Review of Cognition and emotion: From order to disorder, second edition.

Reviews the book, Cognition and emotion: From order to disorder, second edition by Mick Power and Tim Dalgleish (see record 2007-10431-000). In this book, the authors provide a detailed analysis of emotion with an explicit focus on differences and similarities between "disordered" emotion and normative emotional experience. What sets this text apart from other books on cognition and emotion is its attempt to describe the philosophical and historical underpinnings of work on emotion. Another unique feature of this text is that the authors go beyond just describing the various theories of emotion by comparing and contrasting the arguments advanced by the theories and highlighting the strengths and limitations of each theory. This book is divided into two parts: Part 1 is a review of the major theories of emotion, and Part 2 consists of reviews of research on five basic emotions, as well as illustrations of how the SPAARS framework can be used to explain normative and nonnormative variants of these emotions. Power and Dalgleish suggest that readers can choose either to read the book in its entirety or to focus on the sections that are of interest. Overall, this second edition of Cognition and Emotion is a readable and engaging book. This book is not a primer; as noted earlier, some parts of it are conceptually heavy. For this reason, the most appropriate audience for this book is advanced graduate students who already have some background in research on basic emotion or psychopathology and who are looking to enhance their knowledge base. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

A contextual behavioral approach to the role of emotion in psychotherapy supervision.

As behavior therapy expands to address problems related to private events, appropriate methods of supervision must be developed to train individuals to work with the full range of human experience, using a behavioral model. The authors suggest that therapists’ in-session emotions are an important source of information about the impact of clients’ behavior on others. Contextual behavior therapists may enhance their effectiveness in meeting clients’ needs by attending to the therapist’s own emotional responses. This paper provides a contextual behavioral rationale for including a focus on emotion in supervision, with a four-phase model for shaping early trainees’ ability to use their emotional reactions to facilitate therapy in a coherent manner. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Review of Emotion, character, and responsibility.

Reviews the book, Emotion, character, and responsibility by John Sabini and Maury Silver (see record 1999-02229-000). In this compilation of previously published essays, Sabini and Silver take on one of the more vexing issues in contemporary psychology of emotion—the relationship between emotions (which are typically experienced as unchosen) and responsibility. The book examines such human emotional experiences as sympathy, sincerity, loyalty and duty, shame, guilt, and embarrassment. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Review of Emotional first aid.

Reviews the book, Emotional first aid by Sean Haldane. When you have a friend who is experiencing emotional distress, Sean Haldane tells us in this book, you can make use of the principles of emotional first aid to unblock the emotion, allowing it a fuller, more direct expression, thereby alleviating the distress. For, according to Haldane, directly expressed emotions seldom cause trouble; it is blocked emotions that produce distress and damage. He believes that if one understands the way in which emotions are naturally expressed, one can frequently facilitate the proper expression of emotion by one's friend (or one's child), contributing in this way to the friend's (or the child's) more adaptive functioning. Haldane is a persuasive, charming writer. As I perused this book I had the impression that Haldane is a wise, compassionate, and skilful therapist. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Review of Abused women and survivor therapy.

Reviews the book, Abused women and survivor therapy by Lenore E. A. Walker (see record 1994-97960-000). Understanding the problems of abused women has come to the forefront of public attention in recent years. Corresponding to public awareness of the problem has been the developing awareness on the part of therapists of the extent to which abuse occurs among their patients. This book attempts to teach therapists how to identify, assess, and treat women who have been abused. The author proposes modifications in traditional therapy which take into account not only the impact of the form of trauma involved, but also the impact of the traditional socialization of men and women. The book is clearly organized into three sections: Part One, Types of Abuse Against Women; Part Two, Therapist Preparation and Responsibilities; and Part Three, Assessment, Crisis Intervention, and Survivor Therapy. According to the reviewer, this is an excellent book for all therapists who deal with abused women. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Review of Expressing emotion: Myths, realities, and therapeutic strategies.

