Rumination and Experiential Avoidance in Depression

2006 ◽  
Vol 23 (3) ◽  
pp. 165-176 ◽  
Author(s):  
Gemille Cribb ◽  
Michelle L. Moulds ◽  
Sally Carter
Keyword(s):  
Undergraduate Students ◽  
Experiential Avoidance ◽  
Mood State ◽  
Self Report ◽  
Film Clip ◽  
Cognitive Behavioural ◽  
Treatment Of Depression ◽  
Assessment And Treatment ◽  
Video Stimulus

AbstractRecent investigations have demonstrated a renewed interest in the role of avoidance in depression; however, little is known of which specific forms of avoidance — cognitive, behavioural or experiential — are important in this context. This study examined (a) the relationship between depression, rumination and these subtypes of avoidance, and (b) the proposal that the abstract/analytical nature of ruminative thought is linked to experiential avoidance. A nonclinical sample (N = 101) of undergraduate students completed self-report measures of depression, rumination, avoidance and mood state and viewed a low mood emotion-eliciting video stimulus. Participants' written summary of the film clip was independently rated for the degree to which it was abstract or concrete. Rumination, depression and cognitive, behavioural and experiential avoidance were all significantly correlated and remained so when anxiety was controlled. Further, reduced concreteness of description of the film clip was associated with experiential avoidance and rumination. Taken together, the findings underscore the value of clinicians being attentive to experiential avoidance in the assessment and treatment of depression.

A Preliminary Study of Anxiety, Negative Affect, Experiential Avoidance, and Delaying of Aversive Events

2013 ◽  
Vol 30 (4) ◽  
pp. 241-248 ◽  
Author(s):  
Kristalyn Salters-Pedneault ◽  
James W. Diller
Keyword(s):  
Negative Affect ◽  
Undergraduate Students ◽  
Experiential Avoidance ◽  
Time Delays ◽  
Aversive Stimulus ◽  
Self Report ◽  
Aversive Events ◽  
Electric Shocks ◽  
Preliminary Study

The current study examined the role of anxiety, negative affect, and trait experiential avoidance in choices between immediate and delayed aversive outcomes. Undergraduate students (N = 34) completed self-report measures and a laboratory-based delay-discounting task in which they made choices between electric shocks delivered immediately versus shocks delivered after various time delays. The hypotheses that higher levels of anxiety, greater negative affectivity, and greater tendency to engage in experiential avoidance would predict choices of an objectively worse delayed aversive stimulus over an immediate (but less severe) aversive stimulus were supported. These findings may have implications for interventions that target behavioural and experiential avoidance in anxiety.

Suicidal imagery, history of suicidality, and acquired capability in young adults

2015 ◽  
Vol 7 (3) ◽  
pp. 127-138 ◽  
Author(s):  
Tara C Holaday ◽  
Amy M Brausch
Keyword(s):  
Mental Imagery ◽  
Undergraduate Students ◽  
Self Report ◽  
Content Type ◽  
Acquired Capability ◽  
Assessment And Treatment ◽  
History Of ◽  
Self Harm ◽  
Percent Female

Purpose – The purpose of this paper is to examine the role of suicide-related mental imagery in suicidal behavior. It was hypothesized that greater frequency and vividness of suicide-related imagery would be associated with more suicidal behaviors, and acquired capability for suicide was expected to mediate this relationship. Hypotheses were tested by surveying 237 undergraduate students (59 percent female; mean age=20) who completed self-report measures that assessed suicidal cognitions, acquired capability for suicide, and history of self-harm behaviors. Design/methodology/approach – Hypotheses were tested by surveying 237 undergraduate students (59 percent female; mean age=20) who completed self-report measures that assessed suicidal cognitions, acquired capability for suicide, and history of self-harm behaviors. Findings – Results suggested that frequency and vividness of suicide-related imagery were positively correlated with suicidality. Acquired capability was not related to study variables; thus additional mediational analysis was unwarranted. Originality/value – Few studies have examined suicidal imagery and how it relates to actual self-harm behavior. The current study provides an exploratory view of features of imagery related to suicidal thoughts; findings imply that understanding mental imagery may play an important role in clinical risk assessment and treatment for suicidality.

