scholarly journals Self and Other Mentalizing Polarities and Dimensions of Mental Health: Association With Types of Symptoms, Functioning and Well-Being

2021 ◽  
Vol 12 ◽  
Author(s):  
Sergi Ballespí ◽  
Jaume Vives ◽  
Carla Sharp ◽  
Lorena Chanes ◽  
Neus Barrantes-Vidal
Keyword(s):  
Mental Health ◽  
Well Being ◽  
Mental States ◽  
Self Esteem ◽  
Life Goals ◽  
Clinical Population ◽  
Self And Other ◽  
Treatment And Prevention ◽  
Mood Scale ◽  
Mental Health Association

Research suggests that the ability to understand one’s own and others’ minds, or mentalizing, is a key factor for mental health. Most studies have focused the attention on the association between global measures of mentalizing and specific disorders. In contrast, very few studies have analyzed the association between specific mentalizing polarities and global measures of mental health. This study aimed to evaluate whether self and other polarities of mentalizing are associated with a multidimensional notion of mental health, which considers symptoms, functioning, and well-being. Additionally, the level or depth of mentalizing within each polarity was also analyzed. A sample of 214 adolescents (12–18 years old, M = 14.7, and SD = 1.7; 53.3% female) was evaluated on measures of self- (Trait Meta-Mood Scale or TMMS-24) and other- mentalizing (Adolescent Mentalizing Interview or AMI), multi-informed measures of psychopathology and functioning based on Achenbach’s system, and measures of psychological well-being (self-esteem, happiness, and motivation to life goals). Results revealed no association between mentalizing polarities and higher-order symptom factors (internalizing, externalizing, and global symptoms or “p” factor). Self-mentalizing was associated with self-esteem (B = 0.076, p < 0.0005) and motivation to life goals (B = 0.209, p = 0.002), and other-mentalizing was associated to general, social and role functioning (B = 0.475, p < 0.0005; B = 0.380, p = 0.005; and B = 0.364, p = 0.004). This association between aspects of self-other mentalizing and self-other function has important implications for treatment and prevention. Deeper mentalizing within each polarity (i.e., comprehension beyond simple attention to one’s own mental states, and mentalizing referred to attachment figures vs. mentalizing referred to the characters of a story) revealed stronger associations with functioning and well-being. Because mentalizing polarities are associated with functioning and well-being but not with symptoms, a new hypothesis is developed: mentalizing does not contribute to resiliency by preventing symptoms, but by helping to deal with them, thus improving functioning and well-being independently of psychopathology. These findings support that promoting mentalizing across development may improve mental health, even in non-clinical population.

scholarly journals Self- but Not Other-Dimensions of Mentalizing Moderate the Impairment Associated With Social Anxiety in Adolescents From the General Population

2021 ◽  
Vol 12 ◽  
Author(s):  
Sergi Ballespí ◽  
Jaume Vives ◽  
Jacqueline Nonweiler ◽  
Ariadna Perez-Domingo ◽  
Neus Barrantes-Vidal
Keyword(s):  
Social Cognition ◽  
Social Anxiety ◽  
Social Competence ◽  
Social Functioning ◽  
Mental States ◽  
Self Esteem ◽  
Clinical Population ◽  
Sociometric Status ◽  
Self And Other

Mentalizing, or social cognition, refers to the brain’s higher order capacity that allows humans to be aware of one’s own and others’ mental states (e.g., emotions, feelings, intentions). While cognition in social anxiety has been broadly analyzed, there is a paucity of research regarding the role of social cognition. Moreover, mentalizing or social cognition research is traditionally focused on the understanding of others’ mental states, rather than self-mentalizing. Finally, most studies analyze the role of social cognition in the development or maintenance of social anxiety, yet no study to date has analyzed whether social cognition moderates functional impairment associated with it. This study analyzes whether self- and other-mentalizing moderate the relationship between social anxiety and impairment in social and self-functioning. A sample of 262 adolescents from the non-clinical population was assessed on measures of social anxiety, self- and other- mentalization, indicators of social functioning (social competence and sociometric status), and indicators of self-functioning (depression and self-esteem). Multiple linear regressions were conducted to test possible moderation effects of self-mentalizing and other-mentalizing on the relationships between social anxiety and social and self-functioning. Results revealed that other-mentalizing does not moderate social- nor self-functioning, while self-mentalizing moderates the impairment of all of them. While impairment in social functioning is buffered by one dimension of self-mentalizing (emotional clarity; b = 0.003, p = 0.043 and b = 0.016, p = 0.008 for social competence and sociometric status, respectively), impairment in self-functioning is strengthened by the other dimension (attention to emotions; b = −0.007, p = 0.008 and b = 0.009, p = 0.047 for self-esteem and depression, respectively). Probing the moderation at the 16th, 50th, and 84th percentiles revealed that the negative imbalance between dimensions (i.e., high attention and low clarity) tended to exacerbate impairment most on all indicators, while the positive imbalance (i.e., low attention and high clarity) was usually the most buffering condition. This supports that “low-flying” or implicit mentalizing provides more resilience than explicit mentalizing (i.e., high attention and high clarity). Findings suggest that the work on emotional self-awareness should be stressed in the intervention of the social anxiety spectrum conditions in order to improve prevention, functioning, and ultimately, treatments, of people impaired by symptoms of social anxiety.

