Emotional Self-Regulation (ESR)
Presented by: APS Healthcare
Southwestern PA Health Care Quality Unit
(APS HCQU)
August 2012 bjl
Disclaimer
Information or education provided by the HCQU is not intended to
replace medical advice from the consumer’s personal care physician,
existing facility policy or federal, state and local regulations/codes
within the agency jurisdiction. The information provided is not all
inclusive of the topic presented.
Certificates for training hours will only be awarded to those who attend a training in its entirety.
Attendees are responsible for submitting paperwork to their respective agencies.
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Objectives
• Recall the importance of locus of control in controlling feelings
• Recognize strategies for regulating one’s feelings
• Describe how strategies to control feelings can be helpful for
individuals with ID/DD
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Defining Emotions and Feelings
EMOTIONS
• “A complex pattern of changes, including physiological arousal,
feelings, cognitive processes, and behavioral reactions, made in
response to a situation perceived to be personally significant.” American Psychological Association
• Body’s response to threats and opportunities
• Internal response to experiences
FEELINGS
• The mind's way of interpreting emotions
• "The conscious, subjective experience of emotion." - Tsuchiya and Adolphs
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Usefulness of Learning to Control Feelings
• People can experience same event and have different responses
• Feelings are easier to control than emotions
• Control over feelings can contribute to sense of power
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Exercise
Locus of Control Questionnaire
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Locus of Control
• Measure of one’s perception of events
• Ranges from Internal to External
• Internal: one is better able to manage feelings
• External: one is less able to manage feelings
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Locus of Control (continued)
 Provides insight into regulation of emotions/feelings
 External LOC correlated with depression
 Internal LOC correlated with better coping skills
 Can be changed
 Takes effort
 Desire to change
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Changing Locus of Control
• Changing Locus of Control
• Encourage awareness of choices
• Change takes practice
• Think of situation
• Come up with choices for that situation
• Settle on options that make sense
• Can increase internal locus of control
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Controlling Feelings: Strategies
• Five ‘Groups’ of strategies
1. Situation Selection
2. Situation Modification
3. Attentional Deployment
4. Cognitive Change
5. Response Modulation
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Situation Selection
• Approaching or avoiding events
• Knowledge/inventory of ‘triggers’
• Avoid negative triggers
• Engage with positive triggers
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Situation Modification
• Changing an activity to alter emotional impact
• Changing parts of the environment to alter emotional impact
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Attentional Deployment
• Distraction
• Shift focus away from event/situation
• Physical withdrawal of attention
• Internal shift in attention
• External shift in attention
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Cognitive Change
• Thinking about situation in a different way
• Giving an event different meaning
• A means of re-evaluating events
• May require assistance for some individuals
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Response Modulation
• Altering or suppressing behaviors associated with emotions
• Consideration of how behaviors may impact self/others
• Not denial of emotion
• Suppression of emotional expression
• Can be quite difficult to do
• Impulse control issues
• Cognitive processing issues
• Mental health symptoms
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Response Modulation Activities
• Deep breathing exercises
• Breathe in through nose, out through mouth
• Progressive muscle relaxation
• Allowing muscles to go from tense to relaxed
• Start at head/shoulders and progress to feet
• ‘The melting ice cube’ approach
• Movement and/or exercise
• Releases energy and endorphins
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Benefits of Regulating Feelings
• Increased sense of self-control
• Increased self-reliance
• Better sense of self-confidence
• Greater satisfaction with life events
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Summary
• Emotions and feelings are a system to understand the
environment
• Emotions = reactions to sensory input
• Feelings = interpretations of reactions to sensory input
• Strategies to control feelings provide ways to regulate this
system
• Can lead to feeling in control
• More satisfaction with life events
• Strategies can be learned and practiced by anyone
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References
• Chapin, B. (2010). Self-regulation strategies for school-age children. Retrieved
on July 11, 2012 from
http://www.slideshare.net/search/slideshow?searchfrom= header&q=Selfregulation+strategies+for+school-age+children
• Gerrig, R. J., & Zimbardo, P. G. (2002). Psychology and life. (16 ed.). Boston, MA:
Allyn and Bacon.
• Gross, J. J. (2008). Emotion regulation. In M. Lewis, J. Haviland-Jones & L.
Feldman Barrett (Eds.), Handbook Of Emotions (pp. 497-512). Retrieved from
http://brainimaging.waisman.wisc.edu/~perlman/0903EmoPaper/EmoRegChapterGross_08.pdf
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References
• Hall, E. A. University of California, Semel Institute of Neuroscience and Human
Behavior. (2001). Feelings about drug use: Drug related locus of control.
Retrieved on July 5, 2012 from
http://www.uclaisap.org/CJS/assets/docs/DRLOC _scale_instrumentation.pdf
• Lanzen, M. (2005, March 24). Feeling our emotions. Scientific American,
2005(April), Retrieved on July 10, 2012 from
https://www.scientificamerican.com/article.cfm?id=feeling-our-emotions
• Parrott, W. (2001), Emotions in Social Psychology, Psychology Press,
Philadelphia.
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References
• Shirley, J. (2011, June 3). Feeling vs. emotion: What's the difference?. Retrieved
from http://joeshirley.com/feeling-vs-emotion-whats-the-difference/
• Torre, J. (2011, April 8). Emotional control: Strategies we use for regulating our
emotions . Retrieved from
http://www.psychologyinaction.org/2011/04/08/emotional-control-strategieswe-use-for-regulating-our-emotions/
• Tsuchiya, N., & Adolphs, R. (2007). Emotion and consciousness . Trends in
Cognitive Science, 565, 1-10.
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or
for more information on this or any other physical or behavioral
health topic, please visit our website at
www.hcqu.apshealthcare.com
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Evaluation
Please take a few moments to complete the evaluation form found
in the back of your packets.
Thank You!
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Test Review
There will be a test review after all tests have been completed and
turned in to the Instructor.
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