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Psychological
and
Physiological
Trauma
Research
Seize Your Journeys
_______________________
Traumatic stress is found in many competent, healthy, strong, good people.
No one can completely protect themselves from traumatic experiences.
Many people have long-lasting problems following exposure to trauma.
Up to 8% of persons will have PTSD at some time in their lives. People who
react to traumas are not going crazy. What is happening to them is
part of a set of common symptoms and problems that are connected with being
in a traumatic situation, and thus, is a normal reaction to abnormal events
and experiences. Having symptoms after a traumatic event is
NOT a sign of personal weakness. Given exposure to a trauma that is
bad enough, probably all people would develop PTSD.
By understanding trauma
symptoms better, a person can become less fearful of them and better able to
manage them. By recognizing the effects of trauma and knowing more about
symptoms, a person will be better able to decide about getting treatment.
_______________________
FUNCTIONAL NEUROANATOMY
In order to best understand this atlas it is important to have a
sense of the functional neuroanatomy of the brain. Over the next
several pages there is a brief summary of the 5 major brain
systems that relate to behavior, along with the general location
seen on SPECT of these areas.
The Deep Limbic System
side active view
underside surface view
underside active view
Functions
-
sets
the emotional tone of the mind
-
filters external events through internal states
(emotional coloring)
-
tags
events as internally important
-
stores highly charged emotional memories
-
modulates motivation
-
controls appetite and sleep cycles
-
promotes bonding
-
directly processes the sense of smell
-
modulates libido
Problems
-
moodiness, irritability, clinical depression
-
increased negative thinking
-
perceive events in a negative way
-
decreased motivation
-
flood of negative emotions
-
appetite and sleep problems
-
decreased or increased sexual responsiveness
-
social isolation
The Basal Ganglia System
left side active view
underside active view
Functions
-
integrates feeling and movement
-
shifts and smoothes fine motor behavior
-
suppression of unwanted motor behaviors
-
sets
the body's idle or anxiety level
-
enhances motivation
-
pleasure/ecstasy
Problems
-
anxiety, nervousness
-
panic attacks
-
physical sensations of anxiety
-
tendency to predict the worst
-
conflict avoidance
-
Gilles de la Tourette's Syndrome/tics
-
muscle tension, soreness
-
tremors
-
fine
motor problems
-
headaches
-
low
or excessive motivation
The Prefrontal Cortex
dorsal lateral prefrontal cortex
outside view
inferior orbital prefrontal cortex
outside view
side surface view
dorsal lateral prefrontal area
inferior orbital prefrontal area
inside view
underside surface view
inferior orbital prefrontal area
top-down surface view
dorsal lateral prefrontal area
Functions
-
attention span
-
perseverance
-
judgment
-
impulse control
-
organization
-
self-monitoring and supervision
-
problem solving
-
critical thinking
-
forward thinking
-
learning from experience
-
ability to feel and express emotions
-
influences the limbic system
-
empathy
Problems
-
short attention span
-
distractibility
-
lack
of perseverance
-
impulse control problems
-
hyperactivity
-
chronic lateness, poor time management
-
disorganization
-
procrastination
-
unavailability of emotions
-
misperceptions
-
poor
judgement
-
trouble learning from experience
-
short term memory problems
-
social and test anxiety
The Cingulate Gyrus
inside side view
side active view
active top-down view
active front-on view
-
allows shifting of attention
-
cognitive flexibility
-
adaptability
-
helps the mind move from idea to idea
-
gives the ability to see options
-
helps you go with the flow
-
cooperation
Problems
-
worrying
-
holds onto hurts from the past
-
stuck on thoughts (obsessions)
-
stuck on behaviors (compulsions)
-
oppositional behavior, argumentative
-
uncooperative, tendency to say no
-
addictive behaviors (alcohol or drug abuse,
eating disorders, chronic pain)
-
cognitive inflexibility
-
obsessive compulsive disorder
-
OCD
spectrum disorders
-
eating disorders, road rage
The Temporal Lobes
side view
side surface view
underside surface view
active side view
Functions
Dominant Side (usually the left)
Problems
Dominant Temporal Lobe
-
aggression, internally or externally driven
-
dark
or violent thoughts
-
sensitivity to slights, mild paranoia
-
word
finding problems
-
auditory processing problems
-
reading difficulties
-
emotional instability
Non-dominant Side (usually the right)
-
difficulty recognizing facial expression
-
difficulty decoding vocal intonation
-
implicated in social skill struggles
Either/Both Temporal Lobe Problems
-
memory problems, amnesia
-
headaches or abdominal pain without a clear
explanation
-
anxiety or fear for no particular reason
-
abnormal sensory perceptions, visual or auditory
distortions
-
feelings of déjà vu or jamais vu
-
periods of spaciness or confusion
-
religious or moral preoccupation
-
hypergraphia, excessive writing
-
seizures
Secure Attachments as a
Defense Against Trauma
“All
people mature and thrive in a social context that has profound
effects on how they cope with life’s stresses. Particularly early
in life, the social context plays a critical role in fuffering an
individual against stressful situations, and in building the
psychological and biological capacities to deal with further
stresses. The primary function of parents can be thought of as
helping children modulate their arousal by attuned and well-timed
provision of playing, feeding, comforting, touching, looking,
cleaning, and resting—in short, by teaching them skills that will
gradually help them modulate their own arousal. Secure attachment
bonds serve as primary defenses against trauma-induced
psychopathology in both children and adults (Finkelhor & Browne,
1984). In children who have been exposed to severe stressors, the
quality of the parental bond is probably the single most important
determinant of long-term damage (McFarlane, 1988).” van der
Kolk, Bessel, Alexander C. McFarlane, and Lars Weisaeth, eds. 1996.
Traumatic stress: The effects of
overwhelming experience on mind, body, and society. New
York and London: Guilford Press. .p. 185
_______________________
Sleep Disorders
“The sleep disorders are organized into four major sections according to presumed etiology. Primary Sleep Disorders are those in which none of the etiologies listed below (i.e., another mental disorder, a general medical condition, or a substance) is responsible. Primary Sleep Disorders are presumed to arise from endogenous abnormalities in sleep-wake generating or timing mechanisms, often complicated by conditioning factors. Primary Sleep Disorders in turn are divided into Dyssomnias (characterized by abnormalities in the amount, quality, or timing of sleep) and Parasomnias (characterized by abnormal behavioral or physiological events occurring in association with sleep, specific sleep stages, or sleep-awake transitions).
Sleep Disorder Related to Another Mental Disorder involves a prominent complaint of sleep disturbance that results from a diagnosable mental disorder (often a Mood Disorder or Anxiety Disorder) but that is sufficiently severe to warrant independent clinical attention. Presumably, the pathophysiological mechanisms responsible for the mental disorder also affect sleep-awake regulation.
Sleep Disorder Due to a General Medical Condition involves a prominent complaint of sleep disturbance that results from the direct physiological effects of a general medical condition on the sleep-wake system.
Substance-Induced Sleep Disorder involves prominent complaints of sleep disturbance that result from the concurrent use, or recent discontinuation of use, of a substance (including medications).
That systematic assessment in individuals who present with prominent complaints of sleep disturbance includes an evaluation of the specific type of sleep complaint and a consideration of concurrent mental disorders, general medical conditions, and substance (including medication) use that may be responsible for the sleep disturbance.
Five distinct sleep stages can be measured by polysomnography: rapid eye movement (REM) sleep and four stages of non-rapid eye movement (NREM) sleep (stages 1, 2, 3, and 4). Stage 1 NREM sleep is a transition from wakefulness to sleep and occupies about 5% of time spent asleep in healthy adults. Stage 2 NREM sleep, which is characterized by specific EEG waveforms (sleep spindles and K complexes), occupies about 50% of time spent asleep. Stages 3 and 4 NREM sleep (also known collectively as slow-wave sleep) are the deepest levels of sleep and occupy about 10%-20% of sleep time. REM sleep, during which the majority of typical storylike dreams occur, occupies about 20%-25% of total sleep.
These sleep stages have a characteristic temporal organization across the night. NREM stages 3 and 4 tend to occur in the first one-third to one-half of the night and increase in duration in response to sleep deprivation. REM sleep occurs cyclically throughout the night, alternating with NREM sleep about every 80-100 minutes. REM sleep periods increase in duration toward the morning. Human sleep also varies characteristically across the life span. After relative stability with large amounts of slow-wave sleep in childhood and early adolescence, sleep continuity and depth deteriorate across the adult age range. This deterioration is reflected by increased wakefulness and stage 1 sleep and decreased stages 3 and 4 sleep. Because of this, age must be considered in the diagnosis of a Sleep Disorder in any individual.
Polysomnography is the monitoring of multiple electrophysiological parameters during sleep and generally includes measurement of EEG activity, electroculographic activity, and electromyographic activity. Additional polysomnographic measures may include oral or nasal airflow, respiratory effort, chest and abdominal wall movement, oxyhemoglobin saturation, or exhaled carbon dioxide concentration; these measures are used to monitor respiration during sleep and to detect the presence and severity of sleep apnea. Measurement of peripheral electromyographic activity may be used to detect abnormal movements during sleep. Most polysomnographic studies are conducted during the person’s usual sleeping hours—that is, at night. However, daytime polysomnographic studies also are used to quantify daytime sleepiness. The most common daytime procedure is the Multiple Sleep Latency Test (MSLT), in which the individual is instructed to lie down in a dark room and not resist falling asleep; this protocol is repeated fives times during the day. Sleep latency (the amount of time required to fall asleep) is measured on each trial and is used as an index of physiological sleepiness. The converse of the MSLT is also used: In the Repeated Test of Sustained Wakefulness (RTSW), the individual is placed in a quiet, dimly lit room and instructed to remain awake; this protocol is repeated several times during the day. Again, sleep latency is measured, but is it used here as an index of the individual’s ability to maintain wakefulness.
Standard terminology for polysomnographic measures is used throughout the test in this section. Sleep continuity refers to the overall balance of sleep and wakefulness during a night of sleep. “Better” sleep continuity indicates consolidated sleep and wakefulness; “worse” sleep continuity indicates disrupted sleep with more wakefulness. Specific sleep continuity measures include sleep latency—the amount of time required to fall asleep (expressed in minutes); intermittent wakefulness—the amount of awake time after initial sleep onset (expressed in minutes); and sleep efficiency—the ratio of actual time spent asleep to time spent in bed (expressed as a percentage, with higher numbers indicating better sleep continuity). Sleep architecture refers to the amount and distribution of specific sleep stages. Sleep architecture measures include absolute amount of REM sleep and each NREM sleep stage (in minutes), relative amount of REM seep and NREM sleep stages (expressed as a percentage of total sleep time), and latency between sleep onset and the first REM period (REM latency).
The text for each of the Sleep Disorders contains a section describing its relationship to corresponding disorders in The International Classification of Sleep Disorders: (ICSD) diagnostic and Coding Manual, published in 1990 by the American Sleep Disorders Association.
_________________
Substance Dependence
“Features
The essential feature of Substance Dependence is a cluster of cognitive, behavioral, and physiological symptoms indicating that the individual continues use of the substance despite significant substance-related problems. There is a pattern of repeated self-administration that can result in tolerance, withdrawal, and compulsive drug-taking behavior. A diagnosis of Substance Dependence can be applied to every class of substances except caffeine. The symptoms of Dependence are similar across the various categories of substances, but for certain classes some symptoms are less salient, and in a few instances not all symptoms apply (e.g., withdrawal symptoms are not specified for Hallucinogenic Dependence). Although not specifically listed as a criterion item, “craving” (a strong subjective drive to use the substance) is likely to be experienced by most (if not all) individuals with Substance Dependence. Dependence is defined as a cluster of three or more of the symptoms listed below occurring at any time in the same 12-month-period.
Tolerance (Criterion 1) is the need for greatly increased amounts of the substance to achieve intoxication (or the desired effect) or a markedly diminished effect with continued use of the same amount of the substance. The degree to which tolerance develops varies greatly across substances. Furthermore, for a specific drug, varied degrees of tolerance may develop for its different central nervous system effects. For example, for opioids, tolerance to respiratory depression and tolerance to analgesia develop at different rates. Individuals with heavy use of opioids and stimulants can develop substantial (e.g., 10-f0ld) levels of tolerance, often to a dosage that would be lethal to a nonuser. Alcohol tolerance can also be pronounced, but is usually less extreme than for amphetamine. Many individuals who smoke cigarettes consume more than 20 cigarettes a day, an amount that would have produced symptoms of toxicity when they first started smoking. Individuals with heavy use of cannabis or phencyclidine (PCP) are generally not aware of having developed tolerance (although it has been demonstrated in animal studies and in some individuals). Tolerance may be difficult to determine by history alone when the substance used is illegal and perhaps mixed with various diluents or with other substances. In such situations, laboratory tests may be helpful (e.g., high blood levels of the substance coupled with little evidence of intoxication suggest that tolerance is likely). Tolerance must also be distinguished from individual variability in the initial sensitivity to the effects of particular substances. For example, some first-time drinkers show very little evidence of intoxication with three or four drink, whereas others of similar weight and drinking histories had slurred speech and incoordination.
Withdrawal (Criterion 2a) is a maladaptive behavioral change, with physiological and cognitive concomitants, that occurs when blood or tissue concentrations of a substance decline in an individual who had maintained prolonged heavy use of the substance. After developing unpleasant withdrawal symptoms, the persons is likely to take the substance to relieve or to avoid those symptoms (Criterion 2b), typically using the substance throughout the day beginning soon after awakening. Withdrawal symptoms, which are generally the opposite of the acute effects of the substance, vary greatly across the calluses of substances, and separate criteria sets for Withdrawal are provided for most of the classes. Marked and generally easily measured physiological signs of withdrawal are common with alcohol, opioids, and sedatives, hypnotics, and anxiolytics. Withdrawal signs and symptoms are often present, but may be less apparent, with stimulants such as amphetamines and cocaine, as well as with nicotine and cannabis. No significant withdrawal is seen even after repeated use of hallucinogens. Withdrawal from phencyclidine and related substances has not yet been described in humans (although it has been demonstrated in animals). Neither tolerance nor withdrawal is necessary or sufficient for a diagnosis of Substance Dependence. However, for most classes of substances, a past history of tolerance or withdrawals is associated with a more severe clinical course (i.e., an earlier onset of Dependence, higher levels of substance intake, and a greater number of substance-related problems). Some individuals (e.g., those with Cannabis Dependence) show a pattern of compulsive use without obvious signs of tolerance or withdrawal. Conversely, some general medical and postsurgical patients without Opioid Dependence may develop a tolerance to prescribed opioids and experience withdrawal symptoms without showing any signs of compulsive use. The specifiers With Physiological Dependence and Without Physiological Dependence are provided to indicate the presence or absence of tolerance or withdrawal.
The following items describe the pattern of compulsive substance use that is characteristic of Dependence. The individual may take the substance in larger amounts or over a longer period than was originally intended (e.g., continuing to drink until severely intoxicated despite having set a limit of only one drink) (Criterion 3). The individual may express a persistent desire to cut down or regulate substance use. Often, there have been many unsuccessful efforts to decrease or discontinue use (Criterion 4). The individual may spend a great deal of time obtaining the substance, using the substance, or recovering from its effects (Criterion 5). In some instances of Substance Dependence, virtually all of the person’s daily activities revolve around the substance. Important social, occupational, ore recreational activities may be given up or reduced because of substance use (Criterion 6). The individual may withdraw from family activities and hobbies in order to use the substance in private or to spend more time with substance-using friends. Despite recognizing the contributing role of the substance to a psychological or physical problem (e.g., sever depressive symptoms or damage to organ systems), the person continues to use the substance (Criterion 7). The key issue in evaluating this criterion is not eh existence of the problem, but rather the individual’s failure to abstain from using the substance despite having evidence of the difficulty it is causing.
Specifiers
Tolerance and withdrawal may be associated with a higher risk for immediate general medical problems and a higher relapse rate. Specifiers are provided to note their presence or absence:
With Physiological Dependence. This specifier should be used when Substance Dependence is accompanied by evidence of tolerance (Criterion 1) or withdrawal (Criterion 2).
Without Physiological Dependence. This specifier should be used when there is no evidence of tolerance (Criterion 1) or withdrawal (Criterion 2). In these individuals, Substance Dependence is characterized by a pattern of compulsive use (at least three items from Criteria 3-7).”
Diagnostic and Statistical Manual of Mental Disorders. 2000. 4th ed. Washington, D.C.: American Psychiatric Association. P. 193-195.
_______________________
PTSD, DID, and EMDR
Posttraumatic Stress Disorder
"The essential feature of Posttraumatic Stress Disorder us the development of characteristic symptoms following exposure to an extreme traumatic stressor involving direct personal experience of an event that involves actual or threatened death or serious injury, or other threat to one's physical integrity; or witnessing an event that involves death, injury, or a threat to the physical integrity of another person; or learning about unexpected or violent death, serious harm, or threat of death or injury experienced by a family member or other close associate (Criteria A1). The person's response to the event must involve intense fear, helplessness, or horror (or in children, the response must involve disorganized or agitated behavior) (Criterion A2). The characteristic symptoms resulting from the exposure to the extreme trauma include persistent reexperiencing of the traumatic event (Criterion E), and the disturbance must cause clinically significant distress or impairment in social, occupational, or other important areas of functioning (Criterion F).
