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<p>The studies of emotion function and emotional disorders complement one another. In this article, the authors outline relations between the social functions of emotion and four psychological disorders. The authors first present a social-functional account of emotion and argue that emotions help coordinate social interactions through their informative, evocative, and incentive functions. They then review evidence concerning the emotional and social problems related to depression, schizophrenia, social anxiety, and borderline personality disorder and consider how the emotional disturbances related to these disorders disrupt interactions and relationships, thus contributing further to the maintenance of the disorder. They conclude by discussing research strategies relevant to the study of emotion, social interaction, and psychopathology. We can be afraid.., or get angry, or feel pity, in general have pleasure or pain, both too much and too little, and in both ways not well; but [having these feelings] at the right times, about the right things, towards the right people, for the right end, and in the right way, is the</p>
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In this article, we consider whether facial expressions of emotion relate in theoretically interesting ways to personal adjustment. We first consider the conceptual benefits of this line of inquiry. Then, to anticipate why brief samples of emotional behavior should relate to personal adjustment, we review evidence indicating that facial expressions of emotion correspond to intrapersonal processes and social outcomes. We then review studies showing that facial expressions relate in theoretically significant ways to adjustment after the death of a spouse, in long-term relationships, and in the context of chronic psychological disorders.
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Teasing requires the ability to understand intention, nonliteral communication, pretense, and social context. Children with autism experience difficulty with such skills, and consequently, are expected to have difficulty with teasing. To better understand teasing concepts and behaviors, children with autism, their parents, and age and Verbal-IQ-matched comparison children and parents described concepts and experiences of teasing and engaged in a parent–child teasing interaction. The teasing of children with autism was less playful and provocative and focused less on social norms than that of comparison children. Similarly, parents of children with autism teased in less playful ways. Scores on a theory of mind task accounted for several of the observed differences. Discussion focused on the importance of understanding social context and playful behavior during teasing.
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