Repetitive Negative Thinking and Emotion Regulation Deficits Among Adolescents with Social Anxiety and Depression (1 CE)

Number of Credits: 1

This course is for: Clinical Psychologists and Counselors

Course By: Rachel Schoor, Ph.D.

Content By: Klemanski, D. H., Curtiss, J., McLaughlin, K. A., & Nolen-Hoeksema, S. (2017). Emotion regulation and the transdiagnostic role of repetitive negative thinking in adolescents with social anxiety and depression. Cognitive therapy and research, 41(2), 206-219. https://doi.org/10.1007/s10608-016-9817-6

Course Description: Depression and social anxiety disorder commonly occur together and are also common among adolescents. The primary objective of this study was to gain an increased knowledge of the nature of individual differences in emotion regulation deficits among adolescent with symptoms of social anxiety disorder and depression and to determine whether repetitive negative thinking functions as a transdiagnostic factor across these disorders. Participants from a diverse sample of adolescents (N=1065) completed measures that assessed emotion regulation, as well symptoms of social anxiety and depression. Adolescents with high levels of social anxiety and depression symptoms reported decreased emotional awareness, dysregulated emotion expression, and reduced use of emotion management strategies. Structural equation modelling methods were used to examine whether repetitive negative thinking functions as a transdiagnostic factor.  The hypothesized model with repetitive negative thinking modelled as a transdiagnostic factor exhibited a better fit than an alternative model, rumination and worry were modeled as separate predictors of symptomology in the latter. Emotion regulation deficits and repetitive negative thinking play a central role in the development of psychopathology among youth with anxiety and mood disorders.

Learning Objectives:

1. Be able to identify at least 3 hypotheses of the current study
2. Be able to identify at least 3 results of the current study
3. Be able to identify at least 3 strengths and 3 weaknesses of the study

Course Outline

• Read and understand Emotion regulation and the transdiagnostic role of repetitive negative thinking in adolescents with social anxiety and depression.
• Review the Course Description and Learning Objectives
• Consider the strengths and weakness of the study
• Work through the post-test questions; keep in mind that answer selections should be derived from the respective article
• Return to the referenced article for any missed questions and/or to better understand the relationships between repetitive negative thinking, emotion regulation deficits, and symptoms of social anxiety and depression

Approvals: