Teaching communicate with adolescents to mothers and emotion regulation to adolescents on adolescents’ stress and depression

Year 2018, Volume: 5 Issue: 3, 23 - 32, 01.09.2018

Zahra Ashkenani Zahra Yousefi Hajar Torkan

https://doi.org/10.17220/ijpes.2018.03.003

Abstract

The purpose of this study was to determine the effectiveness of teaching communicate with adolescents to their mothers and the methods of emotion regulation to adolescents on reducing stress and depression in adolescents of Eshkanan city. This study was a quasi-experimental research. The statistical population of this study consisted of students and their mothers. Sampling was performed by available sampling method and 40 mothers and 40 girls entered in study and replaced in two experimental n = 20 and control n =20 groups. The research instruments were adolescent depression 2000 , the adolescent stress 2000 , and questionnaires. The data was analyzed by descriptive and inferential statistics. The mean and standard deviation of the descriptive statistics, statistical analysis using SPSS and repeated measures analysis of inferential statistics were used to examine the hypotheses. The results showed that teaching communicate with adolescents to mothers and teaching the methods of emotion regulation to the adolescents were effective on reducing adolescents stress and depression during the time.

Keywords

Keyword: depression, stress, emotion regulation, communication with adolescents.

References

• American Psychiatric Association. (2000). Diagnostic and statistical manual of mental disorders (4th ed., text rev.). Washington, DC.
• Barlow, D. H., Allen, L. B. and Choate, M. L. (2004).Toward a unified treatment for emotional disorders. Behavior Therapy. 35(2), 205–230.
• Benson, P. (1997). All kids are our kids: What communities can do to raise healthy children and adolescents. San Francisco: Jossey-Bass.
• Berking, M., Ebert, D., Cuijpers, P., and Hofmann, S. G. (2013). Emotion regulation skills training enhances the efficacy of inpatient cognitive behavioral therapy for major depressive disorder: a randomized controlled trial. Psychotherapy and Psychosomatics. 82(4), 234–245. doi: 10.1159/000348448
• Blum, R.W., & Rinehart, P.M. (1998). Reducing the risk: Connections that make a difference in the lives of youth. available from https://www.pediatrics.umn.edu/sites/pediatrics.umn.edu/files/reducing-the- risk.pdf
• Brooks, S. J., Krulewicz, S. P., & Kutcher, S. (2003). The Kutcher Adolescent Depression Scale: Assessment of its evaluative properties over the course of an 8-week pediatric pharmacotherapy trial. Journal of Child and Adolescent Psychopharmacology, 13 (3), 337–349. doi: 10.1089/104454603322572679
• Byrne, D.G., Davenport, S.C., & Mazanov, J. (2007). Profiles of adolescent stress: The development of the adolescent stress questionnaire (ASQ). Journal of Adolescence, 30(3), 393-416. doi:10.1016/j.adolescence.2006.04.004
• Campbell-Sills, L., & Barlow, D. H. (2006). Incorporating emotion regulation into conceptualizations and treatments of anxiety and mood disorders. In J. J. Gross (Ed.), Handbook of emotion regulation (pp. 542– 559). New York: Guilford Press.
• Compare, A., Zarbo, C., Shonin, E., Van Gordon, W., and Marconi, C. (2014). Emotional Regulation and Depression: A Potential Mediator between Heart and Mind. Cardiovascular Psychiatry and Neurology, 2014, 324-374. doi:10.1155/2014/324374
• Ehret, A.M., Kowalsky, J., Rief, W., Hiller, W., and Berking, M. (2014). Reducing symptoms of major depressive disorder through a systematic training of general emotion regulation skills: protocol of a randomized controlled trial. BMC Psychiatry. Available by http://www.biomedcentral.com/1471-244X/14/20 doi: 10.1186/1471-244X-14-20
• Fredrickson, B. L. (2001). The role of positive emotions in positive psychology: the broaden-and-build theory of positive emotions. American Psychologist. 56(3), 218–226.
• Finke, L.M., Chorpenning, J., French, B., Leese, C., & Siegel, M. (1996). Drug and alcohol use of school-age children in a rural community. Journal of School Nursing, 12(2), 22-25.
• Gaughan, E. (1995). Family assessment in psycho educational evaluations: Case studies with the Family Adaptability and Cohesion Evaluation Scales. Journal of School Psychology, 33(1), 7-28.
• Green, R.G., Harris, R.N. Jr., Forte, J.A., & Robinson, M. (1991). Evaluating the FACES III and Circumflex Model: 2,440 families. Family Process, 30(1), 55-73.
• Gross, J.J. (1998). The emerging field of emotion regulation: an integrative review. Review of General Psychology, 2(3), 271-299.
• Gross, J.J. (2001). Emotion regulation in adulthood: timing is everything. Current directions in psychological science, 10(6), 214-219. doi: 10.1111/1467-8721.00152
