Evaluation of Regulation Strategies and Traumatic Experiences as Factors Predicting the Severity of Premenstrual Syndrome

Authors

  • Mahsa Rohani Anaraki Department of Clinical Psychology, School of Behavior science, University of Social Welfare & Rehabilitation Sciences, Tehran, Iran
  • Mobarakeh Ansari Department of Clinical Psychology, School of Behavior science, University of Social Welfare & Rehabilitation Sciences, Tehran, Iran
  • mozhgan falahatdoost Ph.D. Student in Clinical Psychology, Student Research Committee, University of Social Welfare and Rehabilitation Sciences, Tehran, Iran
  • Zahra Mohammadi Ph.D. Student in Clinical Psychology, Department of Clinical Psychology, School of Behavior Sciences and Mental Health (Tehran Psychiatric Institute), Iran University of Medical Sciences, Tehran, Iran
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Journal title

volume 27  issue 2

pages  159- 168

publication date 2020-03-01

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Keywords

Background: The goal of the present study was to investigate the prediction of severity of premenstrual syndrome based on traumatic life experiences and adaptive and maladaptive emotion regulation strategies. Methods: this was a descriptive-correlati the Cognitive Emotion Regulation Questionnaire (CERQ) and the Traumatic Experiences Checklist (TEC) were used to gather data. Means standard deviations Pearson correlation coefficient and regression analysis were used to analyze the data. Results: The results indicated a significant relationship between premenstrual syndrome and maladaptive cognitive emotion regulation strategies so that catastrophizing predicted 37% of the variance of premenstrual syndrome. In addition there was a significant relationship between premenstrual syndrome and traumatic events so that threat to life/bizarre punishment/intense pain as a traumatic event predicted 34% of the variance of premenstrual syndrome. However no significant association was found between premenstrual syndrome and adaptive cognitive emotion regulation strategies. Conclusion: The results suggest that emotion regulation-based interventions and trainings can be useful in helping female student

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