Traumatic events that are experienced directly include, but are not limited to, military combat, violent personal assault (sexual assault, physical attack, robbery, mugging), being kidnapped, being taken hostage, terrorist attack, torture, incarceration as a prisoner of war or in a concentration camp, natural or manmade disasters, severe automobile accidents, or being diagnosed with a life-threatening illness. For children, sexually traumatic events may include developmentally inappropriate sexual experiences without threatened or actual violence or injury. Witnessed events include, but are not limited to, observing the serious injury or unnatural death of another person due to violent assault, accident, war, or disaster or unexpectedly witnessing a dead body or body parts. Events experienced by others that are learned about include, but are not limited to, violent personal assault, serious accident, or serious injury experienced y a family member or a close friend; learning about the sudden, unexpected death of a family member or a close friend; or learning that one's child has a life threatening disease. The disorder may be especially sever or long lasting when the stressor is of human design (e.g., torture, rape). the likelihood of developing this disorder may increase as the intensity of and physical proximity to the stressor increase.
The traumatic event can be reexperienced in various ways. Commonly the person has recurrent and intrusive recollections of the event (Criterion B1) or recurrent distressing dreams during which the event can be replayed or otherwise represented (Criterion B2). In rare instances, the person experiences dissociative states that last from a few seconds to several hours, or even days, during which components of the event are relived and the person behaves as though experiencing the event at that moment (Criterion B3). These episodes, often referred to as "flashbacks," are typically brief but can be associated with prolonged distress and heightened arousal. Intense psychological distress (Criterion B4) or physiological reactivity (Criterion B5) often occurs when the person is exposed to triggering events that resemble or symbolize an aspect of the traumatic event (e.g., anniversaries of the traumatic event; cold, snowy weather or uniformed guards for survivors of death camps in cold climates; hot, humid weather for combat veterans of the South Pacific; entering any elevator for an woman who was reaped in an elevator).
Stimuli associated with the trauma are persistently avoided. The person commonly makes deliberate efforts to avoid thoughts, feelings, or conversations about the traumatic event (Criterion C1) and to avoid activities, situations, or people who around recollections of it (Criterion C2). This avoidance of reminders may include amnesia for an important aspect of the traumatic event (Criterion C3). Diminished responsiveness to the external work, referred to as "psychic numbing" or "emotional anesthesia," usually begins soon after the traumatic event. The individual may complain of having markedly diminished interest or participation in previously enjoyed activities (Criterion C4), of feeling detached or estranged from other people (Criterion C5), or of having markedly reduced ability to feel emotions (especially those associated with intimacy, tenderness and sexuality) (Criterion C6). The individual may have a sense of a foreshortened future (e.g., not expecting to have a career, marriage, children, or a normal life span) (Criterion C7).
The individual has persistent symptoms of anxiety or increased arousal that were not present before the trauma. these symptoms may include difficulty falling or staying asleep that may be to recurrent nightmares during which the traumatic event is relived (Criterion D1), hypervigilance (Criterion D4), and exaggerated startle response (Criterion D5). Some individuals report irritability or outburst of anger (Criterion D2) or difficulty concentrating or completing tasks (Criterion D3)."
Dissociative Identity Disorder (DID)
"The essential feature of Dissociative identity Disorder is the presence of two or more distinct identities or personality states (Criterion A) that recurrently take control of behavior (Criterion B). There is an inability to recall important personal information, the extent of which is too great to be explained by ordinary forgetfulness (Criterion C). The disturbance is not due tot eh direct physiological effects of a substance or a general medical condition (Condition D.). In children, the symptoms cannot be attributed to imaginary playmates or other fantasy play.
Dissociative Identity Disorder reflects a failure to integrate various aspects of identity, memory, and consciousness. Each personality state may be experienced as if it has a distinct personal history, self-image, and identity, including a separate name. Usually there is a primary identity that carries the individual's given name and is passive, dependent, guilty, and depressed. The alternate identities frequently have different names and characteristics that contrast with the primary identity (e.g., are hostile, controlling, and self-destructive). Particular identities may emerge in specific circumstances and may differ in reported age and gender, vocabulary, general knowledge, or predominant affect. Alternate identities are experienced as taking control in sequence, ore at the expense of the other, and may deny knowledge of one another, be critical of one another, or appear to be in open conflict. Occasionally, one or more powerful identities allocate time to the others. Aggressive or hostile identities may at times interrupt activities or place the others in uncomfortable situations.
Individuals with this disorder experience frequent gaps in memory for personal history, both remote and recent. The amnesia is frequently asymmetrical. The more passive identities tend to have more constricted memories, whereas the more hostile, controlling, or "protector" identities have more complete memories. An identity that is not in control may nonetheless gain access to consciousness by producing auditory or visual hallucinations (e.g., a voice giving instructions). Evidence of amnesia may be uncovered by reports from others who have witnessed behavior that is disavowed by the individual or by the individual's own discoveries (e.g., finding items of clothing at home that the individual cannot remember having bought). There may be loss of memory not only for recurrent periods of time, but also an overall loss of biographical memory for some extended period of childhood, adolescence, or even adulthood. Transitions among identities are often triggered by psychosocial stress. The time required to switch from one identity to another is usually a matter of seconds, but, less frequently, may b gradual. Behavior that may be frequently associated with identity switches include rapid blinking, facial changes, changes in voice or demeanor, or disruption in the individual's train of thoughts. The number of identities reported ranges from 2 to more than 100. Half of reported cases include the individuals with 10 or fewer identities."
Diagnostic and Statistical Manual of Mental Disorders. 2000. 4th ed. Washington, D.C.: American Psychiatric Association.
EMDR
Eye Movement Desensitization and Reprocessing
"Eye Movement Desensitization and Reprocessing (EMDR)1 integrates elements of many effective psychotherapies in structured protocols that are designed to maximize treatment effects. These include psychodynamic, cognitive behavioral, interpersonal, experiential, and body-centered therapies2. EMDR is an
information processing therapy and uses an eight phase approach.
During EMDR1 the client attends to past and present experiences in brief sequential doses while simultaneously focusing on an external stimulus. Then the client is instructed to let new material become the focus of the next set of
dual attention. This sequence of dual attention and personal association is repeated many times in the session.
Eight Phases of Treatment
The first phase is a history taking session during which the therapist assesses the client's readiness for EMDR and develops a treatment plan. Client and therapist identify possible targets for EMDR processing. These include recent distressing events, current situations that elicit emotional disturbance, related historical incidents, and the development of specific skills and behaviors that will be needed by the client in future situations.
During the second phase of treatment, the therapist ensures that the client has adequate methods of handling emotional distress and good coping skills, and that the client is in a relatively stable state. If further stabilization is required, or if additional skills are needed, therapy focuses on providing these. The client is then able to use stress reducing techniques whenever necessary, during or between sessions. However, one goal is not to need these techniques once therapy is complete.
In phase three through six, a target is identified and processed using EMDR procedures. These involve the client identifying the most vivid visual image related to the memory (if available), a negative belief about self, related emotions and body sensations. The client also identifies a preferred positive belief. The validity of the positive belief is rated, as is the intensity of the negative emotions.
After this, the client is instructed to focus on the image, negative thought, and body sensations while simultaneously moving his/her eyes back and forth following the therapist's fingers as they move across his/her field of vision for 20-30 seconds or more, depending upon the need of the client. Athough
eye movements are the most commonly used external stimulus, therapists often use auditory tones, tapping, or other types of tactile stimulation. The kind of dual attention and the length of each set is customized to the need of the client. The client is instructed to just notice whatever happens. After this, the clinician instructs the client to let his/her mind go blank and to notice whatever thought, feeling, image, memory, or sensation comes to mind. Depending upon the client's report the clinician will facilitate the next focus of attention. In most cases a client-directed association process is encouraged. This is repeated numerous times throughout the session. If the client becomes distressed or has difficulty with the process, the therapist follows established procedures to help the client resume processing. When the client reports no distress related to the targeted memory, the clinician asks him/her to think of the preferred positive belief that was identified at the beginning of the session, or a better one if it has emerged, and to focus on the incident, while simultaneously engaging in the eye movements. After several sets, clients generally report increased confidence in this positive belief. The therapist checks with the client regarding body sensations. If there are negative sensations, these are processed as above. If there are positive sensations, they are further enhanced.
In phase seven, closure, the therapist asks the client to keep a journal during the week to document any related material that may arise and reminds the client of the self-calming activities that were mastered in phase two.
The next session begins with phase eight, re-evaluation of the previous work, and of progress since the previous session. EMDR treatment ensures processing of all related historical events, current incidents that elicit distress, and future scenarios that will require different responses. The overall goal is produce the most comprehensive and profound treatment effects in the shortest period of time, while simultaneously maintaining a stable client within a balanced system.
After EMDR processing, clients generally report that the emotional distress related to the memory has been eliminated, or greatly decreased, and that they have gained important cognitive insights. Importantly, these emotional and cognitive changes usually result in spontaneous behavioral and personal change, which are further enhanced with standard EMDR procedures."
www.emdr.com
__________________
Major Depressive Disorder
“Diagnostic Features
The essential feature of Major Depressive Disorder is a clinical course that is characterized by one or more Major Depressive Episodes without a history of Manic, Mixed, or Hypomanic Episodes (Criteria A and C). Episodes of Substance-Induced Mood Disorder (due to the direct physiological effects of a drug of abuse, a medication, or toxin exposure) or of Mood Disorder Due to a General Medical Condition do not count toward a diagnosis of Major Depressive Disorder. In addition, the episodes must not be better accounted for by Schizoaffective Disorder and are not superimposed on Schizophrenia, Schizophreniform Disorder, Delusional Disorder, or Psychotic Disorder Not Otherwise Specified (Criterion B).
The fourth digit in the diagnostic code for Major Depressive Disorder indicates whether it is a Single Episode (used only for first episodes) or Recurrent. It is sometimes difficult to distinguish between a single episode with waxing and waning symptoms and two separate episodes. For purposes of this manual, an episode is considered to have ended when the full criteria for eh Major Depressive Episode have not been met for at least 2 consecutive months. During this 2-month period, there is either complete resolution of symptoms or the presence of depressive symptoms that no longer meet the full criteria for a Major Depressive Episode (In Partial Remission).
The fifth digit in the diagnostic code for Major Depressive Disorder indicates the current state of the disturbance. If the criteria for a Major Depressive Disorder are met, the severity of the episode is notes as Mild, Moderate, Severe Without Psychotic Features, or Severe With Psychotic Features. If the criteria for a Major Depressive Episode are not currently met, the fifth digit is used to indicate whether the disorder is In Partial Remission or In Full Remission.
If Manic, Mixed, or Hypomanic Episodes develop in the course of Major Depressive Disorder, the diagnosis is changed to a Bipolar Disorder. However, if manic or hypomanic symptoms occur as a direct effect of antidepressant treatment, use of other medications, substance use, or toxin exposure, the diagnosis of Major Depressive Disorder remains appropriate and an addition diagnosis of Substance-induced Mood Disorder, With Manic features (or With Mixed Features), should be noted. Similarly, if manic or hypomanic symptoms occur as a direct effect of a general medical condition, the diagnosis of Major Depressive Disorder remains appropriate and an additional diagnosis of Mood Disorder Due to a General Medical Condition, With Manic Features (or With Mixed Features), should be noted.” p. 369
“Course
Major Depressive Disorder may begin at any age, with an average age at onset in the mid-20s. Epidemiological data suggest that the age at onset is decreasing for those born more recently. The course of Major Depressive Disorder, Recurrent, is variable. Some people have isolated episodes that are separated by many years without any depressive symptoms, whereas others have clusters of episodes, and still others have increasingly frequent episodes as they grow older. Some evidence suggests that the periods of remission generally last longer early in the course of the disorder. The number of prior episodes predicts the likelihood of developing a subsequent Major Depressive Episode. At least 60% of individuals with Major Depresssive Disorder, Single Episode, can be expected to have a second episode. Individuals who have had tow episodes have a 70% chance of having a third, and individuals who have had three episodes have a 90% chance of having a fourth. About 5%-10% of individuals with Major Depressive Disorder, single Episode, subsequently develop a Manic Episode (i.e., develop Bipolar I Disorder).
Major Depressive Episodes may end completely (in about two-thirds of cases), or only partially or not at all (in about one-third of cases). For individuals who have only partial remission, there is a greater likelihood of developing additional episodes and of continuing the pattern of partial interepisode recovery. The longitudinal course specifiers With Full Interepisode Recovery and Without Full Interepisode Recovery may therefore have prognostic value. A number of individuals have pre-existing Dysthymic Disorder prior to the onset of Major Depressive Disorder, single Episode. Some evidence suggests that these individuals are more likely to have additional Major Depressive Episodes, have poorer interepisode recovery, and may require additional acute-phase treatment and a longer period of continuing treatment to attain and maintain a more thorough and longer-lasting euthymic state.
Follow-up naturalistic studies suggested that 1 year after the diagnosis of a major Depressive Episode, 40% of individuals still have symptoms that are sufficiently severe to meet criteria for a full Major Depressive Episode, roughly 20% continue to have some symptoms that no longer meet full criteria for a Major Depressive Episode (i.e., major Depressive Disorder, In Partial Remission), and 40% have no Mood Disorder. The severity of the initial Major Depressive Episode appears to predict persistence. Chronic general medical conditions are also a risk factor for more persistent episodes.
Episodes of Major Depressive Disorder often follow a severe psychosocial stressor, such as the death of a loved one or divorce. Studies suggest that psychosocial events 9stressors) may play a more significant role in the precipitation of the first or second episodes of Major Depressive Disorder and may play less of a role in the onset of subsequent episodes. Chronic general medical conditions and Substance Dependence (particularly Alcohol or Cocaine Dependence) may contribute to the onset or exacerbation of Major Depressive Disorder.
It is difficult to predict whether the first episode of a Major Depressive Disorder in a young person will ultimately evolve into a Bipolar Disorder. Some data suggest that the acute onset of severe depression, especially with psychotic features and psychomotor retardation, in a young person without prepubertal psychopathology is more likely to predict a bipolar disorder. A family history of Bipolar Disorder may also be suggestive of subsequent development of Bipolar Disorder.” p. 372-373
Diagnostic and statistical manual of mental disorders. 2000. 4th ed. Washington, D.C.: American Psychiatric Association.
________________
Major Depressive Disorder
“Diagnostic
Features
The essential feature
of Major Depressive Disorder is a clinical course that is
characterized by one or more Major Depressive Episodes without a
history of Manic, Mixed, or Hypomanic Episodes (Criteria A and
C). Episodes of Substance-Induced Mood Disorder (due to the
direct physiological effects of a drug of abuse, a medication,
or toxin exposure) or of Mood Disorder Due to a General Medical
Condition do not count toward a diagnosis of Major Depressive
Disorder. In addition, the episodes must not be better
accounted for by Schizoaffective Disorder and are not
superimposed on Schizophrenia, Schizophreniform Disorder,
Delusional Disorder, or Psychotic Disorder Not Otherwise
Specified (Criterion B).
The
fourth digit in the diagnostic code for Major Depressive
Disorder indicates whether it is a Single Episode (used only for
first episodes) or Recurrent. It is sometimes difficult to
distinguish between a single episode with waxing and waning
symptoms and two separate episodes. For purposes of this
manual, an episode is considered to have ended when the full
criteria for eh Major Depressive Episode have not been met for
at least 2 consecutive months. During this 2-month period,
there is either complete resolution of symptoms or the presence
of depressive symptoms that no longer meet the full criteria for
a Major Depressive Episode (In Partial Remission).
The fifth
digit in the diagnostic code for Major Depressive Disorder
indicates the current state of the disturbance. If the criteria
for a Major Depressive Disorder are met, the severity of the
episode is notes as Mild, Moderate, Severe Without Psychotic
Features, or Severe With Psychotic Features. If the criteria
for a Major Depressive Episode are not currently met, the fifth
digit is used to indicate whether the disorder is In Partial
Remission or In Full Remission.
If Manic,
Mixed, or Hypomanic Episodes develop in the course of Major
Depressive Disorder, the diagnosis is changed to a Bipolar
Disorder. However, if manic or hypomanic symptoms occur as a
direct effect of antidepressant treatment, use of other
medications, substance use, or toxin exposure, the diagnosis of
Major Depressive Disorder remains appropriate and an addition
diagnosis of Substance-induced Mood Disorder, With Manic
features (or With Mixed Features), should be noted. Similarly,
if manic or hypomanic symptoms occur as a direct effect of a
general medical condition, the diagnosis of Major Depressive
Disorder remains appropriate and an additional diagnosis of Mood
Disorder Due to a General Medical Condition, With Manic Features
(or With Mixed Features), should be noted.” p. 369
“Course
Major Depressive Disorder may begin at any
age, with an average age at onset in the mid-20s.
Epidemiological data suggest that the age at onset is decreasing
for those born more recently. The course of Major Depressive
Disorder, Recurrent, is variable. Some people have isolated
episodes that are separated by many years without any depressive
symptoms, whereas others have clusters of episodes, and still
others have increasingly frequent episodes as they grow older.
Some evidence suggests that the periods of remission generally
last longer early in the course of the disorder. The number of
prior episodes predicts the likelihood of developing a
subsequent Major Depressive Episode. At least 60% of
individuals with Major Depresssive Disorder, Single Episode, can
be expected to have a second episode. Individuals who have had
tow episodes have a 70% chance of having a third, and
individuals who have had three episodes have a 90% chance of
having a fourth. About 5%-10% of individuals with Major
Depressive Disorder, single Episode, subsequently develop a
Manic Episode (i.e., develop Bipolar I Disorder).
