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Updated: Jun 28, 2025
08:09
Psychophysiological Assessment of the Effectiveness of Emotion Regulation Strategies in Childhood
Published on: February 11, 2017
11.5K
Comparing Ruminative and Distracting Responses and Emotion Regulation Difficulties in Early Community Adolescents
Yeontaek Oh1, Cheolgyu Shin2, Jonggook Lee1
1Department of Psychiatry, Gongju National Hospital, Gongju, Korea.
Summary
Adolescents engaging in self-harm experienced higher rates of child abuse and bullying, alongside greater difficulties in emotion regulation. Interventions should target these issues and enhance coping strategies.
Area of Science:
- Adolescent Psychology
- Mental Health Research
- Clinical Psychology
Background:
- Self-harm among adolescents is a significant public health concern.
- Understanding the factors contributing to adolescent self-harm is crucial for developing effective interventions.
Purpose of the Study:
- To compare demographic characteristics, emotional responses, and emotion regulation difficulties in adolescents aged 12-14 who self-harm versus a control group.
- To identify key risk factors and emotional processing patterns associated with adolescent self-harm.
Main Methods:
- A comparative study involving adolescents aged 12-14 from Chungcheong Province, South Korea.
- Data collection included demographic information, the Depressed Mood Questionnaire, and the Difficulties in Emotion Regulation Scale-16 (DERS-16).
Main Results:
- Adolescents in the self-harm group reported significantly higher rates of child abuse and school bullying victimization.
- The self-harm group exhibited increased rumination, reduced distraction responses, and greater overall difficulties in emotion regulation as measured by the DERS-16.
Conclusions:
- Child abuse and bullying are significant risk factors for adolescent self-harm.
- Interventions should focus on addressing trauma, reducing rumination, promoting adaptive coping mechanisms, and improving emotion regulation skills, potentially through dialectical behavior therapy-skill training.
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