scholarly journals Mentalizing and its role as a mediator in the relationship between childhood experiences and adult functioning: Exploring the empirical evidence

Psihologija ◽  
2013 ◽  
Vol 46 (2) ◽  
pp. 193-212 ◽  
Author(s):  
Heather Macintosh
Keyword(s):  
Empirical Evidence ◽  
Psychological Functioning ◽  
Childhood Adversity ◽  
Preliminary Evidence ◽  
Childhood Experiences ◽  
Research Findings ◽  
Adult Functioning ◽  
The Relationship ◽  
Mediator Variable

The introduction of the concept of mentalizing into psychoanalytic discourse has provided researchers with an important tool for beginning to understand the mechanisms mediating the relationships between childhood experiences and later psychological functioning. Researchers have made strong statements regarding the strength of this mediational relationship in their movement toward the building of novel and efficacious intervention approaches. The goal of this systematic review was to critically examine the empirical evidence for these statements. Five unique studies were identified that assessed the relationships between the variables of attachment and/or childhood adversity, mentalizing and adult functioning. Some preliminary evidence for the role of mentalizing as an important mediator variable was identified. However, researchers were cautioned to continue to engage in further empirical study to ensure that theoretical explorations do not overstate or move too far beyond the empirical research findings.

“Experience Isn’t Everything”: How Emotion Affects the Relationship Between Experience and Cue Utilization

2018 ◽  
Vol 60 (5) ◽  
pp. 685-698 ◽  
Author(s):  
Monique Frances Crane ◽  
Sue Brouwers ◽  
Mark William Wiggins ◽  
Thomas Loveday ◽  
Kirsty Forrest ◽  
...  
Keyword(s):  
Clinical Performance ◽  
Experience Level ◽  
Cue Utilization ◽  
Practice Experience ◽  
Negative Arousal ◽  
Range Anxiety ◽  
Research Findings ◽  
Post Hoc ◽  
The Relationship

Objective: This research examined whether negative and positive arousal emotions modify the relationship between experience level and cue utilization among anesthetists. Background: The capacity of a practitioner to form precise associations between clusters of features (e.g., symptoms) and events (e.g., diagnosis) and then act on them is known as cue utilization. A common assumption is that practice experience allows opportunities for cue acquisition and cue utilization. However, this relationship is often not borne out in research findings. This study investigates the role of emotional state in this relationship. Method: An online tool (EXPERTise 2.0) was used to assess practitioner cue utilization for tasks relevant to anesthesia. The experience of positive and negative arousal emotions in the previous three days was measured, and emotion clusters were generated. Experience was measured as the composite of practice years and hours of practice experience. The moderating role of emotion on the relationship between experience and cue utilization was examined. Results: Data on 125 anesthetists (36% female) were included in the analysis. The predicted interaction between arousal emotions and the experience level emerged. In particular, post hoc analyses revealed that anxiety-related emotions facilitated the likelihood of high cue utilization in less experienced practitioners. Conclusion: The findings suggest a role for emotions in cue use and suggest a functional role for normal range anxiety emotions in a simulated work-relevant task. Application: This research illustrates the importance of understanding the potentially functional effects common negative arousal emotions may have on clinical performance, particularly for those with less experience.

Psychological Functioning Among Latino Victims of Teen Dating Violence: The Role of Relational and Collective Resources

2021 ◽  
pp. 088626052110440
Author(s):  
Chiara Sabina ◽  
E. Susana Marsical ◽  
Carlos A. Cuevas
Keyword(s):  
Social Support ◽  
Dating Violence ◽  
Psychological Functioning ◽  
Protective Factor ◽  
School Connectedness ◽  
Teen Dating Violence ◽  
Depression And Anxiety ◽  
Teen Dating ◽  
The Relationship