Major
Depressive Episodes may end completely (in about two-thirds of
cases), or only partially or not at all (in about one-third of
cases). For individuals who have only partial remission, there
is a greater likelihood of developing additional episodes and of
continuing the pattern of partial interepisode recovery. The
longitudinal course specifiers With Full Interepisode Recovery
and Without Full Interepisode Recovery may therefore have
prognostic value. A number of individuals have pre-existing
Dysthymic Disorder prior to the onset of Major Depressive
Disorder, single Episode. Some evidence suggests that these
individuals are more likely to have additional Major Depressive
Episodes, have poorer interepisode recovery, and may require
additional acute-phase treatment and a longer period of
continuing treatment to attain and maintain a more thorough and
longer-lasting euthymic state.
Follow-up
naturalistic studies suggested that 1 year after the diagnosis
of a major Depressive Episode, 40% of individuals still have
symptoms that are sufficiently severe to meet criteria for a
full Major Depressive Episode, roughly 20% continue to have some
symptoms that no longer meet full criteria for a Major
Depressive Episode (i.e., major Depressive Disorder, In Partial
Remission), and 40% have no Mood Disorder. The severity of the
initial Major Depressive Episode appears to predict
persistence. Chronic general medical conditions are also a risk
factor for more persistent episodes.
Episodes
of Major Depressive Disorder often follow a severe psychosocial
stressor, such as the death of a loved one or divorce. Studies
suggest that psychosocial events 9stressors) may play a more
significant role in the precipitation of the first or second
episodes of Major Depressive Disorder and may play less of a
role in the onset of subsequent episodes. Chronic general
medical conditions and Substance Dependence (particularly
Alcohol or Cocaine Dependence) may contribute to the onset or
exacerbation of Major Depressive Disorder.
It is
difficult to predict whether the first episode of a Major
Depressive Disorder in a young person will ultimately evolve
into a Bipolar Disorder. Some data suggest that the acute onset
of severe depression, especially with psychotic features and
psychomotor retardation, in a young person without prepubertal
psychopathology is more likely to predict a bipolar disorder. A
family history of Bipolar Disorder may also be suggestive of
subsequent development of Bipolar Disorder.” p. 372-373
Diagnostic and
statistical manual of mental disorders. 2000. 4th
ed. Washington, D.C.: American Psychiatric Association.
________________
DID-PTSD-EMDR
Dissociative Identity Disorder (DID)
"The essential feature of Dissociative identity
Disorder is the presence of two or more distinct identities or
personality states (Criterion A) that recurrently take control
of behavior (Criterion B). There is an inability to recall
important personal information, the extent of which is too great
to be explained by ordinary forgetfulness (Criterion C). The
disturbance is not due tot eh direct physiological effects of a
substance or a general medical condition (Condition D.). In
children, the symptoms cannot be attributed to imaginary
playmates or other fantasy play.
Dissociative Identity Disorder reflects a failure
to integrate various aspects of identity, memory, and
consciousness. Each personality state may be experienced as if
it has a distinct personal history, self-image, and identity,
including a separate name. Usually there is a primary identity
that carries the individual's given name and is passive,
dependent, guilty, and depressed. The alternate identities
frequently have different names and characteristics that
contrast with the primary identity (e.g., are hostile,
controlling, and self-destructive). Particular identities may
emerge in specific circumstances and may differ in reported age
and gender, vocabulary, general knowledge, or predominant
affect. Alternate identities are experienced as taking control
in sequence, ore at the expense of the other, and may deny
knowledge of one another, be critical of one another, or appear
to be in open conflict. Occasionally, one or more powerful
identities allocate time to the others. Aggressive or hostile
identities may at times interrupt activities or place the others
in uncomfortable situations.
Individuals with this disorder experience
frequent gaps in memory for personal history, both remote and
recent. The amnesia is frequently asymmetrical. The more
passive identities tend to have more constricted memories,
whereas the more hostile, controlling, or "protector" identities
have more complete memories. An identity that is not in control
may nonetheless gain access to consciousness by producing
auditory or visual hallucinations (e.g., a voice giving
instructions). Evidence of amnesia may be uncovered by reports
from others who have witnessed behavior that is disavowed by the
individual or by the individual's own discoveries (e.g., finding
items of clothing at home that the individual cannot remember
having bought). There may be loss of memory not only for
recurrent periods of time, but also an overall loss of
biographical memory for some extended period of childhood,
adolescence, or even adulthood. Transitions among identities
are often triggered by psychosocial stress. The time required
to switch from one identity to another is usually a matter of
seconds, but, less frequently, may b gradual. Behavior that may
be frequently associated with identity switches include rapid
blinking, facial changes, changes in voice or demeanor, or
disruption in the individual's train of thoughts. The number of
identities reported ranges from 2 to more than 100. Half of
reported cases include the individuals with 10 or fewer
identities."
Diagnostic and Statistical Manual of Mental
Disorders.
2000. 4th ed. Washington, D.C.: American Psychiatric
Association.
PTSD, DID, and EMDR
Posttraumatic Stress Disorder
"The essential feature of Posttraumatic Stress
Disorder us the development of characteristic symptoms following
exposure to an extreme traumatic stressor involving direct
personal experience of an event that involves actual or
threatened death or serious injury, or other threat to one's
physical integrity; or witnessing an event that involves death,
injury, or a threat to the physical integrity of another person;
or learning about unexpected or violent death, serious harm, or
threat of death or injury experienced by a family member or
other close associate (Criteria A1). The person's response to
the event must involve intense fear, helplessness, or horror (or
in children, the response must involve disorganized or agitated
behavior) (Criterion A2). The characteristic symptoms resulting
from the exposure to the extreme trauma include persistent
reexperiencing of the traumatic event (Criterion E), and the
disturbance must cause clinically significant distress or
impairment in social, occupational, or other important areas of
functioning (Criterion F).
Traumatic events that are experienced directly
include, but are not limited to, military combat, violent
personal assault (sexual assault, physical attack, robbery,
mugging), being kidnapped, being taken hostage, terrorist
attack, torture, incarceration as a prisoner of war or in a
concentration camp, natural or manmade disasters, severe
automobile accidents, or being diagnosed with a life-threatening
illness. For children, sexually traumatic events may include
developmentally inappropriate sexual experiences without
threatened or actual violence or injury. Witnessed events
include, but are not limited to, observing the serious injury or
unnatural death of another person due to violent assault,
accident, war, or disaster or unexpectedly witnessing a dead
body or body parts. Events experienced by others that are
learned about include, but are not limited to, violent personal
assault, serious accident, or serious injury experienced y a
family member or a close friend; learning about the sudden,
unexpected death of a family member or a close friend; or
learning that one's child has a life threatening disease. The
disorder may be especially sever or long lasting when the
stressor is of human design (e.g., torture, rape). the
likelihood of developing this disorder may increase as the
intensity of and physical proximity to the stressor increase.
The traumatic event can be reexperienced in
various ways. Commonly the person has recurrent and intrusive
recollections of the event (Criterion B1) or recurrent
distressing dreams during which the event can be replayed or
otherwise represented (Criterion B2). In rare instances, the
person experiences dissociative states that last from a few
seconds to several hours, or even days, during which components
of the event are relived and the person behaves as though
experiencing the event at that moment (Criterion B3). These
episodes, often referred to as "flashbacks," are typically brief
but can be associated with prolonged distress and heightened
arousal. Intense psychological distress (Criterion B4) or
physiological reactivity (Criterion B5) often occurs when the
person is exposed to triggering events that resemble or
symbolize an aspect of the traumatic event (e.g., anniversaries
of the traumatic event; cold, snowy weather or uniformed guards
for survivors of death camps in cold climates; hot, humid
weather for combat veterans of the South Pacific; entering any
elevator for an woman who was reaped in an elevator).
Stimuli associated with the trauma are
persistently avoided. The person commonly makes deliberate
efforts to avoid thoughts, feelings, or conversations about the
traumatic event (Criterion C1) and to avoid activities,
situations, or people who around recollections of it (Criterion
C2). This avoidance of reminders may include amnesia for an
important aspect of the traumatic event (Criterion C3).
Diminished responsiveness to the external work, referred to as
"psychic numbing" or "emotional anesthesia," usually begins soon
after the traumatic event. The individual may complain of
having markedly diminished interest or participation in
previously enjoyed activities (Criterion C4), of feeling
detached or estranged from other people (Criterion C5), or of
having markedly reduced ability to feel emotions (especially
those associated with intimacy, tenderness and sexuality)
(Criterion C6). The individual may have a sense of a
foreshortened future (e.g., not expecting to have a career,
marriage, children, or a normal life span) (Criterion C7).
The individual has persistent symptoms of anxiety
or increased arousal that were not present before the trauma.
these symptoms may include difficulty falling or staying asleep
that may be to recurrent nightmares during which the traumatic
event is relived (Criterion D1), hypervigilance (Criterion D4),
and exaggerated startle response (Criterion D5). Some
individuals report irritability or outburst of anger (Criterion
D2) or difficulty concentrating or completing tasks (Criterion
D3)."
EMDR
Eye Movement Desensitization and Reprocessing
"Eye Movement Desensitization and Reprocessing
(EMDR)1 integrates elements of many effective
psychotherapies in structured protocols that are designed to
maximize treatment effects. These include psychodynamic,
cognitive behavioral, interpersonal, experiential, and
body-centered therapies2. EMDR is an
information
processing therapy
and uses an eight phase approach.
During EMDR1 the client attends to
past and present experiences in brief sequential doses while
simultaneously focusing on an external stimulus. Then the client
is instructed to let new material become the focus of the next
set of
dual attention.
This sequence of dual attention and personal association is
repeated many times in the session.
Eight Phases of Treatment
The first phase is a history taking session
during which the therapist assesses the client's readiness for
EMDR and develops a treatment plan. Client and therapist
identify possible targets for EMDR processing. These include
recent distressing events, current situations that elicit
emotional disturbance, related historical incidents, and the
development of specific skills and behaviors that will be needed
by the client in future situations.
During the second phase of treatment, the
therapist ensures that the client has adequate methods of
handling emotional distress and good coping skills, and that the
client is in a relatively stable state. If further stabilization
is required, or if additional skills are needed, therapy focuses
on providing these. The client is then able to use stress
reducing techniques whenever necessary, during or between
sessions. However, one goal is not to need these techniques once
therapy is complete.
In phase three through six, a target is
identified and processed using EMDR procedures. These involve
the client identifying the most vivid visual image related to
the memory (if available), a negative belief about self, related
emotions and body sensations. The client also identifies a
preferred positive belief. The validity of the positive belief
is rated, as is the intensity of the negative emotions.
After this, the client is instructed to focus on
the image, negative thought, and body sensations while
simultaneously moving his/her eyes back and forth following the
therapist's fingers as they move across his/her field of vision
for 20-30 seconds or more, depending upon the need of the
client. Athough
eye movements
are the most commonly used external stimulus, therapists often
use auditory tones, tapping, or other types of tactile
stimulation. The kind of dual attention and the length of each
set is customized to the need of the client. The client is
instructed to just notice whatever happens. After this, the
clinician instructs the client to let his/her mind go blank and
to notice whatever thought, feeling, image, memory, or sensation
comes to mind. Depending upon the client's report the clinician
will facilitate the next focus of attention. In most cases a
client-directed association process is encouraged. This is
repeated numerous times throughout the session. If the client
becomes distressed or has difficulty with the process, the
therapist follows established procedures to help the client
resume processing. When the client reports no distress related
to the targeted memory, the clinician asks him/her to think of
the preferred positive belief that was identified at the
beginning of the session, or a better one if it has emerged, and
to focus on the incident, while simultaneously engaging in the
eye movements. After several sets, clients generally report
increased confidence in this positive belief. The therapist
checks with the client regarding body sensations. If there are
negative sensations, these are processed as above. If there are
positive sensations, they are further enhanced.
In phase seven, closure, the therapist asks the
client to keep a journal during the week to document any related
material that may arise and reminds the client of the
self-calming activities that were mastered in phase two.
The next session begins with phase eight,
re-evaluation of the previous work, and of progress since the
previous session. EMDR treatment ensures processing of all
related historical events, current incidents that elicit
distress, and future scenarios that will require different
responses. The overall goal is produce the most comprehensive
and profound treatment effects in the shortest period of time,
while simultaneously maintaining a stable client within a
balanced system.
After EMDR processing, clients generally report
that the emotional distress related to the memory has been
eliminated, or greatly decreased, and that they have gained
important cognitive insights. Importantly, these emotional and
cognitive changes usually result in spontaneous behavioral and
personal change, which are further enhanced with standard EMDR
procedures."
www.emdr.com
1Shapiro,
F. (2001).
Eye Movement Desensitization and Reprocessing: Basic Principles,
Protocols and Procedures (2nd ed.). New York: Guilford Press.
2Shapiro,
F. (2002).
EMDR as an Integrative Psychotherapy Approach: Experts of
Diverse Orientations Explore the Paradigm Prism. Washington, DC:
American Psychological Association Books.
|
|
Developmental NeuroBiology
Emotional
Regulation
Record: 1
|
Title: |
Contrasts, changes, and correlates in actual and
potential intercultural adjustment. |
|
Author(s): |
Savicki, Victor, Psychology Division, Western Oregon
University, Monmouth, OR, US,
savickv@wou.edu
Downing-Burnette, Rick,
Psychology Division, Western Oregon University,
Monmouth, OR, US
Heller, Lynne,
AHA-International, Vienna, Austria
Binder, Frauke,
AHA-International, Vienna, Austria
Suntinger, Walter,
AHA-International, Vienna, Austria |
|
Address: |
Savicki, Victor, Psychology Division, Western Oregon
University, Monmouth, OR, US,
savickv@wou.edu |
|
Source: |
International Journal of Intercultural Relations, Vol
28(3-4), May-Jul 2004. pp. 311-329.
Journal URL:
http://www.elsevier.com/wps/find/journaldescription.cws_home/535/description#description |
|
Publisher: |
Netherlands: Elsevier Science
Publisher URL:
http://elsevier.com |
|
ISSN: |
0147-1767 (Print) |
|
Digital
Object Identifier: |
10.1016/j.ijintrel.2004.06.001 |
|
Language: |
English |
|
Keywords: |
intercultural adjustment; emotion regulation;
personality traits; coping strategy; studying abroad;
students |
|
Abstract: |
A
comparison was made between students studying abroad
(SA) in a foreign culture versus students staying in
their home culture (Home) in relation to potential and
actual intercultural adjustment. In addition, the SA
sample was followed over four time periods from
pre-departure, beginning, middle, and end of the study
abroad semester. The SA group was higher than the Home
group in actual adjustment and most of the measures of
potential intercultural adjustment both at the beginning
and at the end of the semester. SA students changes in
the Intercultural Adjustment Potential Scale (ICAPS) did
not support a single theory of adjustment. ICAPS Total
and Emotional Regulation scores for the SA group at
pre-departure were significantly correlated with actual
adjustment three months later at the end of the
semester. Clusters of personality traits and coping
strategies were significantly related to average
measures ICAPS Total, Emotional Regulation, and
Satisfaction with Life. Actual and potential
intercultural adjustment changed in opposite directions
over the course of the foreign sojourn. Discussion
focuses on key features that may enhance both actual and
potential intercultural adjustment. (PsycINFO Database
Record (c) 2005 APA, all rights reserved)(journal
abstract) |
|
Subjects: |
*Adjustment; *Coping Behavior; *Personality Traits;
Culture (Anthropological); Emotional Control; Students |
|
Classification: |
Culture & Ethnology (2930) |
|
Population: |
Human
(10)
Male (30)
Female (40) |
|
Location: |
US |
|
Age
Group: |
Adulthood (18 yrs & older) (300)
Young Adulthood (18-29 yrs)
(320) |
|
Tests &
Measures: |
12
item Life Orientation Test
Five Factor Personality
Questionnaire
Intercultural Adjustment
Potential Scale
Satisfaction with Life Scale |
|
Methodology: |
Empirical Study; Quantitative Study |
|
Publication Type: |
Journal, Peer Reviewed Journal; Print
Format(s) Available:
Electronic; Print |
|
Document
Type: |
Original Journal Article |
|
Release
Date: |
20041025 |
|
Accession Number: |
2004-19138-006 |
|
Number
of Citations in Source: |
39 |
|
|
|
|
Persistent link to this record:
|
http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2004-19138-006&site=ehost-live |
|
|
|
|
Cut and Paste: |
<A href="http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2004-19138-006&site=ehost-live">Contrasts,
changes, and correlates in actual and potential
intercultural adjustment.</A> |
|
|
|
|
Database: |
PsycINFO |
Record: 2
|
Title: |
Thalamic fear. |
|
Author(s): |
Emanuel, Ricky, Royal Free Hospital, Department of Child
and Adolescent Psychiatry, London, United Kingdom,
ricky.emanuel@royalfree.nhs.uk |
|
Address: |
Emanuel, Ricky, Department of Child and Adolescent
Psychiatry, Royal Free Hospital, Pond Street, London,
United Kingdom, NW3 2QG,
ricky.emanuel@royalfree.nhs.uk |
|
Source: |
Journal of Child Psychotherapy, Vol 30(1), Apr 2004. pp.
71-87.
