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CONTENTS
About
the
Editors
xi
Contributors
xiii
Introduction: Cross-Disciplinary Approaches
to
Emotion Regulation
3
Jeffry
A.
Simpson,
Jan N.
Hughes,
and
Douglas
K.
Snyder
I.
Emotion Regulation:
Theoretical
Perspectives
11
Chapter
1.
Emotion Regulation
in
Everyday
Life
13
James
J.
Gross, Jane
M.
Richards,
and
Oliver
P.
John
Chapter
2.
Emotional Intelligence
and the
Self-Regulation
of
Affect
37
Dais;y
Grewal, Marc
Brackett,
and
Peter
Salovey
Chapter
3.
Adult Attachment Theory
and
Affective
Reactivity
and
Regulation
57
Paula
R.
Pietromonaco,
Lisa
Feldman
Barrett,
and
Sally
I.
Powers
II.
Linking Emotion Regulation
to
Dysfunction
and
Weil-Being
Across
the
Life
Span
75
Chapter
4.
Attachment
Bases
of
Emotion Regulation
and
Posttraumatic
Adjustment
77
Mario
MilcuJincer,
Phillip
R.
Shaver,
and
Neta
Horesh
Chapter
5.
Happy Victimization: Emotion Dysregulation
in the
Context
of
Instrumental, Proactive
Aggression
101
William
F.
Arsenio
Chapter
6.
Parenting
and
Children's Adjustment:
The
Role
of
Children's Emotion Regulation
123
Garbs
Valiente
and
Nancy
Eisenberg
Chapter
7.
Family
and
Peer Relationships:
The
Role
of
Emotion Regulatory Processes
143
Ross
D.
Parke, David]. McDowell, Mina Cladis,
and
Melinda
S.
Leidy
Chapter
8.
Marital Discord
and
Children's Emotional
Self-Regulation
163
E.
Mark Cummings
and
Peggy
S.
Keller
Chapter
9.
Individual
Differences
in
Emotion Regulation
and
Their Relation
to
Risk Taking During
Adolescence
183
M.
Lynne Cooper,
Mindy
E.
Flanagan,
Amelia
E.
Talley,
and
Lada Micheas
III.
Clinical
Interventions
in
Emotion
Regulation
Processes
. . . 205
Chapter
10.
Emotion Regulation Processes
in
Disease-
Related Pain:
A
Couples-Based Perspective
. . . 207
Francis].
Keefe,
Laura
S.
Porter,
and
Jeffrey
Labban
Chapter
11.
Promoting Emotional Expression
and
Emotion
Regulation
in
Couples
231
Rhonda
N.
Goldman
and
Leslie
S.
Greenberg
Chapter
12.
Intervening
With
Couples
and
Families
to
Treat
Emotion Dysregulation
and
Psychopathology
249
Alan
E.
Fruzzetti
and
Katherine
M.
Iverson
Chapter
13. Who
Took
My Hot
Sauce? Regulating
Emotion
in the
Context
of
Family Routines
and
Rituals
269
Barbara
H.
Fiese
CONTENTS
IV.
Integration
291
Chapter
14.
Family Emotion Regulation Processes:
Implications
for
Research
and
Intervention
. . . 293
Douglas
K.
Snyder,
Jan N.
Hughes,
and
]effry
A.
Simpson
Author Index
307
Subject
Index
319
CONTENTS
ix
ABOUT
THE
EDITORS
Douglas
K.
Snyder,
PhD,
is a
professor
and the
director
of
clinical psychol-
ogy
training
at
Texas
A&M
University.
He
received
the
American Psycho-
logical
Association's
2005
award
for
Distinguished
Contributions
to
Family
Psychology
for
his
work
on
empirical approaches
to
assessment
and
interven-
tions with distressed couples.
He is the
author
of the
widely used Marital
Satis/action Inventory
and is
coeditor
of
Treating
Difficult
Couples.
