Emotion Regulation: Navigating the Emotional Landscape
Imagine a world where emotions were like the colours of a canvas, each one contributing to the masterpiece of lives. Understanding the intricate threads of emotion and its regulation could unlock the potential for a more harmonious existence. Emotion is an essential aspect of human experience, recognized for its role in enlivening and enriching human life, as mentioned by psychologists Shahbaa, Alvani, Zahedi, and Memarzadeh in their seminal work in 2014. According to writer and scholar Ahmed (2014), emotion is derived from the Latin word emovere, which means to move, to go out. The universality of basic emotions in typically developing individuals is widely accepted and helps individuals adapt to various life situations (Shahbaa et al., 2014). People may respond differently to the same stimulus; for example, crying can be associated with sadness and joy, as researchers San-Bayhan and Artan (2011) stated. This article will examine the multifaceted field of emotions and their regulation.
Within this essay, readers will cover various areas, from the natural characteristics of emotions to the developmental stages of emotion regulation and the factors affecting this complex process. Emphasis will be placed on the importance of emotion regulation, not only as a means of suppressing "negative" emotions but also as a mechanism that modulates emotions by facilitating constructive responses to environmental stimuli. The review will also consider internal and external factors such as genetics, temperament, family dynamics, and cultural influences in shaping individuals' emotional landscapes. This paper aims to comprehensively understand how emotions shape human existence and the strategies used to navigate the complex tapestry of emotional experiences. The exploration aims to gain insights into emotions' profound impact and regulation on life.
The Complex World of Emotions and the Development of Emotion Regulation
Emotions are a fundamental aspect of human experience, and researchers have classified them in various ways. According to developmental psychologists from the University of Minnesota (Santrock, 2015), typically, emotions are categorized as either positive or negative, but they can also be described as pleasant or unpleasant. Positive emotions encompass feelings like enthusiasm, joy, and love, while negative emotions include anxiety, anger, guilt, and sadness (Santrock, 2015). Emotions such as happiness, interest, surprise, fear, anger, love, sadness, and disgust are considered universal across human cultures, as revealed by researcher Laura E. Berk (2013).
Moreover, psychologists in developmental psychology Gross and Thompson (2007), who have significantly contributed to the emotion regulation topic, indicated that when emotions are not properly categorized, regulated, or managed, they can significantly impact daily life. Emotion regulation refers to the strategies individuals use to cope with and control their emotions, adjusting their intensity and duration to achieve their goals (Gross & Thompson, 2007). These strategies may involve initiating new emotional responses or modifying ongoing ones (Ochsner & Gross, 2005). Emotion regulation can be both automatic and controlled, conscious and unconscious, reflecting the complex nature of emotions (Gross, 1998). In addition, according to a study by developmental psychologists Cole, Martin, and Dennis (2004), the acquisition of emotion regulation skills is a crucial developmental milestone. These skills are pivotal in an individual's life; proficiency in emotional regulation varies across developmental periods, with young children often relying on adult support during preschool (Cole et al., 2004). Professor of Developmental Psychopathology LeBlanc (2017), among other professionals, mentioned that individuals begin to determine and apply their emotion regulation strategies as cognitive skills and problem-solving abilities develop during adolescence.
Emotion regulation skills gradually develop from infancy, where babies initially possess limited abilities to regulate their emotional states (Santrock, 2015). As cognitive development progresses, infants become more active in managing their emotions, using purposeful strategies to interact with the world, as mentioned by clinical psychologist Claire B. Kopp (1982). The quality of the mother-child relationship during infancy significantly influences emotion regulation. This attachment shapes emotional regulation during preschool, impacting how children adapt to their environment (Cole et al., 2004). After age two, children often express their emotions alongside their developing language skills and actively monitor their emotional states (Berk, 2013).
Moreover, according to researchers Campos (1989), among other researchers, the social environment also plays a vital role in shaping emotion regulation during preschool. Children learn by observing those around them. Witnessing successful emotion regulation in their social environment teaches children that managing emotions is possible (Campos et al., 1989). Conversely, it was found that children who witness uncontrolled emotions in their environment may struggle with emotional control by Reider and Cicchetti (1989). Also, emotional management deficits can lead to relationships and school adaptation difficulties during this period. Consequently, the preschool years are considered a critical period for acquiring emotion adjustment skills.
Emotion Regulation and Parental Influence: Shaping Childhood Emotional Development
As mentioned before, the primary goal of emotion regulation is not to eliminate so-called 'negative' emotions but to modulate emotions effectively to generate adaptive responses to the environment, supported by cognitive psychologist Aldao in their study in 2013. Additionally, according to researchers Fox and Calkins (2003), emotion regulation aims to establish an optimal level of emotional dynamics that can facilitate appropriate reactions to the ever-evolving demands of one's surroundings; internal and external factors are crucial in developing emotion regulation skills.
