Self-Qualities and Self-Leadership as Pathways Linking Childhood Maltreatment to Depression and Relationship Quality

Among adults, childhood maltreatment is widely known to increase depressive symptoms and reduce quality of adult’s intimate relationships. Considering the association between childhood maltreatment and adult depression and relationship quality from systemic theories may help clinicians conceptualize and intervene with their clients. Internal Family Systems is an evidenced based psychotherapy and is a trauma-informed model. Self is one of the core concepts of the Internal Family Systems model and it is theorized to reduce mental health problems such as depression and strengthen adult romantic relationships. Despite this theoretical proposition there is no supporting empirical research. To address this gap, the current study examined Self, specifically the qualities of Self (e.g., compassion) and Self-Leadership (e.g., staying calm in face of distress) as pathways linking childhood maltreatment to depression and relationship quality. Using a sample of adults in a romantic relationship, the current study examined Self-Qualities and Self-Leadership as mediators linking retrospective reports of child maltreatment to current depressive symptoms and relationship quality. Results indicate that the indirect (mediating) effects from childhood maltreatment to depressive symptoms and relationship quality were significant through Self-Qualities, but not Self-Leadership. Findings suggest that childhood maltreatment is associated with less frequent access to the qualities of Self, such as compassion and confidence which, in turn, were associated with fewer depressive symptoms and higher levels of relationship quality. For clinicians, the use of IFS and specifically helping clients increase the Self-Qualities may reduce depressive symptoms and strengthen romantic relationships.

     

A Drive for Redemption: Relationship Quality as a Mediator Linking Childhood Maltreatment to Symptoms of Social Anxiety and Depression

Journal of Adult Development - Childhood maltreatment is associated with mental health problems across the life course and depression and social anxiety are two of the more common problems. Given...     

Who is my Jung? A personal and symbolic history

Identifying the reality of Jung in my life requires first of all a historical examination. How Jung first came into my life through my reading a book by P.W.Martin, Experiment in Depth, stands as a metaphor for the conscious unravelling of psychological development. His further appearance in a sequence of dreams demonstrated the significance of both the instinctual and the numinous in Jung's life and in my personal individuation. Finally, through a consideration of light and shadow, particularly in two photographs of Jung, a conclusion is reached that individuation requires an integration of shadow in the personality, in order to achieve wholeness, not perfection.     

Building Schools’ Readiness to Implement a Comprehensive Approach to School Safety

Research consistently finds that a comprehensive approach to school safety, which integrates the best scientific evidence and solid implementation strategies, offers the greatest potential for preventing youth violence and promoting mental and behavioral health. However, schools and communities encounter enormous challenges in articulating, synthesizing, and implementing all the complex aspects of a comprehensive approach to school safety. This paper aims to bridge the gap between scientific evidence and the application of that evidence in schools and communities by defining the key components of a comprehensive approach to school safety and describing how schools can assess their readiness to implement a comprehensive approach. We use readiness and implementation data from the Safe Communities Safe Schools project to illustrate these challenges and solutions. Our findings suggest that (1) readiness assessment can be combined with feasibility meetings to inform school selection for implementation of a comprehensive approach to school safety and (2) intentionally addressing readiness barriers as part of a comprehensive approach may lead to improvements in readiness (motivation and capacity) to effectively implement a comprehensive approach to school safety.     

Comparing Business School Faculty Classification for Perceptions of Student Cheating

