Emotional Regulation

12 Key excerpts on "Emotional Regulation"

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  Promoting Executive Function in the Classroom

  • Lynn Meltzer(Author)
  • 2010(Publication Date)
  • The Guilford Press

    (Publisher)

  178 SCAFFOLDING EXECUTIVE FUNCTION PROCESSES WHAT IS Emotional Regulation? Researchers and theorists have proposed various definitions of Emotional Regulation. Although most scientists agree that Emotional Regulation involves the internal pro- cesses by which an individual experiences an emotion, maintains it, and/or modi- fies it, there is some controversy concerning its definition. Some theorists, who take a broader view of this concept, include in their definition such factors as (1) the antecedents to emotional experience (e.g., personality traits, emotional well-being, and previous experiences); (2) the behaviors that are triggered by emotions; and (3) any external controls imposed by others to enhance self-regulation (Bridges, Margie, & Zaff, 2001; Gross, 2007; Macklem, 2008). For example, Macklem (2008) describes the process of Emotional Regulation as all of the actions an individual might take to control which emotions are experienced, how and when they are felt, and the ways in which they are expressed. Other theorists, who take a narrower view, focus primarily on the emotional changes that occur when an individual is affected by a specific event (Cole, Martin, & Dennis, 2004). For the purposes of this chapter, Emotional Regulation is defined rather broadly as a multifaceted, complex process in which each individual’s experience and expression of emotions are self-controlled (either consciously or unconsciously) or controlled by others (intentionally or unintentionally) (Gross, 2007). The ability to delay, fine-tune, modify, or shift one’s emotions comprises an important and dis- tinct executive function process (Hongwanishkul, Happaney, Lee, & Zelazo, 2005). The skill sets involved in Emotional Regulation include the ability to recognize and label one’s own emotions, to understand one’s emotional triggers, to manage the intensity of one’s emotions, and to know when and how to express one’s emotions in various social contexts.

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  Translation and Emotion

  A Psychological Perspective

  • Séverine Hubscher-Davidson(Author)
  • 2017(Publication Date)
  • Routledge

    (Publisher)

  3 Emotion Regulation

  Emotion is the foundation on which every aspect of human behaviour ultimately rests. All our intentions and purposes are coloured by it, especially, our attempts to control and influence others. —Derek Layder

  Broadly speaking, this chapter deals with the construct of emotion regulation, a process by which individuals modify their emotional experiences in order to produce appropriate responses in particular contexts. The chapter defines and reviews the construct, and demonstrates how people differ in the ways they regulate their emotions and how these emotion regulation processes affect their lives, including consequences for their social and psychological functioning. The use and understanding of the construct within trait EI theory are then outlined, and examples of its application in practice are provided. Subsequently, the chapter addresses how the choice and use of different emotion regulation strategies differ between translators and how these individual differences have implications for their work. The chapter attempts to provide an answer to the following question: Could some forms of emotion regulation be more efficient or useful than others for translation practice? The final section of the chapter reviews evidence from the case study to inform the discussion.

  Part 1: Emotion Regulation and Psychology

  Emotion Regulation: A Definition

  The field of emotion regulation has known exceptional growth over the last 10 to 15 years, and the topic is one of the fastest-growing areas within Psychology (Gross 2007, 2013). The development of new methods to examine emotion regulation processes, alongside a wider range of populations under study, have enhanced our understanding of the psychological and behavioural processes by which people influence their emotions and those of other people. However, as theoretical discussions and empirical studies related to emotion regulation cut across disciplinary boundaries (Gross 2007, xi), it can be somewhat difficult to obtain a comprehensive understanding of what emotion regulation actually is.

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  Cognition & Emotion

  Reviews of Current Research and Theories

  • Jan de Houwer, Dirk Hermans, Jan De Houwer, Dirk Hermans(Authors)
  • 2010(Publication Date)
  • Psychology Press

    (Publisher)

  The present article provides an integrative review of contemporary research on the psychology of emotion regulation. The relevant literature is too large to be covered exhaustively. Consequently, the present article gives priority to ideas and findings with broad implications for the psychology of emotion regulation. Because the development and disorders of emotion regulation have been reviewed elsewhere (Kring & Werner, 2004; Skinner & Zimmer-Gembeck, 2007; Southam-Gerow & Kendall, 2002; Taylor & Liberzon, 2007), the present article concentrates on emotion regulation among healthy adults. In the following paragraphs, I first consider more closely what emotion regulation is and how it relates to other forms of emotion processing. Next, I discuss several approaches to classifying strategies of emotion regulation and review empirical research on emotion-regulation strategies. Finally, I summarise the main conclusions of the present article and suggest avenues for future research on emotion regulation.