Parents significantly influence the development of emotion regulation skills, as they impact internal factors such as temperament and genetic predisposition and external factors like attachment and parental attitudes and behaviours (Fox & Calkins, 2003). Furthermore, children's ability to regulate their emotions may vary depending on their temperament (Calkins & Fox, 2002). For instance, changes in temperament can trigger different emotions that may necessitate regulation. Numerous studies have found that children with highly labile or agitated emotions are at greater risk of exhibiting externalizing behaviours (Fox & Calkins, 2002). In contrast, those with excessively repressed emotions may be more prone to internalizing behaviours, as developmental psychologists Stifter-Dollar and Cipriano (2010) revealed. A professor from the University of Oregon, Rothbart (2004), supported this idea; temperament, as a core element of individual differences, uniquely reflects the capacity to sustain attention, with many emotional regulation skills thought to be temperament-based.
Excessive negative emotions can increase a child's likelihood of experiencing difficulties in interpersonal interactions, often leading to more intense reactions. Fox and Calkins (2003) discovered that highly reactive children may require more assistance from caregivers to regulate their emotions than their less reactive peers. Moreover, the development of emotional regulation in infants and young children is significantly influenced by caregivers. Parents' responses to their children's emotional expressions and the quality of their relationships profoundly affect early childhood emotion regulation, as researchers Brownell and Kopp (2007) indicated. Studies show that when parents respond to children's emotional needs in a supportive and moderate manner, children can cope more effectively with adverse situations (Brownell & Kopp, 2007). Conversely, punitive and condescending parental attitudes can detrimentally impact children's emotion regulation skills. Therefore, carefully selecting parental attitudes is crucial (Gross, 2007).
Research on emotion regulation in early childhood extends to various domestic and international contexts. Studies have explored emotion regulation skills in the context of childhood cancer (Firoozi et al., 2013), children with acute lymphoblastic leukaemia (Firoozi et al., 2011), children at risk (Thompson & Calkins, 1996), and gender differences (Goldstein, 2015). Domestically, research has examined the influence of children's social behaviours (Arı & Yaban, 2016), mother's emotional socialization (Sille, 2016), parental attitudes (Yaman, 2018), aggression levels (Ersan, 2017), childhood traumas (Demirkapı, 2013), peer relationships (Kayhan-Aktürk, 2015), mothers' emotional socialization behaviours (Seçer, 2016), parents' emotional literacy levels (Bozkurt-Yükçü, 2017), and the effectiveness of training programs on emotion regulation skills (Uğur-Ulusoy & Gözün Kahraman, 2019). As a result of these studies, developing emotion regulation skills during preschool holds critical significance, as inadequacies can lead to difficulties in social and school relationships.
Emotion Regulation: Transforming Daily Life for Improved Well-being and Relationships
Emotion regulation plays a significant role in individuals' daily lives, impacting their well-being, relationships, and overall quality of life. Here are some real-life examples of how emotion regulation can affect individuals:
Workplace Performance: A professional who consistently practices emotion regulation techniques will likely experience several positive outcomes in a workplace scenario. When confronted with challenging projects or demanding clients, this individual is expected to exhibit greater composure and emotional stability. As a result, they may be more capable of maintaining clarity of thought and making well-informed and effective decisions in high-pressure situations. Moreover, their adeptness at managing frustration and stress is expected to contribute significantly to their overall productivity and job satisfaction.
Parenting: In the context of parenting, it is reasonable to hypothesize that a parent who consistently practices emotion regulation techniques is more likely to manage their child's tantrums or emotional outbursts effectively. Rather than reacting impulsively or emotionally, such a parent is expected to exhibit greater patience and empathy. This ability to maintain emotional composure and understanding will likely create a more supportive and nurturing environment for their child during distress. Consequently, it is plausible that this nurturing approach will contribute to developing healthier and more positive parent-child relationships.
Conflict Resolution: In a romantic relationship, conflicts are less likely to escalate when one partner consistently employs emotion regulation skills during disagreements. Instead, they are expected to listen actively, constructively express their emotions and concerns, and seek mutually acceptable compromises. These behaviours facilitate better communication and cultivate a more harmonious and fulfilling partnership between the individuals involved.
Mental Health: One can reasonably posit that individuals grappling with anxiety or depression can experience significant benefits from emotion regulation. By actively recognizing and effectively regulating their negative emotions, they may be better equipped to prevent these emotions from becoming overwhelming or unmanageable. For instance, they might engage in mindfulness techniques to help anchor themselves and regain control during moments of heightened anxiety. Applying emotion regulation strategies will likely enhance their emotional well-being and provide them with more effective coping mechanisms in dealing with their mental health challenges.