Journal URL:
http://www.tandf.co.uk/journals/routledge/0075417X.html |
|
Publisher: |
United
Kingdom: Taylor & Francis
Publisher URL:
http://www.taylorandfrancis.com/ |
|
ISSN: |
0075-417X (Print)
1469-9370 (Electronic) |
|
Digital
Object Identifier: |
10.1080/0075417042000205805 |
|
Language: |
English |
|
Keywords: |
neurobiology; trauma; fear; emotion; psychoanalytic
theory; emotional regulation; child psychotherapy |
|
Abstract: |
This
paper suggests that some neuroscience concepts
particularly concerned with brain pathways in trauma and
fear, as well as the neurobiology of emotion, provide an
additional vertex to the psychoanalytic understanding of
patients' material. The role of the body has been
neglected in psychoanalytic thought and formulations in
favour of purely 'mental' experience. The paper attempts
to show how neuro-psychoanalytic understanding, which is
conveyed to patients through interpretation, can
increase their depth of understanding. Different types
of memory are delineated and the paper describes a
simplified schema of emotional processing, drawing on
Damasio's distinction between emotion as an instinctual
body based experience and its mental representation as
feeling. Clinical examples are used to illustrate the
usefulness of the distinction. The concept of emotional
regulation is discussed as well as showing how its
failure is associated with the appearance of persecutory
superego structures. (PsycINFO Database Record (c) 2005
APA, all rights reserved)(journal abstract) |
|
Subjects: |
*Child
Psychotherapy; *Emotional Trauma; *Emotions; *Fear;
*Neurobiology; Emotional Control; Psychoanalytic Theory;
Psychotherapeutic Processes |
|
Classification: |
Psychotherapy & Psychotherapeutic Counseling (3310) |
|
Population: |
Human
(10) |
|
Publication Type: |
Journal, Peer Reviewed Journal; Electronic
Format(s) Available:
Electronic; Print |
|
Document
Type: |
Original Journal Article |
|
Release
Date: |
20040419 |
|
Accession Number: |
2004-12514-006 |
|
Number
of Citations in Source: |
12 |
|
|
|
|
Persistent link to this record:
|
http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2004-12514-006&site=ehost-live |
|
|
|
|
Cut and Paste: |
<A href="http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2004-12514-006&site=ehost-live">Thalamic
fear.</A> |
|
|
|
|
Database: |
PsycINFO |
Record: 3
|
Title: |
Relations between young children's responses to the
depiction of separation and pain experiences. |
|
Author(s): |
Walsh,
Trudi M.,
tmwalsh@dal.ca
Symons, Douglas K.
McGrath, Patrick J. |
|
Address: |
Walsh,
Trudi M., Psychology Department, Dalhousie University,
Halifax, NS, Canada, B3H 4J1,
tmwalsh@dal.ca |
|
Source: |
Attachment & Human Development, Vol 6(1), Mar 2004. pp.
53-71.
Journal URL:
http://www.tandf.co.uk/journals/routledge/14616734.html |
|
Publisher: |
United
Kingdom: Taylor & Francis
Publisher URL:
http://www.taylorandfrancis.com/ |
|
ISSN: |
1461-6734 (Print)
1469-2988 (Electronic) |
|
Digital
Object Identifier: |
10.1080/14616730410001663489 |
|
Language: |
English |
|
Keywords: |
childrens representations; separation experiences; pain
experiences |
|
Abstract: |
This
study examined relations between young children's
representations of separation and pain experiences in
60, 4- and 5-year-old children. Separation
representations were assessed with the Separation
Anxiety Test (SAT) and pain representations were
assessed by examining responses to pictures of children
about to experience pain in the presence of parent
figures. Results showed that representations of
separation and pain experience were systematically
related and the patterns were not accounted for by the
child's ability to differentiate emotional states,
language ability, or reports of emotional regulation.
These findings are consistent with Bowlby's (1982)
concept of secure base behaviour in response to a
variety of distress, and support the hypothetical
construct of an internal working model of attachment
which organizes children's behaviours, thoughts, and
feelings in response to both separation experience and
painful events. (PsycINFO Database Record (c) 2005 APA,
all rights reserved)(journal abstract) |
|
Subjects: |
*Attachment Behavior; *Child Attitudes; *Emotional
States; *Pain; *Separation Reactions |
|
Classification: |
Psychosocial & Personality Development (2840) |
|
Population: |
Human
(10)
Male (30)
Female (40) |
|
Age
Group: |
Childhood (birth-12 yrs) (100)
Preschool Age (2-5 yrs)
(160)
Adulthood (18 yrs & older)
(300)
Young Adulthood (18-29 yrs)
(320)
Thirties (30-39 yrs) (340)
Middle Age (40-64 yrs) (360) |
|
Tests &
Measures: |
Peabody Picture Vocabulary Test |
|
Methodology: |
Empirical Study; Quantitative Study |
|
Publication Type: |
Journal, Peer Reviewed Journal; Electronic
Format(s) Available:
Electronic; Print |
|
Document
Type: |
Original Journal Article |
|
Release
Date: |
20040405 |
|
Accession Number: |
2004-11620-005 |
|
Number
of Citations in Source: |
67 |
|
|
|
|
Persistent link to this record:
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http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2004-11620-005&site=ehost-live |
|
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|
Cut and Paste: |
<A href="http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2004-11620-005&site=ehost-live">Relations
between young children's responses to the depiction of
separation and pain experiences.</A> |
|
|
|
|
Database: |
PsycINFO |
Record: 4
|
Title: |
Neural
Correlates of the Classic Color and Emotional Stroop in
Women with Abuse-Related Postltraumatic Stress Disorder. |
|
Author(s): |
Bremner, J. Douglas, Emory Center for Positron Emission
Tomography, Emory Univsrsity School of Medicine,
Atlanta, GA, US
Vermetten, Eric, Emory
Center for Positron Emission Tomography, Emory
Univsrsity School of Medicine, Atlanta, GA, US
Vythilingam, Meena, Mood and
Anxiety Disorders Research Program, National Institute
of Mental Health, Bethesda, MD, US
Afzal, Nadeem, Emory Center
for Positron Emission Tomography, Emory Univsrsity
School of Medicine, Atlanta, GA, US
Schmahl, Christian, Emory
Center for Positron Emission Tomography, Emory
Univsrsity School of Medicine, Atlanta, GA, US
Elzinga, Bernet, Emory
Center for Positron Emission Tomography, Emory
Univsrsity School of Medicine, Atlanta, GA, US
Charney, Dennis S., Mood and
Anxiety Disorders Research Program, National Institute
of Mental Health, Bethesda, MD, US |
|
Address: |
Bremner, J. Douglas, Emory University, Emory Clinical
Neuroscience Research Unit, Emory West Campus, 1256
Briarcliff Road, Atlanta, GA, US |
|
Source: |
Biological Psychiatry, Vol 55(6), Mar 2004. pp. 612-620.
Journal URL:
http://www.elsevier.com/wps/find/journaldescription.cws_home/505750/description#description |
|
Publisher: |
Netherlands: Elsevier Science
Publisher URL:
http://elsevier.com |
|
ISSN: |
0006-3223 (Print) |
|
Digital
Object Identifier: |
10.1016/j.biopsych.2003.10.001 |
|
Language: |
English |
|
Keywords: |
neural
correlates; Stroop task; childhood sexual abuse;
posttraumatic stress disorder; anterior cingulate; women |
|
Abstract: |
Background: The anterior cingulate and medial prefrontal
cortex play an important role in the inhibition of
responses, as measured by the Stroop task, as well as in
emotional regulation. Dysfunction of the anterior
cingulate/medial prefrontal cortex has been implicated
in posttraumatic stress disorder (PTSD). The purpose of
this study was to use the Stroop task as a probe of
anterior cingulate function in PTSD. Methods: Women with
early childhood sexual abuse-related PTSD (n = 12) and
women with abuse but without PTSD (n = 9) underwent
positron emission tomographic measurement of cerebral
blood flow during exposure to control, color Stroop, and
emotional Stroop conditions. Results: Women with abuse
with PTSD (but not abused non-PTSD women) had a relative
decrease in anterior cingulate blood flow during
exposure to the emotional (but not color) classic Stroop
task. During the color Stroop there were also relatively
greater increases in blood flow in non-PTSD compared
with PTSD women in right visual association cortex,
cuneus, and right inferior parietal lobule. Conclusions:
These findings add further evidence for dysfunction of a
network of brain regions, including anterior cingulate
and visual and parietal cortex, in abuse-related PTSD.
(PsycINFO Database Record (c) 2005 APA, all rights
reserved)(journal abstract) |
|
Subjects: |
*Cerebral Cortex; *Child Abuse; *Posttraumatic Stress
Disorder; *Sexual Abuse; *Stroop Effect; Color;
Emotional Content; Human Females; Neurophysiology |
|
Classification: |
Neuroses & Anxiety Disorders (3215) |
|
Population: |
Human
(10)
Female (40) |
|
Age
Group: |
Adulthood (18 yrs & older) (300) |
|
Tests &
Measures: |
Early
Trauma Inventory
Subjective Units of Distress
Scale
Clinician-Administered
Dissociative States Scale
PTSD Symptom Scale
Structured Clinical
Interview for DSM-IV Axis I Disorders |
|
Methodology: |
Empirical Study; Quantitative Study |
|
Publication Type: |
Journal, Peer Reviewed Journal; Print
Format(s) Available:
Electronic; Print |
|
Document
Type: |
Original Journal Article |
|
Release
Date: |
20040419 |
|
Accession Number: |
2004-12034-008 |
|
Number
of Citations in Source: |
53 |
|
|
|
|
Persistent link to this record:
|
http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2004-12034-008&site=ehost-live |
|
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Cut and Paste: |
<A href="http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2004-12034-008&site=ehost-live">Neural
Correlates of the Classic Color and Emotional Stroop in
Women with Abuse-Related Postltraumatic Stress
Disorder.</A> |
|
|
|
|
Database: |
PsycINFO |
Record: 5
|
Title: |
The
expression and regulation of negative emotions: Risk
factors for young children's peer victimization. |
|
Author(s): |
Hanish, Laura D., Arizona State University, Tempe, AZ,
US,
Laura.Hanish@asu.edu
Eisenberg, Nancy, Arizona
State University, Tempe, AZ, US
Fabes, Richard A., Arizona
State University, Tempe, AZ, US
Spinrad, Tracy L., Arizona
State University, Tempe, AZ, US
Ryan, Patti, Arizona State
University, Tempe, AZ, US
Schmidt, Shana, Arizona
State University, Tempe, AZ, US |
|
Address: |
Hanish, Laura D., Department of Family and Human
Development, Arizona State University, Box 2502, P. O.
Box 872502, Tempe, AZ, US,
Laura.Hanish@asu.edu |
|
Source: |
Development and Psychopathology, Vol 16(2), Spr 2004.
pp. 335-353.
Journal URL:
http://www.cambridge.org/uk/journals/journal_catalogue.asp?mnemonic=dpp |
|
Publisher: |
US:
Cambridge Univ Press
Publisher URL:
http://www.cup.org |
|
ISSN: |
0954-5794 (Print)
1469-2198 (Electronic) |
|
Language: |
English |
|
Keywords: |
negative emotions; risk factor; peer victimization;
internalization; externalizations; risk factors; anger;
aggression; emotional regulation; gender |
|
Abstract: |
Using
a short-term longitudinal design, internalizing and
externalizing emotions were examined as risk factors for
being victimized by peers in early childhood.
Regulation, aggression, and withdrawal were also tested
as mediators. We found that anger, mediated by
aggression and regulation, positively predicted being
victimized, although the way in which anger related to
victimization risk varied for boys and girls and across
time. These findings were robust, particularly for
girls, attesting to the importance of externalizing
variables as risk factors for young children's
victimization. Support for internalizing variables as
risk factors for being victimized was weak. The
implications of the findings for developmental models
connecting symptomatology and victimization are
discussed. (PsycINFO Database Record (c) 2005 APA, all
rights reserved)(journal abstract) |
|
Subjects: |
*Emotional Control; *Externalization; *Internalization;
*Risk Factors; *Victimization; Aggressive Behavior;
Anger; Human Sex Differences |
|
Classification: |
Psychosocial & Personality Development (2840) |
|
Population: |
Human
(10)
Male (30)
Female (40) |
|
Location: |
US |
|
Age
Group: |
Childhood (birth-12 yrs) (100)
Preschool Age (2-5 yrs)
(160)
School Age (6-12 yrs) (180) |
|
Tests &
Measures: |
Child
Behavior Scale
Children's Behavior
Questionnaire |
|
Conference: |
Annual
Convention of the American Psychological Association,
108th, Aug, 2000, Washington, DC, US |
|
Conference Notes: |
An
earlier draft of this paper was presented at the
aforementioned conference. |
|
Methodology: |
Empirical Study; Quantitative Study |
|
Publication Type: |
Journal, Peer-Reviewed Status-Unknown; Print
Format(s) Available:
Electronic; Print |
|
Document
Type: |
Original Journal Article |
|
Release
Date: |
20040927 |
|
Correction Date: |
20050919 |
|
Accession Number: |
2004-18149-006 |
|
Number
of Citations in Source: |
57 |
|
|
|
|
Persistent link to this record:
|
http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2004-18149-006&site=ehost-live |
|
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Cut and Paste: |
<A href="http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2004-18149-006&site=ehost-live">The
expression and regulation of negative emotions: Risk
factors for young children's peer victimization.</A> |
|
|
|
|
Database: |
PsycINFO |
Record: 6
|
Title: |
Impairment and coping in children and adolescents with
chronic fatigue syndrome: A comparative study with other
paediatric disorders. |
|
Author(s): |
Garralda, M. Elena, Imperial College, London, United
Kingdom,
e.garralda@imperial.ac.uk
Rangel, Luiza, Imperial
College, London, United Kingdom |
|
Address: |
Garralda, M. Elena, Academic Unit of Child and
Adolescent Psychiatry, Imperial College, Faculty of
Medicine, St Mary's Campus, Norfolk Place, London,
United Kingdom, W2 1PG,
e.garralda@imperial.ac.uk |
|
Source: |
Journal of Child Psychology and Psychiatry, Vol 45(3),
Mar 2004. pp. 543-552.
Journal URL:
http://www.blackwellpublishing.com/journal.asp?ref=0021-9630 |
|
Publisher: |
United
Kingdom: Blackwell Publishing
Publisher URL:
http://www.blackwellpublishing.com |
|
ISSN: |
0021-9630 (Print)
1469-7610 (Electronic) |
|
Digital
Object Identifier: |
10.1111/j.1469-7610.2004.00244.x |
|
Language: |
English |
|
Keywords: |
chronic fatigue syndrome; illness attitudes; coping
mechanisms; pediatric disorders; functional impairment;
children; adolescents |
|
Abstract: |
The
aim of this study was to compare impairment, illness
attitudes and coping mechanisms in childhood chronic
fatigue syndrome (CFS) and in other paediatric
disorders. Participants were 28 children and adolescents
with CFS, 30 with juvenile idiopathic arthritis (JIA)
and 27 with emotional disorders (ED). Children with CFS
reported significantly more illness impairment,
especially in school attendance, than those with JIA and
ED. On the Kidcope they named school issues (work,
expectations, attendance) as illness- or
disability-related problems more than the other two
groups. Fewer CFS participants reported using problem
solving as a strategy to cope with illness and
disability than with other problems in their lives. More
in the CFS than in the JIA group used emotional
regulation to cope with illness and disability. Fewer in
the CFS than in the ED groups used social withdrawal to
cope with illness and self-criticism for disability, but
more used resignation to cope with disability. Severe
illness-related impairment, particularly through school
non-attendance, and high levels of illness-related
school concerns appear specific to CFS. CFS may also
have characteristically high levels of generalised
illness worry and particular styles of coping with
illness and disability. (PsycINFO Database Record (c)
2005 APA, all rights reserved) |
|
Subjects: |
*Ability Level; *Chronic Fatigue Syndrome; *Coping
Behavior; *Health Attitudes; *Pediatrics |
|
Classification: |
Physical & Somatoform & Psychogenic Disorders (3290) |
|
Population: |
Human
(10)
Male (30)
Female (40) |
|
Location: |
England |
|
Age
Group: |
Childhood (birth-12 yrs) (100)
School Age (6-12 yrs) (180)
Adolescence (13-17 yrs)
(200)
Adulthood (18 yrs & older)
(300)
Young Adulthood (18-29 yrs)
(320) |
|
Methodology: |
Empirical Study; Quantitative Study |
|
Publication Type: |
Journal, Peer-Reviewed Status-Unknown; Electronic
Format(s) Available:
Electronic; Print |
|
Document
Type: |
Original Journal Article |
|
Release
Date: |
20040322 |
|
Correction Date: |
20050919 |
|
Accession Number: |
2004-11432-012 |
|
Number
of Citations in Source: |
39 |
|
|
|
|
Persistent link to this record:
|
http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2004-11432-012&site=ehost-live |
|
|
|
|
Cut and Paste: |
<A href="http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2004-11432-012&site=ehost-live">Impairment
and coping in children and adolescents with chronic
fatigue syndrome: A comparative study with other
paediatric disorders.</A> |
|
|
|
|
Database: |
PsycINFO |
Record: 7
|
Title: |
Emotional resilience in children: Implications for
rational emotive education. |
|
Author(s): |
Bernard, Michael E., University of Northern Iowa, Albert
Ellis Institute, IA, US |
|
Address: |
Bernard, Michael E., College of Education, California
State University, 1250 Bellflower Blvd., Long Beach, CA,
US |
|
Source: |
Journal of Cognitive and Behavioral Psychotherapies, Vol
4(1), Mar 2004. pp. 39-52. |
|
Publisher: |
Romania: Presa Universitara Clujeana
Publisher URL:
http://www.ubbcluj.ro/ |
|
ISSN: |
1584-7101 (Print) |
|
Language: |
English |
|
Keywords: |
emotional resilience; child development;
rational-emotive behavioral therapy; rational emotive
education; emotional self-management; emotional
regulation |
|
Abstract: |
It is
argued that the study of child developmental research
into children's ability to regulate their own emotions
offers distinctive insights and methods that can be
incorporated into rational-emotive behavioral therapy
(REBT) and its educational derivative rational emotive
education (REE). Research is described that reveals a
host of different emotion regulation strategies that
children develop as they grow older (e.g., distraction,
diversion, seeking social support, exercise) that can be
included in REBT and REE in addition to
challenging/disputing and teaching of rational beliefs
that can lead to greater emotional self-management in
children. (PsycINFO Database Record (c) 2005 APA, all
rights reserved)(journal abstract) |
|
Subjects: |
*Emotional Control; *Emotional Development; *Rational
Emotive Behavior Therapy; *Resilience (Psychological);
*Self Management |
|
Classification: |
Curriculum & Programs & Teaching Methods (3530) |
|
Population: |
Human
(10) |
|
Age
Group: |
Childhood (birth-12 yrs) (100)
Adolescence (13-17 yrs)
(200) |
|
Publication Type: |
Journal, Peer Reviewed Journal; Electronic
Format(s) Available:
Electronic; Print |
|
Document
Type: |
Original Journal Article |
|
Release
Date: |
20051024 |
|
Accession Number: |
2005-10073-003 |
|
Number
of Citations in Source: |
23 |
|
|
|
|
Persistent link to this record:
|
http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2005-10073-003&site=ehost-live |
|
|
|
|
Cut and Paste: |
<A href="http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2005-10073-003&site=ehost-live">Emotional
resilience in children: Implications for rational
emotive education.</A> |
|
|
|
|
Database: |
PsycINFO |
Record: 8
|
Title: |
An
Examination of the Contributions of Interactive Peer
Play to Salient Classroom Competencies for Urban Head
Start Children. |
|
Author(s): |
Fantuzzo, John, University of Pennsylvania,
Philadelphia, PA, US,
johnf@gse.upenn.edu
Sekino, Yumiko, University
of Pennsylvania, Philadelphia, PA, US
Cohen, Heather L.,
University of Pennsylvania, Philadelphia, PA, US |
|
Address: |
Fantuzzo, John, Psychology in Education Division,
Graduate School of Education, University of
Pennsylvania, Philadelphia, PA, US,
johnf@gse.upenn.edu |
|
Source: |
Psychology in the Schools, Vol 41(3), Mar 2004. pp.
