Volume 23, Issue 2 (Summer 2017)                   IJPCP 2017, 23(2): 178-191 | Back to browse issues page


XML Persian Abstract Print


Download citation:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:

Ahadian fard P, Asgharnejad farid A A, Lavasani F, Ashoori A. Role of Cognitive, Metacognitive, and Meta-Emotional Components in Prediction of Emotional Distress in Students. IJPCP 2017; 23 (2) :178-191
URL: http://ijpcp.iums.ac.ir/article-1-2538-en.html
1- Department of Clinical Psychology, School of Behavioral Sciences and Mental Health (Tehran Institute of Psychiatry), Iran University of Medical Sciences
2- Department of Clinical Psychology, School of Behavioral Sciences and Mental Health (Tehran Institute of Psychiatry), Iran University of Medical Sciences. , asgharnejad.ali@gmail.com
Full-Text [PDF 3099 kb]   (4989 Downloads)     |   Abstract (HTML)  (7861 Views)
Full-Text:   (7562 Views)
Extended Abstract
1. Introduction

The ability to regulate excitements is an important growth task to maintain the inner balance of individuals, adaptive communication, and promoting mental health [1]. Some conceptualizations about the excitement regulation emphasize on control of emotional experiences, in particular, pretending to control negative emotions, and also the reduction of emotional excitement [2]. On the contrary, others emphasize the functional nature of excitement on excitement regulation and mention that the emotional regulation is not synonymous with emotional control.  Therefore, it necessarily does not include immediate reduction of negative emotions. Research has been conducted on  the importance of excitement in paving the path, continuity, resistance in treatment, quality of therapeutic relationship, and the type of selective interventions. 
The present study attempted to identify emotional regulation problems and emotional distress in order to provide the basis for the use of appropriate therapies and techniques to increase the effectiveness of therapeutic interventions, prevent recurrence of disorder, resistance in treatment, and failure in the therapeutic relationship. Therefore, this study is trying to diagnose cognitive, metacognitive and meta-excitement components related to emotional distress.
2. Method
This study is a descriptive correlation study, and the statistical population is comprised of all Iranian medical students studying in 2014-15 academic year. In this research, multi-stage cluster sampling was used in a way that four colleges of Medical, Nursing, Midwifery, and Rehabilitation and Health  were randomly selected among the faculties of Iran University of Medical Sciences. In every college, several classes have been randomly selected proportional to their students in each of the educational levels of that faculty.  Then questionnaires were distributed randomly among these students. Among the participants, 223 people (57.5%) were male and 165(42.5%) were female.  Their mean age was 22.57 years, and the minimum age of the participants was 18 years and maximum age was 32 years. In regression analysis, for each predictor variable, there must be 10 subjects [19]
According to this article, the sample size should be at least 370, but considering the size of society and falling rates, 400 people participated in the research. The variables studied have been listed as follows: 1. Emotional distress; 2. Emotional schemes; 3. Initial incompatibility schemas; 4. Metacognition; 5. Attention awareness; and 6. Commitment and acceptance. Results were analyzed using SPSS software version 22 and Pearson's two-variable correlation statistical strategies and step-by-step linear regression analysis.
3. Results
Table 1 shows the demographic characteristics of the participants in the study. Can variables such as emotional schemas, initial incompatibility scheme, metacognition, commitment and acceptance and attention awareness predict student emotional distress? To answer this question, a step-by-step linear regression method was used, and the two scales of intrinsic and extrinsic inefficient strategies were independently evaluated.
The dimensions of emotional schemas, initial incompatibility schema, acceptance and action, metacognition, and attention awareness were entered into the regression model in a step-by-step manner to predict the amount of intrinsic inefficient emotion regulation strategies. In the first step, acceptance and action entered the regression equation because of the highest correlation with highly intrinsic inefficient excitement regulation strategies. Next, the variables were split and analyzed, to make the maximum increase in the amount of the coefficient of determination (R2).  Entry of variables continued to the point where the amount of significance of the model reached 95% and the error level reached 5%.