scholarly journals The genetic background of the associations between sense of coherence and mental health, self-esteem and personality

2021 ◽  
Author(s):  
Karri Silventoinen ◽  
Eero Vuoksimaa ◽  
Salla-Maarit Volanen ◽  
Teemu Palviainen ◽  
Richard J. Rose ◽  
...  
Keyword(s):  
Mental Health ◽  
Sense Of Coherence ◽  
Genetic Factors ◽  
Well Being ◽  
Self Esteem ◽  
Risk Tolerance ◽  
Personality Factors ◽  
Life Questionnaire ◽  
Psychological Traits ◽  
Polygenic Scores

Abstract Purpose Sense of coherence (SOC) represents coping and can be considered an essential component of mental health. SOC correlates with mental health and personality, but the background of these associations is poorly understood. We analyzed the role of genetic factors behind the associations of SOC with mental health, self-esteem and personality using genetic twin modeling and polygenic scores (PGS). Methods Information on SOC (13-item Orientation of Life Questionnaire), four mental health indicators, self-esteem and personality (NEO Five Factor Inventory Questionnaire) was collected from 1295 Finnish twins at 20–27 years of age. Results In men and women, SOC correlated negatively with depression, alexithymia, schizotypal personality and overall mental health problems and positively with self-esteem. For personality factors, neuroticism was associated with weaker SOC and extraversion, agreeableness and conscientiousness with stronger SOC. All these psychological traits were influenced by genetic factors with heritability estimates ranging from 19 to 66%. Genetic and environmental factors explained these associations, but the genetic correlations were generally stronger. The PGS of major depressive disorder was associated with weaker, and the PGS of general risk tolerance with stronger SOC in men, whereas in women the PGS of subjective well-being was associated with stronger SOC and the PGSs of depression and neuroticism with weaker SOC. Conclusion Our results indicate that a substantial proportion of genetic variation in SOC is shared with mental health, self-esteem and personality indicators. This suggests that the correlations between these traits reflect a common neurobiological background rather than merely the influence of external stressors.

Recovery college features and context: advancing a recovery and well-being policy agenda

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Amadene Woolsey ◽  
Gillian Mulvale
Keyword(s):  
Mental Health ◽  
Mental Illness ◽  
Health System ◽  
Mental Health System ◽  
Well Being ◽  
System Reform ◽  
Educational Approach ◽  
Content Type ◽  
Policy Objectives ◽  
Mental Health Association

Purpose Internationally, there has been a move towards more recovery-oriented mental health policies for people living with mental illness, and some countries have included well-being as a population-level objective. In practice, these policy objectives can be difficult to achieve because of deeply rooted policy legacies, including a biomedical approach to care and the stigma associated with mental illness. The purpose of this paper is to investigate how interventions that operate outside the formal mental health system, such as recovery colleges (RCs), may advance these policy objectives more easily than efforts at broader system reform. Design/methodology/approach This study conducted a scoping review to explore the features and context of RCs that make the model an attractive and feasible opportunity to advance a recovery and well-being agenda. Our research is motivated by the initial and growing adoption of RCs by the Canadian Mental Health Association. This paper applies the consolidated framework for implementation research to analyse features of the model and the context of its implementation in Canada. Findings The RC’s educational approach, adaptability, coproduced nature and positioning outside the formal mental health system are key features that facilitate implementation without disrupting deeply entrenched policy legacies. Other facilitators in the Canadian context include the implementing organisation’s independence from government, its federated structure and the model’s alignment with national policy objectives. Originality/value This paper highlights how interventions outside the formal mental healthcare system can promote stated recovery and well-being policy goals.

