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Tasha Straszewski and Jason T. Siegel Depression and Prevention Research Laboratory

Differential Effects of High- and Low-Arousal Positive Emotions on Help-Seeking for Depression. Tasha Straszewski and Jason T. Siegel Depression and Prevention Research Laboratory Claremont Graduate University May 24, 2019. Savoring.

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Tasha Straszewski and Jason T. Siegel Depression and Prevention Research Laboratory

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  1. Differential Effects of High- and Low-Arousal Positive Emotions on Help-Seeking for Depression Tasha Straszewski and Jason T. Siegel Depression and Prevention Research Laboratory Claremont Graduate University May 24, 2019

  2. Savoring • “…attending to, appreciating, and prolonging enjoyment from positive experiences”(Bryant & Veroff, 2007)

  3. Previous savoring applications for depression • 2-week, college sample (McMakin, Siegle, & Shirk, 2011) • Increase in-session positive affect and decreased depressive symptomatology • 2-week, college sample (Hurley & Kwon, 2012) • Decreased negative affect and depressive symptomatology • 4-week, adolescents (Reiter & Wilz, 2016) • Fewer worries, reduced rumination, and decreased depressive symptomatology • 1-week, older adults (Smith & Hanni, 2017) • Fewer dampening strategies; improvement in resilience, stress, and depression for high fidelity participants

  4. Prior savoring applications to increasing help-seeking for depression

  5. Mixed research on high- and low-arousal positive emotions • Positive emotions are broadening (Fredrickson, 1998) • Some positive emotions are broadening (e.g., joy), and some are narrowing (e.g., desire or enthusiasm) (Harmon-Jones, Gable, & Price, 2012; 2013)

  6. Depression and arousal • Depressive symptomatology (NIMH, 2018) • Decreased energy or fatigue • Moving slowly or talking more slowly • Hypersomnia • Lower reactivity to positive stimuli (see Bylsma, Morris, & Rottenberg, 2008, for a meta-analysis) • Cortical under-arousal (Jaworska, Blier, Fusee, & Knott, 2012) • Particularly left frontal hypoactivity, especially in males

  7. Russell’s circumplex model of emotion and arousal (Russell, 1980)

  8. Russell’s circumplex model of emotion and arousal (Russell, 1980)

  9. Study 1: Hypotheses • H1: E > C on positive arousal • H2: E > N on positive arousal • H3: N > C on positive arousal • High-Arousal (Excited)

  10. Study 1: Participants • MTurk • N= 218  • 67.43% female • Age: M= 35.29, SD= 10.09 • Depression: M= 22.87, SD= 7.38

  11. Overview of methodology for studies 1 to 3 • Screener survey assessing eligibility • BDI-II (α= .78 - .88; Beck, Steer, & Brown, 1996) • Current help-seeking behaviors • Writing task • Outcome measure • Attention checks • Demographics

  12. Writing task conditions • High-Arousal Positive Emotion • Savoring an excited memory (E) • Low-Arousal Positive Emotion • Savoring a calm memory (C) • Neutral Control • Writing about what you did yesterday and today (N)

  13. Writing task instructions For the next 6 minutes, we would like you to think about, and then write about, a positive memory, specifically, a time youfelt very excited as a result of something you did(e.g., learning that you were victorious as a result of your efforts, taking an exciting journey, or finding out something extraordinary was about to happen to you because of something you did).This might be something like finding out you got into college or winning a prize. The only thing we ask is that this memory is one you still see in a positive light.​

  14. PART I First, please take 2 minutes to picture the things that happened as if you were watching a movie. In the next section, we will ask you to tell us about the emotions you felt, but for now, please just tell us what happened in this excited memory as if you were a journalist. In the box below, please tell us what occurred in as much detail as possible. Please focus on describing the following:​​​​ • Who was there?       ​ • What did you see? What was the setting like?       ​ • What was your role in making​ this happen?     • How did your actions contribute to this positive​ memory?​

  15. PART II Next, please take 4 minutes to tell us about the emotions you felt during this time you felt very excited as a result of something you did. Please remember that the only thing we ask is that this memory is one you still see in a positive light. First, please replay what happened in your mind. Immerse yourself in the details and good feelings of this memory as much as possible.  • What was the most exciting part? ​​ • Think about the exciting feelings that come to mind when you think back to the most exciting part. • Describe the sense of excitement you felt at the peak of this excited memory as if you were trying to have another person experience how you felt.  • Try to re-experience your feelings of excitement as you write about them.