323-336.
Journal URL:
http://www.interscience.wiley.com/jpages/0033-3085/ |
|
Publisher: |
US:
John Wiley & Sons
Publisher URL:
http://www.wiley.com/WileyCDA/ |
|
ISSN: |
0033-3085 (Print)
1520-6807 (Electronic) |
|
Digital
Object Identifier: |
10.1002/pits.10162 |
|
Language: |
English |
|
Keywords: |
interactive peer play; classroom competence; Head Start
children; emotion regulation; autonomy; language
development |
|
Abstract: |
Relations between children's peer play competence and
other relevant competencies were investigated using two
samples of urban Head Start children. Dimensions of peer
play were examined concurrently with emotion regulation,
autonomy, and language. Children exhibiting high levels
of peer play interaction were found to demonstrate more
competent emotional-regulation, initiation,
self-determination, and receptive vocabulary skills.
Assessments of positive engagement in play early in the
year were associated with lower levels of aggressive,
shy, and withdrawn adjustment problems at the end of the
year. Children who successfully interacted with peers
early in the year evidenced greater cognitive, social,
and movement/coordination outcomes. Disruptive and
disconnected peer play behaviors were associated with
negative emotional and behavioral outcomes. (PsycINFO
Database Record (c) 2005 APA, all rights
reserved)(journal abstract) |
|
Subjects: |
*Childhood Play Behavior; *Classroom Behavior; *Peer
Relations; *Psychosocial Development; *Social Skills;
Emotional Control; Independence (Personality); Language
Development; Preschool Students; Project Head Start |
|
Classification: |
Classroom Dynamics & Student Adjustment & Attitudes
(3560) |
|
Population: |
Human
(10)
Male (30)
Female (40) |
|
Location: |
US |
|
Age
Group: |
Childhood (birth-12 yrs) (100)
Preschool Age (2-5 yrs)
(160) |
|
Tests &
Measures: |
Peabody Picture Vocabulary Test-III |
|
Methodology: |
Empirical Study; Quantitative Study |
|
Publication Type: |
Journal, Peer Reviewed Journal; Print
Format(s) Available:
Electronic; Print |
|
Document
Type: |
Original Journal Article |
|
Release
Date: |
20040322 |
|
Accession Number: |
2004-11395-005 |
|
Number
of Citations in Source: |
48 |
|
|
|
|
Persistent link to this record:
|
http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2004-11395-005&site=ehost-live |
|
|
|
|
Cut and Paste: |
<A href="http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2004-11395-005&site=ehost-live">An
Examination of the Contributions of Interactive Peer
Play to Salient Classroom Competencies for Urban Head
Start Children.</A> |
|
|
|
|
Database: |
PsycINFO |
Record: 9
|
Title: |
Il
ruolo dell'autoefficacia percepita nella sfera emotiva
come determinante del pensiero positive nel corso di
vita. |
|
Translated Title: |
Emotional self-efficacy beliefs as determinants of
positive thinking over the course of life. |
|
Author(s): |
Caprara, Gian Vittorio, Centro Interuniversitario per la
Ricerca sulla Genesi e sullo Sviluppo delle Motivazioni
Prosociali e Antisociali, Italy
Steca, Patrizia, Centro
Interuniversitario per la Ricerca sulla Genesi e sullo
Sviluppo delle Motivazioni Prosociali e Antisociali,
Italy |
|
Source: |
Età
Evolutiva, No 77, Feb 2004. pp. 96-104. |
|
Publisher: |
Italy:
Giunti Gruppo Editoriale SPA
Publisher URL:
http://www.giunti.it |
|
ISSN: |
0392-0658 (Print) |
|
Language: |
Italian |
|
Keywords: |
positive thinking; emotional self-efficacy; subjective
wellbeing; life satisfaction; self esteem; emotional
regulation |
|
Abstract: |
The
present study tested the posited structural path of
influence through which perceived self-efficacy of
affect regulation, operate on positive thinking at
different times over the course of life. Assessment of
subjective wellbeing, results from life satisfaction,
optimism and self-esteem measures. 323 males and 318
females, aged between 20 and 92 years, participated to
this study. As predicted, a strong sense of efficacy in
the regulation of positive and negative affect, resulted
associated to higher positive thinking in both males and
females over the course of life. Males showed higher
levels of self-efficacy beliefs in managing negative
emotions as well as on the three measures of positive
thinking. However these differences tend to diminish
over the course of life with males scoring lower and
females higher with aging. Likely females manage better
than males the transition from adulthood to old age. In
fact they seem to have a better psycho-emotional
"equipment", that giants them a better fit to the
different, personal and relational, life circumstances.
(PsycINFO Database Record (c) 2005 APA, all rights
reserved)(journal abstract) |
|
Subjects: |
*Emotional Control; *Life Satisfaction; *Optimism; *Self
Efficacy; *Self Esteem; Thinking; Well Being |
|
Classification: |
Personality Traits & Processes (3120) |
|
Population: |
Human
(10)
Male (30)
Female (40) |
|
Age
Group: |
Adulthood (18 yrs & older) (300)
Young Adulthood (18-29 yrs)
(320)
Thirties (30-39 yrs) (340)
Middle Age (40-64 yrs) (360)
Aged (65 yrs & older) (380)
Very Old (85 yrs & older)
(390) |
|
Methodology: |
Empirical Study; Quantitative Study |
|
Publication Type: |
Journal, Peer Reviewed Journal; Print
Format(s) Available: Print |
|
Document
Type: |
Original Journal Article |
|
Release
Date: |
20040906 |
|
Accession Number: |
2004-12267-008 |
|
Number
of Citations in Source: |
26 |
|
|
|
|
Persistent link to this record:
|
http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2004-12267-008&site=ehost-live |
|
|
|
|
Cut and Paste: |
<A href="http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2004-12267-008&site=ehost-live">Il
ruolo dell'autoefficacia percepita nella sfera emotiva
come determinante del pensiero positive nel corso di
vita.</A> |
|
|
|
|
Database: |
PsycINFO |
Record: 10
|
Title: |
Resilient Individuals Use Positive Emotions to Bounce
Back From Negative Emotional Experiences. |
|
Author(s): |
Tugade, Michele M., Department of Psychology, Boston
College, Chestnut Hill, MA, US,
tugade@bc.edu
Fredrickson, Barbara L.,
Department of Psychology and Research Center for Group
Dynamics at the Institute for Social Research,
University of Michigan, MI, US |
|
Address: |
Tugade, Michele M., Department of Psychology, Boston
College, College, 140 Commonwealth Avenue, Chestnut
Hill, MA, US,
tugade@bc.edu |
|
Source: |
Journal of Personality and Social Psychology, Vol 86(2),
Feb 2004. pp. 320-333.
Journal URL:
http://www.apa.org/journals/psp.html |
|
Publisher: |
US:
American Psychological Assn
Publisher URL:
http://www.apa.org |
|
ISSN: |
0022-3514 (Print) |
|
Digital
Object Identifier: |
10.1037/0022-3514.86.2.320 |
|
Language: |
English |
|
Keywords: |
psychological resilience; stressful experiences;
negative emotional experiences; positive emotions;
emotional regulation; positive meaning; cardiovascular
recovery |
|
Abstract: |
Theory
indicates that resilient individuals "bounce back" from
stressful experiences quickly and effectively. Few
studies, however, have provided empirical evidence for
this theory. The broaden-and-build theory of positive
emotions (B. L. Fredrickson, 1998, 2001) is used as a
framework for understanding psychological resilience.
The authors used a multimethod approach in 3 studies to
predict that resilient people use positive emotions to
rebound from, and find positive meaning in, stressful
encounters. Mediational analyses revealed that the
experience of positive emotions contributed, in part, to
participants' abilities to achieve efficient emotion
regulation, demonstrated by accelerated cardiovascular
recovery from negative emotional arousal (Studies 1 and
2) and by finding positive meaning in negative
circumstances (Study 3). Implications for research on
resilience and positive emotions are discussed.
(PsycINFO Database Record (c) 2005 APA, all rights
reserved)(journal abstract) |
|
Subjects: |
*Coping Behavior; *Emotional Control; *Emotional States;
*Resilience (Psychological); *Stress; Cardiovascular
Reactivity; Experiences (Events); Meaning;
Meaningfulness; Positivism; Stress Reactions |
|
Classification: |
Personality Traits & Processes (3120) |
|
Population: |
Human
(10)
Male (30)
Female (40) |
|
Location: |
US |
|
Age
Group: |
Adolescence (13-17 yrs) (200)
Adulthood (18 yrs & older)
(300)
Young Adulthood (18-29 yrs)
(320)
Thirties (30-39 yrs) (340)
Middle Age (40-64 yrs) (360) |
|
Methodology: |
Empirical Study; Quantitative Study |
|
Publication Type: |
Journal, Peer Reviewed Journal; Print
Format(s) Available: Print |
|
Document
Type: |
Original Journal Article |
|
Release
Date: |
20040209 |
|
Accession Number: |
2004-10747-009 |
|
Number
of Citations in Source: |
56 |
|
|
|
|
Persistent link to this record:
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http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2004-10747-009&site=ehost-live |
|
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Cut and Paste: |
<A href="http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2004-10747-009&site=ehost-live">Resilient
Individuals Use Positive Emotions to Bounce Back From
Negative Emotional Experiences.</A> |
|
|
|
|
Database: |
PsycINFO |
|
Full Text Database: |
PsycARTICLES |
Record: 11
|
Title: |
Risk
taking and novelty seeking in adolescence: Introduction
to part I. |
|
Series
Title: |
Annals
of the New York Academy of Sciences; Vol. 1021 |
|
Author(s): |
Kelley, Ann E., Department of Psychiatry, University of
Wisconsin-Madison Medical School, Madison, WI, US,
aekelley@wisc.edu
Schochet, Terri, Department
of Psychiatry, University of Wisconsin-Madison Medical
School, Madison, WI, US
Landry, Charles F.,
Department of Psychiatry, University of
Wisconsin-Madison Medical School, Madison, WI, US |
|
Address: |
Kelley, Ann E., Department of Psychiatry, University of
Wisconsin-Madison Medical School, 6001 Research Park
Boulevard, Madison, WI, US,
aekelley@wisc.edu |
|
Source: |
Adolescent brain development: Vulnerabilities and
opportunities. Dahl, Ronald E. (Ed); Spear, Linda Patia
(Ed); pp. 27-32.
New York, NY, US: New York
Academy of Sciences, 2004. xii, 472 pp.
|
|
ISBN: |
1-57331-506-0 (hardcover)
1-57331-507-9 (paperback) |
|
Language: |
English |
|
Keywords: |
risk
taking; novelty seeking; adolescent behavior;
impulsivity; emotional regulation; cognitive function;
brain pathways |
|
Abstract: |
(from
the chapter) Risk taking and novelty seeking are
hallmarks of typical adolescent behavior. Adolescents
seek new experiences and higher levels of rewarding
stimulation, and often engage in risky behaviors,
without considering future outcomes or consequences.
These behaviors can have adaptive benefits with regard
to the development of independence and survival without
parental protection, but also render the adolescent more
vulnerable to harm. Indeed, the risk of injury or death
is higher during the adolescent period than in childhood
or adulthood, and the incidence of depression, anxiety,
drug use and addiction, and eating disorders increases.
Brain pathways that play a key role in emotional
regulation and cognitive function undergo distinct
maturational changes during this transition period. It
is clear that adolescents think and act differently from
adults, yet relatively little is known about the precise
mechanisms underlying neural, behavioral, and cognitive
events during this period. Increased investigation of
these dynamic alterations, particularly in prefrontal
and related corticolimbic circuitry, may aid this
understanding. Moreover, the investigation of mammalian
animal models of adolescence--such as those examining
impulsivity, reward sensitivity, and decision
making--may also provide new opportunities for
addressing the problem of adolescent vulnerability.
(PsycINFO Database Record (c) 2005 APA, all rights
reserved) |
|
Subjects: |
*Adolescent Development; *Cognitive Development;
*Emotional Development; *Risk Taking; *Sensation
Seeking; Neural Pathways |
|
Classification: |
Developmental Psychology (2800) |
|
Population: |
Human
(10) |
|
Age
Group: |
Adolescence (13-17 yrs) (200) |
|
Intended
Audience: |
Psychology: Professional & Research (PS) |
|
Conference: |
Adolescent Brain Development: Vulnerabilities and
Opportunities, Sep, 2003, New York, NY, US |
|
Conference Notes: |
This
volume is the result of the aforementioned conference
which was cosponsored by the New York Academy of
Sciences and the University of Pittsburgh School of
Medicine, Center for Continuing Education. |
|
Publication Type: |
Book,
Edited Book; Print |
|
Document
Type: |
Original Chapter |
|
Release
Date: |
20051219 |
|
Accession Number: |
2004-16492-003 |
|
Number
of Citations in Source: |
25 |
|
|
|
|
Persistent link to this record:
|
http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2004-16492-003&site=ehost-live |
|
|
|
|
Cut and Paste: |
<A href="http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2004-16492-003&site=ehost-live">Risk
taking and novelty seeking in adolescence: Introduction
to part I.</A> |
|
|
|
|
Database: |
PsycINFO |
Record: 12
|
Title: |
Neurological and Developmental Outcomes of Prenatally
Cocaine-Exposed Offspring from 12 to 36 Months. |
|
Author(s): |
Lewis,
Marilyn W., Alcohol Research Center, University of
Connecticut School of Medicine, Farmington, CT, US
Misra, Sonya, Santa Clara
Valley Medical Center, San Jose, CA, US
Johnson, Helen L.,
Department of Elementary and Early Childhood Education,
Queens College, New York, NY, US
Rosen, Tove S., Department of
Neonatology, Children's Hospital of New York, New York,
NY, US,
tsr1@columbia.edu |
|
Address: |
Rosen,
Tove S., Department of Neonatology, Children's Hospital
of New York, 630 W 168th St., New York, NY, US,
tsr1@columbia.edu |
|
Source: |
American Journal of Drug and Alcohol Abuse, Vol 30(2),
2004. pp. 299-320.
Journal URL:
http://www.tandf.co.uk/journals/titles/00952990.asp |
|
Publisher: |
United
Kingdom: Taylor & Francis
Publisher URL:
http://www.taylorandfrancis.com/ |
|
ISSN: |
0095-2990 (Print)
1097-5754 (Electronic) |
|
Digital
Object Identifier: |
10.1081/ADA-120037380 |
|
Language: |
English |
|
Keywords: |
prenatal cocaine exposure; infant development;
neurology; offspring |
|
Abstract: |
Second
generation studies of prenatal cocaine exposure failed
to find gross deficits after controlling for
confounders. Concern remained that exposure could cause
subtle deficits. This prospective, cohort study
evaluated effects of cocaine on development at 12, 18,
24, and 36 months. From 1991-1993, 361 mother-infant
pairs were recruited from the Children's Hospital of New
York, Presbyterian Medical Center's prenatal clinic or
delivery room suite. Mothers were assigned to the
cocaine group based on report of prenatal cocaine use or
positive urine toxicology. Control mothers were enrolled
from the same clinic and matched for age and
socioeconomic status (SES). Women with serious medical
problems were excluded from either group. Of the
retained cohort, at 12 months, 147 infants were exposed
and 89 were unexposed case controls. Both groups were
raised in impoverished environments with few supports.