Validation predicting premature drop-out from treatment provided in training clinics

2019 ◽  
Vol 48 (1) ◽  
pp. 116-120
Author(s):  
Kristen P. Howard ◽  
Erin M. Altenburger ◽  
Jennifer S. Cheavens
Keyword(s):  
Symptom Severity ◽  
Drop Out ◽  
Self Report ◽  
Positive Outcomes ◽  
Client Perceptions ◽  
Therapist Experience ◽  
Cognitive Behavioural ◽  
Trainee Therapists ◽  
Training Clinics

AbstractBackground:Therapist validation in treatment is theorized to be related to positive outcomes (Linehan, 1993), including keeping patients in therapy longer.Aims:We sought to evaluate the role of therapist validation from both therapists’ and clients’ perspectives as a predictor of drop-out from psychotherapy in three cognitive behavioural training clinics.Method:Clients in psychotherapy (n = 50; 80% female; 82% Caucasian) and their trainee therapists (n = 22; 68% female; 86% Caucasian) rated validation by the therapist at each of four early sessions of therapy.Results:After accounting for symptom severity, clients who reported greater therapist validation were less likely to drop out of treatment. Therapist ratings of their own validating behaviours were unrelated to client drop-out. Therapist experience moderated the relation between client-rated validation and drop-out, such that validation was unrelated to drop-out for more experienced therapists.Conclusions:Assessing and attending to client perceptions of validation by the therapist early in treatment, with brief self-report inventories, can alert therapists to clients at greater risk of drop-out.

Prayer in Response to Negative Intrusive Thoughts: Closer Examination of a Religious Neutralizing Strategy

2014 ◽  
Vol 28 (2) ◽  
pp. 87-100 ◽  
Author(s):  
Noah C. Berman ◽  
Abigail Stark ◽  
Kesley Ramsey ◽  
Allison Cooperman ◽  
Jonathan S. Abramowitz
Keyword(s):  
Undergraduate Students ◽  
Intrusive Thoughts ◽  
Self Report ◽  
Moral Thought ◽  
Negative Thought ◽  
Assessment And Treatment ◽  
Negative Coping ◽  
Unique Predictor ◽  
And Function

Few studies have systematically examined the covert neutralizing strategies that serve to maintain and exacerbate the frequency and distress related to intrusive thoughts. Given the lack of research in this area, this study aimed to highlight development and maintenance factors for one such strategy, compensatory prayer, to inform assessment and treatment of related obsessional phenomena. We used a multimethod approach to examine the predictors and function of prayer when it is used in response to negative intrusive thoughts. Participants were 85 undergraduate students (ages 18–55 years) who self-identified with a branch of Christianity. In addition to self-report measures, participants were administered an in vivo negative thought induction and were subsequently asked about their use of compensatory prayer behaviors. Results indicated that religiosity, intrinsic religious motivation, and moral thought–action fusion (TAF) positively predicted the use of prayer, with moral TAF emerging as a unique predictor and a complete mediator between religiosity and the use of prayer. Regarding the function of prayer, results indicated that when prayer is used maladaptively (i.e., negative coping style), it is associated with higher scores on religious measures and moral TAF, as well as more frequent engagement in prayer, and a greater reduction in anxiety postprayer. Surprisingly, likelihood TAF was not found to be related to the use or function of prayer. Results are discussed in terms of certain religious teachings and TAF-related beliefs, neurobiological explanations for our pattern of findings, and clinical implications for religious-related intrusive thoughts. Future directions and limitations are also discussed.