Reviews the book, Expressing emotion: Myths, realities, and therapeutic strategies by Eileen Kennedy-Moore and Jeanne C. Watson (see record 1999-02735-000). This book is a timely exposition of the theory, research, and clinical techniques associated with emotion and the expression of emotion. It is a particularly relevant text for clinical psychology in the context of recent discussions of emotional intelligence and the limitations of purely behavioural or cognitive perspectives on human functioning and therapeutic change. It deals with the myths about emotional expression that have permeated the field, such as that emotion is dangerous and to be avoided in therapy, or that the cathartic ventilation of emotion drains negativity much like lancing a wound. This book provides a rich contrast to such simplistic, all or nothing positions on emotion that have so often dominated psychological thinking, especially in the literature on psychotherapy. One of the strengths of the treatment-oriented part of the book is that it is integrative. A second strength of this volume is that it is well written. This book addresses a very complex and intriguing topic in a stimulating, readable manner. It is pragmatic enough for the practicing therapist and stimulating enough for the theoretically oriented reader. It will find a treasured place in many a clinician's and teacher's library. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Integrating positive emotions into theory, research, and practice: A new challenge for psychotherapy.

This article elaborates on the themes and directions that emerged from a dialogue on the potential usefulness of positive emotions in psychotherapy. In defining a positive emotion, the authors propose that there are two intersecting axes of interest. The axes are emotional experience--whether something feels good or bad to the client--and therapeutic value--how helpful the emotion is to the therapeutic process. Three of the four quadrants formed by the intersection of these axes potentially contain positive emotions. Special consideration is given to the quadrant of positive experience/positive value, which has been relatively neglected until now. In this quadrant, positive emotions generate change either in their facilitating role--often in the therapeutic relationship--or as central agents of the change process. The authors conclude by considering how positive and negative emotions interact and call for careful theorizing and research to clearly understand positive emotions in psychotherapy. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Validity of young children's self-reports of their emotion in response to structured laboratory tasks.

Can young children report coherently on their emotions, and how do their reports contribute to our understanding of emotional development? Two-hundred six children ages 3 to 6 years participated in structured laboratory tasks designed to elicit a range of positive and negative emotions and indicated their emotional state following each task. Children's reports of their emotions meaningfully varied along with the nature of the different tasks during which they were collected (i.e., reports of negative and positive emotions differed across tasks designed to elicit those states). There were no sex differences on reports of any emotion and only small age differences. Multilevel modeling analyses demonstrated that children's self-reports of each emotion converged significantly with objective coding of expressions of those emotions across laboratory tasks; higher convergence for some emotions was associated with older age, higher verbal intelligence, and greater emotion-recognition abilities. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Review of Hot thought: Mechanisms and applications of emotional cognition.

Reviews the book, Hot thought: Mechanisms and applications of emotional cognition by Paul Thagard (see record 2006-21075-000). This book is cognitive scientist's attempt to bridge the narrowing gap between the study of thinking and feeling by examining and modelling emotional cognition--the study of how emotion and cognition interact to shape human thinking. It is important to distinguish this work from a topical book on the emotions. As it gives short treatment of the theoretical and empirical work on the emotions, it would leave a student of the emotions wanting. This is not to say the book misses its mark, but rather its mark lies elsewhere. It is thus appropriate for both upper-level undergraduates and graduate students, particularly in cognitive science, who would benefit from a consideration of the role of the emotions and how to integrate them into models of thinking and reasoning. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Emotional granularity and borderline personality disorder.

This study examined the affective dysregulation component of borderline personality disorder (BPD) from an emotional granularity perspective, which refers to the specificity in which one represents emotions. Forty-six female participants meeting criteria for BPD and 51 female control participants without BPD and Axis I pathology completed tasks that assessed the degree to which participants incorporated information about valence (pleasant–unpleasant) and arousal (calm–activated) in their semantic/conceptual representations of emotions and in using labels to represent emotional reactions. As hypothesized, participants with BPD emphasized valence more and arousal less than control participants did when using emotion terms to label their emotional reactions. Implications and future research directions are discussed. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

Emotional processing in experiential therapy: Why "the only way out is through."