• Gross, J. J., & Mun˜oz, R. F. (1995). Emotion regulation and mental health. Clinical Psychology: Science and Practice, 2(2), 151–164. doi: 10.1111/j.1468-2850.1995.tb00036.x
• Hankin, B. L. (2006). Adolescent depression: description, causes, and interventions. Epilepsy & Behavior, 8(1), 102–114. doi:10.1016/j.yebeh.2005.10.012
• Hasanzadeh Pashang, S., Zare, H., & Alipor, A. (2012). The efficacy of stress inoculation training (SIT) on resilience, anxiety, depression and stress among spinal cord injury (SCI) patients. Journal of Jahrom University of Medical Sciences, 10 (3), 12-20.
• Henggeler, S.W., Burr-Harris, A.W., Borduin, C. M., & McCallum, G. (1991). Use of the Family Adaptability and Cohesion Evaluation Scales in child clinical research. Journal of Abnormal Child Psychology, 19, 32- 63.
• Hill, J.P. (1987). Research on adolescents and their families: Past and prospect. In C.E. Irwin Jr. (Ed.), Adolescent sexual behavior and health, new directions in child development (pp. 13.31). San Francisco: Jossey-Bass.
• Karofsky, P.S., Zeng, l., & Kosorok, M.R. (2001). Relationship between adolescent-parental communication and initiation of first intercourse by adolescents. Journal of Adolescent Health, 28(1), 41-45. doi:10.1016/S1054-139X(00)00156-7
• Kring, A. M., & Werner, K. H. (2004). Emotion regulation and psychopathology. In P. Philippot & R. S. Feldman (Eds.). The regulation of emotion (pp. 359–385). Mahwah, NJ: Erlbaum.
• Kovacs, M., Joormann, J., & Gotlib, I. H. (2008). Emotion (Dys) regulation and links to depressive disorders. Child Development Perspectives, 2(3), 149–155. doi: 10.1111/j.1750-8606.2008. 00057.x
• Jafari, F. , Yousefi, Z. and Manshaee, G. (2014) Mothers Characters and Adolescence Depression. Open Journal of Depression, 3, 45-51. doi: 10.4236/ojd.2014.32010.
• Loveland-Cherry, C. J., Ross, L. T., & Kaufman, S.R. (1999). Effects of home-based family intervention on adolescent alcohol use and misuse. Journal of Studies on Alcohol, 13, 94.102.
• Macklem, G. L. (2007). Practitioner's guide to emotion regulation in school-aged children. Springer Science & Business Media.
• Martin, R. C., & Dahlen, E. R. (2005). Cognitive emotion regulation in the prediction of depression, anxiety, stress, and anger. Personality and Individual Differences, 39, 1249-1260.
• Mennin, D. S. (2006). Emotion regulation therapy: an integrative approach to treatment-resistant anxiety disorders. Journal of Contemporary Psychotherapy, 36(2), 95–105.
• Noller, P. (1995). Parent-adolescent relationships. In M.A. Fitzpatrick & A.L. Vangelisti (Eds.), Explaining family interactions. Thousand Oaks, CA: Sage.
• Noorbala, A., Mohammad, K., Bagheri Yazdi, A., and Yasamy, M. (2004). Mental health survey of the adult population in Iran. The British journal of Psychiatry: the journal of mental science, 184, 70-73.
• Ochsner, K.N. and Gross, J.J. (2005). The cognitive control of emotion. Trends in Cognitive Sciences, 9(5), 242- 249. doi:10.1016/j.tics.2005.03.010
• Olson, D.H. (1994). Commentary: Curvilinearity Survives: The World Is Not Flat. Family Process, 33(4), 471- 478. doi: 10.1111/j.1545-5300.1994.00471.x
• Pfiffer, M.B. (1995). Reviving Ophelia: Saving the selves of adolescent girls. New York: Ballantine Books.
• Radkovsky, A., McArdle, J. J., Bockting, C. L. H., and Berking, M. (2014). Successful emotion regulation skills application predicts subsequent reduction of symptom severity during treatment of major depressive disorder. Journal of Consulting and Clinical Psychology, 82(2), 248-262. doi:10.1037/a0035828
• Resnick, M.D., Bearman, P.S., Blum, R.W., Bauman, K.E., Harris, K.M., Jones, J., Udry, J.R. (1997). Protecting Adolescents from harm: Findings from National Longitudinal Study on Adolescent Health. JAMA, 278(10), 823-832.
• Riesch, S.K., Tosi, C.B., Thurston, C.A., Forsyth, D, M, Kuenning, T.S., and Kestly, J. (1993). Effects of communication training on parents and young adolescents. Nursing Research. 42(1), 10-16.
• Sajjadi, H., Mohaqeqi Kamal, S. H., Rafiey, H., Vameghi, M., Setareh Forouzan, A., and Rezaei, M. (2013). A Systematic Review of the Prevalence and Risk Factors of Depression among Iranian Adolescents. Global Journal of Health Science, 5(3), 16-27. doi: 10.5539/gjhs.v5n3p16
• Snyder, C. R. and Lopez, S. J. (2002). Handbook of Positive Psychology. Oxford University Press, New York, NY, USA.
• Sumida, E. (2010). Clarifying the relationship between emotion regulation, gender and depression. A dissertation submitted in partial fulfillment of the requirements for the degree of doctor of philosophy in Utah State University
• Tannen, D. (2006). You're wearing that: Understanding mothers and daughters in conversation. Ballantine Books.