Significance of F statistic (F=06.33) showed that regression of these variables (acceptance and action, emotional self-awareness, attention awareness, acceptance of feelings, social isolation/alienation, trying to be logical, vulnerability to the intensity of intrinsic excitement regulation strategies) was significant (P=0.0001).
There is a significant relationship between acceptance and action, emotional self-awareness, attention awareness, acceptance of feelings, social isolation/alienation, trying to be logical, vulnerability, and the intensity of intrinsic excitement regulation (R=0.649). In total, they accounted for 42.1% of the amount of intrinsic excitement regulation strategies (R2=421). That way, the more was the extent of acceptance and action, emotional self-awareness, attention awareness, accepting fewer emotions, the higher was the level of social isolation/alienation, trying to be logical, vulnerability, and amount of intrinsic inefficient strategies.
4. Discussion
The results showed that there is a significant relationship between acceptance and action, emotional self-awareness, attention awareness, acceptance of feelings, social isolation/alienation, trying to be logical, vulnerability, and the intensity of intrinsic excitement regulation strategies (R=0.649). In total, they accounted for 42.1% of the amount of intrinsic excitement regulation strategies (R2=421).  These results are in line with Schubler's view [37] that experience- and pattern-based avoidance in the person who does not want to be in contact with physical senses, excitements, thoughts or behavioral inclinations led to the use of internal and external inefficient methods. These results are also consistent with the model of Kuyken et al. [38], which mentioned that people have acceptance without judgment regarding their affairs. This refers to the awareness of perceptions, cognition schemas, emotions or body feelings, without judging or evaluating them being good or bad, true or false, healthy or unhealthy and important or insignificant. In this regard, Roemera [39] showed that the lower the level of awareness, the higher the amount of excitement problems. Also, Deplus [40] showed that attention awareness group interventions enhanced the ability to adjust the excitement in teenagers. Tang [41] presented a research where attention awareness as a mediating agent can increase self-control for excitement regulation.
The results showed that there is a significant relationship between higher values, mistrust/mistreatment, attention awareness, agreement, and acceptance of emotions with the severity of extrinsic excitement regulation strategies (R=0.522). In total, it accounted for 27.2% of the amount of extrinsic excitement regulation strategies (R2=272).  Due to the higher amount of higher values, attention awareness and acceptance of fewer emotions, mistrust/ill-treatment and agreement, the level of extrinsic excitement regulation strategies was also higher. In a study by Laura [42], it was shown that there was a significant relationship between awareness and reducing distress. 
Acknowledgments
This research was extracted from the MSc. thesis of the first author, in the Department of Clinical Psychology, School of Behavioral Sciences and Mental Health (Tehran Institute of Psychiatry), Iran University of Medical Sciences, Tehran, Iran. Tehran Institute of Psychiatry has financially supported the present paper.
Conflict of Interest
The authors declared no conflicts of interest.
 
References
  1. Machado T. S, Pardal A. Emotional regulation & adaptive learning strategies in Portuguese adolescents: A study with the regulation emotion questionnaire-2. Paper presented at The International Psychological Applications Conference and Trend. 26-28 April 2013; Madrid, Spain. 
  2. Garner PW, Spears FM. Emotion regulation in low-income preschoolers. Social Development. 2000; 9(2):246–64. doi: 10.1111/1467-9507.00122
  3. Greenberg LS, Paivio SC. Working with emotions in psychotherapy. New York: Guilford Press; 2003.
  4. Thompson RA, Calkins SD. The double-edged sword: Emotional regulation for children at risk. Development and Psychopathology. 1996; 8(1):163. doi: 10.1017/s0954579400007021
  5. Gratz KL, Roemer L. Multidimensional assessment of emotion regulation and dysregulation: Development, factor structure, and initial validation of the difficulties in emotion regulation scale. Journal of Psychopathology and Behavioral Assessment. 2004; 26(1):41–54. doi: 10.1023/b:joba.0000007455.08539.94
  6. Gross JJ, Thompson RA. Emotion regulation: Conceptual foundations. New York: Guilford Press; 2007.
  7. Narimani M, Ariapooran S, Abolghasemi A, Ahadi B. [Effectiveness of mindfulness-based stress reduction and emotion regulation training in the affect and mood of chemical weapons victims (Persian)]. Arak Medical University Journal. 2012; 15(2):107-18.