The purpose of this study was to examine observable moment-by-moment steps in emotional processing as they occurred within productive sessions of experiential therapy. Global distress was identified as an unprocessed emotion with high arousal and low meaningfulness. The investigation consisted of 2 studies as part of a task analysis that examined clients processing distress in live video-recorded therapy sessions. Clients in both studies were adults in experiential therapy for depression and ongoing interpersonal problems. Study 1 was the discovery-oriented phase of task analysis, which intensively examined 6 examples of global distress. The qualitative findings produced a model showing: global distress, fear, shame, and aggressive anger as undifferentiated and insufficiently processed emotions; the articulation of needs and negative self-evaluations as a pivotal step in change; and assertive anger, self-soothing, hurt, and grief as states of advanced processing. Study 2 tested the model using a sample of 34 clients in global distress. A multivariate analysis of variance showed that the model of emotional processing predicted positive in-session effects, and bootstrapping analyses were used to demonstrate that distinct emotions emerged moment by moment in predicted sequential patterns. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Implicit theories of emotion: Affective and social outcomes across a major life transition.

The authors demonstrate that people differ systematically in their implicit theories of emotion: Some view emotions as fixed (entity theorists), whereas others view emotions as more malleable (incremental theorists). Using a longitudinal and multimethod design, the authors show that implicit theories of emotion, as distinct from intelligence, are linked to both emotional and social adjustment during the transition to college. Before entering college, individuals who held entity (vs. incremental) theories of emotion had lower emotion regulation self-efficacy and made less use of cognitive reappraisal (Part 1). Throughout their first academic term, entity theorists of emotion had less favorable emotion experiences and received decreasing social support from their new friends, as evidenced by weekly diaries (Part 2). By the end of freshman year, entity theorists of emotion had lower well-being, greater depressive symptoms, and lower social adjustment as indicated in both self- and peer-reports (Part 3). The emotional, but not the social, outcomes were partially mediated by individual differences in emotion regulation self-efficacy (Part 4). Together, these studies demonstrate that implicit theories of emotion can have important long-term implications for socioemotional functioning. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Review of Assessment and modification of emotional behavior.

Reviews the book, Assessment and Modification of Emotional Behavior edited by Kirk R. Blankstein, Patricia Pliner, and Janet Polivy ( 1980). This book brings together a collection of papers by participants at a symposium held at the University of Toronto's Erindale College. Although both assessment and modification are treated within each paper, the book can be divided into roughly two parts. Chapters 2, 3, 4, and 7 focus on assessment. Both Averill and Zuckerman raise the issue of why negative emotional terms occur more often in both psychology and the common vocabulary. Zuckerman argues convincingly that therapy removing unpleasant emotions is dealing with only one half of the problem and it might be useful to induce pleasant emotions since these may "innoculate" clients against future negative experiences. Plutchik reviews his theory on the evolutionary origins of emotions and extends it to the identification of traits and defense mechanisms. Meichenbaum's chapter on "cognitive ethology" discusses the two-way relationship between emotions and cognitions and reviews different procedures for studying cognitions accompanying emotional behaviour. The remainder of the book deals with modification of behaviour and includes chapters on depression, anxiety, and heart attack related stress. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Understanding emotional transitions: The interpersonal consequences of changing emotions in negotiations.