High levels of anxiety and psychological well-being in college students: A dual factor model of mental health approach

2021 ◽  
Vol 5 (1) ◽  
pp. 32-41
Author(s):  
Katherine Carver ◽  
Hajar Ismail ◽  
Christopher Reed ◽  
Justin Hayes ◽  
Haifa Alsaif ◽  
...  
Keyword(s):  
Mental Health ◽  
College Students ◽  
Life Satisfaction ◽  
Positive Emotions ◽  
Factor Model ◽  
Well Being ◽  
Psychological Well Being ◽  
Treatment And Prevention ◽  
Positive Rumination ◽  
High Life Satisfaction

Anxiety disorders are prevalent among college students and contribute to problems in social and academic functioning. The primary focus in the anxiety literature has been on symptoms and deficits in functioning rather than psychological well-being. The present study investigated the extent to which high levels of anxiety co-occurred with self-reported psychological well-being using a dual-factor model of mental health approach. Participants (n = 100) were categorized into two groups (high anxiety crossed with low and high life satisfaction), and groups were compared on several psychological well-being indicators. Supporting a dual-factor approach, students reporting high levels of anxiety and life satisfaction reported higher levels of hope, grit, gratitude, self-focused positive rumination, and savoring of positive emotions than students reporting high levels of anxiety and low levels of life satisfaction. Groups did not differ in emotion-focused positive rumination or in dampening of positive emotion. These results highlight well-being heterogeneity within individuals reporting high levels of anxiety, with implications for treatment and prevention efforts.

scholarly journals EVERYDAY ACTIVITIES AND DEPRESSIVE SYMPTOMS: DOES GENDER MATTER?

2019 ◽  
Vol 3 (Supplement_1) ◽  
pp. S931-S931
Author(s):  
Celeste Beaulieu ◽  
Jeffrey E Stokes
Keyword(s):  
Mental Health ◽  
Gender Differences ◽  
Depressive Symptoms ◽  
Social Engagement ◽  
Later Life ◽  
Well Being ◽  
Self Esteem ◽  
Self Concept ◽  
Everyday Activities ◽  
Retirement Study

Abstract Previous research has suggested that informal socializing can be beneficial for mental health, whereas prior findings concerning solitary activities and mental health have been equivocal. Activity theory posits that involvement in activities – particularly social activities – can improve adults’ self-concept and self-esteem, leading to improved well-being. Solitary activities may perform the same function, though without any social reinforcement. However, social engagement and mental health may both vary by gender. Thus, we examined associations of informal socializing and solitary activities with depressive symptoms among 13,387 respondents of the 2012/2014 waves of the Health and Retirement Study, and further assessed potential gender differences. Results revealed that both informal socializing and solitary activities were significantly associated with lower depressive symptoms when analyzed separately. However, when both types of activities were modeled simultaneously, only informal socializing remained significant. Further, stratified analyses revealed that informal socializing was a significant predictor of depressive symptoms among women but not men, although these coefficients were not significantly different from each other. Overall, findings suggest that both informal socializing and solitary activities may be beneficial for mental health, yet results were clearly stronger for informal socializing. Socializing may benefit mental health not only by bolstering one’s self-concept, but also by linking adults with social ties and support networks that are instrumental for well-being in mid- and later life. Moreover, gender differences in effects were minimal and largely non-significant, indicating that activity involvement can bolster mental health for men and women alike.

Students’ Perception of Teachers’ Humor Predicts Their Mental Health

2020 ◽  
pp. 003329412097263
Author(s):  
Ryota Tsukawaki ◽  
Tomoya Imura
Keyword(s):  
Mental Health ◽  
High School Students ◽  
Stress Response ◽  
Junior High School ◽  
Well Being ◽  
Self Esteem ◽  
Self Report ◽  
School Students ◽  
Aggressive Humor ◽  
Asking Questions

The aim of the present study was to determine whether two types of teacher humor (Aggressive Humor and Affinity Humor) are predictors of students’ mental health. A self-report scale was administered to 500 elementary and junior high school students in grades 4 to 9 (mean age 12.04, SD = 1.76) asking questions about perceived teacher humor, stress response, emotional well-being, and self-esteem. Aggressive humor was a significant positive predictor of stress response and a significant negative predictor of emotional well-being. Affinity humor was a significant positive predictor of emotional well-being and self-esteem. These results suggest that the teacher’s humor is related to students’ mental health. We conclude that teachers should refrain from using aggressive humor as much as possible in favor of affinity humor.

scholarly journals Older Adults’ Perspectives on Using Digital Technology to Maintain Good Mental Health: Interactive Group Study (Preprint)

2018 ◽  
Author(s):  
Jacob A Andrews ◽  
Laura JE Brown ◽  
Mark S Hawley ◽  
Arlene J Astell
Keyword(s):  
Mental Health ◽  
Older Adults ◽  
Digital Technologies ◽  
Well Being ◽  
Mental States ◽  
Digital Platforms ◽  
Good Mental Health ◽  
Template Analysis ◽  
Barriers To Use ◽  
The Impact

