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Emotion regulation is a complex process that involves initiating, inhibiting, or modulating one's state or behavior in a given situation — for example, the subjective experience (feelings), cognitive responses (thoughts), emotion-related physiological responses (for example heart rate or hormonal activity), and emotion-related behavior ...
Prosocial thoughts and feelings may be defined as a sense of responsibility for other individuals, and a higher likelihood of experiencing empathy ("other-oriented empathy") both affectively (emotionally) and cognitively. These prosocial thoughts and feelings correlate with dispositional empathy and dispositional agreeableness. [36] [37]
Interpersonal emotion regulation is the process of changing the emotional experience of one's self or another person through social interaction. It encompasses both intrinsic emotion regulation (also known as emotional self-regulation), in which one attempts to alter their own feelings by recruiting social resources, as well as extrinsic emotion regulation, in which one deliberately attempts ...
For example, a positive valence would shift the emotion up the top vector and a negative valence would shift the emotion down the bottom vector. [11] In this model, high arousal states are differentiated by their valence, whereas low arousal states are more neutral and are represented near the meeting point of the vectors.
DSM-5's "limited prosocial emotions" specifier and attendant interview measure, the Clinical Assessment of Prosocial Emotions (CAPE), lists the following characteristics: Lack of remorse or guilt; Shallow or deficient affect (unemotionality) Callous–lack of empathy; Unconcerned with performance (at work or school)
Laghi et al. studied whether analysis of prosocial (nice) and antisocial (nasty) theory-of-mind behaviors could be used, in addition to teacher recommendations, to select appropriate candidates for PMI programs. Selecting children with advanced theory-of-mind skills who use them in prosocial ways will theoretically make the program more effective.
For example, in order to complete a difficult school assignment, a child may need the ability to manage their sense of frustration and seek out help from a peer. To maintain a romantic relationship after a fight, a teen may need to be able to articulate their feelings and take the perspective of their partner to successfully resolve the conflict.
"Emotions normally are associated with specific events or occurrences and are intense enough to disrupt thought processes.". [4] Moods on the other hand, are more "generalized feelings or states that are not typically identified with a particular stimulus and not sufficiently intense to interrupt ongoing thought processes". [4]