Faculty continue to address academic dishonesty in their classes. In this follow-up to an earlier study on general perceived faculty student cheating, using a sample of business school faculty, we compared three levels of faculty classification: full-time non-tenure track (NTT, n?=?86), full-time tenured/tenure-track (TT, n?=?66), and part-time adjuncts (A, n?=?71). Results showed that NTTs perceived higher levels for three different types of student cheating, i.e., paper-based, forbidden teamwork, and hiring someone to take an exam. In addition, NTTs were more likely to report a student for cheating. NTTs reported a higher course load and average class size, and average class size was positively related to all five types of cheating measured. Given the predicted increase in NTTs across all disciplines, making sure that all faculty, (but especially NTTs), have the resources needed to deter student cheating is important. All faculty have an obligation to hold students accountable for their behavior. Individual integrity is paramount; and it is what employers expect. Regardless of the chosen field or discipline, an employer’s expectations, in terms of character, is to hire individuals who possess a level of honesty that is above reproach. Addressing cheating is an obligation that all faculty need to address purposefully. Providing resources to help faculty address cheating is critical. Resources might include conflict resolution training to provide instructors with the necessary guidance so that they can better handle these difficult situations. This is important not only for the student while in school, but also for a university/college’s reputation.     

A League of Their Own: Do Single-Sex Schools Increase Girls�� Participation in the Physical Sciences?

With the rapid shifts in the education of women in the United States, and the underrepresentation of women in fields of science, technology, engineering, and math (STEM), an issue generating much controversy is whether women may benefit more from single-sex education or coeducation. The present study surveyed 548 U.S. high-school boys and girls from single-sex and coeducational high-schools from the Midwest. Half of the participants completed a mathematics test under stereotype threat (ST) condition and half under no threat condition. Although girls in single-sex schools had higher achievement motive and self-esteem than those in coeducational schools, they were not more likely to pursue STEM careers. Overall, students in single-sex schools outperformed students from coeducational schools on the math test. Girls?? math performance was significantly higher in the ST condition than in the no threat condition.     

Self,Identity, and Reactions to Distal Threats: The Case of Environmental Behavior

This article examines self-relevant processes that sustain behaviors that have little or no direct implications for people’s well-being. When outcomes are low in direct personal relevance, far in the future, or only weakly linked to one’s present behavior, imagined personal incentives may not be enough to motivate behavior. Under such circumstances, people may nonetheless perform actions that are linked to their identity, self-evaluation, or public image. Using pro-environmental behavior as an exemplar, we examine self-processes that are involved when people engage in behaviors that do not directly affect their personal self-interest.     

The impact of an 8-day intensive treatment for adolescent panic disorder and agoraphobia on comorbid diagnoses

Previous research findings have shown positive effects of cognitive-behavioral therapy for primary anxiety disorders as well as for nonprimary, co-occurring anxiety disorders. In this study, we analyzed data from an existing randomized controlled trial of intensive treatment for panic disorder with or without agoraphobia (PDA) to examine the effects of the treatment on comorbid psychiatric diagnoses. The overall frequency and severity of aggregated comorbid diagnoses decreased in a group of adolescents who received an 8-day treatment for PDA. Results suggest that an 8-day treatment for PDA can alleviate the symptoms of some specific comorbid clinical diagnoses; in particular specific phobias, generalized anxiety disorder, and social phobia. These findings suggest that an intensive treatment for PDA is associated with reductions in comorbid symptoms even though disorders other than PDA are not specific treatment targets.     

STABILITY OF BIOLOGICAL FATHER PRESENCE AS A PROXY FOR FAMILY STABILITY: CROSS‐RACIAL ASSOCIATIONS WITH THE LONGITUDINAL DEVELOPMENT OF EMOTION REGULATION IN TODDLERHOOD

The current study, utilizing data from the National Early Head Start Research and Evaluation Project (Love et al., 2005) explored the relationship between biological father presence and emotion regulation over toddlerhood among children from low‐income families. Conceptualizing biological father presence as a proxy for family role development, results are interpreted from a role development theoretical perspective. The latent growth curve model was compared based on child ethnoracial status (African American, Caucasian, Hispanic) and child gender. Consistent biological father presence was associated with toddlers’ regulatory development across toddlerhood, and this relationship was most robust among Caucasian toddlers as compared to African American toddlers. Findings for Hispanic toddlers were not significantly different from those of Caucasian or African American families. Results bolster the literature on father presence and child outcomes. Analyses address consistency in father presence as a proxy for coherent role development and define a link between consistent father presence and children's regulatory development, demonstrating ethnoracial differences which are likely attributed to the social construction of family roles.