  8. Phillips KFV, Power MJ. A new self-report measure of emotion regulation in adolescents: The regulation of emotions questionnaire. Clinical Psychology & Psychotherapy. 2007; 14(2):145–56. doi: 10.1002/cpp.523
  9. Power M. Emotion-focused cognitive therapy. New Jersey: John Wiley & Sons; 2010.
  10. Haghighat F, Tehranchi A, Dehkordian P, Rasoolzade Tabatabaei S K. [A study of the role of psychological factors and pain related variables in the prediction of emotional distress in patients with multiple sclerosis (Persian)]. Journal of Public Health Research. 2013; 6(4):1-11.
  11. McKay M, Wood JC, Brantley J. The dialectical behavior therapy skills workbook. Oakland: New Harbinger; 2007.
  12. Cisler JM, Olatunji BO, Feldner MT, Forsyth JP. Emotion regulation and the anxiety disorders: An integrative review. Journal of Psychopathology and Behavioral Assessment. 2009; 32(1):68–82. doi: 10.1007/s10862-009-9161-1
  13. Wells A. Metacognitive therapy for anxiety and depression. New York: Guilford Press. 2009. 
  14. Wells A, Carter K. Further tests of a cognitive model of generalized anxiety disorder: Metacognitions and worry in GAD, panic disorder, social phobia, depression, and nonpatients. Behavior Therapy. 2001; 32(1):85–102. doi: 10.1016/s0005-7894(01)80045-9
  15. Gross JJ, Muñoz RF. Emotion regulation and mental health. Clinical Psychology: Science and Practice. 1995; 2(2):151–64. doi: 10.1111/j.1468-2850.1995.tb00036.x
  16. Enferadi H. [The relation between cognitive emotional regulation techniques with depression and anxiety in college students, Comparison between clinical and non-clinical samples (Persian)] [MSc. thesis]. Tehran: Iran University of Medical Science; 2010.
  17. Gross JJ, John OP. Mapping the domain of expressivity: Multimethod evidence for a hierarchical model. Journal of Personality and Social Psychology. 1998; 74(1):170–91. doi: 10.1037/0022-3514.74.1.170
  18. Decker ML, Turk CL, Hess B, Murray CE. Emotion regulation among individuals classified with and without generalized anxiety disorder. Journal of Anxiety Disorders. 2008; 22(3):485–94. doi: 10.1016/j.janxdis.2007.04.002
  19. Tabachnick BG, Fidell LS. Using multivariate statistics. Boston: Pearson Education; 2007. 
  20. Leahy RL. A model of emotional schemas. Cognitive and Behavioral Practice. 2002; 9(3):177–90. doi: 10.1016/s1077-7229(02)80048-7
  21. Young JE, Klosko JS, Weishaar ME. Schema therapy: A practitioner's guide. New York: Guilford Press; 2003.
  22. Hayes SC. Mindfulness: method and process. Clinical Psychology: Science and Practice. 2003; 10(2):161–5. doi: 10.1093/clipsy/bpg018
  23. Hayes SC, Luoma JB, Bond FW, Masuda A, Lillis J. Acceptance and commitment therapy: Model, processes and outcomes. Behaviour Research and Therapy. 2006; 44(1):1–25. doi: 10.1016/j.brat.2005.06.006
  24. Khanzadeh M, Saeediyan M, Hosseinchari M, Edrissi F. [Factor structure and psychometric properties of difficulties in emotional regulation scale (Persian)]. International Journal of Behavioral Sciences. 2012; 6(1):87-96.