  WHAT IS EMOTION REGULATION?

  In everyday life, people are continually exposed to potentially emotion-arousing stimuli, ranging from internal sensations like an upset stomach to external events such as juicy gossip about a colleague or music played in supermarkets. From the fact that these kinds of stimuli only occasionally trigger full-blown emotions, one could infer that people engage in some form of emotion regulation almost all of the time (Davidson, 1998). But emotion regulation may also become manifested in more overt ways. For instance, there are reliable observations that people may rapidly shift their attention away from threatening stimuli (Langens & Mörth, 2003), that people may overcome traumatic experiences by writing about them (Pennebaker & Chung, 2007), and that people may choose to hit a pillow instead of lashing out at the true cause of their anger (Bushman, Baumeister, & Phillips, 2001).

  In each of the aforementioned cases, people resist being carried away or ‘‘hijacked’’ (Goleman, 1995) by the immediate emotional impact of the situation. Emotion regulation can thus be defined as the set of processes whereby people seek to redirect the spontaneous flow of their emotions. Some approaches have also considered emotion regulation by the external environment. For instance, developmental research indicates that caregivers may play a key role in regulating children’s emotional states (SouthamGerow & Kandell, 2002) and environmental research has shown that natural settings can promote more rapid recovery from stress than urban settings (Van den Berg, Hartig, & Staats, 2007). Emotion regulation by forces outside the self is clearly important. Nevertheless, following the predominant focus of the literature (Gross, 2007), the present article concentrates on the self-regulation of emotion.

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  Christianity and Developmental Psychopathology

  Foundations and Approaches

  • Kelly S. Flanagan, Sarah E. Hall, Kelly S. Flanagan, Sarah E. Hall(Authors)
  • 2014(Publication Date)
  • IVP Academic

    (Publisher)

  3

  Emotion Regulation

  Sarah E. Hall For everything God created is good, and nothing is to be rejected if it is received with thanksgiving, because it is consecrated by the word of God and prayer. 1 Timothy 4:4-5

  We are created by God, in his image, including our thoughts, feelings and capacity for action. Sometimes Christians view emotions as primarily negative and sinful, interfering with our ability to serve God, such as when we become angry or anxious. However, both Scripture and psychological research support a view of emotions as having the potential to either enhance or interfere with healthy development, including spirituality. This chapter will explore the concept of emotion regulation from a developmental psychopathology framework, covering definitional issues, normative development, factors that affect and are affected by the development of emotion regulation, and the three integrative themes explored through this volume.

  Definition and Study of Emotion Regulation

  Emotion regulation is the process of changing or maintaining the experience and/or expression of emotion in order to achieve one’s goals (Eisenberg & Spinrad, 2004; Thompson, 1994). Often when we think about individuals who are affectively well regulated, we think of those who can cope effectively with sadness or anger. However, emotion regulation is more complex than just the reduction of negative emotions. It includes reducing, maintaining or enhancing emotions; internal experiences as well as behavioral responses; and both positive and negative emotions (Cole, Michel & Teti, 1994). Emotion regulation occurs in the case of both a child who resists hitting a classmate when he is angry and an adolescent who smiles and congratulates the competitor who has just defeated her in an important athletic event.