BACKGROUND A growing number of apps to support good mental health and well-being are available on digital platforms. However, very few studies have examined older adults’ attitudes toward the use of these apps, despite increasing uptake of digital technologies by this demographic. OBJECTIVE This study sought to explore older adults’ perspectives on technology to support good mental health. METHODS A total of 15 older adults aged 50 years or older, in two groups, participated in sessions to explore the use of digital technologies to support mental health. Interactive activities were designed to capture participants’ immediate reactions to apps and websites designed to support mental health and to explore their experiences of using technology for these purposes in their own lives. Template analysis was used to analyze transcripts of the group discussions. RESULTS Older adults were motivated to turn to technology to improve mood through mechanisms of distraction, normalization, and facilitated expression of mental states, while aiming to reduce burden on others. Perceived barriers to use included fear of consequences and the impact of low mood on readiness to engage with technology, as well as a lack of prior knowledge applicable to digital technologies. Participants were aware of websites available to support mental health, but awareness alone did not motivate use. CONCLUSIONS Older adults are motivated to use digital technologies to improve their mental health, but barriers remain that developers need to address for this population to access them.

scholarly journals Psychological characteristics as the predictors of subjective well-being in future class and preschool teachers

2018 ◽  
Vol 50 (1) ◽  
pp. 93-112
Author(s):  
Marija Sakac ◽  
Mia Maric
Keyword(s):  
Mental Health ◽  
Locus Of Control ◽  
Personality Traits ◽  
Preschool Teachers ◽  
Well Being ◽  
Self Esteem ◽  
Individual Factors ◽  
Subjective Well Being ◽  
Educational Work ◽  
Variance Explained

Psychological well-being is a significant determinant of mental health and success in profession of future class and preschool teachers. Hence, it is extremely important to investigate the individual factors that contribute to it. The aim of this research is to determine the contribution of personality traits, self-esteem and the locus of control in predicting the degree of subjective well-being in future class and preschool teachers. The sample included 418 students. The following instruments were used in the research: the Short Subjective Well-being Scale (KSB), the Big Five Plus Two questionnaire (VP+2), Rosenberg?s Self-Esteem Scale and the Scale for Measuring the Locus of Control (LO K IM-2). The results indicate that all three investigated categories of individual factors significantly predict the affective (64% of variance explained) and cognitive component (51% of variance explained) of subjective wellbeing, whereby personality traits proved to be the most important predictors. Neuroticism and extraversion contribute most to positive affectivity (N?=-0,801; E?=- 0,794) and a positive attitude towards life (N?=-0,701; E?=-0,736). The educational implications refer to the possibilities of encouraging and developing those individual personality traits that significantly contribute to subjective well-being of future class and preschool teachers. In this way, we can also contribute to their mental health, which is the necessary precondition of the accomplishment of educational work.

scholarly journals Self-esteem and mental health in adolescents – level and stability during a school year

2019 ◽  
Vol 28 (1-2) ◽  
Author(s):  
Unni Karin Moksnes ◽  
Randi Johansen Reidunsdatter
Keyword(s):  
Mental Health ◽  
Gender Differences ◽  
Well Being ◽  
Self Esteem ◽  
Positive Mental Health ◽  
Health Development ◽  
Hopkins Symptom Checklist ◽  
Symptoms Of Depression ◽  
School Year ◽  
Mental Well Being

Aim: Adolescence represent an important period for positive mental health development. The aim of the present paper was to investigate gender differences as well as the level, stability and predictive role of mental health (symptoms of depression/anxiety and mental well-being) and self-esteem in adolescents during a school year.Methods: The study sample consisted of a cohort of 351 students aged 15–21 years in Mid-Norway. In a survey administrated at the beginning and end of the 2016/2017 school year, mental well-being was assessed with Warwick-Edinburgh Mental Well-Being Scale, depression/anxiety with Hopkins Symptom Checklist and self-esteem with the Rosenberg Self-Esteem Scale. Two models were tested for prediction; self-esteem on mental health (vulnerability model) and mental health on self-esteem (scar model).Results: Girls reported significantly higher depression/anxiety than boys and showed a slightly significant increase in depression/anxiety, stress and self-esteem during the two assessments. Boys scored significantly higher on mental well-being and self-esteem and reported stable mental health during the school year. Selfesteem significantly predicted depression/anxiety and mental well-being. Mental well-being and depression/ anxiety also significantly predicted self-esteem.Conclusion: The results suggest that self-esteem and mental health are reciprocally associated. The results underline the gender differences in overall mental health in adolescents and thus the potential importance of acknowledging gender when working on universal strategies for positive mental health development.

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