  16. Study 1: Positive arousal • 100-point semantic differential sliders (α= .81; Andrade, Odean, & Lin, 2016) Calm ------- Excited Relaxed ------- Eager Peaceful ------- Enthusiastic

  17. Study 1: Results • One-way ANCOVA • 5,000 bootstrapped samples • Controlling for age, gender, and BDI-II

  18. Study 1: Results • F(2, 210) = 12.36, p < .001, ηp2 =  .105 *Same pattern with/without covariates

  19. Study 1: Results • A priori contrasts • H1: E > C, p < .001, 95% CI [-20.177, -7.380] • H2: E > N, p < .001, 95% CI [-19.304, -7.231] • H3: C = N, p = .873, 95% CI [-6.804, 5.782]

  20. High-Arousal (Excited) Study 2: Hypotheses • Low-Arousal • (Calm) • H1: E > N on positive emotion • H2: C > N on positive emotion • Neutral (Control)

  21. Study 2: Participants • MTurk • N= 193 • 67.36% female • Age: M= 34.75, SD= 11.81 • Depression: M= 23.80, SD= 9.53

  22. Study 2: Positive emotion • 100-point Affective Slider (Betella& Verschure, 2016)

  23. Study 2: Positive emotion • 100-point Affective Slider (Betella& Verschure, 2016) • Updated version of the Self-Assessment Manikin (SAM; Bradley & Lang, 1994) • McMakin et al. (2011) • Gable & Harmon-Jones (2008) • Domachowska, Heitmann, Deutsch, Goschke, Scherbaum, & Bolte (2016) • Andrade, Odean, & Lin (2016) • Straszewski & Siegel (2018)

  24. Study 2: Results • F(2, 186) = 10.36, p < .001, ηp2 =.100 *Same pattern with/without covariates

  25. Study 2: Results • A priori contrasts • H1: E > N, p < .001, 95% CI [-21.106, -7.241] • H2: C > N, p < .001, 95% CI [7.121, 21.728]

  26. Study 3: Hypotheses • H1: E > N on help-seeking intentions • H2: C > N on help-seeking intentions • H3: E > C on help-seeking intentions

  27. Study 3: Participants • MTurk • N = 1,238  • 64.54% female • Age: M= 34.61, SD= 11.10 • Depression: M= 23.59, SD= 8.44

  28. Study 3: Help-seeking intentions • General Help-Seeking Questionnaire (α= .78; Wilson, Deane, Ciarrochi, & Rickwood, 2005)

  29. Study 3: Help-seeking intentions • General Help-Seeking Questionnaire (α= .78; Wilson, Deane, Ciarrochi, & Rickwood, 2005) • Used in: • Lienemann & Siegel (2017) • Siegel, Lienemann, & Tan (2015) • Siegel & Thomson (2016) • Straszewski & Siegel (2018)

  30. Study 3: Results • F(2, 1,230) = 2.76, p = .064, ηp2 = .004 *Same pattern with/without covariates

  31. Study 3: Results • A priori contrasts • H1: E > N, p = .021, 95% CI of difference [-.342, -.027] • H2: C = N, p =.578, 95% CI of difference [-.116, .208] • H3: E = C, p =.114, 95% CI of difference [-.310, .033]

  32. Study 3: Exploratory analysis (n = 910)

  33. Study 3: Exploratory analysis (n = 910) • F(2, 902) = 4.72, p = .009, ηp2 = .010 *Same pattern with or without covariates

  34. Study 3: Exploratory analysis • A priori contrasts • H1: E > N, p = .002, 95% CI of difference [-.464, -.102] • H2: C = N, p= .133, 95% CI of difference [-.116, .044] • H3: E = C, p= .163, 95% CI of difference [-.056, .334]

  35. General discussion • Support for differential effects of positive emotions (Harmon-Jones et al., 2012) • Not all positive emotions have the same effect on help-seeking intentions (Siegel & Thomson, 2016) • High-arousal positive emotions may be better suited for depression interventions (Benning & Oumeziane, 2016)

  36. Limitations and future considerations • Measuring intentions not behavior • Small effect size • BDI-II at beginning of study be minimizing effects? • Is awareness good though? • Limited ecological validity of writing task • Next steps

  37. Thank you! • References upon request – email tasha.straszewski@cgu.edu • Depression and Prevention Research Laboratory • Claremont Graduate University

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