Emotional regulation (ER) as a concept is not clearly defined, and there is a lack of clarity about how individuals can improve their ability to regulate emotions. Nevertheless, there is increasing evidence of the importance of ER as a transdiagnostic treatment target across mental health problems. This review examines the impact of ER group interventions on ER ability compared with no intervention, other comparable group interventions, or control conditions. A systematic review was conducted, in which 15 studies were included. Although types of ER intervention were mixed, the interventions had a considerable overlap in skills taught and how ER was measured. In all but one study, the ER intervention improved ER ability. ER interventions were superior to waitlist or treatment as usual, but there was limited evidence to suggest they were superior to other active treatments. Data from some studies suggest that improved ER was sustained at follow-up. Across the studies, there was generally poor linking of theory to practice, which hampers understanding of how interventions were constructed and why different skills were included. Although the results need to be interpreted with caution due to issues with methodological quality with the included papers, there is promising evidence that ER group interventions significantly improve ER ability.

Objectives: This study aimed to understand if the emotional resource group (ERG), a transdiagnostic group intervention, significantly improved emotion regulation (ER) in the short and long term. Methods: Participants completed pre- and post-measures of emotional regulation, psychological distress, wellbeing, self-efficacy and confidence in managing mental health problems. Measures were repeated at three and six months post intervention. 14 participants completed a qualitative interview. Results: ER ability and secondary measures improved following the intervention, but the improvement was not maintained over the three and six month follow-up period. From the themes identified through thematic analysis, the ERG was part of a wider process of learning and change for most participants. Participants described changes in awareness, and implementation of new skills to manage their emotional difficulties. Conclusion: Overall the ERG was a positive experience for most participants, providing improvements in ER and other aspects of mental health. However, it is unclear if these improvements are sustained in the longer term. There may be many reasons for this, including fidelity to the ERG model and the short-term nature of the group. The ERG should be considered an option for participants with ER difficulties and further intervention should be offered when the ERG ends.

While a growing body of evidence has highlighted the psychological distress experienced by individuals dealing with the UK benefits system, there has been little research into that system from the perspective of Trauma Informed Care (TIC). This study explored to what extent people’s experiences of benefits assessment fitted with TIC principles, using a framework produced by NHS Education for Scotland. Secondary aims were to understand experiences that were not captured by the framework, and to explore the limitations of the framework in context. Participants were 12 people receiving NHS therapy for trauma-related difficulties, who had attended an assessment for the Personal Independence Payment (PIP), a UK financial benefit designed to help with long-term illness or disability. Semi-structured interviews were carried out, and a framework analysis conducted. Results suggested that PIP assessments were severely re-traumatising, with a prolonged adverse effect on mental health. Participants’ experiences contrasted so greatly with the principles of TIC that an alternative framework was constructed, comprising five key themes: harm, distrust, rigidity, intimidation, and powerlessness. Recommendations are made for further research, including an understanding of assessors’ perspectives, and how TIC principles might be introduced into the assessment process.