Research Area C focuses on the requirements for emotional competencies, their disorders, and possibilities for supporting the development of emotional competencies. Emotional competencies are understood as a set of characteristics that are either acquired or learned (or improved through therapeutic intervention in pathological cases) during the course of individual development. Among such emotional competencies are the capacities to recognize one’s own emotions as well as those of others, to express emotions verbally and physically, to regulate emotional expression as required by social context, and to empathize with other people. These mutually interacting emotional competencies are to be studied primarily in the context of individual development in which linguistic and cultural factors also play an important role. Significant deviations from standards of competence are identified using both medical criteria as well as criteria derived from cultural norms. Of particular importance for this research area is the conception of intervention as having both pedagogical and mental health dimensions.

The principal themes of this research area are:

1. Requirements for emotional competence

2. Disorders of emotional competence

3. Development of emotional competence

1. Requirements for Emotional Competence

Goal:
Empirical and theoretical investigation of the prerequisites and mechanisms for the acquisition/development of emotional competencies. The development of emotional awareness and capacities for emotional expression will be examined with particular emphasis on linguistic-cognitive factors. Emotion regulation processes will not be regarded exclusively from a neurobiological perspective but will be viewed within a richer context that includes social interaction as well. Here empathy is seen as one particularly important emotional competence.

Research Questions:
How do language acquisition processes influence the development of emotional competencies? Are emotional competencies altered during the course of a lifetime? What is the role played by verbalization in the regulation of emotions? Are emotional learning processes consolidated during sleep? Are there cultural differences in regulation strategies? How do emotional competencies and awareness of social norms interact? What role does pharmacological intervention play in the regulation of emotional processes and what is its relative importance? In comparison with other primates, do humans show specifically human capabilities for regulating emotions?

Distinctive Profile:
This research area explores (neuro) psychological and biological mechanisms within different domains of emotional competence. Experts with respect to ethnographic, anthropological, sociological and literary studies will be consulted in the investigation of the cultural determinants of emotional competencies, recognizing both their historical and cultural relativity.

2. Disorders of Emotional Competence

Goal:
Disorders of specific emotional competencies will be the subject of research using multiple methodologies. Particular attention will be given to the use of language, gestures and body movement. Mechanisms for regulating, recognizing and naming emotions do not function properly in individuals with certain personality traits such as alexithymia or severe traumatization, and in patients with Asperger syndrome or with a narcissistic personality disorder. Clinical methods, empirical and neuro-scientific analysis, as well as standardized interview and observation procedures will be used to study the etiology of these disorders.

Research Questions:
Do individuals with the personality trait “alexithymia” not in fact recognize their own emotions, or are they simply unable to name them? How do people with alexithymia behave with respect to language, gesture and action? What are the neurobiological correlates of lack of empathy in patients with a narcissistic personality disorder? How can disturbed interaffectivity in patients with Asperger syndrome be conceptualized? What is the impact of early traumatic experiences on the regulation and naming of emotions?  Is it possible to identify interactions between verbal and emotional competencies among adults with aphasia and children with specific language development disorders or those with Asperger syndrome?

Distinctive Profile:
A research group of physicians, neuroscientists, psychologists and linguists working together will analyze a variety of emotional competencies, in particular, the ability to recognize and name emotions and the capacity for empathy. It is the combination of distinct methodological approaches from different disciplines that distinguishes this project from similar research elsewhere, particularly in the field of mental health research.  The multidisciplinarity of the research group  provides the basis from which the interaction of linguistic and psychological factors in the etiology of emotional disorders can be analyzed.

3. Promoting Emotional Competence

Goal:
The aim is to determine the pedagogical and therapeutic requirements for increasing emotional competence and to develop appropriate intervention programs. Empirical studies of real learning situations in schools will be undertaken along with the development of pedagogical manuals useful for training emotional competencies. Further, clinical treatment programs for emotional disorders will be developed.

Research Questions:
Does increased competence in verbal expression from greater exposure to literature have a positive influence on emotional competence? What is the nature of the interaction between imagination induced from reading fiction and emotional competence for younger school-age children? How strong is the link between acquiring an understanding of the perspectives of others through storytelling and a capacity for empathy? What factors promote or hinder interaction rituals among pupils? Is it possible to train the inter-affective behaviour of individuals with autism using interactive, video-based material?

Distinctive Profile:
Options for intervention to improve emotional competencies will be examined from the complementary perspectives of anthropology, psychology, linguistics and psychological medicine. These include language training factors, factors of cultural education and psychotherapeutic treatments.