  25. Young JE. Cognitive therapy for personality disorders: A schema-focused approach. Fruitville: Professional Resource Press; 1994.
  26. Oei TPS, Baranoff J. Young schema questionnaire: Review of psychometric and measurement issues. Australian Journal of Psychology. 2007; 59(2):78–86. doi: 10.1080/00049530601148397
  27. Gh A. [Normalization of young schema questionnaire: Short form (Persian)] [MSc. thesis]. Tehran: Allameh Tabataba'i University; 2006.
  28. Wells A, Cartwright-Hatton S. A short form of the metacognitions questionnaire: Properties of the MCQ-30. Behaviour Research and Therapy. 2004; 42(4):385–96. doi: 10.1016/s0005-7967(03)00147-5
  29. Abolghasemi A, Ahmadi M, Kiamarsi A. [The relationship of metacognition and perfectionism with psychological consequences in the addicts (Persian)]. Journal of Research in  Behavioural Sciences. 2007; 5(2): 73-9.
  30. Sabet M. [The initial standardization of well's metacognitive test (Persian)]. Journal of Modern Thoughts in Education. 2010; 6(3): 27-50. 
  31. Brown KW, Ryan RM. The benefits of being present: Mindfulness and its role in psychological well-being. Journal of Personality and Social Psychology. 2003; 84(4):822–48. doi: 10.1037/0022-3514.84.4.822
  32. Ghorbani N, Watson PJ, Weathington BL. Mindfulness in Iran and the United States: Cross-cultural structural complexity and parallel relationships with psychological adjustment. Current Psychology. 2009; 28(4):211–24. doi: 10.1007/s12144-009-9060-3
  33. Nejati VA, Amini RE, ZabihZadeh AB, Masoumi ME, Maleki G, Shoaie FA. [Mindfulness as effective factor in quality of life of blind veterans (Persian)]. Iranian Journal of War and Public Health. 2011; 3(3):1-7.
  34. Bond FW, Hayes SC, Baer RA, Carpenter KM, Guenole N, Orcutt HK, et al. Preliminary psychometric properties of the acceptance and action questionnaire–II: A revised measure of psychological inflexibility and experiential avoidance. Behavior Therapy. 2011; 42(4):676–88. doi: 10.1016/j.beth.2011.03.007
  35. Abasi I, Fata L, Molodi R, Zarrabi H. [Psychometric properties of Persian version of acceptance and action questionnaire –iin (Persian)]. Journal of Psychological Models and Methods. 2012; 2(10):65-80. 
  36. Mitmansgruber H, Beck TN, Höfer S, Schüßler G. When you don’t like what you feel: Experiential avoidance, mindfulness and meta-emotion in emotion regulation. Personality and Individual Differences. 2009; 46(4):448–53. doi: 10.1016/j.paid.2008.11.013
  37. Kuyken W, Watkins E, Holden E, White K, Taylor RS, Byford S, et al. How does mindfulness-based cognitive therapy work. Behaviour Research and Therapy. 2010; 48(11):1105–12. doi: 10.1016/j.brat.2010.08.003
  38. Roemer L, Lee JK, Salters-Pedneault K, Erisman SM, Orsillo SM, Mennin DS. Mindfulness and emotion regulation difficulties in generalized anxiety disorder: Preliminary evidence for independent and overlapping contributions. Behavior Therapy. 2009; 40(2):142–54. doi: 10.1016/j.beth.2008.04.001
  39. Deplus S, Billieux J, Scharff C, Philippot P. A mindfulness-based group intervention for enhancing self-regulation of emotion in late childhood and adolescence: A pilot study. International Journal of Mental Health and Addiction. 2016; 14(5):775–90. doi: 10.1007/s11469-015-9627-1
  40. Kiken LG, Shook NJ. Mindfulness and emotional distress: The role of negatively biased cognition. Personality and Individual Differences. 2012; 52(3):329–33. doi: 10.1016/j.paid.2011.10.031
  41. Tang YY, Tang R, Posner MI. Mindfulness meditation improves emotion regulation and reduces drug abuse. Drug and Alcohol Dependence. 2016; 163:13–8. doi: 10.1016/j.drugalcdep.2015.11.041