  How do we define good, skillful or healthy emotion regulation? Several aspects of emotion, behavior and development should be considered. First, skillful emotion regulation is effective. Children (and adults) who are emotionally well regulated are able to both monitor and alter their emotional states effectively (i.e., their attempts to sustain or change emotions are successful). Second, skillful emotion regulation is adaptive. The techniques for emotion regulation—and their outcome—must result in behavior that is appropriate in a given context. A kindergartener whose school anxiety is only alleviated by clinging to his mother is not adapting well to the classroom setting and the need to separate from her. Third, skillful emotion regulation is flexible (Sroufe, 1995). Because different contexts demand different responses, a child must be able to assess the situation and self-regulate in a manner that is contextually appropriate. For example, progressive muscle relaxation might be an appropriate anxiety-reducing strategy when a child is in her bedroom at home but not when she is taking a test at school. In order to support that flexibility, a range of effective regulatory strategies must be available to the individual. Furthermore, different techniques are likely to be effective for regulating different emotions; an adolescent with strong emotion-regulation skills might use self-talk to regulate his anxiety most effectively but find deep breathing more useful when he is extremely angry. Finally, skillful emotion regulation supports the achievement of both short- and long-term developmental goals. Healthy emotional functioning involves the ability to achieve one’s goals in the face of emotion and to utilize emotion to facilitate movement toward a goal (cf. functional theories of emotion which state that anger, for example, motivates us to overcome obstacles that block goals; Eisenberg & Spinrad, 2004; Frijda, 1987). In addition, children’s emotion regulation abilities are judged according to how they affect movement toward or away from common parental and societal goals for children, such as the ability to form close friendships and to succeed in school and work environments, regardless of whether a child or adolescence shares these goals. In this way, a multisystemic view is necessary to fully assess emotion regulation: in what way do children’s emotions and related behavior affect their own sense of well-being and

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  Individual, Relational, and Contextual Dynamics of Emotions

  • Laura Petitta, Charmine E. J. Härtel, Neal M. Ashkanasy, Wilfred Zerbe, Laura Petitta, Charmine E. J. Härtel, Neal M. Ashkanasy, Wilfred Zerbe(Authors)
  • 2018(Publication Date)
  • Emerald Publishing Limited

    (Publisher)

  Niven, Totterdell, & Holman, 2009 ; Niven, Totterdell, Stride, & Holman, 2011 ) as well as the attenuation of negative affect in the presence of others (Coan, 2011 ). More recently, Zaki and Williams (2013) define the interpersonal regulation as episodes (1) occurring in the context of a live social interaction, and (2) representing the pursuit of a regulatory goal. This definition integrates the existing work on the domain and underlines the importance of social sharing of emotions as integral to interpersonal emotion regulation. This chapter proceeds with this definition. While the previous research on interpersonal emotion regulation has covered customer facing, service, health or sales organizations (Brown, Westbrook, & Challagalla, 2005 ; Hadley, 2014 ; McCance, Nye, Wang, Jones, & Chiu, 2013 ), emotionally charged and financial workplaces such as investment banks where high stakes are set within an emotionally charged environment have yet to be explored. In their work on financial traders, Fenton-O’Creevy, Soane, Nicholson, and Willman (2011) identified the presence and relevance of emotions in trading (Vohra & Fenton-O’Creevy, 2011 ), however, focused only on intrapersonal emotion regulation strategies. In this chapter, drawing on the previous research on emotions in trading (Fenton-O’Creevy et al., 2011 ; Vohra & Fenton-O’Creevy, 2011 ), social sharing of emotions (Rimé, Finkenauer, Luminet, Zech, & Philippot, 1998 ; Rimé, Mesquita, Philippot, & Boca, 1991 ) as well as interpersonal emotion regulation (Zaki & Williams, 2013 ), the ways in which interpersonal emotion regulation can take place in the fast paced, high stress environment of investment banks are identified. In doing so, the definition of interpersonal emotion regulation put forth by Zaki and Williams (2013) is extended and it is argued that while the pursuit of a regulatory goal is paramount, the benefits of interpersonal regulation may be achieved even in the absence of live social interaction, as long as labeling of the affective state takes place. In other words, response-independent intrinsic emotion regulation (Zaki & Williams, 2013 ) can be achieved, for example, with writing things down for self-reflection, as in doing so the individual will engage in labeling of affective state and the sources of those states. Such labeling can reduce ambiguity of affective states and facilitate coping (Kircanski, Lieberman, & Craske, 2012 ; Lieberman, Inagaki, Tabibnia, & Crockett, 2011 ), especially when accompanied by assessment of the causes underlying an affective state (Kross, Ayduk, & Mischel, 2005 ; Pennebaker, 1997 ). This is consistent with the work on social sharing of an emotional event (Rimé et al., 1991, 1998 ) in written form (McCance et al., 2013 ) and in attenuated forms using letters and diaries (Rimé, 2009

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  The Role of Individual Differences in Occupational Stress and Well Being

  • Pamela L. Perrewé, Daniel C. Ganster(Authors)
  • 2011(Publication Date)
  • Emerald Group Publishing Limited