He
received
the
American Association
for
Marriage
and
Family Therapy's 1992 Outstand-
ing
Research Award
for his
4-year follow-up study comparing behavioral
and
insight-oriented
approaches
to
couple
therapy, funded
by the
National
Insti-
tute
of
Mental
Health.
Dr.
Snyder
is a
fellow
of the
American Psychological
Association
and has
served
as
associate editor
for the
journal
of
Consulting
and
Clinical
Psychology
and the
Journal
of
Family
Psychology.
Jeffry
A.
Simpson,
PhD,
is a
professor
of
psychology
at the
University
of
Minnesota,
Twin
Cities
Campus.
His
primary
research
interests
center
on
adult attachment processes, models
of
human mating, idealization processes
in
relationships,
the
management
of
empathic accuracy
in
relationships,
and
social influence strategies.
He is a
fellow
of the
American Psychological
Association
and the
American Psychological
Society.
From 1998
to
2001,
he
served
as
editor
of the
journal Personal
Relationships
and
currently serves
as
an
associate editor
for the
Journal
of
Personality
and
Social
Psychology:
Interpersonal
Relations
and
Group Processes.
In
addition,
he has
served
on
grant
panels
at the
National
Science
Foundation
and the
National Insti-
tute
of
Mental
Health.
His
various programs
of
research
on
close relation-
ships
have been
funded
by
grants
from
the
National
Science
Foundation,
the
National Institute
of
Mental Health,
and the
Marsden Foundation
in New
Zealand.
Jan
N.
Hughes,
PhD,
is a
professor
of
educational
psychology
at
Texas
A&M
University.
She is a
distinguished research
fellow
in the
College
of
Educa-
tion
and
Human Development,
and her
primary
research interests center
on
the
development
and
treatment
of
childhood
aggression,
teacher-student
relationships
as
developmental resources,
the
development
of
social
and
emotional
competencies,
and
peer relationships.
The
National Institute
of
Child
Health
and
Human Development,
the
National Institute
on
Drug
Abuse,
and the
U.S. Department
of
Education have
funded
her
research.
She
serves
on the
editorial boards
of the
Journal
of
Clinical Child
and
Adoles'
cent
Psychology
and the
Journal
of
School
Psychology.
A
fellow
of the
American
Psychological
Association,
she has
served
in
numerous leadership roles
in-
eluding president
of the
division
of
School
Psychology.
xii
ABOUT
THE
EDITORS
CONTRIBUTORS
William
F.
Arsenic,
PhD, Ferkauf Graduate School
of
Psychology,
Yeshiva University,
New
York
Lisa Feldman Barrett, PhD, Department
of
Psychology, Boston College,
Boston,
MA
Marc
Brackett,
PhD, Department
of
Psychology,
Yale
University,
New
Haven,
CT
Mina
Cladis,
PhD, Department
of
Psychology, Vassar
College,
Poughkeepsie,
NY
M.
Lynne
Cooper,
PhD, Department
of
Psychological Sciences,
University
of
Missouri, Columbia
E.
Mark Cummings, PhD, Department
of
Psychology, University
of
Notre
Dame,
IN
Nancy Eisenberg, PhD, Department
of
Psychology,
Arizona State
University,
Tempe
Barbara
H.
Fiese, PhD, Department
of
Psychology, Syracuse University,
Syracuse,
NY
Mindy
E.
Flanagan, PhD, Roudebush Veterans Administration Medical
Center, Indianapolis,
IN
Alan
E.
Fruzzetti,
PhD, Department
of
Psychology, University
of
Nevada,
Reno
Rhonda
N.
Goldman, PhD, School
of
Professional
Psychology, Argosy
University,
Schaumburg,
IL; The
Family Institute
at
Northwestern
University,
Chicago,
IL
Leslie
S.
Greenberg, PhD, Department
of
Psychology, York University,
Toronto, Ontario, Canada
Daisy
Grewal,
MS,
Department
of
Psychology, Yale University,
New
Haven,
CT
James
J.
