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This case study used test data from a patient with Dissociative Identity Disorder (DID; American Psychiatric Association, 2013) to illustrate how two main personality states of the patient (“Ann” and “Ben”) seemed to function. The Rorschach Performance Assessment System (R–PAS; Meyer, Viglione, Mihura, Erard, &; Erdberg, 2011) and the Inventory of Interpersonal Problems–Circumplex (IIP–64; Horowitz, Alden, Wiggins, &; Pincus, 2000), administered to Ann and Ben in separate settings, exposed two diverse R–PAS and IIP–64 profiles. Ann's R–PAS profile suggested an intellectualized style of information processing with few indications of psychological problems. Ben's profile indicated severe perceptual, cognitive, and interpersonal difficulties combined with suspicion and anxiety. Ann's IIP–64 profile suggested minor interpersonal problems, whereas Ben's indicated serious relational difficulties. The findings were discussed in relation to the theory of trauma-related structural dissociation of the personality (van der Hart, Nijenhuis, &; Steele, 2006), which implies an enduring split in the organization of the personality with more or less separate entities with their own sense of self, perception of the world, and ways of organizing emotional, cognitive, and social functions. The DID personality structure is seen as a defense strategy and as a pathway in the personality development producing serious psychological pain and symptoms. 相似文献
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Person‐centred positive emotions,object‐centred negative emotions: 2‐year‐olds generalize negative but not positive emotions across individuals 下载免费PDF全文
Amrisha Vaish Tobias Grossmann Amanda Woodward 《The British journal of developmental psychology》2015,33(3):391-397
Prior work suggests that young children do not generalize others' preferences to new individuals. We hypothesized (following Vaish et al., 2008, Psychol. Bull., 134, 383–403) that this may only hold for positive emotions, which inform the child about the person's attitude towards the object but not about the positivity of the object itself. It may not hold for negative emotions, which additionally inform the child about the negativity of the object itself. Two‐year‐old children saw one individual (the emoter) emoting positively or negatively towards one and neutrally towards a second novel object. When a second individual then requested an object, children generalized the emoter's negative but not her positive emotion to the second individual. Children thus draw different inferences from others' positive versus negative emotions: Whereas they view others' positive emotions as person centred, they may view others' negative emotions as object centred and thus generalizable across people. The results are discussed with relation to the functions and implications of the negativity bias. 相似文献
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