Affect Dysregulation in Individuals With Borderline Personality Disorder: Persistence and Interpersonal Triggers

We hypothesized that affect dysregulation among individuals with borderline personality disorder (BPD) would involve greater persistence of negative affect between interpersonal events and heightened reactivity to stimuli indicating risk of rejection or disapproval, specifically perceptions of others’ communal (agreeable-quarrelsome) behaviors. A total of 38 participants with BPD and 31 controls collected information about affect and perceptions of the interaction partner's behavior during interpersonal events for a 20-day period. Negative and positive affect persisted more across interpersonal events for individuals with BPD than for controls. In addition, individuals with BPD reported a greater increase in negative affect when they perceived less communal behavior and a smaller increase in positive affect when they perceived more communal behavior in others. Findings indicate the importance of interpersonal perceptions in the affect dysregulation of individuals with BPD.     

Suppressor effects and age differences in the expression of anxious emotion

This study examined the role of suppressor effects on age differences in anxious emotion. Children and adolescents (n = 1099) ages 7–18 years were assessed for separation anxiety, social anxiety, and generalized anxiety. Results of zero-order correlations indicated a significant negative association between age and separation anxiety but no association for social anxiety and generalized anxiety. However, semi-partial correlations indicated the presence of a cooperative suppressor effect such that the associations between age and social anxiety as well as age and generalized anxiety symptoms became significant and positive and the association with separation anxiety became larger in a simultaneous regression analysis of each facet with age. Similar effects occurred when controlling for hyperarousal in an ANCOVA across grade levels. Results suggest that attempts to understand developmental differences in anxious emotion in childhood and adolescence will be facilitated by parsing facets of anxious emotion and attention to potential suppressor effects.     

Personality and social attitudes: Evidence for positive-approach motivation

Extensive research has linked general personality factors to social attitudes, but there has been comparatively little work on the roles played by specific approach-avoidance personality factors, especially positive-approach ones. Here we relate such factors to the two main clusters of social attitudes (Right-Wing Authoritarianism, RWA; and Social Dominance Orientation, SDO), and related cognitive constructs (Need for Cognition and Need for Closure). Results revealed: (a) positive-approach motivation is consistently related to both RWA and SDO, with little contribution from negative-avoidance motivation; and (b) negative-avoidance motivation played a part in Need for Cognition (negatively related) and Need for Closure (positively related). These data challenge previous theorizing concerning the role of fear/anxiety in social attitude formation and prejudice more generally. We conclude that, to a larger extent than previously thought, approach-related personality factors underpin the positive reinforcement of social attitudes and prejudice. Our results may help to account for the failure of programmes designed to reduce prejudice which have been based on the reduction of negative emotion and motivation.     

Use of paradoxical techniques in a school setting

Abstract

Family therapists have used paradoxical methods of intervention in a variety of settings and with a variety of problems. This case study report is the first to demonstrate the use of paradoxical interventions with pre-adolescent and adolescent children in a school setting. These types of interventions could be of great value because they require limited verbal ability and insight on the part of the students, produce rapid results, and are particularly suitable for oppositional students.     

Mother-blaming in family therapy: An empirical investigation

Abstract

This study tested two hypotheses derived from the feminist critique of family therapy in a sample of AAMFT members. The stimulus was a brief vignette of an initial therapy session with a family presenting a teen-aged child as the identified patient. It was hypothesized that family therapists would rate the mothers in the vignette as more dysfunctional than fathers. It was also hypothesized that mothers would be asked to bear more of the burden of change in treatment plans written by subjects. Neither hypothesis was supported. However, respondents did rate the concerned parent, regardless of sex, as more dysfunctional. Since this is a role often occupied by women, this finding may indicate some gender bias.     

Emotion,core affect,and psychological construction

As an alternative to using the concepts of emotion, fear, anger, and the like as scientific tools, this article advocates an approach based on the concepts of core affect and psychological construction, expanding the domain of inquiry beyond “emotion”. Core affect is a neurophysiological state that underlies simply feeling good or bad, drowsy or energised. Psychological construction is not one process but an umbrella term for the various processes that produce: (a) a particular emotional episode's “components” (such as facial movement, vocal tone, peripheral nervous system change, appraisal, attribution, behaviour, subjective experience, and emotion regulation); (b) associations among the components; and (c) the categorisation of the pattern of components as a specific emotion.     

On the automatic activation of associated evaluations: An overview

A review of the literature concerning the phenomenon known as automatic attitude activation is presented. The robustness of the affective priming effect across many different procedural variations, the mediating mechanisms thought to underlie the effect, and the moderating role of associative strength are discussed. The relevance and importance of automatic attitude activation to many fundamental cognitive and social processes also is highlighted. Finally, an overview of the articles included in this Special Issue of Cognition and Emotion, their essential contributions, and their relation to the earlier literature is presented.     

Children's and adults’ understanding of the “disgust face”

By the age of 4 years, children (N=120) know the meaning of the word disgust as well as they know the meaning of anger and fear; for example, when asked, they are equally able to generate a plausible cause for each of these emotions. Yet, in tasks involving facial expressions (free labelling of faces, deciding whether or not a face expresses disgust, or finding a “disgust face” in an array of faces), a majority of 3- to 7-year-old children (N=144) associated the prototypical “disgust face” with anger and denied its association with disgust (25% of adults on the same tasks did so as well). These results challenge the assumption that all humans easily recognise disgust from its facial expression and that this recognition is a precursor to children's understanding of the emotion of disgust.     

Ethics, Cultural Competence, and the Changing Face of America

The population in the United States is increasingly multicultural. So, too, is the U.S. physician workforce. The combination of these diversity dynamics sets up the potential for various types of cultural conflict in the nation’s examining rooms, including the relationship between religion and medicine. To address the changing patient-physician landscape, we argue for a broad scale intervention: interdisciplinary bioethics training for physicians and other health professionals. This approach seeks to promote a common procedural expectation and language which can lead to an improved, patient-centered approach resulting in better patient-physician relationships that contribute to better health outcomes across the U.S. population. The authors illustrate their thesis and solution using a well-known case of cross-cultural dynamics taken from religion and medicine—Anne Fadiman’s The Spirit Catches You And You Fall Down.     

Adapting School-Based Substance Use Prevention Curriculum Through Cultural Grounding: A Review and Exemplar of Adaptation Processes for Rural Schools

A central challenge facing twenty-first century community-based researchers and prevention scientists is curriculum adaptation processes. While early prevention efforts sought to develop effective programs, taking programs to scale implies that they will be adapted, especially as programs are implemented with populations other than those with whom they were developed or tested. The principle of cultural grounding, which argues that health message adaptation should be informed by knowledge of the target population and by cultural insiders, provides a theoretical rational for cultural regrounding and presents an illustrative case of methods used to reground the keepin’ it REAL substance use prevention curriculum for a rural adolescent population. We argue that adaptation processes like those presented should be incorporated into the design and dissemination of prevention interventions.