    (Publisher)

  This may be in the form of a generic course aimed at teaching emotion regulation skills to deal with difficult customers (e.g., Callaghan & Thompson, 2002 ; Totterdell & Parkinson, 1999 ), or emotion regulation skills for working in teams, or may be specifically identified as related skills such as emotion management (e.g., EI training). For instance, Callaghan and Thompson (2002) note the extensive use of formal training in call centers to enable call center workers to deal with anger and not to respond in kind. They also note the importance of considering emotional control during the selection stage to enable the training to be more effective. Clarke (2006) and Jordan (2007) examined EI training programs and found broad discrepancies in the type of training being offered. For instance, emotion management training could range from a reflective exercise on thoughts, feelings, and behaviors to interpersonal assertiveness training. Jordan (2007) came to the conclusion that the term ‘‘emotional intelligence’’ was a selling point, rather than a clear and consistent description of the type of training offered. Clearly, there is a need for more critical peer-reviewed research in this area. In terms of training to improve emotion regulation during emotional labor, Rupp and Spencer (2006) argue for the importance of training in improving workers’ skills. They make this claim on the basis of a study in which they trained participants to work in a simulated call center. Similarly, Grandey (2000) argues that training programs can enhance emotion regulation skills, particularly in relation to emotional labor. Finally, Druskat and Wolff (2001) argue that emotion regulation can be instilled through organizational norms and imparted through formal training sponsored by the organization. The key issue here is that there are many variations of training that may impact on emotion regulation.

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  Neoliberal Selfhood

  • Stephen Vassallo(Author)
  • 2020(Publication Date)
  • Cambridge University Press

    (Publisher)

  Given the diversity of types of emotions, levels of intensity, and behavioral manifestations, researchers argue that it is more efficient and effective for teachers to get students to regulate their own emotions (Macklem, 2007). In addition, ER is considered an adaptable skill that must be transferred to other contexts (Gross, 2002). So the questions guiding research and pedagogy are: (1) What are the points at which emotions can be regulated? (2) How can students learn to regulate their emotions in ways that are adaptable and effective for achieving learning goals? The conceptualization of emotion and ER shapes the points at which control can be exercised. For example, let us consider James’ (1884) conceptualization of emotion. According to James, an emotion can be viewed as a passive biophysical response that results from some sort of trigger; persons are predisposed to react to environmental triggers. Perhaps persons can be reconditioned to react differently to those triggers, but assuming these reactions are programmed into humans, exercising control at this point is difficult. However, if one knows the triggers that elicit certain emotional responses, then control can be exercised by avoiding or seeking these types of triggers. Thus, one point of regulating emotions is to control exposure to triggers so that certain emotions are experienced or their intensity is modulated. For example, if a student tends to respond with anxiety to math class, a regulatory strategy can be to avoid math. Of course, this regulatory strategy would likely be branded as maladaptive. Students are expected to be gritty; they are pathologized for not persevering in the face of challenges and struggles that schooling creates. One complexity here is that there is an expectation that students modulate debilitating emo- tions, such as academic performance anxiety, not by mitigating exposure 4.2 Definition and Conceptualization 67

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  Emotions in Groups, Organizations and Cultures

  • Charmine E. J. Härtel, Wilfred J. Zerbe, Neal M. Ashkanasy, Charmine E. J. Härtel, Wilfred J. Zerbe, Neal M. Ashkanasy(Authors)
  • 2009(Publication Date)
  • Emerald Group Publishing Limited

    (Publisher)