This study examined whether the relationship between teen dating violence (DV) and psychological functioning (depression, anxiety, and hostility) varied as a function of relational and collective resources (social support, familism, and school connectedness) among Latino teen victims of DV. Data came from a subset of youth who experienced DV ( n = 95) from the Dating Violence Among Latinos Adolescents Study, a national survey of Latino teens aged 12-18 years old. Multivariate regression models showed that school connectedness was associated with lower depression and anxiety for DV victims. Additionally, five interactions were significant across depression, anxiety, and hostility: Three following a pattern of protective-enhancing (DV × School connectedness for depression and anxiety; DV × Social support for anxiety) and two following a pattern of vulnerability-reactive (DV × Familism for anxiety and hostility). School connectedness is an important protective factor for Latino teen victims of DV and one that can inform intervention efforts. Latino victims of DV benefit from high levels of school connectedness and social support, especially when DV is high. At high levels of DV familism is associated with a worsening of mental health. It is important to understand the nuances of how these resources work at varying levels of DV for intervention and prevention purposes.

scholarly journals Associations between neurochemical receptor genes, 2D:4D, impulsivity and relationship quality

2018 ◽  
Vol 14 (12) ◽  
pp. 20180642 ◽  
Author(s):  
Eiluned Pearce ◽  
Rafael Wlodarski ◽  
Anna Machin ◽  
Robin I. M. Dunbar
Keyword(s):  
Relationship Quality ◽  
Multiple Testing ◽  
Romantic Relationship ◽  
Preliminary Evidence ◽  
Nucleotide Polymorphisms ◽  
Single Nucleotide ◽  
Digit Ratios ◽  
The Relationship ◽  
Romantic Relationship Quality

The ratio between the second and fourth digits (2D:4D) has been widely used as a proxy for fetal exposure to androgens and has been linked to a number of sociosexual traits in humans. However, the role of genes in this equation remains unknown. Here ( N = 474), we test, firstly, for associations between 2D:4D and single-nucleotide polymorphisms (SNPs) in nine neurochemical receptor genes ( AR, OXTR, AVPR1A, OPRM1, DRD1/2, ANKK1, 5HTR1A/2A ), and secondly, whether digit ratios mediate the relationship between genetic variation and sociosexuality. We demonstrate significant associations between AR , OPRM1 and AVPR1A and 2D:4D. Moreover, mediation analysis indicates that, in women, AR and OPRM1 variation drives digit ratios, which are related positively to impulsivity and, for OPRM1 , negatively to romantic relationship quality. Although these findings are subject to multiple testing issues, this study provides preliminary evidence that in women genetic factors may affect both impulsivity and perceived relationship quality through influencing factors indexed by digit ratios.

Does Childhood Trauma Cause Personality Disorders in Adults?

1998 ◽  
Vol 43 (2) ◽  
pp. 148-153 ◽  
Author(s):  
Joel Paris
Keyword(s):  
Personality Disorders ◽  
Childhood Trauma ◽  
Personality Pathology ◽  
Traumatic Experiences ◽  
Review Of The Literature ◽  
Gene Environment ◽  
Research Findings ◽  
The Relationship

Objective: To examine the relationship between trauma in childhood and personality disorders in adulthood. Method: A review of the literature was conducted. Results: The reported associations between trauma and personality pathology are illuminated by the following research findings: 1) personality is heritable; 2) only a minority of patients with severe personality disorders report childhood trauma; and 3) children are generally resilient, and traumatic experiences do not consistently lead to psychopathology. Conclusions: The role of trauma in the personality disorders is best understood in the context of gene–environment interactions.

What Can Help? Examining Levels of Substance (Non)use as a Protective Factor in the Effect of ACEs on Crime

2017 ◽  
Vol 17 (1) ◽  
pp. 42-61 ◽  
Author(s):  
Jessica M. Craig ◽  
Jonathan Intravia ◽  
Kevin T. Wolff ◽  
Michael T. Baglivio
Keyword(s):  
Substance Use ◽  
Protective Factor ◽  
Policy Implications ◽  
Future Research ◽  
Southern State ◽  
Childhood Experiences ◽  
Adverse Childhood ◽  
Race Ethnicity ◽  
The Relationship

Although the deleterious impact of adverse childhood experiences (ACEs) on offending has been established, less is known about the possible protective factors that may buffer this relationship. Using a sample of over 28,000 adjudicated delinquents from a large southern state, the current study investigated the role of substance (non)use on the relationship between ACEs and recidivism and whether these results differed by race/ethnicity and sex. Results illustrate that ACEs increase the likelihood of recidivism among youth who engaged in moderate-to-high substance use. However, this effect was not found among youth who reported little-to-no substance use. Furthermore, these effects were largely consistent across race/ethnicity and sex. Policy implications of this buffering effect are discussed as well as limitations and directions for future research.

