Interventions Under the Microscope: Emotion regulation training as a treatment element for externalizing problems in adolescence

Abstract

Over the past decades, numerous interventions have been developed that target externalizing problems in adolescence. The effects of these intervention are, however, only small to moderate. The overall aim of this dissertation was therefore to provide information that can be used for intervention optimization.

The first part of this dissertation focuses on an important underlying mechanism of externalizing problems: emotion regulation. Findings indicate that the structure of emotion regulation strategies may best be captured with an integrated system, combining adaptive, maladaptive, cognitive and behavioral strategies, and that adolescents with externalizing problems are more inclined to use behavioral rather than cognitive regulation strategies. In the second part of this dissertation, the effect of emotion regulation training as a treatment element for externalizing problems in adolescence was examined with a micro-trial approach. Findings show that for adolescents with average intelligence, emotion regulation training has a positive effect on adaptive regulation strategies, but not on externalizing problems. For adolescents with mild to borderline intellectual disabilities, findings suggest that the effectiveness of interventions could be enhanced through an increased focus on cognitive, rather than behavioral approaches to emotion regulation training.