Handbook_of_Emotion_Regulation,_Second_Edition_----_(Part_I._Foundations).pdf - gross--2013--emotion-regulation--9-.pdf

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• Emotion regulation refers to shaping which emotions one has, when one has them, and how one experiences or expresses these emo- tions

• The first core feature of emotion regula- tion is the activation of a goal to modify the emotion-generative process

• his goal may be activated

• intrinsic emotion regulation

• extrin- sic emotion regulation

• engagement of the processes that are responsible for altering the emotion trajectory

• impact on emotion dynamics (Thompson, 1990), or the latency, rise time, magnitude, duration, and offset of responses in experiential, behavioral, or physiologi- cal domains.

• The process model of emotion regulation builds on the modal model, and treats each step in the emotion-generative process that is described in the modal model as a potential target for regulation

• affect regulation.

• (1) emotion regu- lation, (2) coping, and (3) mood regulation

• situation selection. This type of emotion regulation involves taking actions that make it more (or less) likely that one will end up in a situation that one expects will give rise to desirable (or undesirable) emotions

• Situation modification refers to directly modifying a situation so as to alter its emo- tional impact. When one’s parents visit at college, situation modification may take the form of hiding piles of dirty laundry or questionable artwork.

• Attentional deployment

• One of the most common forms of attentional deployment is distraction, which focuses attention on other aspects of the situ- ation or moves attention away from the situ- ation altogether

• Cognitive change refers to modifying how one appraises a situation so as to alter its emotional significance, either by chang- ing how one thinks about the situation or about one’s capacity to manage the demands it poses.

• response modulation, occurs late in the emotion-generative process, after response tendencies have already been initi- ated, and refers to directly influencing expe- riential, behavioral, or physiological com- ponents of the emotional response.

• Affectively, experimental studies have shown that suppression leads to decreased positive but not negative emotion experi- ence

• Cognitively, experimental studies have shown that suppression leads to worse mem- ory

• Socially, experimental studies have reported that suppression leads to less lik- ing from social interaction partners, and to an increase in partners’ blood pressure lev- el