Developmental evaluations were conducted blinded to
group. Cross-sectional analysis revealed cocaine-related
deficits in neurological exams and speech across all
time periods, in spite of catch up in weight, length,
and head circumference. Overall analysis of development
was evaluated using Generalized Estimating Equations
regression analysis. Bayley Mental [B-sub(adj) = -6.5
(CI-9.4,- 3.5, p ≤ 0.001)] and Psychomotor [B-sub(adj) =
- 3.9 (CI-7.4, - 0.5, p = 0.02)] Developmental Indices
showed deficits after controlling for confounders. Males
were more vulnerable to cocaine exposure for height,
motor development, and emotional regulation.
Dose-response relationships existed for abnormal
neurological exams (p-sub(trend) < 0.08), Mental
Development Index (MDI) (p-sub(trend) < 0.001), and
Psychomotor Development Index (PDI) (p-sub(trend) <
0.001) deficits. Although nonexposed children performed
poorly, cocaine-exposed children showed worse
performance. Both groups showed declines at 18 months in
mental and psychomotor development from which only
nonexposed children rebounded. Overall, cocaine exposure
adds an additional risk to disadvantaged children's
development. Cocaine-exposed children are less resilient
to effects of these multiple risks. (PsycINFO Database
Record (c) 2005 APA, all rights reserved)(journal
abstract) |
|
Subjects: |
*Cocaine; *Infant Development; *Neurology; *Offspring;
*Prenatal Exposure |
|
Classification: |
Psychopharmacology (2580) |
|
Population: |
Human
(10)
Male (30)
Female (40) |
|
Location: |
US |
|
Age
Group: |
Childhood (birth-12 yrs) (100)
Infancy (2-23 mo) (140)
Preschool Age (2-5 yrs)
(160)
Adulthood (18 yrs & older)
(300)
Young Adulthood (18-29 yrs)
(320)
Thirties (30-39 yrs) (340)
Middle Age (40-64 yrs) (360) |
|
Tests &
Measures: |
Center
for Epidemiological Study-Depression
Achenbach Child Behavior
Check List
Language Development Survey
Bayley Scales of Infant
Development |
|
Methodology: |
Empirical Study; Followup Study; Longitudinal Study;
Prospective Study; Quantitative Study |
|
Publication Type: |
Journal, Peer-Reviewed Status-Unknown; Electronic
Format(s) Available:
Electronic; Print |
|
Document
Type: |
Original Journal Article |
|
Release
Date: |
20050425 |
|
Correction Date: |
20050907 |
|
Accession Number: |
2005-03574-006 |
|
Number
of Citations in Source: |
75 |
|
|
|
|
Persistent link to this record:
|
http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2005-03574-006&site=ehost-live |
|
|
|
|
Cut and Paste: |
<A href="http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2005-03574-006&site=ehost-live">Neurological
and Developmental Outcomes of Prenatally Cocaine-Exposed
Offspring from 12 to 36 Months.</A> |
|
|
|
|
Database: |
PsycINFO |
Record: 13
|
Title: |
Wen
trifft die Wunde? |
|
Translated Title: |
Who is
hit by the wound? |
|
Author(s): |
Wildermuth, Matthias, Klinik für Psychiatrie und
Psychotherapie des Kindes- und Jugendalters, Herborn,
Germany |
|
Address: |
Wildermuth, Matthias, Klinik fur Psychiatrie und
Psychotherapie des Kindes- und Jugendalters, Rehbergpark
gGmbH, Austr. 40, D-35745, Herborn, Germany |
|
Source: |
Analytische Kinder- und Jugendlichenpsychotherapie, Vol
35(123), 2004. pp. 327-350. |
|
Publisher: |
Germany: Brandes & Apsel |
|
ISSN: |
0945-6740 (Print) |
|
Language: |
German |
|
Keywords: |
inpatient child psychiatry; inpatient adolescent
psychiatry; self harming behavior; psychoanalysis |
|
Abstract: |
Following a short overview of specific tasks in
in-patient child and adolescent psychiatry I will
describe the psychoanalytically informed setting. Phases
in the therapeutic process are differentiated. With
regard to constructive and destructive processes a
bipolar and an integrative model--using
psychotherapeutical as well as realistic therapeutical
environment--are investigated seeing the whole ward as a
stage onto which earlier patterns can be transferred.
After that reasons for and psychodynamic aspects of self
harming are analyzed. The meaning of these symptoms as a
dialogue in conduct is put in concrete terms with regard
to the in-patient clientele. The case-vignette of a
juvenile female patient with self harming behavior also
explains family dynamics. A focus in treatment is
necessary as it is to work with emotional regulation
within in-patient containing and to mentalize mostly
repeated traumas that have not yet been verbalized.
(PsycINFO Database Record (c) 2006 APA, all rights
reserved)(from the journal abstract) |
|
Subjects: |
*Adolescent Psychiatry; *Child Psychiatry; *Psychiatric
Hospitalization; *Psychoanalysis; *Self Destructive
Behavior |
|
Classification: |
Psychoanalytic Therapy (3315) |
|
Population: |
Human
(10) |
|
Publication Type: |
Journal, Peer Reviewed Journal; Print
Format(s) Available: Print |
|
Document
Type: |
Original Journal Article |
|
Release
Date: |
20041018 |
|
Correction Date: |
20060530 |
|
Accession Number: |
2004-18183-001 |
|
Number
of Citations in Source: |
38 |
|
|
|
|
Persistent link to this record:
|
http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2004-18183-001&site=ehost-live |
|
|
|
|
Cut and Paste: |
<A href="http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2004-18183-001&site=ehost-live">Wen
trifft die Wunde?</A> |
|
|
|
|
Database: |
PsycINFO |
Record: 14
|
Title: |
Afrontamiento y regulación emocional de hechos
traumáticos: Un estudio longitudinal sobre el 11-M. |
|
Translated Title: |
Coping
and emotional regulation after the bombing of March
11th. |
|
Author(s): |
Campos, Myriam, Universidad del País Vasco, San
Sebastián, Spain,
miryamcampos@yahoo.es
Páez, D., Universidad del
País Vasco, San Sebastián, Spain
Velasco, C., Universidad del
País Vasco, San Sebastián, Spain |
|
Address: |
Campos, Myriam, Dpto. de Psicologia Social y Metodologia
de las Ciencias del Comportamiento, Universidad del Pais
Vasco, Apartado 726, 20080, San Sebastian, Spain,
miryamcampos@yahoo.es |
|
Source: |
Ansiedad y Estrés, Vol 10(2-3), 2004. Special issue: La
reacción humana ante el trauma: Consecuencias del 11 de
Marzo de 2004 (Human reaction to psychological trauma:
Psychological consequences of the March 11th, 2004,
terrorist attack in Madrid). pp. 277-286.
Journal URL:
http://www.ucm.es/info/seas/Revista/index.htm |
|
Publisher: |
Spain:
Sociedad Española para el Estudio de la Ansiedad y el
Estrés
Publisher URL:
http://www.ucm.es/info/seas/ |
|
ISSN: |
1134-7937 (Print) |
|
Language: |
Spanish |
|
Keywords: |
coping; emotional regulation; March 11 bombings |
|
Abstract: |
A
longitudinal study with N=1800 students and relatives
(38%) apply a coping scale and Izard's DES or emotional
activation one week alter March-Eleven, positive affect
PANAS, rumination, reaction to M-11 traumatic event of
11-M (EGAS), self-esteem and personal control, Vaux's
social support and UCLA's loneliness scale three weeks
and two months after March Eleven. Predictive validity
of coping items is contrasted by means of partial
correlation between coping items and negative affect,
positive affect, self-esteem and control and social
integration criterion variables, controlling for the
first week emotional arousal level. The longitudinal
study show that direct coping, reappraisal and positive
revaluation, and partially searching for social support
coping strategies are functional. Avoidant, social
isolation, rumination and helplessness coping strategies
are related to high negative affect, low positive
affect, low control, low self-esteem and low social
integration - they are globally dysfunctional. However,
direct coping, searching for social support and positive
reappraisal are not related to low negative affect.
(PsycINFO Database Record (c) 2005 APA, all rights
reserved)(journal abstract) |
|
Subjects: |
*Coping Behavior; *Emotional States; *Terrorism |
|
Classification: |
Personality Traits & Processes (3120)
Social Processes & Social
Issues (2900) |
|
Population: |
Human
(10) |
|
Location: |
Spain |
|
Tests &
Measures: |
Izards
Differential Emotions Scale
Vauxs Social Support Scale
Positive and Negative
Syndrome Scale
UCLA Loneliness Scale |
|
Methodology: |
Empirical Study; Longitudinal Study; Quantitative Study |
|
Publication Type: |
Journal, Peer Reviewed Journal; Print
Format(s) Available: Print |
|
Document
Type: |
Original Journal Article |
|
Release
Date: |
20051011 |
|
Accession Number: |
2005-07190-010 |
|
Number
of Citations in Source: |
22 |
|
|
|
|
Persistent link to this record:
|
http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2005-07190-010&site=ehost-live |
|
|
|
|
Cut and Paste: |
<A href="http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2005-07190-010&site=ehost-live">Afrontamiento
y regulación emocional de hechos traumáticos: Un estudio
longitudinal sobre el 11-M.</A> |
|
|
|
|
Database: |
PsycINFO |
Record: 15
|
Title: |
Afrontamiento y regulación emocional de hechos
estresantes. Un meta-análisis de 13 estudios. |
|
Translated Title: |
Coping
and emotional regulation of stress events. A
meta-analysis of 13 studies. |
|
Author(s): |
Campos, M., Departamento de Psicología Social,
Universidad del País Vasco, Spain,
miryamcampos@yahoo.es
lraurgui, J., Módulo de Asistencia
Psicosocial de Rekalde, Bilbao, Spain,
iraurgi@euskalnet.net
Páez, D., Misma Universidad,
Spain,
pspparod@ss.ehu.es
Velasco, C., Departamento de
Psicología Social, Universidad del País Vasco, Spain |
|
Address: |
Campos, M., Facultad de Psicologia, Dpto de Psicologia
Social, Avda. de Tolosa, 70, 20018, San Sebastian,
Spain,
miryamcampos@yahoo.es |
|
Source: |
Boletin de Psicología (Spain), Vol 82, 2004. pp. 25-44. |
|
Publisher: |
Spain:
Editorial Promolibro
Publisher URL:
http://www.promolibro.com |
|
ISSN: |
0212-8179 (Print) |
|
Language: |
Spanish |
|
Keywords: |
coping
strategies; social support; social withdrawal; emotional
regulation; stress events |
|
Abstract: |
Twelve
coping strategies and functionality are described, based
on Skinner, Edge, Altman and Sherwood (2003), Compas,
Connor-Smith, Saltzman, Thomsen and Wadsworth (2001) and
Penley, Tomaka and Wiebe (2002). A meta-analytical
review of 13 local studies (N 1313) analyzes the
correlation between a 27 items short mixed version of
Folkman & Lazarus' Way of Coping (WOC) and Carver,
Scheier & Weintraub's COPE coping items with an index of
affect balance (PANAS). The meta-anlytical correlational
review shows that direct coping, reappraisal and
positive re-evaluation, and partially searching for
social support coping strategies are functional.
Avoidance, social withdrawal, rumination and
helplessness or disengagement are dysfunctional
strategies. Avoidant, social isolation, rumination and
helplessness coping strategies are related to high
negative affect and or low positive affect. All these
results are congruent with previous meta-analysis.
(PsycINFO Database Record (c) 2006 APA, all rights
reserved)(journal abstract) |
|
Subjects: |
*Coping Behavior; *Emotional Control; *Social Isolation;
*Social Support; *Stress |
|
Classification: |
Personality Traits & Processes (3120) |
|
Population: |
Human
(10) |
|
Tests &
Measures: |
COPE
Ways of Coping Checklist |
|
Methodology: |
Meta
Analysis |
|
Publication Type: |
Journal, Peer Reviewed Journal; Print
Format(s) Available: Print |
|
Document
Type: |
Original Journal Article |
|
Release
Date: |
20060221 |
|
Accession Number: |
2005-14074-002 |
|
Number
of Citations in Source: |
30 |
|
|
|
|
Persistent link to this record:
|
http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2005-14074-002&site=ehost-live |
|
|
|
|
Cut and Paste: |
<A
href="http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2005-14074-002&site=ehost-live">Afrontamiento
y regulación emocional de hechos estresantes. Un
meta-análisis de 13 estudios.</A> |
|
|
|
|
Database: |
PsycINFO |
Record: 16
|
Title: |
Children's understanding and regulation of emotion in
the context of their peer relations. |
|
Series
Title: |
Decade
of behavior |
|
Author(s): |
Hubbard, Julie A., University of Delaware, Newark, DE,
US
Dearing, Karen F.,
University of Delaware, Newark, DE, US |
|
Source: |
Children's peer relations: From development to
intervention. Kupersmidt, Janis B. (Ed); Dodge, Kenneth
A. (Ed); pp. 81-99.
Washington, DC, US: American
Psychological Association, 2004. xvi, 289 pp.
Publisher URL:
http://www.apa.org/books |
|
ISBN: |
1-59147-105-2 (hardcover) |
|
Digital
Object Identifier: |
10.1037/10653-005 |
|
Language: |
English |
|
Keywords: |
emotional correlates; emotional understanding; emotional
regulation; peer relations; emotional functioning; model
of affective social competence |
|
Abstract: |
(from
the chapter) The primary aim of this chapter is to
review existing research on the emotional correlates of
peer relations in the context of a model of emotional
functioning, or affective social competence (ASC),
recently developed by Halberstadt, Denham, and Dunsmore
(2001). Throughout this process, we highlight
measurement difficulties and corresponding points in the
model where empirical data on the emotional correlates
of peer relations are lacking. We begin by describing
Halberstadt et al.'s (2001) ASC model. Next, we
integrate this model with the constructs of
understanding and regulation of emotion. In the body of
the chapter, we review empirical literature linking
emotion understanding and emotion regulation with peer
relations at each point of the model. Finally, we
conclude by summarizing what this literature suggests
about the emotional functioning of children with
problematic peer relations. (PsycINFO Database Record
(c) 2005 APA, all rights reserved) |
|
Subjects: |
*Emotional Development; *Models; *Peer Relations;
*Social Skills; Emotional Adjustment; Emotional Control;
Emotional Intelligence |
|
Classification: |
Psychosocial & Personality Development (2840) |
|
Population: |
Human
(10) |
|
Age
Group: |
Childhood (birth-12 yrs) (100) |
|
Intended
Audience: |
Psychology: Professional & Research (PS) |
|
Methodology: |
Literature Review |
|
Publication Type: |
Book,
Edited Book; Print |
|
Document
Type: |
Original Chapter |
|
Release
Date: |
20041220 |
|
Accession Number: |
2004-95036-005 |
|
Number
of Citations in Source: |
37 |
|
|
|
|
Persistent link to this record:
|
http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2004-95036-005&site=ehost-live |
|
|
|
|
Cut and Paste: |
<A
href="http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2004-95036-005&site=ehost-live">Children's
understanding and regulation of emotion in the context
of their peer relations.</A> |
|
|
|
|
Database: |
PsycINFO |
Record: 17
|
Title: |
Identity, Personality, and Emotional Regulation. |
|
Author(s): |
Arciero, Giampiero, Institute of Cognitive
Post-Rationalist Psychology and Psychotherapy (IPRA),
Rome, Italy
Gaetano, Paola, Institute of
Cognitive Post-Rationalist Psychology and Psychotherapy
(IPRA), Rome, Italy
Maselli, Paolo, Institute of
Cognitive Post-Rationalist Psychology and Psychotherapy
(IPRA), Rome, Italy
Gentili, Nicoletta,
Institute of Cognitive Post-Rationalist Psychology and
Psychotherapy (IPRA), Rome, Italy |
|
Source: |
Cognition and psychotherapy (2nd ed.). Freeman, Arthur
(Ed); Mahoney, Michael J. (Ed); DeVito, Paul
(Ed); Martin, Donna (Ed); pp. 261-272.
New York, NY, US: Springer
Publishing Co, 2004. xviii, 381 pp.
Publisher URL:
http://www.springerpub.com |
|
ISBN: |
0-8261-2225-6 (hardcover) |
|
Language: |
English |
|
Keywords: |
personality; identity; emotional regulation; narrative
identity; attachment style; personal meaning
organization; constructivist psychotherapy |
|
Abstract: |
(from
the chapter) V. F. Guidano's theory of Personal Meaning
Organization (PMO) has firmly established itself as a
hermeneutic instrument within constructivist
psychotherapeutic approaches, as well as a general
theory of personality. Recent innovations address this
theory's potential risk of losing sight of subjects'
personal uniqueness as they assert well-defined
categories of personal style. One such innovation is the
concept of a Narrative Identity that mediates between
the continuous aspects of identity and the variable,
unique nature of individual experience. Two modalities
of constructing narrative identity, based on particular
ways of developing and regulating emotions, have been
specified: Inward and Outward. Similar to the four PMO
categories these two modalities appear to be determined
by the attachment style developed by the child with the
primary caregiver, and from an early life-stage
determination of one's mode of emotional regulation. The
theory of narrative identity adds new insights into the
construction of personality, identity, and emotional
regulation, building on Guidano's pioneering work.
