick, 351–73. Oxford University Press, 2017. http://dx.doi.org/10.1093/med:psych/9780198765844.003.0017.
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This chapter discusses children’s emotion regulation and adjustment in relation to parental incarceration. Parental incarceration may contribute to psychological maladjustment by disrupting the attachment bond between the parent and child and by influencing the development and deployment of maladaptive emotion regulation competencies. A nascent body of research indicates children of incarcerated parents are at risk for negative socio-emotional, psychological, educational, and health outcomes. Limited studies have investigated the impact incarceration has on emotion regulation; preliminary findings demonstrate children who manifest stronger emotion regulation skills have fewer negative psychological outcomes. Thus, a more comprehensive investigation of emotion regulation competencies fostering resilience is warranted. Additionally, future research investigating the impact of modeling and emotion coaching by key socializing figures is warranted. Training children and caregivers to manage affect during emotionally-provocative situations during the incarceration period (e.g., visitations, family reunification) may promote healthy adjustment.
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Reichl, Corinna, and Michael Kaess. "Early detection of risk-taking, self-harming, and suicidal behaviour." In Oxford Textbook of Suicidology and Suicide Prevention, edited by Danuta Wasserman and Camilla Wasserman, 429–36. Oxford University Press, 2021. http://dx.doi.org/10.1093/med/9780198834441.003.0051.
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This text outlines the role of risk-taking and self-harming behaviours in the development and detection of suicidal behaviour and mental health problems among adolescents. Risk-taking and self-harming behaviours are observable symptoms for underlying problems of emotion regulation, impulse control or interpersonal relationships and are sensitive risk markers for early detection of developmental trajectories of suicidal behaviour and mental health problems. Due to their easy accessibility and their sensitive prediction of mental health problems, risk-taking and self-harming behaviours have been included into programmes screening for adolescents at risk of suicidal behaviour in the general population. The principles and findings of those screening programmes are discussed. Professional screenings are time consuming for participants and create costs for the healthcare system, thus, longitudinal studies are needed to test whether screening programmes are effective in reducing suicidal behaviour among adolescents.