Gross,
PhD, Department
of
Psychology, Stanford University,
Stanford,
CA
xm
Neta
Horesh,
PhD, Department
of
Psychology, Bar-Han University,
Ramat-Gan, Israel
Jan
N.
Hughes,
PhD, Department
of
Educational Psychology, Texas
A&M
University, College Station
Katherine
M.
Iverson,
MA,
Department
of
Psychology, University
of
Nevada, Reno
Oliver
P.
John,
PhD, Department
of
Psychology, University
of
California,
Berkeley
Francis
J.
Keefe, PhD, Department
of
Psychiatry
and
Behavioral Sciences
and
Psychology:
Social
and
Health
Sciences, Duke University
Medical
Center
and
Duke University, Durham,
NC
Peggy
S.
Keller,
MA,
Department
of
Psychology, University
of
Notre
Dame, Notre Dame,
IN
Jeffrey
Labban,
BA,
Department
of
Psychiatry
and
Behavioral Sciences,
Duke
University Medical Center, Durham,
NC
Melinda
S.
Leidy,
MA,
Department
of
Psychology, University
of
California, Riverside
David
J.
McDowell,
PhD, Department
of
Clinical
and
Social Psychology,
University
of
Rochester, Rochester,
NY
Lada
Micheas,
MS,
Department
of
Psychological Sciences, University
of
Missouri,
Columbia
Mario Mikulincer, PhD, Department
of
Psychology,
Bar-Han
University,
Ramat-Gan, Israel
Ross
D.
Parke,
PhD, Department
of
Psychology, University
of
California,
Riverside
Paula
R.
Pietromonaco,
PhD, Department
of
Psychology, University
of
Massachusetts, Amherst
Laura
S.
Porter,
PhD, Department
of
Psychiatry
and
Behavioral Sciences,
Duke University Medical Center, Durham,
NC
Sally
I.
Powers,
EdD, Department
of
Psychology, University
of
Massachusetts, Amherst
Jane
M.
Richards,
PhD, Department
of
Psychology, University
of
Texas,
Austin
Peter
Salovey,
PhD, Department
of
Psychology, Yale University,
New
Haven,
CT
Phillip
R.
Shaver,
PhD, Department
of
Psychology, University
of
California,
Davis
Jeffry
A.
Simpson, PhD, Department
of
Psychology, University
of
Minnesota, Minneapolis
Douglas
K.
Snyder, PhD, Department
of
Psychology, Texas
A&M
University,
College
Station
Amelia
E.
Talley,
MA,
Department
of
Psychological Sciences, University
of
Missouri, Columbia
Carlos
Valiente,
PhD, Department
of
Family
and
Human Development,
Arizona
State
University, Tempe
CONTRIBUTORS
Emotion
Regulation
in
Couples
and
Families
INTRODUCTION:
CROSS-DISCIPLINARY
APPROACHES
TO
EMOTION REGULATION
JEFFRY
A.
SIMPSON,
JAN N.
HUGHES,
AND
DOUGLAS
K.
SNYDER
In
recent years, there
has
been growing interest
in
emotion regulation
processes
within
different
areas
of
psychology.
This
interest
has
been sparked
both
by the
development
of new
theoretical models
of
emotion regulation
processes
and by the
growing realization
that
poor
or
inappropriate regula-
tion
of
emotions
often
constitutes
a
core
component
of
common
individual
and
interpersonal problems. Indeed,
the
ability
to
effectively
control
and
manage emotions during social interactions—especially interpersonally caus-
tic
negative emotions—may assume
a
pivotal role
in
keeping individuals
and
their significant relationships happy
and
functioning well.
New
theoretical
approaches
to
understanding
emotion
regulation (e.g.,
chaps.
2 and 3,
this
volume)
and new
process models outlining exactly
how
emotions might
be
regulated
(e.g., chap.
1,
this volume) have begun
to
illuminate when, how,
and why
people succeed
or
fail
to
regulate certain emotions
in
social con-
texts.