Research on the interpersonal functions of emotions has focused primarily on steady-state emotion rather than on emotional transitions, the movement between emotion states. The authors examined the influence of emotional transitions on social interactions and found that emotional transitions led to consistently different outcomes than their corresponding steady-state emotions. Across 2 computer-mediated negotiations and a face-to-face negotiation, participants negotiating with partners who displayed a “becoming angry” (happy to angry) emotional transition accepted worse negotiation outcomes yet formed better relational impressions of their partners than participants negotiating with partners who displayed steady-state anger. This relationship was mediated through 2 mechanisms: attributional and emotional contagion processes. The “becoming happy” (angry to happy) emotional transition as compared with steady-state happiness was not significantly related to differences in negotiation outcomes but was significantly related to differences in relational impressions, where perceivers of the “becoming happy” emotional transition gave their partners lower relational impression ratings than perceivers of steady-state happiness. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

Recognition of facial expressions of mixed emotions in school-age children exposed to terrorism.

This exploratory study aims at investigating the effects of terrorism on children’s ability to recognize emotions. A sample of 101 exposed and 102 nonexposed children (mean age = 11 years), balanced for age and gender, were assessed 20 months after a terrorist attack in Beslan, Russia. Two trials controlled for children’s ability to match a facial emotional stimulus with an emotional label and their ability to match an emotional label with an emotional context. The experimental trial evaluated the relation between exposure to terrorism and children’s free labeling of mixed emotion facial stimuli created by morphing between 2 prototypical emotions. Repeated measures analyses of covariance revealed that exposed children correctly recognized pure emotions. Four log-linear models were performed to explore the association between exposure group and category of answer given in response to different mixed emotion facial stimuli. Model parameters indicated that, compared with nonexposed children, exposed children (a) labeled facial expressions containing anger and sadness significantly more often than expected as anger, and (b) produced fewer correct answers in response to stimuli containing sadness as a target emotion. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Upsetting experiences for the therapist in-session: How they can be dealt with and what they are good for.

Several major schools of psychotherapy require a genuine emotional presence from therapists in-session, as well as a nondefensive awareness of their emotional responses to the client. The present article addresses the part played by upsetting experiences in the context of these requirements. In order to identify relevant issues for a discussion of the literature, grounded theory analysis is presented of a series of conversations with four psychotherapists about their experience with in-session distress. The participants reported client confrontation and rejection evoked a variety of negative emotions ranging from helplessness to anger. Besides traditional professional resources like supervision and personal therapy, they discussed several coping strategies that focused on emotions. One strategy that stood out was to analyze how the emotional impact occurred in order to clarify client issues. This strategy was reported to yield information that improved therapeutic effectiveness in the case at hand, but it also was an effective method for overcoming therapist distress and a means of promoting broader professional growth. These observations suggest issues for integrative psychotherapy research into emotional risk taken by therapists and its payoff. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Review of Interpersonal psychotherapy of depression.

Reviews the book, Interpersonal psychotherapy of depression by Gerald L. Klerman, Myrna M. Weissman, Bruce J. Rounsaville, and Eve S. Chevron (1984). The authors state their intention to "describe the theoretical and empirical basis for interpersonal psychotherapy of depression," and also "offer a guide to the planning and conduct of the therapy." They do both, and waste no words. The book is organized into three parts. In the first part, the authors present an overview of the theory of the interpersonal approach of the use of interpersonal psychotherapy for depression, objectively offer both favorable and unfavorable findings from completed studies, and outline several studies in progress. The chapters in Part Two clarify how one conducts interpersonal therapy of depression. Part Three addresses the combination of psychotherapy with pharmacotherapy and the professional requirements of the therapist. This book is clearly written, well referenced, and easily understood by beginners who might not have the perspective, as well as by busy veterans who want to learn something new without plowing through mountains of theory and data. It would be useful for students in training, and extremely valuable to the legions of relatively inexperienced front-line mental health center therapists who are required to use time-limited approaches with depressed patients, often without having much structure for what they are doing. More experienced therapists who treat ambulatory depressed patients will add to their clinical skills and enjoy the process. The authors have turned their manual into a useful book that competes most favorably with other texts on short-term approaches to therapy. (PsycINFO Database Record (c) 2010 APA, all rights reserved)