文化整合視角下的情緒調節：情緒陶冶的理論發展與諮商應用

A Culturally Integrated Perspective on Emotion Regulation: Theoretical Development and Counseling Implications of Emotional Cultivation

本文嘗試同時思考與東西方心理對情緒調節之異同概念，進而建構出具有文化整合觀點之「情緒陶冶理論」。這是以內在自我修養與外在生活實踐兩方面切入，進而搭配華人∕東亞文化向度與北美文化向度在情緒調節的情境適切理解，以此衍伸出：表達、衝動、忍讓、壓抑等四種策略；這部分將依序介紹已發展出的兩套測量工具：「情緒陶冶量表」與「兒童雙元情緒調節量表」。之後，再將探討從理論進到實務現場的實踐，尤其以團體輔導與諮商的實務切入，以及臺灣教育制度特別在有導師、輔導教師（雙師），還有與家長（親師師）的合作特性，開發更貼近國情與有效益的諮商輔導作法，最後再提出未來研究與諮商實務的展望。

We aimed to investigate the similarities and differences in the concept of emotion regulation between Eastern and Western ideas to develop a culturally integrated emotion cultivation perspective. We first critically examine existing research’s prevailing emotion regulation perspectives, which often prioritize emotional expression while undervaluing emotional suppression. This bias is particularly evident in widely used instruments such as the Emotion Regulation Questionnaire (Gross & John, 2003), where“cognitive reappraisal”is equated with an adaptive emotion regulation strategy, whereas suppression is considered a maladaptive strategy. In contrast, East Asian cultures do not necessarily view emotional suppression in negative terms; strategies like“forbearance”are often seen as positive. Accordingly, this paper adopts a dual framework, focusing on internal self-cultivation and external life practices. By integrating both Chinese/East Asian and North American cultural dimensions, we offer a more contextually appropriate understanding of emotion regulation. In line with this framework, we introduce two newly developed measurement tools: the“Emotion Cultivation Scale”and the“Children’s Dual Emotion Regulation Scale.”
First, the Emotional Cultivation Scale (ECS) was developed through a rigorous series of psychometric tests, including cross-validation via exploratory factor analysis and confirmatory factor analysis. The final scale consists of 9 items and demonstrates great predictive validity for mental health indicators. The Children’s Dual Emotional Regulation Scale (CDERS) was structured around a 2×2 framework: culturally supported (encouraged vs. discouraged) and cultural orientation (North American vs. East Asian). This framework yields four emotion regulation strategies: expression, which is encouraged in North American culture; suppression, which is discouraged in North American culture; forbearance, encouraged in Chinese/East Asian culture; and impulsiveness, discouraged in Chinese/East Asian culture. The CDERS employs a scenario-based design, featuring two sets of peer conflict scenarios, two sets of teacher-student conflict scenarios, and two sets of parent-child conflict scenarios, resulting in a total of six scenario sets and 24 items (each scenario set includes the four emotion regulation strategies, i.e., 6 scenarios×4 strategies = 24 items). A subsequent confirmatory factor analysis provided an acceptable to good model fit for the four emotion regulation strategies, with predictive validity for mental health indicators over time. Furthermore, both the CDERS and the ECS demonstrated additional and unique predictive validity for mental health outcomes, even after controlling for the widely-used Emotion Regulation Questionnaire.
Furthermore, we then applied this culturally integrated perspective into practical settings, particularly focusing on group counseling and therapy. The research team first focused on students (children and adolescent participants) and designed the“BEAR Emotional Group Program.”The BEAR group intervention is structured around the steps of Recognizing consequences (Result), Acting with control (Action), Emotion regulation (Emotion), Cognitive reframing (Belief), and Reverse practice (Reverse). The first letters of the first four steps form the acronym R-A-E-B. When reversed, they spell“BEAR.”To make the BEAR concept more accessible during implementation, the program personifies“BEAR”into four emotional regulation strategies:“Impulsive Bear,”“Suppressive Bear,”“forbear Bear,”and“Expressive Bear.”Throughout the group sessions, participants explore how these strategies can be flexibly integrated. For instance, one participant shared that when feeling impulsive, the“Suppressive Bear”helps reduce the harm caused by the“Impulsive Bear.”Following this, the“Forbear Bear”aids in cognitive reframing and calming emotions, allowing a step back to holistically assess the situation. If expression is necessary, the“Expressive Bear”will be employed at an appropriate moment. Alternatively, if withholding expression is more suitable,“Forbear Bear”will maintain composure. This approach fosters a more flexible, nuanced, and process-oriented method of emotional regulation.
Through large-scale participant interventions, the program consistently demonstrated effectiveness in supporting students with emotional distress. On the other hand, the study also considers Taiwan’s unique educational system, specifically the role of the“homeroom teacher.”The program incorporates collaboration between guidance counselors, homeroom teachers, and parents, developing a more contextually appropriate and effective counseling approach tailored to the local education system. A key aspect of this approach is the“Dual-Teacher Collaboration,”which fosters an alliance between the guidance counselor and homeroom teacher, facilitating a cooperative relationship where each contributes their expertise. This collaboration enhances the effectiveness of student counseling, creating a synergistic intervention within the school ecosystem. In this model, the guidance counselor initiates the process and invites the homeroom teacher to jointly participate in the student’s counseling process, leading to a“win-win”outcome rather than the typical“lose-lose”dilemma. Finally, the“Parent-Teacher-Counselor”ecological counseling strategy integrates parents into the intervention, establishing a counseling model that aligns with Taiwan’s educational values and emphasizes parental involvement. This approach has effectively enhanced students’psychological well-being, adaptability, and academic performance.
In conclusion, we highlight potential future directions, which include (1) shifting focus from regulating negative emotions to the nuanced management of emotional flexibility, (2) expanding from regulating single emotions to addressing multiple emotions simultaneously, (3) exploring configurations and profiles of emotion regulation strategies, (4) extending emotion regulation strategies across diverse interpersonal contexts, and (5) fostering the ongoing convergence of theory and practice. These five key areas serve as a roadmap for future research.