Do Peritraumatic Emotions Differentially Predict PTSD Symptom Clusters? Initial Evidence for Emotion Specificity

2014 ◽  
Vol 115 (1) ◽  
pp. 1-12 ◽  
Author(s):  
Daniel Dewey ◽  
David Schuldberg ◽  
Renee Madathil
Keyword(s):  
Undergraduate Students ◽  
Stressful Life Events ◽  
Ptsd Symptom ◽  
Stressful Life Event ◽  
Symptom Clusters ◽  
Self Report ◽  
Stressful Life ◽  
Regression Analyses ◽  
Dependent Variables

This study investigated whether specific peritraumatic emotions differentially predict PTSD symptom clusters in individuals who have experienced stressful life events. Hypotheses were developed based on the SPAARS model of PTSD. It was predicted that the peritraumatic emotions of anger, disgust, guilt, and fear would significantly predict re-experiencing and avoidance symptoms, while only fear would predict hyperarousal. Undergraduate students ( N = 144) participated in this study by completing a packet of self-report questionnaires. Multiple regression analyses were conducted with PCL-S symptom cluster scores as dependent variables and peritraumatic fear, guilt, anger, shame, and disgust as predictor variables. As hypothesized, peritraumatic anger, guilt, and fear all significantly predicted re-experiencing. However, only fear predicted avoidance, and anger significantly predicted hyperarousal. Results are discussed in relation to the theoretical role of emotions in the etiology of PTSD following the experience of a stressful life event.

scholarly journals Perceived Discrimination and Motivation to Pursue Higher Education in Ethiopian-Origin Students: The Moderating Role of Ethnic Identity

2021 ◽  
Vol 12 ◽  
Author(s):  
Ortal Slobodin ◽  
Tamar Icekson ◽  
Lee Herman ◽  
Ofri Vaknin
Keyword(s):  
Higher Education ◽  
Ethnic Identity ◽  
Undergraduate Students ◽  
Academic Motivation ◽  
Perceived Discrimination ◽  
Self Report ◽  
Career Motivation ◽  
Personal Career ◽  
The Relationship

Research has increasingly recognized the adverse effects of perceived discrimination on the academic outcomes of children and adolescents from ethnic and racial minority backgrounds. However, little is known about the association between perceived discrimination and the motivation of ethnic minority students to pursue higher education. Guided by an academic resilience framework, the current study examined the relationship between perceived discrimination and two types of motivation to pursue higher education (personal/career-driven and expectation-driven) among Ethiopian undergraduate students in Israel. In addition, we examined the role of ethnic identity as a potential moderator of this relationship. Participants were 183 undergraduate students of Ethiopian origin (77% females) who studied in 18 different higher-education institutes. Participants completed self-report questionnaires concerning their experiences of perceived discrimination, affiliation with their Ethiopian identity, and their reasons for pursuing higher education. Results showed that frequent discrimination experiences were positively related to a stronger ethnic identity and to higher levels of personal/career motivation to pursue higher education. Ethnic identity moderated the relationship between perceived discrimination and personal/career motivation so that the association was significant under low and moderate levels of ethnic identity but not under high levels. Our findings suggest that the awareness of discrimination may motivate students to pursue higher education and succeed in academia. However, the motivating force of perceived discrimination diminishes under high levels of ethnic identification. Further investigation is needed to explore how discrimination and ethnic identity work together to impact academic motivation in different developmental stages and socio-cultural contexts.