  42. Leahy RL. Overcoming resistance in cognitive therapy. New York: Guilford Press. 2012. 
  43. Sabet Hosseini F, Salari Z. [The role of early maladaptive schemas and difficulties in emotion regulation in students’ anxiety (Persian)]. Journal of Behavioral Sciences. 2014; 7(4):3-4.
Type of Study: Original Research | Subject: Psychiatry and Psychology
Received: 2016/07/16 | Accepted: 2016/12/10 | Published: 2017/07/1

References
1. Machado T. S, Pardal A. Emotional regulation & adaptive learning strategies in Portuguese adolescents: A study with the regulation emotion questionnaire-2. Paper presented at The International Psychological Applications Conference and Trend. 26-28 April 2013; Madrid, Spain.
2. Garner PW, Spears FM. Emotion regulation in low-income preschoolers. Social Development. 2000; 9(2):246–64. doi: 10.1111/1467-9507.00122 [DOI:10.1111/1467-9507.00122]
3. Greenberg LS, Paivio SC. Working with emotions in psychotherapy. New York: Guilford Press; 2003.
4. Thompson RA, Calkins SD. The double-edged sword: Emotional regulation for children at risk. Development and Psychopathology. 1996; 8(1):163. doi: 10.1017/s0954579400007021 [DOI:10.1017/S0954579400007021]
5. Gratz KL, Roemer L. Multidimensional assessment of emotion regulation and dysregulation: Development, factor structure, and initial validation of the difficulties in emotion regulation scale. Journal of Psychopathology and Behavioral Assessment. 2004; 26(1):41–54. doi: 10.1023/b:joba.0000007455.08539.94 [DOI:10.1023/B:JOBA.0000007455.08539.94]
6. Gross JJ, Thompson RA. Emotion regulation: Conceptual foundations. New York: Guilford Press; 2007.
7. Narimani M, Ariapooran S, Abolghasemi A, Ahadi B. [Effectiveness of mindfulness-based stress reduction and emotion regulation training in the affect and mood of chemical weapons victims (Persian)]. Arak Medical University Journal. 2012; 15(2):107-18.
8. Phillips KFV, Power MJ. A new self-report measure of emotion regulation in adolescents: The regulation of emotions questionnaire. Clinical Psychology & Psychotherapy. 2007; 14(2):145–56. doi: 10.1002/cpp.523 [DOI:10.1002/cpp.523]
9. Power M. Emotion-focused cognitive therapy. New Jersey: John Wiley & Sons; 2010. [DOI:10.1002/9780470660065]
10. Haghighat F, Tehranchi A, Dehkordian P, Rasoolzade Tabatabaei S K. [A study of the role of psychological factors and pain related variables in the prediction of emotional distress in patients with multiple sclerosis (Persian)]. Journal of Public Health Research. 2013; 6(4):1-11.
11. McKay M, Wood JC, Brantley J. The dialectical behavior therapy skills workbook. Oakland: New Harbinger; 2007.
12. Cisler JM, Olatunji BO, Feldner MT, Forsyth JP. Emotion regulation and the anxiety disorders: An integrative review. Journal of Psychopathology and Behavioral Assessment. 2009; 32(1):68–82. doi: 10.1007/s10862-009-9161-1 [DOI:10.1007/s10862-009-9161-1]