(PsycINFO Database Record (c) 2005 APA, all rights
reserved) |
|
Subjects: |
*Emotional Control; *Meaning; *Narratives; *Personality
Development; *Self Concept; Attachment Behavior;
Constructivism; Psychotherapy |
|
Classification: |
Psychosocial & Personality Development (2840)
Psychotherapy &
Psychotherapeutic Counseling (3310) |
|
Population: |
Human
(10) |
|
Intended
Audience: |
Psychology: Professional & Research (PS) |
|
Publication Type: |
Book,
Edited Book; Print |
|
Document
Type: |
Original Chapter |
|
Release
Date: |
20050314 |
|
Accession Number: |
2004-17735-012 |
|
Number
of Citations in Source: |
43 |
|
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|
Persistent link to this record:
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http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2004-17735-012&site=ehost-live |
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Cut and Paste: |
<A
href="http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2004-17735-012&site=ehost-live">Identity,
Personality, and Emotional Regulation.</A> |
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|
Database: |
PsycINFO |
Record: 18
|
Title: |
Temperament and emotional regulation: Multiple models of
early development. |
|
Series
Title: |
Advances in consciousness research |
|
Author(s): |
Calkins, Susan D., Department of Psychology, University
of North Carolina at Greensboro, Greensboro, NC, US |
|
Address: |
Calkins, Susan D., Department of Psychology, University
of North Carolina at Greensboro, P. O. Box 26164,
Greensboro, NC, US |
|
Source: |
Consciousness, emotional self-regulation and the brain.
Beauregard, Mario (Ed); pp. 35-59.
Amsterdam, Netherlands: John
Benjamins Publishing Company, 2004. xii, 291 pp.
|
|
ISBN: |
1-58811-458-9 (hardcover)
1-58811-459-7 (paperback) |
|
Language: |
English |
|
Keywords: |
emotional regulation; early development; temperament |
|
Abstract: |
(from
the chapter) In this chapter, I focus on the construct
of emotional regulation from a developmental
perspective, with an emphasis on the temperamental
processes or mechanisms that contribute to its
development in the early years of life. I begin with a
brief overview of recent theorizing about emotional
regulation, followed by a description of normative
developments in the domain of emotional regulation.
Next, I address the specific role of temperament, with
consideration of the multiple possible roles that
temperament might play in the normative development of
emotional regulation skills and in the emergence of
individual differences in emotional regulation. Finally,
I address implications of this perspective for the
empirical study of emotional regulation and its
conceptual integration with other dimensions of
interpersonal functioning. I consider a multiple-level
approach to the study of emotional regulation as a means
of consolidating, from a theoretical perspective, what
is known about the behavioral and biological processes
involved in emotional regulation. (PsycINFO Database
Record (c) 2005 APA, all rights reserved) |
|
Subjects: |
*Emotional Control; *Emotional Development;
*Personality; *Self Regulation |
|
Classification: |
Psychosocial & Personality Development (2840) |
|
Population: |
Human
(10) |
|
Intended
Audience: |
Psychology: Professional & Research (PS) |
|
Methodology: |
Literature Review |
|
Publication Type: |
Book,
Edited Book; Print |
|
Document
Type: |
Original Chapter |
|
Release
Date: |
20051219 |
|
Accession Number: |
2004-00113-002 |
|
Number
of Citations in Source: |
97 |
|
|
|
|
Persistent link to this record:
|
http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2004-00113-002&site=ehost-live |
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Cut and Paste: |
<A
href="http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2004-00113-002&site=ehost-live">Temperament
and emotional regulation: Multiple models of early
development.</A> |
|
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|
Database: |
PsycINFO |
Record: 19
|
Title: |
Losing
to Win: A Clinical Perspective on the Experience of Loss
among Elite Athletes. |
|
Author(s): |
Reid,
Corinne, Murdoch U, Australia |
|
Source: |
Coping
and emotion in sport. Lavallee, David (Ed); Thatcher,
Joanne (Ed); Jones, Marc V. (Ed); pp. 189-210.
Hauppauge, NY, US: Nova
Science Publishers, 2004. x, 285 pp. |
|
ISBN: |
1-59454-076-4 (hardcover) |
|
Language: |
English |
|
Keywords: |
elite
athletes; coping resources; emotional experiences; loss
experience; team culture |
|
Abstract: |
(from
the chapter) Loss is a theme that runs through the life
stories of most elite athletes--we could go so far as to
say that in many cases it is the thread that holds the
story together. When we think of champions we like to
think of those who have overcome adversity, who have
come back from monumental defeat. But it is also true
that the experience of loss can be the weak link that
relegates potential champions to mediocrity. What is it
then that determines whether an athlete's experience of
loss will be formative or destructive? Why do some
exceptional juniors become paralyzed by fear of failure
and fail to make the transition to elite status? Why is
injury-related 'depression' an increasingly common
referral for psychologists working with elite athletes.
This paper will examine the 'loss experience' of the
elite athlete based on clinical observations from the
author's work with elite athletes and their coaches. The
second part of this chapter will reflect on a model for
intervention forged during seven years of working with
the Australian Women's Hockey Team as they reconciled to
a disappointing Olympic campaign in Barcelona in 1992 to
move toward two consecutive gold-medal Olympiads.
Specifically, it will consider the challenge of how to
develop a team 'culture' that recognizes, values and
utilizes the experience of loss in the pursuit of
excellence. Such a culture understands intense emotional
experiences as the bedrock of both compelling personal
motivation and paralyzing inertia. It recognizes that
these states of being are never far removed from one
another and that emotional regulation is one of the core
skills required of elite athletes. In its most
encompassing clinical sense, emotional regulation is
knowing when, where and how to use emotion--and even
more fundamentally, what sense to make of it. Well
managed emotional processing of loss can manifest in a
growing armory of personal coping resources as well as
significant personal growth more broadly. (PsycINFO
Database Record (c) 2006 APA, all rights reserved) |
|
Subjects: |
*Athletes; *Coping Behavior; *Emotional Responses;
*Failure; *Teams |
|
Classification: |
Sports
(3720) |
|
Population: |
Human
(10) |
|
Intended
Audience: |
Psychology: Professional & Research (PS) |
|
Publication Type: |
Book,
Edited Book; Print |
|
Document
Type: |
Original Chapter |
|
Release
Date: |
20060814 |
|
Accession Number: |
2005-05746-011 |
|
Number
of Citations in Source: |
40 |
|
|
|
|
Persistent link to this record:
|
http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2005-05746-011&site=ehost-live |
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|
Cut and Paste: |
<A
href="http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2005-05746-011&site=ehost-live">Losing
to Win: A Clinical Perspective on the Experience of Loss
among Elite Athletes.</A> |
|
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|
Database: |
PsycINFO |
Record: 20
|
Title: |
An
exploratory study using self-regulation of arousal and
mutual regulation as a paradigm for child treatment and
staff training. |
|
Author(s): |
Gearity, Anne Redmond, Inst For Clinical Social Work
(Chicago), US |
|
Source: |
Dissertation Abstracts International Section A:
Humanities and Social Sciences, Vol 64(9-A), 2004. pp.
3480. |
|
Publisher: |
US:
Univ Microfilms International
Publisher URL:
http://www.il.proquest.com/umi/ |
|
ISSN: |
0419-4209 (Print) |
|
Order
Number: |
AAI3107349 |
|
Language: |
English |
|
Keywords: |
arousal self-regulation; mutual regulation; child
treatment; staff training; aggressive symptoms;
disruptive symptoms; child-therapist interactions |
|
Abstract: |
This
project is a qualitative research study situated in a
day treatment program for children, aged three to ten,
who present with aggressive and disruptive symptoms that
suggest significant difficulties with dysregulation.
Their histories included attachment disruptions and
exposure to traumatic events. In this study I
interviewed therapists working with these children; the
actual research voice was the therapist in interaction
with children. I asked how an approach to day treatment
that focuses on repair of the capacity for emotional
regulation, starting with self-regulation of arousal,
may be effective, when treatment recognized how moments
of dysregulation (asynchrony) in the child-therapist
interactions can be used as opportunities to repair.,
and how consultation supports therapists' positive
participation as regulatory partners in this day
treatment milieu. The research methodology, Interpretive
Interactionism (Denzin, 1989, 2001) relied on the
collection of 'thick description' and personal
experience stories of problematic human interactions.
This methodology permitted me to capture the collective
experience of therapists 'being with' children who are
difficult to be with, especially during moments of
dysregulation and asynchrony. Findings affirmed that
this approach had efficacy for these dysregulated and
disruptive children. Aggressive behaviors were
reconceptualized as representing arousal and
disorganization, increasing staff effectiveness and
empathy. Therapists worked with 'in the moment'
interactions, helping children to read their immediate
experiences, to modify perceptions, and to build
relational capacity. These activities supported
children's increased capacity for self-regulation of
arousal and related self-reflection, and permitted
remediation of related developmental delays. Valuing
asynchronic interactions required therapists to
recognize the universal vulnerability to dysregulation.
Therapists who were successful identified patience as
the essential component of their work; therapists who
were not revealed how their own fear interfered with
their ability to join these children. Consultation as a
parallel regulatory experience was essential for
maintaining this potential mutually regulating treatment
system. Consultation was also conceptualized as 'in the
moment', using the constructs of improvisation and
performance to access affective energy. Finally, this
study demonstrated how theories of development and
psychopathology might be applied to clinical practice
with this difficult and traditionally challenging to
treat population, and used for staff training. (PsycINFO
Database Record (c) 2005 APA, all rights reserved) |
|
Subjects: |
*Aggressive Behavior; *Self Regulation; *Symptoms;
*Therapists |
|
Classification: |
Health
Psychology & Medicine (3360)
Developmental Psychology
(2800) |
|
Population: |
Human
(10) |
|
Age
Group: |
Adulthood (18 yrs & older) (300) |
|
Methodology: |
Empirical Study; Qualitative Study |
|
Publication Type: |
Dissertation Abstract; Print
Format(s) Available: Print |
|
Release
Date: |
20040830 |
|
Accession Number: |
2004-99005-141 |
|
|
|
|
Persistent link to this record:
|
http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2004-99005-141&site=ehost-live |
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|
|
Cut and Paste: |
<A
href="http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2004-99005-141&site=ehost-live">An
exploratory study using self-regulation of arousal and
mutual regulation as a paradigm for child treatment and
staff training.</A> |
|
|
|
|
Database: |
PsycINFO |
Record: 21
|
Title: |
Autonomic and emotion regulation in bereavement: A
longitudinal study. |
|
Author(s): |
O'Connor, Mary-Frances, U Arizona, US |
|
Source: |
Dissertation Abstracts International: Section B: The
Sciences and Engineering, Vol 65(1-B), 2004. pp. 448. |
|
Publisher: |
US:
Univ Microfilms International
Publisher URL:
http://www.il.proquest.com/umi/ |
|
ISSN: |
0419-4217 (Print) |
|
Order
Number: |
AAI3119972 |
|
Language: |
English |
|
Keywords: |
autonomic regulation; emotional regulation; bereavement;
social interaction; respiratory sinus arrhythmia;
self-regulation; depression; daily stressors; anxiety |
|
Abstract: |
Recent
investigations have shown little evidence of
differential improvement of written disclosure for
bereaved individuals over a control condition. The
present study hypothesized that a moderator may interact
with disclosure. Vagal tone, as indexed by respiratory
sinus arrhythmia (RSA), was proposed to moderate the
effect of written disclosure. Vagal tone has been shown
as an individual difference in self-regulation in the
infant literature, and more recently in adults with
depression, anxiety, and daily stressors. The present
study investigated thirty-five bereaved participants in
a longitudinal design, with participants writing each
week for three weeks, a one-week and one-month
follow-up. As with previous studies, bereaved
participants showed improvement over the two-month
period, although no differential improvement was seen in
the emotional disclosure group. As hypothesized,
however, those participants with the highest RSA
benefited most from the written disclosure, while RSA
level did not predict outcome for those in the control
condition. Future research should investigate if this
moderator effect may be present in written disclosure
for non-bereaved individuals. (PsycINFO Database Record
(c) 2005 APA, all rights reserved) |
|
Subjects: |
*Arrhythmias (Heart); *Cognitive Processes; *Emotional
Control; *Grief; *Self Regulation; Anxiety; Social
Interaction |
|
Classification: |
Health
& Mental Health Treatment & Prevention (3300)
Physiological Psychology &
Neuroscience (2500) |
|
Population: |
Human
(10) |
|
Age
Group: |
Adulthood (18 yrs & older) (300) |
|
Methodology: |
Empirical Study; Longitudinal Study |
|
Publication Type: |
Dissertation Abstract; Print
Format(s) Available: Print |
|
Release
Date: |
20041206 |
|
Accession Number: |
2004-99014-080 |
|
|
|
|
Persistent link to this record:
|
http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2004-99014-080&site=ehost-live |
|
|
|
|
Cut and Paste: |
<A
href="http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2004-99014-080&site=ehost-live">Autonomic
and emotion regulation in bereavement: A longitudinal
study.</A> |
|
|
|
|
Database: |
PsycINFO |
Record: 22
|
Title: |
Factors affecting the transition to university. |
|
Author(s): |
Ritchie, Kerri, U New Brunswick, Canada |
|
Source: |
Dissertation Abstracts International: Section B: The
Sciences and Engineering, Vol 65(1-B), 2004. pp. 482. |
|
Publisher: |
US:
Univ Microfilms International
Publisher URL:
http://www.il.proquest.com/umi/ |
|
ISSN: |
0419-4217 (Print) |
|
Order
Number: |
AAINQ87635 |
|
Language: |
English |
|
Keywords: |
university adjustment; transition; parental attachment;
university education; emotional adjustment; social
loneliness; internal locus of control; social support |
|
Abstract: |
Late
adolescence is a time in which extensive personal
changes may occur. For some, this process takes place in
the context of a university education. This study
explored the way in which parental attachment predicts
university adjustment and GPA, through the mediation of
student resources, during students' first and second
terms at university. This study also examined whether
Term 1 and Term 2 student resources predicted year-end
university adjustment and GPA. Three hundred and
fourteen students participated in the first term (196
females and 118 males). One hundred and four of these
students completed the same questionnaires in Term 2 (59
females and 45 males). In Term 1, higher levels of
paternal attachment predicted students' emotional
adjustment through its relationship to social
loneliness, emotional regulation, and internal locus of
control. In Term 2, paternal and maternal attachment
combined predicted emotional adjustment, with social
support mediating this relationship. In Term 1, social
support and social loneliness mediated the relationship
between paternal attachment and social adjustment.
Although social support predicted social adjustment in
the second term, it was no longer related to paternal
attachment. Maternal attachment directly predicted
academic adjustment in Term 1. The association between
paternal attachment and academic adjustment was mediated
by internal locus of control. Paternal attachment and
internal locus of control predicted academic adjustment
in Term 2. However, paternal attachment no longer
predicted internal locus of control. Females reported
higher levels of academic adjustment in Term 1. They
also earned higher GPAs than males in both terms. When
both first and second term attachment and student
resource variables were used to predict year-end
university adjustment and GPA, no significant
relationships were obtained for emotional adjustment or
GPA. Higher emotional adjustment and lower GPA in Term
1, and lower romantic loneliness in Term 2, predicted
higher year-end social adjustment. Higher internal locus
of control and lower familial loneliness predicted Term
2 academic adjustment. The developmental needs of
students entering university are discussed and
suggestions are made for a model of university
adjustment that addresses the developmental process of
students' university adjustment and performance.
(PsycINFO Database Record (c) 2005 APA, all rights
reserved) |
|
Subjects: |
*Career Development; *Emotional Adjustment; *Internal
External Locus of Control; *School Adjustment; *Social
Support |
|
Classification: |
Social
Psychology (3000) |
|
Population: |
Human
(10)
Male (30)
Female (40) |
|
Age
Group: |
Adulthood (18 yrs & older) (300) |
|
Methodology: |
Empirical Study |
|
Publication Type: |
Dissertation Abstract; Print
Format(s) Available: Print |
|
Release
Date: |
20041206 |
|
Accession Number: |
2004-99014-251 |
|
|
|
|
Persistent link to this record:
|
http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2004-99014-251&site=ehost-live |
|
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|
|
Cut and Paste: |
<A
href="http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2004-99014-251&site=ehost-live">Factors
affecting the transition to university.</A> |
|
|
|
|
Database: |
PsycINFO |
Record: 23
|
Title: |
Differentiating coping patterns for illness-related and
other types of stressors in adolescents with chronic
illness. |
|
Author(s): |
Pontefract, Amanda, U Ottawa, Canada |
|
Source: |
Dissertation Abstracts International: Section B: The
Sciences and Engineering, Vol 65(3-B), 2004. pp. 1561. |
|
Publisher: |
US:
Univ Microfilms International
Publisher URL:
http://www.il.proquest.com/umi/ |
|
ISSN: |
0419-4217 (Print) |
|
Order
Number: |
AAINQ90008 |
|
Language: |
English |
|
Keywords: |
coping
strategies; stressors; chronic illness; cognitive
appraisals; age differences; gender differences; health;
quality of life |
|
Abstract: |
The
aim of this study was to investigate the personal
stressors and patterns of coping in adolescents living
with a chronic illness. Primary objectives were to: (1)
identify salient stressors and to determine the relation
between cognitive appraisals and the degree to which a
stressor is perceived as illness-related or typical of
adolescence; (2) assess differences in coping strategies
used for illness-related and other types of stressors;
(3) investigate if gender or age influences the
frequency, cognitive appraisals or types of stressors
reported, or the nature and the overall number of coping
strategies reported. A secondary objective was to assess
the extent to which health-related quality of life is
related to stressors, coping strategies and coping in
general. In the current study, 193 chronically ill
adolescents listed up to 20 personal stressors and rated
the frequency, control over the cause, perceived impact,
control over the outcome, and the extent to which each
stressor was related to the chronic illness, and typical
of adolescence. Adolescents reported coping strategies
(Kidcope) for one self-identified illness related and
one non-illness related stressor and for two stressors
standardized for the entire sample. Participants also
completed a global measure of adolescent coping (A-COPE)
and a health-related quality of life measure (Rand
36-item Health Survey). Results showed that the most
frequently identified stressors were similar to those
reported for healthy adolescents. Moreover, stressors
were rated as more typical of adolescence than they were
illness-related. Although perceived control over the
cause was negatively related to stressor impact for
self-identified stressors, neither controllability
ratings nor impact were significantly correlated with
illness or typical ratings. Considerable consistency in
coping was found across self-identified stressors only.
