Literaturnachweis - Detailanzeige
| Autor/inn/en | Yap, Marie B. H.; Allen, Nicholas B.; Sheeber, Lisa |
|---|---|
| Titel | Using an Emotion Regulation Framework to Understand the Role of Temperament and Family Processes in Risk for Adolescent Depressive Disorders |
| Quelle | In: Clinical Child and Family Psychology Review, 10 (2007) 2, S.180-196 (17 Seiten)Infoseite zur Zeitschrift
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| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1096-4037 |
| DOI | 10.1007/s10567-006-0014-0 |
| Schlagwörter | Personality; Adolescents; Depression (Psychology); Guidelines; At Risk Persons; Developmental Stages; Mental Health; Family Environment; Family Role; Parent Child Relationship |
| Abstract | Although recent evidence implicates the importance of the family for understanding depressive disorders during adolescence, we still lack a coherent framework for understanding the way in which the myriad of developmental changes occurring within early adolescents and their family environments actually operate to increase adolescents' vulnerability to, or to protect them from, the development of depressive disorders. In this review we propose a framework that places the mechanisms and processes of emotion regulation at the centre of these questions. We argue that emotion regulation can provide an organising rubric under which the role of various factors, such as adolescent and parent temperament and emotion regulation, and parental socialization of child emotion, as well as the interaction amongst these factors, can be understood to account for the role of the family in adolescents' risk for depression. In particular, we posit that adolescent emotion regulation functions as a mechanism through which temperament and family processes interact to increase vulnerability to developing depression. (Author). |
| Anmerkungen | Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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