  CHAPTER 11 USING AN EMOTION REGULATION FRAMEWORK TO PREDICT THE OUTCOMES OF EMOTIONAL LABOR Moı¨ ra Mikolajczak, Ve´ ronique Tran, Ce´ leste M. Brotheridge and James J. Gross ABSTRACT Because our emotions are crucial determinants of how well we function in our personal and professional lives, researchers from different perspec-tives have sought to understand how emotions can be best managed for optimal functioning. In this chapter, we focus on two research traditions that have examined this issue, the emotion regulation (ER) tradition and the emotional labor (EL) tradition. This effort is predicated on the belief that a more fundamental research tradition such as ER can inform and complement a more applied research tradition such as EL, first by extending our understanding of the various processes by which employees deal with their emotions, and second, by permitting a more accurate prediction of the consequences of these emotions. A case is presented that discriminating more finely between the various emotion management strategies may help to resolve some of the paradoxical findings observed in the EL literature. Emotions in Groups, Organizations and Cultures Research on Emotion in Organizations, Volume 5, 245–273 Copyright r 2009 by Emerald Group Publishing Limited All rights of reproduction in any form reserved ISSN: 1746-9791/doi: 10.1108/S1746-9791(2009)0000005013 245 INTRODUCTION It is now widely appreciated that emotions facilitate adaptation by improving the detection of threatening stimuli (e.g., Ohman, Flykt, & Esteves, 2001 ), preparing the organism for specific behavioral responses ( Frijda, 1986 ), enhancing memory for significant events ( Luminet & Curci, 2009 ; Phelps, 2006 ), assisting and accelerating decision-making processes (e.g., Damasio, 1994 ), signaling the confirmation or disconfirmation of one’s identity ( Lang, 1995 ), and guiding social interactions ( Keltner & Kring, 1998 ).

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  The Role of Emotion and Emotion Regulation in Job Stress and Well Being

  • Pamela L. Perrewé, Christopher C. Rosen, Jonathon R. B. Halbesleben, Pamela L. Perrewé, Christopher C. Rosen, Jonathon R. B. Halbesleben(Authors)
  • 2013(Publication Date)
  • Emerald Group Publishing Limited

    (Publisher)

  The following section builds on the earlier emotion management literature that recognizes the need for workers to manage their own emotions and that has begun to consider the mechanisms involved in doing so. We attempt to reconnect the literature to the basic adaptive function of emotion though the Emotional Boundary perspective. Evident to some extent in Gross’ (1998) and Lawrence et al.’s (2011) models was a shift away from the dichotomies (real and fake selves, authentic vs. inauthentic emotion) associated with emotion labor. The Emotional Boundary Management Framework moves further away ‘‘from the perspec-tive that emotions felt in the workplace are always managed (i.e., masked or modified) in ways that lead to inauthentic emotional experiences, displays, and dissonance’’ ( Hayward & Tuckey, 2011 , p. 1504). This approach also searches beyond the characteristics (e.g., frequency and intensity) of emotion regulation episodes at work. Despite the importance of these characteristics and the effort necessitated by such demands for employee health and well-being, there is little examination into how and why emotion regulation is performed. Instead, we conceptualize emotion management as an adaptive mechanism enacted within one’s job role to promote personal and work-related goal achievement and employee well-being and development. We argue for the need to deepen understandings of the fine-grained cognitive and behavioral processes involved in the management of emotions at work, especially regarding the functions that these processes serve for workers. Examining cognitive and behavioral processes at this level reflects the dynamic and complex nature of emotion regulation and may better elucidate the applied nature of emotion regulation at work.

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  Heart to Heart

  How Your Emotions Affect Other People

  • Brian Parkinson(Author)
  • 2019(Publication Date)
  • Cambridge University Press

    (Publisher)

  Many theorists have concluded that the effectiveness of different kinds of strat- egy depends on the context in which it is deployed, meaning that no single technique for regulating emotion is consistently effective under all 198 Regulating Emotions circumstances (Aldao, 2013; Dunn et al., 2009; Nolen-Hoeksema, Wisco & Lyubomirsky, 2008; Parkinson & Totterdell, 1997). If the effects of emotion regulation are variable and context-dependent, then being good at regulation is not about consistently using certain strategies instead of others. Indeed, Bonanno and Burton (2013) argue that effective emotion regulation depends on having a wide repertoire of strategies at your disposal and the flexibility and ability to tailor and adjust strategy deployment to meet the changing requirements of the prevailing situation. It may also mean weighing up the costs and benefits of short- and long-term effects (e.g., Doré, Silvers & Ochsner, 2016) to achieve deferred gratification rather than trying fruitlessly to have your cake and eat it. Regulatory Direction and Trajectory Early emotion-regulation research mainly focused on strategies for redu- cing negative emotions or maintaining or intensifying positive ones. However, there are also circumstances when people try to do the opposite and make themselves feel worse rather than better. Parrott (1993) pro- vides several examples of this kind of pleasure-reducing regulation, including cases where people feel they should suffer for the sake of spiritual betterment. Indeed, research suggests that people sometimes actively seek to expose themselves to pain because they believe they deserve punishment for prior transgressions (the so-called Dobby effect, inspired by the self-flagellating elf from the Harry Potter books: Nelissen & Zeelenberg, 2009).