Physical Health: It is proper to suggest that emotion regulation can directly influence physical health. When individuals employ effective stress management techniques as part of their emotion regulation, they may encounter positive physiological effects. This could manifest as lower blood pressure, enhanced immune system functioning, and an overall improvement in their physical well-being. For instance, someone might utilize relaxation exercises to mitigate the physical consequences of stress, and this proactive approach to emotion regulation may contribute to better health outcomes. Further research and empirical studies could provide valuable insights into the extent and nature of this relationship between emotion regulation and physical health.
Social Interactions: Within social contexts, there is a strong likelihood that individuals who demonstrate effective emotion regulation are generally perceived as more likeable and approachable. Such individuals are prone to displaying empathetic behaviour, actively listening to others, and exhibiting positive body language. These qualities are expected to contribute to the establishment of stronger social connections and facilitate their ability to navigate diverse social environments easily. Thus, it is plausible that proficient emotion regulation plays a significant role in enhancing one's social appeal and adaptability, and this hypothesis invites further examination of these dynamics.
Goal Achievement: It can be hypothesized that emotion regulation plays a critical role in achieving long-term goals. Consider someone working towards a fitness objective; their ability to regulate emotions like impatience and frustration can significantly impact their success. When individuals effectively manage these emotions, maintaining high levels of motivation and self-control, they are more likely to reach their desired fitness level. This suggests that emotional regulation is a pivotal factor in sustaining the persistence and dedication needed for attaining long-term objectives, warranting further research into this relationship.
Self-Reflection and Growth: It is plausible to assume that individuals who actively engage in emotion regulation also tend to incorporate regular self-reflection into their lives. These individuals are likely to be able to acknowledge and process a wide range of emotions, including positive and negative ones, seeing them as opportunities for personal growth and development. For instance, individuals might employ self-compassion and emotional awareness to address past traumas, improving their mental well-being. This hypothesis suggests that emotion regulation and self-reflection are interconnected processes that may mutually reinforce each other, fostering personal growth and emotional well-being. Further research could investigate this potential relationship in greater depth.
In all these real-life scenarios, emotion regulation skills empower individuals to respond effectively to their emotional experiences, leading to improved mental and emotional health, stronger relationships, and tremendous success in various aspects of life.
Conclusion
In a world where emotions are likened to the diverse colours on a canvas, the understanding and regulation of these intricate threads become prominent (Shahbaa et al., 2014). As explored in this essay, emotions are not merely fleeting feelings but are regarded as fundamental aspects of the human experience (Shahbaa et al., 2014). From the classifications of emotions as positive and harmful to the recognition of specific emotional states as universal, the complexity and universality of human emotions have been revealed (Santrock, 2015). However, more than merely recognition of emotions is needed; the key lies in regulating them (Santrock, 2015).
Emotion regulation, as has been seen, is not about suppressing so-called 'negative' emotions but is instead concerned with how emotional responses are effectively modulated (Berk, 2013). It is a skill that develops over a lifetime, commencing in infancy and is significantly influenced by parental attitudes and environmental factors (Cole et al., 2004). The quality of early relationships, the influence of temperament, and the lessons drawn from the social environment all play pivotal roles in shaping the ability to navigate the intricate tapestry of emotions (Cole et al., 2004). While the multifaceted world of emotions and their regulation has been explored in this essay, it is essential to recognize that the process of understanding and mastering emotions is ongoing. It is a journey in which every aspect of our lives is touched, from personal relationships to performance at school and work. In conclusion, emotions are not merely colours on a canvas but the brushstrokes that create vibrant paintings. They must be embraced, understood, and regulated, not as adversaries but as essential companions on our life's path.
Bibliographical References
Ahmed, S. (2015). Duyguların Kültürel Politikası, çev. Sultan Komut. Sel Yayıncılık.
Aldao, A. (2013). The future of emotion regulation research: Capturing context. Perspectives on Psychological Science, 8(2), 155–172.
Arı, M., & Yaban, E. H. (2016). Okulöncesi Dönemdeki Çocukların Sosyal Davranışları: Mizaç ve Duygu Düzenlemenin Rolü Social Behavior in Preschool Children: The Role of Temperament and Emotion Regulation.
Berk, L. E. (2013). Infants and children: Prenatal through middle childhood. SAGE Publications.
Bozkurt Yükçü, Ş. (2017). Bağımsız Anaokullarına Devam Eden Çocukların Duygu Düzenleme ve Sosyal Problem Çözme Becerileri ile Ebeveynlerinin Duygusal Okuryazarlık Düzeyleri Arasındaki İlişkinin İncelenmesi (Yayımlanmamış yüksek lisans tezi). Hacettepe Üniversitesi/Sağlık Bilimleri Enstitüsü.
Brownell, C. A. & Kopp, C. B. (2007). Transitions in toddler socioemotional development. Socioemotional development in the toddler years: Transitions and transformations, 1–40.