Females employed more social support and emotional
regulation than did males. Although the number of
stressors and the perceived impact of stressors
increased with age, consistent age differences in coping
were not obtained. Poorer general health perception was
associated with greater impact for illness stressors.
Perceived controllability over the outcome was
associated with increased approach coping for both
self-generated and standard stressors. Study
limitations, suggestions for future research, and
clinical implications are discussed. (PsycINFO Database
Record (c) 2005 APA, all rights reserved) |
|
Subjects: |
*Chronic Illness; *Cognitive Appraisal; *Coping
Behavior; *Health; *Quality of Life; Age Differences;
Human Sex Differences |
|
Classification: |
Health
& Mental Health Treatment & Prevention (3300) |
|
Population: |
Human
(10) |
|
Age
Group: |
Adolescence (13-17 yrs) (200) |
|
Methodology: |
Empirical Study |
|
Publication Type: |
Dissertation Abstract; Print
Format(s) Available: Print |
|
Release
Date: |
20050124 |
|
Accession Number: |
2004-99018-122 |
|
|
|
|
Persistent link to this record:
|
http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2004-99018-122&site=ehost-live |
|
|
|
|
Cut and Paste: |
<A
href="http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2004-99018-122&site=ehost-live">Differentiating
coping patterns for illness-related and other types of
stressors in adolescents with chronic illness.</A> |
|
|
|
|
Database: |
PsycINFO |
Record: 24
|
Title: |
Binge
eating as a maladaptive method of emotional regulation
among those with insecure attachment styles. |
|
Author(s): |
Domingo, Angelo S., U Hartford, US |
|
Source: |
Dissertation Abstracts International: Section B: The
Sciences and Engineering, Vol 65(4-B), 2004. pp. 2091. |
|
Publisher: |
US:
Univ Microfilms International
Publisher URL:
http://www.il.proquest.com/umi/ |
|
ISSN: |
0419-4217 (Print) |
|
Order
Number: |
AAI3131342 |
|
Language: |
English |
|
Keywords: |
binge
eating; emotional regulation; attachment styles; weight
control; childhood trauma; depression |
|
Abstract: |
The
primary purpose of the present study was to assess the
validity of a new attachment-based model of Binge Eating
Disorder (BED) development. BED describes chronic binge
eating without purging and is a diagnostic category
provided for further study in Appendix B of the American
Psychiatric Association's (APA) Diagnostic and
Statistical Manual of Mental Disorders - Fourth Edition
(DSM-IV). The present study examined BED among 105
clinically obese adults seeking bariatric surgery for
weight control. The present study proposed an
attachment-based clinical model (see Figure 1) of BED
development. The variables making up this model are: (a)
childhood trauma histories, (b) adult attachment styles,
and (c) emotional eating rates. The relationships
between these variables form the model and the six
hypotheses based on that model. These hypotheses stated
that: meeting BED criteria would be related to
attachment pathology, both BED and attachment pathology
would be related to higher rates of emotional eating,
childhood trauma rates would be correlated with
emotional eating rates, and both BED and attachment
pathology would be related to higher childhood trauma
rates. Additionally, the relationship between dietary
restraint and the model variables was investigated to
examine what role, if any, restraint plays in the
proposed model. Lastly, the efficacy of using emotional
eating rates as an indirect measure of emotional
dysregulation was examined by attempting to correlate
rates of emotional eating with severity of depression.
The proposed model was partially supported by the data.
Meeting or approaching full DSM-IV (APA, 1994) BED
criteria was associated only with attachment pathology.
However, as hypothesized, those participants who
endorsed insecure adult attachment styles reported
higher rates of both childhood trauma and emotional
eating. Reported rates of childhood trauma were also
significantly correlated with reported rates of
emotional eating, as hypothesized. Restraint was
unrelated to a diagnosis of BED and the other model
variables. The use of emotional eating as a measure of
emotional dysregulation was partially supported by
demonstrating a high correlation between severity of
depression and rates of emotional eating. (PsycINFO
Database Record (c) 2005 APA, all rights reserved) |
|
Subjects: |
*Attachment Behavior; *Binge Eating; *Depression
(Emotion); *Emotional Trauma; *Weight Control |
|
Classification: |
Health
& Mental Health Treatment & Prevention (3300) |
|
Population: |
Human
(10) |
|
Methodology: |
Empirical Study |
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Publication Type: |
Dissertation Abstract; Print
Format(s) Available: Print |
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Release
Date: |
20050321 |
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Accession Number: |
2004-99020-322 |
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<A
href="http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2004-99020-322&site=ehost-live">Binge
eating as a maladaptive method of emotional regulation
among those with insecure attachment styles.</A> |
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Database: |
PsycINFO |
Record: 25
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Title: |
The
effects of a school-based violence prevention program on
children's social and emotional behavior. |
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Author(s): |
La
Londe, Shayla Kelley, Wisconsin School Of Professional
Psychology, Inc., US |
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Source: |
Dissertation Abstracts International: Section B: The
Sciences and Engineering, Vol 65(5-B), 2004. pp. 2633. |
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Publisher: |
US:
Univ Microfilms International
Publisher URL:
http://www.il.proquest.com/umi/ |
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ISSN: |
0419-4217 (Print) |
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Order
Number: |
AAI0806403 |
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Language: |
English |
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Keywords: |
school
based violence prevention; emotional behavior; student
behavior; prosocial behavior |
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Abstract: |
The
study examined the effects of the St. Michael Hospital
Peace Program, a school-based violence prevention
program, on the emotional regulation and prosocial
behavior skills of children in grades 1-6. Archival data
from the 2001-2002 school year were used to investigate
the change, if any, that occurred on The Teacher's
Report of Children's Behavior over the school year. A
total of 403 subjects from four different elementary
schools in Milwaukee were studied. The results of the
study suggested that the Peace Program was able to
promote positive change in students' Emotion Regulation
(ER) and Prosocial Behavior (PB) score from the
beginning of the school year to the end of the school
year. Furthermore, it was found that there was no
difference in the amount of change that occurred between
students in the younger grades (1-3) and students in the
older grades (4-6). This indicated that the Peace
Program was equally effective for the young and old
students. It also was discovered that males had
significantly lower scores when compared to females, as
female students' scores were significantly higher at
time one and time four. However, contrary to what was
predicted, no difference was found between the young and
old students when comparing their ER and PB score at
time one and time four. Further analysis investigating
scores at time one and time four indicated that younger
students demonstrated a stronger positive change in
their ER score and a higher overall PB score, when
compared to older students. (PsycINFO Database Record
(c) 2005 APA, all rights reserved) |
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Subjects: |
*Emotional Development; *Prosocial Behavior; *School
Based Intervention; *School Violence; *Student Attitudes |
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Classification: |
Health
& Mental Health Treatment & Prevention (3300) |
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Population: |
Human
(10) |
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Location: |
US |
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Age
Group: |
Childhood (birth-12 yrs) (100)
Preschool Age (2-5 yrs)
(160)
School Age (6-12 yrs) (180) |
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Methodology: |
Empirical Study |
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Publication Type: |
Dissertation Abstract; Print
Format(s) Available: Print |
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Release
Date: |
20050404 |
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Accession Number: |
2004-99022-400 |
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Persistent link to this record:
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Cut and Paste: |
<A
href="http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2004-99022-400&site=ehost-live">The
effects of a school-based violence prevention program on
children's social and emotional behavior.</A> |
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Database: |
PsycINFO |
Record: 26
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Title: |
Emotion processing in Borderline Personality Disorders. |
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Author(s): |
Bland,
Annie Ruth, U South Carolina, US |
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Source: |
Dissertation Abstracts International: Section B: The
Sciences and Engineering, Vol 64(7-B), 2004. pp. 3185. |
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Publisher: |
US:
Univ Microfilms International
Publisher URL:
http://www.il.proquest.com/umi/ |
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ISSN: |
0419-4217 (Print) |
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Order
Number: |
AAI3098647 |
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Language: |
English |
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Keywords: |
emotion processing; borderline personality disorders |
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Abstract: |
BPD is
characterized by difficulties in emotional regulation
and interpersonal relationships. Recognition of facial
affect and the intensity of affect are thought to play
roles in these difficulties. The purpose of this study
was to examine selected elements of an adapted version
of Lewis and Michalson's (1983) Emotion Processing Model
in women with BPD. Using convenience sampling, a group
of hospitalized women with Borderline Personality
Disorder (BPD, n = 35) and a community group of women
without psychiatric disorder (WPD, n = 35) were
recruited from two Southeastern state psychiatric
hospitals and from community organizations within the
region. The SCID-1 and SCID-II were administered to
validate the DSM-IV diagnosis of BPD in hospitalized
patients and to exclude selected psychiatric disorders
in both groups. The Pictures of Facial Affect (PFA) and
the Affect Intensity Measure (AIM) were administered.
The modal subject was 31 years of age and white.
Education of the WPD group was significantly higher than
in the BPD group and hours of current employment were
lower in the BPD group, with almost 75% of the BPD
sample reporting zero working hours. The groups did not
differ on age or ethnicity. Mean PFA and AIM scores by
demographic variables, indicated differences in both
scores for educational group (high or low). Hypotheses
relating to differences in PFA by diagnostic group were
supported, but further exploration indicated that
selected negative emotions depicted in the PFA and the
negative component of the AIM scale accounted for the
significance. The study strongly supports the idea that
difficulty with negative emotions is responsible for the
emotion processing problems, common among persons with
BPD. Implications for practice include (a) developing
BPD psychoeducational groups to teach them to more
accurately perceive, recognize, and interpret facial
affects, (b) educating staff about the difficulty of the
patient with BPD with emotion recognition, intensity,
and regulation to enable them to deal more objectively
and therapeutically with this group, and (c) developing
mechanisms to facilitate entry into groups both in the
inpatient and outpatient settings. (PsycINFO Database
Record (c) 2005 APA, all rights reserved) |
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Subjects: |
*Borderline Personality Disorder; *Emotional States |
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Classification: |
Personality Psychology (3100) |
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Population: |
Human
(10)
Female (40) |
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Age
Group: |
Adulthood (18 yrs & older) (300)
Thirties (30-39 yrs) (340) |
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Methodology: |
Empirical Study |
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Publication Type: |
Dissertation Abstract; Print
Format(s) Available: Print |
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Release
Date: |
20040531 |
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Accession Number: |
2004-99002-013 |
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Persistent link to this record:
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http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2004-99002-013&site=ehost-live |
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Cut and Paste: |
<A
href="http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2004-99002-013&site=ehost-live">Emotion
processing in Borderline Personality Disorders.</A> |
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Database: |
PsycINFO |
Record: 27
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Title: |
Stress
and coping among Mexican-American migrant and
non-migrant college students. |
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Author(s): |
Mejia,
Olga Leticia, U Texas At Austin, US |
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Source: |
Dissertation Abstracts International: Section B: The
Sciences and Engineering, Vol 64(7-B), 2004. pp. 3533. |
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Publisher: |
US:
Univ Microfilms International
Publisher URL:
http://www.il.proquest.com/umi/ |
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ISSN: |
0419-4217 (Print) |
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Order
Number: |
AAI3099494 |
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Language: |
English |
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Keywords: |
stress; coping; Mexican-American migrants; social
support; depressive symptomatology; anxious
symptomatology; academic achievement; college students |
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Abstract: |
This
study researched stress, social support, depressive and
anxious symptomatology, and academic achievement in
college students of Mexican heritage. The theoretical
framework was the transactional stress and coping model
proposed by Lazarus and Folkman (1984), and adapted by
Slavin, Rainer, McCreary, and Gowda (1991) by
integrating cultural components. The model examines five
dimensions of the stress process, and three of those
dimensions were examined in this study, i.e. stressful
events, coping efforts (social support), and
adaptational outcomes (depressive and anxious
symptomatology). This study sought to add much needed
research with Mexican American college students,
particularly with migrant students. Migrant status
(migrant, non-migrant) and sex (female, male)
differences were examined in terms of the various
dependent variables. The sample included 168
participants, all of Mexican heritage. In terms of
stress, migrant students reported higher levels of
acculturative stress than non-migrant students.
Surprisingly, males reported higher levels of
acculturative stress than female students. In terms of
social support, three indices were examined to better
understand usage of this coping strategy. Migrant
females and non-migrant males reported lower number of
people in their support network. Also, migrant students
reported seeking support from teachers and professional
help givers more often than non-migrant students, and
non-migrant students reported seeking support from
religious leaders more often than migrant students.
Further, females reported seeking higher levels of the
following types of support: instrumental, emotional
regulation, active problem solving, esteem enhancement,
distraction, cognitive reappraisal, and emotional
support. In terms of adaptational outcomes, there were
no significant differences when acculturation was used
as a covariate in the analysis. However, migrant
students reported experiencing higher levels of
depressive and anxious symptomatology than non-migrant
students when the acculturation covariate was not taken
into account. It is important to note that the sample as
a whole reported high levels of depressive
symptomatology (i.e. scored 16 or higher on the Center
for Epidemiologic Studies Depression Scale, CES-D,
Radloff, 1977): 55 percent versus the expected 20
percent in the general population (Radloff, 1977).
Furthermore, of the total number of participants that
scored 16 or higher on the CES-D, 63 percent were
migrant participants. Further, although there was no
cutoff score for the anxious symptomatology scale, there
was a highly significant correlation between anxious and
depressive symptomatology ( r = .675, p < .01). In terms
of academic achievement, females reported higher grade
point average than male students. (PsycINFO Database
Record (c) 2005 APA, all rights reserved) |
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Subjects: |
*College Students; *Coping Behavior; *Human Migration;
*Mexican Americans; *Stress; Academic Achievement;
Social Support |
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Classification: |
Health
& Mental Health Treatment & Prevention (3300)
Educational Psychology
(3500) |
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Population: |
Human
(10)
Male (30)
Female (40) |
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Location: |
US |
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Methodology: |
Empirical Study; Quantitative Study |
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Publication Type: |
Dissertation Abstract; Print
Format(s) Available: Print |
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Release
Date: |
20040531 |
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Accession Number: |
2004-99002-111 |
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Persistent link to this record:
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http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2004-99002-111&site=ehost-live |
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Cut and Paste: |
<A
href="http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2004-99002-111&site=ehost-live">Stress
and coping among Mexican-American migrant and
non-migrant college students.</A> |
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Database: |
PsycINFO |
Record: 28
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Title: |
The
disorganized dyad: The roles of mother and child in the
development of disorganized attachment. |
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Author(s): |
Padron, Elena, U Minnesota, US |
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Source: |
Dissertation Abstracts International: Section B: The
Sciences and Engineering, Vol 64(7-B), 2004. pp. 3560. |
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Publisher: |
US:
Univ Microfilms International
Publisher URL:
http://www.il.proquest.com/umi/ |
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ISSN: |
0419-4217 (Print) |
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Order
Number: |
AAI3098620 |
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Language: |
English |
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Keywords: |
disorganized attachment; newborn organization; maternal
personality; maternal attitudes; motherhood; infant
development |
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Abstract: |
This
study explores the roles of newborn organization as well
as maternal personality/attitudes toward motherhood, in
the development of disorganized attachment in infancy.
In a sample at-risk due to poverty (n = 157), maternal
characteristics of aggression and anxiety, measured
before birth, were associated with disorganized
attachment in infancy, an effect that was mediated
specifically by interfering caregiving behavior. Newborn
organization measures were not associated with
disorganized attachment. However, in a preliminary
analysis (n = 37) newborn emotional regulation was
especially low only for disorganized infants who
displayed anomalous, contradictory or incomplete
behaviors (vs. direct indices of apprehension regarding
the parent). Findings from the current study support the
notion that attachment disorganization represents a
different dimension from that of attachment security.
While, for attachment organization sensitive caregiving
is the best predictor, results showed that maternal
interference, rather than sensitivity, best predicted
disorganization. (PsycINFO Database Record (c) 2005 APA,
all rights reserved) |
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Subjects: |
*Attachment Behavior; *Infant Development; *Mother Child
Relations; *Mothers; *Parental Attitudes |
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