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9 - Emotion Regulation and Well-Being
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- By Marja Kokkonen, University of Jyväskylä, Finland, Marja-Liisa Kinnunen, University of Jyväskylä, Finland
- Edited by Lea Pulkkinen, University of Jyväskylä, Finland, Jaakko Kaprio, University of Helsinki, Richard J. Rose, Indiana University, Bloomington
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- Book:
- Socioemotional Development and Health from Adolescence to Adulthood
- Published online:
- 07 December 2009
- Print publication:
- 03 July 2006, pp 197-208
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- Chapter
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Summary
INTRODUCTION
After decades of neglect, psychology rediscovered emotion in the 1980s (Gross, 1999a). Although there is still controversy about how emotions should be defined, the current definitions emphasize their dynamic, functional, and adaptive nature. However, profiting from the adaptive features of emotion requires effective emotion regulation (Paivio & Laurent, 2001). Given the lack of consensus on the definition of emotion, it is unsurprising that emotion regulation, grown out of the earlier lines of research into stress, coping, and temperament, and out of psychoanalytic research (Eisenberg, 1998; Gross, 1999b), also has been defined in various ways.
The concept of emotion regulation has sometimes been used when emotions have been regarded as inherently regulatory, influencing, for example, physiological and social processes. Probably more often, however, emotions have been seen as the targets of regulation, and emotion regulation has referred to the processes of initiating, maintaining, modulating, or changing the occurrence, intensity, or duration of emotion-related physiological processes and internal feeling states, which often serve the attainment of one's goals (Eisenberg, Fabes, Guthrie, & Reiser, 2000). This dynamic view of emotion regulation emphasizes the fact that emotions can be regulated.
The lack of clarity in the definition has been due in part to the large number of similar concepts. For instance, some researchers have considered emotion regulation a synonym for coping (Brenner & Salovey, 1997, p. 170) or a type of coping (Eisenberg, Fabes, & Losoya, 1997), notably emotion-focused coping (e.g., Eisenberg, 1998).
4 - Body Size and Overweight From Birth to Adulthood
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- By Marja-Liisa Kinnunen, University of Jyväskylä, Finland, Kirsi Pietiläinen, University of Helsinki, Finland, Aila Rissanen, Professor, University of Helsinki, Finland
- Edited by Lea Pulkkinen, University of Jyväskylä, Finland, Jaakko Kaprio, University of Helsinki, Richard J. Rose, Indiana University, Bloomington
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- Book:
- Socioemotional Development and Health from Adolescence to Adulthood
- Published online:
- 07 December 2009
- Print publication:
- 03 July 2006, pp 95-107
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- Chapter
- Export citation
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Summary
INTRODUCTION
Obesity has increased dramatically over the past decades worldwide in both sexes, all age groups, all ethnicities, and all educational levels. The International Obesity Task Force estimates that over one billion people around the world are now overweight; that is, they have a body mass index (BMI) of 25 kg/m2 or more. Obesity is fast approaching tobacco as the top underlying preventable cause of death.
Most notably, obesity has increased in the young. In the United States (Jolliffe, 2004) and in many European countries such as Finland (Kautiainen, Rimpelä, Vikat, & Virtanen, 2002), the prevalence of overweight in children and adolescents has doubled in the past two decades. From a public health perspective, one of the most significant concerns is that many of the overweight children grow up to be overweight or obese adults. In addition to the adverse effects on health, the social stigma related to obesity is substantial and already present at an early age for these children, underscoring the importance of preventive strategies for avoiding obesity and maintaining a healthy weight across all ages. Accordingly, longitudinal research is necessary to identify the determinants of growth and the critical periods in the development of obesity from birth through childhood and adolescence to adulthood. The FinnTwin16 (FT16) and the Jyväskylä Longitudinal Study of Personality and Social Development (JYLS) studies provide an opportunity to investigate these questions.