Calkins, S. D., & Fox, N. A. (2002). Self-regulatory processes in early personality development: A multilevel approach to the study of childhood social withdrawal and aggression. Development and Psychopathology, 14(3), 477–498.
Campos, J. J., Campos, R. G., & Barrett, K. C. (1989). Emergent themes in the study of emotional development and emotion regulation. Developmental psychology, 25(3), 394.
Cole, P. M., Martin, S. E., & Dennis, T. A. (2004). Emotion regulation as a scientific construct: Methodological challenges and directions for child development research. Child development, 75(2), 317-333.
Demirkapı, E. Ş. (2014). Çocukluk çağı travmalarının duygu düzenleme ve kimlik gelişimine etkisi ve bunların psikopatolojiler ile ilişkisi (Master's thesis, Adnan Menderes Üniversitesi).
Ersan, C. (2017). Okul öncesi dönem çocuklarının saldırganlık düzeylerinin duygu ifade etme ve duygu düzenleme açısından incelenmesi.
Firoozi, M., Besharat, M. A., & Boogar, E. R. (2013). Emotional regulation and adjustment to childhood cancer: role of the biological, psychological and social regulators on pediatric oncology adjustment. Iranian Journal of Cancer Prevention, 6(2), 65.
Firoozi, M., Besharat, M. A., & Tehrani, S. P. (2011). Cognitive emotion regulation in children with acute lymphoblastic leukaemia. Iranian Journal of Cancer Prevention, 4(4), 183.
Fox, N. A., & Calkins, S. D. (2003). The development of self-control of emotion: Intrinsic and extrinsic influences. Motivation and emotion, 7–26, 27.
Goldstein, S. (2015). Gender Differences in Children's Emotion Regulation from Preschool to School Age (Doctoral dissertation).
Gross, J. J. (Ed.). (2007). Handbook of emotion regulation. Guilford.
Gross, J. J., & Thompson, R. A. (2007). Emotion regulation: Conceptual foundations. İçinde JJ Gross (Ed.), Handbook of emotion regulation (s. 3-27).
Gross, J. J. (1998). The emerging field of emotion regulation: An integrative review. Review of General Psychology, 2(3), 271–299.
Kayhan Aktürk, Ş. (2015). Okul öncesi dönem çocuklarında duygu düzenleme becerileri ile akran ilişkilerinin incelenmesi (Unpublished Master’s thesis). İstanbul University, İstanbul.
Kopp, C. B. (1982). Antecedents of self-regulation: a developmental perspective. Developmental psychology, 18(2), 199.
LeBlanc, S., Essau, C. A., & Ollendick, T. H. (2017). Emotion regulation: An introduction. Emotion regulation and psychopathology in children and adolescents, 3-17.
Ochsner, K. N., & Gross, J. J. (2005). The cognitive control of emotion. Trends in cognitive sciences, 9(5), 242-249.
Rieder, C., & Cicchetti, D. (1989). Organizational perspective on cognitive control functioning and cognitive-affective balance in maltreated children. Developmental psychology, 25(3), 382.
Rothbart, M. K. (2004). Temperament and the pursuit of an integrated developmental psychology. Merrill-Palmer Quarterly, 492-505.
San Bayhan, P., & Artan, İ. (2004). Çocuk gelişimi ve eğitimi. Morpa Kültür Yayınları.
Santrock, J. W. (2015). Essentials of Life-span Development. McGraw-Hill Education.
Seçer, Z. (2017). Sosyal olarak yetkin okul öncesi çocukların duygu düzenlemeleri ile annelerinin duygu sosyalleştirme davranışları arasındaki ilişkiler. Kastamonu Eğitim Dergisi, 25(4), 1435-1452.
Shahba, S., Alvani, S., Zahedi, S., & Memarzadeh, G. (2014). An investigation on the effect of cognitive emotion regulation strategies on job satisfaction. Management Science Letters, 4(6), 1315-1324.
Sille, A. (2016). Annenin duygusal sosyalizasyonu ile 48-72 aylık çocukların duygu düzenleme becerisi arasındaki ilişki (Master's thesis, Maltepe Üniversitesi, Sosyal Bilimler Enstitüsü).
Stifter, C. A., Dollar, J. M., & Cipriano, E. A. (2011). Temperament and emotion regulation: the role of autonomic nervous system reactivity. Developmental psychobiology, 53(3), 266-279.
Thompson, R. A., & Calkins, S. D. (1996). The double-edged sword: Emotional regulation for children at risk. Development and Psychopathology, 8(1), 163–182.
Yaman, B. (2018). Ebeveyn tutumlarının çocukların mizaç özellikleri ve duygu düzenleme becerileri üzerindeki rolü (Master's thesis, Işık Üniversitesi).
Visual Sources
Comments