13. Wells A. Metacognitive therapy for anxiety and depression. New York: Guilford Press. 2009.
14. Wells A, Carter K. Further tests of a cognitive model of generalized anxiety disorder: Metacognitions and worry in GAD, panic disorder, social phobia, depression, and nonpatients. Behavior Therapy. 2001; 32(1):85–102. doi: 10.1016/s0005-7894(01)80045-9 [DOI:10.1016/S0005-7894(01)80045-9]
15. Gross JJ, Mu-oz RF. Emotion regulation and mental health. Clinical Psychology: Science and Practice. 1995; 2(2):151–64. doi: 10.1111/j.1468-2850.1995.tb00036.x [DOI:10.1111/j.1468-2850.1995.tb00036.x]
16. Enferadi H. [The relation between cognitive emotional regulation techniques with depression and anxiety in college students, Comparison between clinical and non-clinical samples (Persian)] [MSc. thesis]. Tehran: Iran University of Medical Science; 2010.
17. Gross JJ, John OP. Mapping the domain of expressivity: Multimethod evidence for a hierarchical model. Journal of Personality and Social Psychology. 1998; 74(1):170–91. doi: 10.1037/0022-3514.74.1.170 [DOI:10.1037/0022-3514.74.1.170]
18. Decker ML, Turk CL, Hess B, Murray CE. Emotion regulation among individuals classified with and without generalized anxiety disorder. Journal of Anxiety Disorders. 2008; 22(3):485–94. doi: 10.1016/j.janxdis.2007.04.002 [DOI:10.1016/j.janxdis.2007.04.002]
19. Tabachnick BG, Fidell LS. Using multivariate statistics. Boston: Pearson Education; 2007. [PMCID]
20. Leahy RL. A model of emotional schemas. Cognitive and Behavioral Practice. 2002; 9(3):177–90. doi: 10.1016/s1077-7229(02)80048-7 [DOI:10.1016/S1077-7229(02)80048-7]
21. Young JE, Klosko JS, Weishaar ME. Schema therapy: A practitioner's guide. New York: Guilford Press; 2003.
22. Hayes SC. Mindfulness: method and process. Clinical Psychology: Science and Practice. 2003; 10(2):161–5. doi: 10.1093/clipsy/bpg018 [DOI:10.1093/clipsy/bpg018]
23. Hayes SC, Luoma JB, Bond FW, Masuda A, Lillis J. Acceptance and commitment therapy: Model, processes and outcomes. Behaviour Research and Therapy. 2006; 44(1):1–25. doi: 10.1016/j.brat.2005.06.006 [DOI:10.1016/j.brat.2005.06.006]
24. Khanzadeh M, Saeediyan M, Hosseinchari M, Edrissi F. [Factor structure and psychometric properties of difficulties in emotional regulation scale (Persian)]. International Journal of Behavioral Sciences. 2012; 6(1):87-96.
25. Young JE. Cognitive therapy for personality disorders: A schema-focused approach. Fruitville: Professional Resource Press; 1994.
26. Oei TPS, Baranoff J. Young schema questionnaire: Review of psychometric and measurement issues. Australian Journal of Psychology. 2007; 59(2):78–86. doi: 10.1080/00049530601148397 [DOI:10.1080/00049530601148397]
27. Gh A. [Normalization of young schema questionnaire: Short form (Persian)] [MSc. thesis]. Tehran: Allameh Tabataba'i University; 2006.
28. Wells A, Cartwright-Hatton S. A short form of the metacognitions questionnaire: Properties of the MCQ-30. Behaviour Research and Therapy. 2004; 42(4):385–96. doi: 10.1016/s0005-7967(03)00147-5 [DOI:10.1016/S0005-7967(03)00147-5]
29. Abolghasemi A, Ahmadi M, Kiamarsi A. [The relationship of metacognition and perfectionism with psychological consequences in the addicts (Persian)]. Journal of Research in Behavioural Sciences. 2007; 5(2): 73-9.
30. Sabet M. [The initial standardization of well's metacognitive test (Persian)]. Journal of Modern Thoughts in Education. 2010; 6(3): 27-50.
