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2 results

  • Exploring the relationship between problematic internet use and emotion regulation skills in tunisian medical students

  • A. Rhouma, B. Saguem, S. Ben Nasr
  • Journal:
    European Psychiatry / Volume 64 / Issue S1 / April 2021
    Published online by Cambridge University Press:
    13 August 2021, pp. S574-S575
    • Article
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  • Introduction

    There is paucity of researches addressing the relationship between individuals struggling to identify, express and communicate their emotions and problematic internet use, especially among medical students.

    Objectives

    To assess problematic internet use in Tunisian medical students and to address its relationship with emotion regulation skills.

    Methods

    First to fifth-year undergraduate medical students registered in the medical school of Sousse, Tunisia, were offered to answer an online questionnaire survey, involving sociodemographic and clinical data, Internet Addiction Test (IAT) and Difficulties in Emotion Regulation Scale (DERS).

    Results

    A total of 175 medical students participated in the study with a median age of 22 (20-23) years and a gender ratio of 0.3. Median score of IAT was 40 (30-48). Twenty-four percent of medical students (n=42) reported problematic Internet use. Higher scores of IAT were significantly associated with the perception of an unsatisfactory relationship with parents, not having a leisure activity, family history of psychiatric disorders, personal health conditions and regular alcohol consumption. Scores of IAT were strongly and positively correlated with the following DERS subscores: Non acceptance of emotional responses (r=0.328**), Difficulties engaging in goal directed behaviors (r=0.366**), Impulse control difficulties (r=0.238**), Limited access to emotional regulation strategies (r=0.311**), and Lack of emotional clarity (r=0.311**).

    Conclusions

    Problematic internet use seems to emerge as part of a cluster of symptoms related to ineffective emotion regulation skills. Hence, training for affective regulation abilities appears strategically useful in the control of Internet use.

  • 5 - Changing Behavior Using the Common-Sense Model of Self-Regulation

  • from Part I - Theory and Behavior Change
  • Edited by Martin S. Hagger, Linda D. Cameron, Kyra Hamilton, Griffith University, Nelli Hankonen, University of Helsinki, Taru Lintunen, University of Jyväskylä
  • Book:
    The Handbook of Behavior Change
    Published online:
    04 July 2020
    Print publication:
    23 July 2020, pp 60-76

  • Summary

    The common-sense model of self-regulation delineates cognitive and emotional processes influencing motivations to engage in adaptive behaviors. Originally developed to account for reactions to health-related threats, the common-sense model also holds utility for interventions to change behavior in other domains involving threats to performance and well-being. This chapter provides an overview of the common-sense model and how specific mechanisms such as threat representations, emotion regulation processes, imagery processes, and appraisal processes influence behaviors. The chapter reviews research on approaches for eliciting behavior change through psychoeducational approaches, communication skills training for practitioners, communications arousing worry and fear, training in emotion regulation skills, action planning, and appraisal skills. Specific behavior change strategies (e.g., fear arousal, action planning, self-monitoring) have been tested extensively, although studies testing interventions specifically guided by the common-sense model and targeting multiple model components remain limited. The chapter concludes with considerations of future directions for intervention developments and research on applying the model to promote adaptive behaviors in multiple life domains.