This
theoretical work
is
also beginning
to
identify
some
of the
impor-
tant
processes,
both
intrapersonal
and
interpersonal,
that
may be
associated
with
successful
versus unsuccessful emotion regulation.
For
example, more
emotionally intelligent individuals,
who are
particularly skilled
at
control-
ling
and
managing negative emotions, tend
to be
better adjusted
on
many
different
dimensions
than
those
who are
less emotionally intelligent.
In ad-
dition,
more emotionally intelligent, well-regulated people
are
often more
likely
to be
involved
in
happier
and
better-functioning relationships, includ-
ing
romantic
and
family-based
ones.
3
From
an
applied standpoint,
a
deeper understanding
of how
emotion
regulation processes operate
in
both
community
and
clinical populations could
eventually
help practitioners
to
more
effectively
treat
a
wide range
of
inter-
personal problems
and
disorders, many
of
which
may
originate,
at
least
in
part,
from
poor
or
deficient emotion regulation.
As
several chapters
in
this
volume highlight, delineating
how
various emotion regulation processes
and
psychological
mechanisms
vary across community
and
clinical
populations
may
shed important light
on
some
of the
conditions
that
initiate, sustain,
or
potentially ameliorate several comorbid interpersonal disorders.
When
we
convened
the
Texas
A&M
University Conference
on
Emo-
tion Regulation
in
Couples
and
Families
in
February 2004,
on
which this
volume
is
based,
our
overarching goal
was to
bring together some
of the top
international scholars
who
were conducting important, cutting-edge research
on
emotion regulation
in
different
fields
of
psychology.
We
anticipated
that
these
individuals would
(a)
openly propose
and
discuss
how the
construct
of
emotion
regulation should
be
optimally conceptualized, defined,
and
mea-
sured;
(b)
share
and
critique
the
major
theories, ideas,
and
knowledge
on im-
portant emotion regulation processes
and
outcomes
in
their respective
fields;
and (c)
begin
to
develop some cross-disciplinary theories, models, hypotheses,
or new
ways
of
thinking about emotion regulation that would
facilitate
cross-
disciplinary work among
different
fields
in
psychology
(e.g.,
clinical, develop-
mental, educational,
family
studies, social-personality,
and
quantitative-
methodological). This book
is the
legacy
of
that
successful
conference.
The
inability
to
regulate
emotions
can
increase
an
individual's risk
for
problems
in
many social, interpersonal, academic, work-related,
and
health
domains.
This
book covers
a
wide range
of
important theoretical, concep-
tual,
and
methodological
issues
that
are
critical
to
understanding
both
nor-
mal and
adaptive emotion regulation processes
as
well
as
more dysfunctional
ones.
In
particular,
the
chapters
in the
book present empirical
findings
rel-
evant
to
emotion regulation processes
both
within
and
between individuals
involved
in
different
types
of
relationships across
the
life
span.
The
chapters
also
contain
myriad insights
and
implications
for
clinical intervention, pub-
lic
policy,
and
directions
for
future
research. Because
the
chapter contribu-
tors hail
from
different
academic disciplines
and
have diverse theoretical
perspectives regarding
the
role
that
emotion
regulation processes might play
in
both
healthy
and
dysfunctional outcomes,
the
book should
be
relevant
to
a
broad range
of
people
who
share
an
interest
in
emotion regulation, includ-
ing
clinical
and
counseling psychologists, developmental psychologists,
so-
cial
and
personality psychologists,
and
communication
and
family
studies
scholars,
to
name
a
few.
In
addition
to
focusing
on
recent research
findings,
the
book also
highlights
therapeutic
and
public policy issues.
Thus,
it
should
also
be
quite
useful
to
practitioners
who are
working with children, adoles-
cents, adults, couples,
and
families,
especially those
who
struggle with emo-
tion
regulation
difficulties.
4
SIMPSON,
HUGHES,
AND
SNYDER