31. Brown KW, Ryan RM. The benefits of being present: Mindfulness and its role in psychological well-being. Journal of Personality and Social Psychology. 2003; 84(4):822–48. doi: 10.1037/0022-3514.84.4.822 [DOI:10.1037/0022-3514.84.4.822]
32. Ghorbani N, Watson PJ, Weathington BL. Mindfulness in Iran and the United States: Cross-cultural structural complexity and parallel relationships with psychological adjustment. Current Psychology. 2009; 28(4):211–24. doi: 10.1007/s12144-009-9060-3 [DOI:10.1007/s12144-009-9060-3]
33. Nejati VA, Amini RE, ZabihZadeh AB, Masoumi ME, Maleki G, Shoaie FA. [Mindfulness as effective factor in quality of life of blind veterans (Persian)]. Iranian Journal of War and Public Health. 2011; 3(3):1-7.
34. Bond FW, Hayes SC, Baer RA, Carpenter KM, Guenole N, Orcutt HK, et al. Preliminary psychometric properties of the acceptance and action questionnaire–II: A revised measure of psychological inflexibility and experiential avoidance. Behavior Therapy. 2011; 42(4):676–88. doi: 10.1016/j.beth.2011.03.007 [DOI:10.1016/j.beth.2011.03.007]
35. Abasi I, Fata L, Molodi R, Zarrabi H. [Psychometric properties of Persian version of acceptance and action questionnaire –iin (Persian)]. Journal of Psychological Models and Methods. 2012; 2(10):65-80.
36. Mitmansgruber H, Beck TN, Höfer S, Schüßler G. When you don't like what you feel: Experiential avoidance, mindfulness and meta-emotion in emotion regulation. Personality and Individual Differences. 2009; 46(4):448–53. doi: 10.1016/j.paid.2008.11.013 [DOI:10.1016/j.paid.2008.11.013]
37. Kuyken W, Watkins E, Holden E, White K, Taylor RS, Byford S, et al. How does mindfulness-based cognitive therapy work. Behaviour Research and Therapy. 2010; 48(11):1105–12. doi: 10.1016/j.brat.2010.08.003 [DOI:10.1016/j.brat.2010.08.003]
38. Roemer L, Lee JK, Salters-Pedneault K, Erisman SM, Orsillo SM, Mennin DS. Mindfulness and emotion regulation difficulties in generalized anxiety disorder: Preliminary evidence for independent and overlapping contributions. Behavior Therapy. 2009; 40(2):142–54. doi: 10.1016/j.beth.2008.04.001 [DOI:10.1016/j.beth.2008.04.001]
39. Deplus S, Billieux J, Scharff C, Philippot P. A mindfulness-based group intervention for enhancing self-regulation of emotion in late childhood and adolescence: A pilot study. International Journal of Mental Health and Addiction. 2016; 14(5):775–90. doi: 10.1007/s11469-015-9627-1 [DOI:10.1007/s11469-015-9627-1]
40. Kiken LG, Shook NJ. Mindfulness and emotional distress: The role of negatively biased cognition. Personality and Individual Differences. 2012; 52(3):329–33. doi: 10.1016/j.paid.2011.10.031 [DOI:10.1016/j.paid.2011.10.031]
41. Tang YY, Tang R, Posner MI. Mindfulness meditation improves emotion regulation and reduces drug abuse. Drug and Alcohol Dependence. 2016; 163:13–8. doi: 10.1016/j.drugalcdep.2015.11.041 [DOI:10.1016/j.drugalcdep.2015.11.041]
42. Leahy RL. Overcoming resistance in cognitive therapy. New York: Guilford Press. 2012.
43. Sabet Hosseini F, Salari Z. [The role of early maladaptive schemas and difficulties in emotion regulation in students' anxiety (Persian)]. Journal of Behavioral Sciences. 2014; 7(4):3-4.

Add your comments about this article : Your username or Email:
CAPTCHA

Rights and permissions
Creative Commons License This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

© 2024 CC BY-NC 4.0 | Iranian Journal of Psychiatry and Clinical Psychology

Designed & Developed by : Yektaweb