The role of executive functions in academic performance and behaviour of university students

2019 ◽  
Vol 12 (3) ◽  
pp. 444-455
Author(s):  
Carlos Ramos-Galarza ◽  
Pamela Acosta-Rodas ◽  
Mónica Bolaños-Pasquel ◽  
Nancy Lepe-Martínez
Keyword(s):  
Academic Performance ◽  
University Students ◽  
Executive Functions ◽  
Measurement Instruments ◽  
Content Type ◽  
Research Findings ◽  
Proportional Relationship ◽  
The University ◽  
The Relationship

Purpose The purpose of this paper is fourfold: first, to analyse the relationship between executive functions and academic performance; second, to identify the level of prediction executive functions have on academic performance; third, to determine the correlation between executive functions and academic performance; and fourth, to compare executive functions based on the level of academic performance. Design/methodology/approach The sample composed of 175 university students aged between 18 and 36 years (M=21.49, SD=3.22). The EFECO scale, the average student grade and a scale based on the diagnostic criteria for ADHD were used as measurement instruments. Findings Difficulties in executive functions: Difficulties in working memory (r=−0.30, p=<0.01) and difficulties in conscious supervision of behaviour (r=−0.29, p⩽0.01) have an inversely proportional relationship to academic performance (the greater the deficit of executive functions, the lower the academic performance). The regression analysis showed that executive functions explain 31 per cent of the variance of academic performance (χ2(25)=43.81, p <0.001). The study found that there is a relationship between all the executive functions and students’ behaviour in a medium to large magnitude. Research limitations/implications A limitation of this study was the size of the sample as it is not representative of the country. Nevertheless, the correlation among the variables studied here has the necessary magnitude for the proposed correlations to be found. Nonetheless, it is necessary that we perform a study with a larger number of participants in order to achieve adequate extrapolation of the results. Practical implications Data found in this study suggest that low academic performance of university students is related to a lower functionality of their executive functions. Originality/value The originality of the research lies in relating specific concepts of neuropsychology to explain the academic performance of university students. The research findings allow us to project new studies to improve the executive functions for the benefit of the university student.

scholarly journals Street-connectedness and education in Kenya: Experiences of formal schooling as rationale for inclusive pedagogies of practice

Prospects ◽  
2020 ◽  
Vol 49 (3-4) ◽  
pp. 265-280
Author(s):  
Su Lyn Corcoran ◽  
Lillian Aoko Awimbo ◽  
Kelvin Mugwanga ◽  
Irene Atieno Aluoch
Keyword(s):  
Young People ◽  
Empirical Evidence ◽  
Inclusive Education ◽  
Formal Education ◽  
Original Research ◽  
Data Generation ◽  
Formal Schooling ◽  
Research Findings ◽  
Insight Into

AbstractThis article contributes to the literature on street-connectedness and inclusive education, presenting original research findings from two Kenyan studies. Both studies aim to understand street-connected young people’s experiences of education. The first focused on transitioning from the street into education or training, to explore the challenges of making that transition. The second focused on young people who had lived on the street for extended periods of time and were still there at the time of data generation. Both studies generated significant insight into (a) education as motivating initial migrations to the street, (b) the role of fear, embarrassment, and shame in preventing young people from going (back) into formal education, and (c) how acceptance and support are key to overcoming feelings of not belonging and other challenges when transitioning from the street into school. The article provides empirical evidence that should be considered when planning inclusive education provision for street-connected young people globally.

Sign in / Sign up

Export Citation Format

Share Document