By Gloria Cavicchioli, Course Coordinator in Health, FSB Croydon

Have you ever experienced emotional exhaustion without understanding the cause? Have you found yourself dismissing difficult thoughts merely to navigate through the day?

You may be experiencing emotional suppression or repression, two significant psychological mechanisms that influence our behaviours and mental health, often without our awareness.

Repression and Suppression: Contrasting Defences

While often used interchangeably, repression and suppression are distinct psychological mechanisms that operate at different levels of consciousness. Understanding the difference between the two is essential for recognising how we manage emotional experiences consciously or unconsciously.

Repression, as described by Sigmund Freud, is an unconscious defence mechanism where the mind instinctively removes distressing thoughts or desires from awareness to protect against anxiety or internal conflict. As Freud wrote, “The essence of repression lies simply in the function of rejecting and keeping something out of consciousness” (Freud, 1915, p. 147).

In contrast, suppression is a conscious, deliberate effort to avoid or delay confronting uncomfortable emotions or ideas, such as a student intentionally setting aside anxiety to concentrate on an exam. While both mechanisms can help individuals cope in the short term, habitual reliance particularly on suppression may carry emotional and psychological consequences over time.

Why Does This Matter to Students?

Students encounter a confluence of emotional pressures, academic obligations, financial duties, personal relationships, and work-life equilibrium. In such contexts, suppression may appear to be an effective coping mechanism. Research indicates that prolonged emotional suppression correlates with negative health consequences, including heightened mortality risk (Chapman et al., 2013).

Repression, however less apparent, can influence concentration, mood, and resilience. For students in health, counselling, or social care programs, comprehending these systems is crucial not just for providing care to others but also for efficiently managing their emotional well-being.

Strategies to Address Repression and Suppression of Emotions

Promoting emotional well-being and resilience in students necessitates a strategy that facilitates self-exploration and social engagement. An effective initial approach is the implementation of mindfulness and reflective journaling.

These methods can assist students in becoming more aware of their own emotional states, enabling previously repressed ideas and feelings to emerge in a secure, intimate environment. Consistent self-reflection enhances emotional literacy (self-awareness, social awareness, and self-management) and enables students to identify patterns in their behaviours and reactions.

Alongside self-directed approaches, access to therapy services is essential for fostering emotional well-being. Qualified mental health specialists can assist clients in navigating the intricate process of recognising and addressing repressed emotions that may affect their daily functioning. Counselling offers a confidential and organised setting for students to examine challenging events and acquire psychological understanding.

Peer-led conversations and secure, inclusive environments within the academic community are equally significant. When students perceive the capacity to express vulnerability without judgement, it diminishes emotional avoidance and cultivates a culture of empathy. These group settings not only normalise emotional expression but also offer reciprocal support, enabling individuals to feel acknowledged, comprehended, and less isolated in their experiences.

Final Thoughts

Suppression and repression are natural, sometimes necessary, but when overused, they can hinder emotional growth, academic performance, and overall well-being. By recognising and addressing these emotional patterns, students can develop healthier coping mechanisms and thrive both personally and professionally.

References

Barratt, B.B. (2021) ‘Notes on Free-Associative Listening: “I Am Also a Stranger Here”’, Psychoanalytic Review, 108(3), pp. 251–275. https://doi.org/10.1521/prev.2021.108.3.251

Chapman, B.P., Fiscella, K., Kawachi, I., Duberstein, P. and Muennig, P. (2013) ‘Emotion suppression and mortality risk over a 12-year follow-up’, Journal of Psychosomatic Research, 75(4), pp. 381–385. https://doi.org/10.1016/j.jpsychores.2013.07.014

Freud, S. (1915) Repression. In: Strachey, J. (ed. and trans.) The Standard Edition of the Complete Psychological Works of Sigmund Freud, Volume XIV (1914–1916): On the History of the Psycho-Analytic Movement, Papers on Metapsychology and Other Works. London: Hogarth Press, pp. 141–158.

Vaillant, G.E. (1992) Ego Mechanisms of Defense: A Guide for Clinicians and Researchers. Washington, DC: American Psychiatric Press.

By Gloria Cavicchioli

Course Coordinator – Health.