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  Regulating Emotions

  Culture, Social Necessity, and Biological Inheritance

  • Marie Vandekerckhove, Christian von Scheve, Sven Ismer, Susanne Jung, Stefanie Kronast, Marie Vandekerckhove, Christian von Scheve, Sven Ismer, Susanne Jung, Stefanie Kronast(Authors)
  • 2009(Publication Date)
  • Wiley-Blackwell

    (Publisher)

  Emotional Regulation in individuals and dyads: Causes, costs and consequences. In R. Lord, R. Klimoski, & R. Kanfer (Eds.), Emotions in the workplace—Understanding the structure and role of emotions in organiza- tional behavior (pp. 147–182). San Francisco, CA: Jossey-Bass. Ramsey, R. D. (2004). Managing workplace anger: your employees’, your cus- tomers’ and your own. Supervision, 65, 8–10. Reiser, C. (1999). Reflections on anger: Women and men in a changing society. London: Praeger. Scheff, T. (1997). Emotions, the social bond, and human reality. New York: Cam- bridge University Press. Shields, S. (2002). Speaking from the heart: Gender and the social meaning of emotion. New York: Cambridge University Press. | 310 Poul Poder Silverman, D. (2000). Doing qualitative research—A practical handbook. London: Sage. Tiedens, L. Z., Ellsworth, P. C., & Mesquita, B. (2000). Stereotypes about senti- ments and status: Emotional expectations for high- and low-status group mem- bers. Personality and Social Psychology Bulletin, 26, 560–574. The Political Regulation of Anger in Organizations 311 | Charlotte Bloch We are always emotional. Human emotionality is an ongoing stream per- vading every aspect of our lives. This stream is delimited and labeled in different terms such as emotions, feelings, moods, affects, and sentiments. In the research literature, moods are usually characterized in compari- son with emotions. Moods are conceived as long-term phenomena as op- posed to short-term emotions; emotions are directed toward an object, whereas moods are objectless; in emotions there is a direct relationship between a specific cause and the emotion as an effect, whereas there is no obvious relationship between a specific cause and mood as an effect; moods are on the level of bodily meanings, thus they are not reducible to cognitive meanings or discourse. Thus, compared to emotions, moods, as such, are seen as being nondelimited, diffuse, and transitory phenomena.

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  How to Thrive in Professional Practice

  A Self-care Handbook

  • Stephen J Mordue, Lisa Watson, Steph Hunter(Authors)
  • 2020(Publication Date)
  • Critical Publishing

    (Publisher)

  He suggests they are tried and tested solutions, developed over time, to the problems we all face. Emotions can make us focus on a task at hand until it is dealt with, at which point, ideally, the emotions will subside. At the core of our emotions is a readiness to act and to formulate plans. They give a sense of urgency. The emotions you feel will ‘flavour’ your responses and it is use -ful to be able to manage these emotions in some way so that you can use your emo-tional responses to drive you positively rather than letting them have a negative impact. This can be hard when you have someone sitting in front of you telling you a harrowing story. You have to be able to know your emotions, know what triggers strong feelings in you, and plan for how to deal with them, rather than leaving your reactions to chance. The reality is, sometimes we don’t know how we will react until we are confronted with Achieving professional Emotional Regulation: the impact of organisation and person Steph 6 90 HOW TO THRIVE IN PROFESSIONAL PRACTICE 90 something. We are ‘forged in the fire’ of practice, so to speak. Such learning requires us to be reflective practitioners. If you haven’t already, you can read more about my practice in my biography at the beginning of the book (‘Steph’s story’ in the Introduction). But when I think about it, I can’t believe I am in my twenty-third year as a social worker – that’s nearly half my life in prac-tice. I still enjoy my work and enjoy helping others increase and maintain their capacity to regulate and manage their emotions. In my view, self-care and professional practice are distinctly linked, so my aim for this chapter is to try to give you ideas and strategies to improve both. In turn, this should help reduce the self-doubt that is often inherent in caring professionals – those awful feelings of ‘ am I enough? ’ It is useful to understand that this is what the families, parents and service users we work with are often feeling.

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