Social phobia in children and adolescents: assessment and treatment

1996 ◽  
Vol 6 (1) ◽  
pp. 99-106
Author(s):  
Neville King ◽  
Chris Madden ◽  
Bruce Tonge
Keyword(s):  
Social Phobia ◽  
Children And Adolescents ◽  
Diagnostic Interview ◽  
Self Report ◽  
Assessment Instruments ◽  
Research Support ◽  
Self Monitoring ◽  
Cognitive Behavioural ◽  
Assessment And Treatment ◽  
Behavioural Strategies

A small proportion of children and adolescents experience a debilitating level of social anxiety, known as social phobia. Initially, we consider the phenomenology and aetiology of social phobia in children and adolescents. A number of age-sensitive assessment instruments or tools are briefly considered: a diagnostic interview, self-report instruments, cognitive assessment and self-monitoring. We explore cognitive-behavioural strategies that have been found to be useful in the management of social phobia. Although there is much research support for the efficacy of cognitive-behavioural strategies for adults with social phobia, it is emphasized that controlled evaluations have yet to be undertaken with socially phobic youngsters.

scholarly journals Uncovering the Moderating Role of Grit and Gender in the Association between Teacher Autonomy Support and Social Competence among Chinese Undergraduate Students

2020 ◽  
Vol 17 (17) ◽  
pp. 6398 ◽  
Author(s):  
Yongfeng Ma ◽  
Chunhua Ma ◽  
Xiaoyu Lan
Keyword(s):  
Social Competence ◽  
Undergraduate Students ◽  
Cultural Context ◽  
Autonomy Support ◽  
Two Dimensions ◽  
Individual Characteristics ◽  
Teacher Autonomy ◽  
Self Report ◽  
Convenience Sample

Does teacher autonomy support significantly facilitate the social competence of undergraduate students in a collective cultural context? Does this study association vary by individual characteristics, such as grit and students’ gender? To answer these research questions, we examine the association between teacher autonomy support and social competence. Moreover, we ascertain whether two dimensions of grit (perseverance and consistency) and/or gender may moderate this association. A convenience sample of 1009 Chinese undergraduate students (Mage = 20.66; SD = 1.30, 47.4% female) was involved in this study, and they were asked to complete a set of self-report questionnaires online. Results of linear regression analyses revealed that (a) teacher autonomy support was positively associated with social competence, and (b) when reporting higher levels of consistency, this association was significantly positive for both males and females; by contrast, when reporting lower levels of consistency, this association was only significant for males but not for females. The current study indicates the beneficial role of teacher autonomy support in undergraduate students’ social competence in a collective cultural context. Furthermore, university-based intervention or prevention programs should focus on facilitating teacher autonomy support for all students; it is noteworthy that, for female students, enhancing consistency should also be incorporated into these programs.

Math self-efficacy, not emotional self-efficacy, mediates the math anxiety-performance relationship in undergraduate students

2020 ◽  
Vol 24 (4) ◽  
pp. 379-394
Author(s):  
James J Palestro ◽  
Molly M. Jameson
Keyword(s):  
Undergraduate Students ◽  
Indirect Effects ◽  
Self Efficacy ◽  
Emotional Regulation ◽  
Math Anxiety ◽  
Self Report ◽  
Midwest United States ◽  
Standardized Measure ◽  
And Performance

A clear inverse relationship exists between efficacy and anxiety and anxiety and performance in mathematics. However, efficacy is domain- and task-specific, so the role that specific types of efficacy play in the anxiety-performance relationship is less clear. Emotional self-efficacy moderates this relationship in children, but research has not yet examined its role with math anxiety and performance in undergraduate students who have more developed emotional regulation. Further, understanding the role of self-efficacy for different tasks (i.e., efficacy for math versus for emotion regulation) is important to understanding math anxiety and how to intervene for math anxious individuals. Therefore, the purpose of the current study was to explore the moderating and/or mediating role of both math self-efficacy and emotional self-efficacy in undergraduate students using indirect effects analyses. One hundred and fifteen students at a mid-sized state university in the Midwest United States completed self-report measures of emotional self-efficacy, math self-efficacy, and math anxiety before completing a standardized measure of math performance. Results of indirect effects analyses determined that math self-efficacy had an indirect effect on the anxiety-performance relationship while emotional self-efficacy had neither indirect nor moderating effects on the math anxiety-performance relationship.

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