Term
| list: 3 categories of interpersonal vulnerabilities |
|
Definition
1. maladaptive interpersonal beliefs
2. maladaptive interpersonal behaviors
3. interpersonal self-propagatory processes |
|
|
Term
| what are interpersonal beliefs |
|
Definition
| cognitions that involve the relation between the self and others |
|
|
Term
| how can interpersonal beliefs confer vulnerability to psychopathology? |
|
Definition
beliefs about others and self can be biased and maladaptive
lead to psychopathology |
|
|
Term
| define: interpersonal behaviors |
|
Definition
ways individuals attempt to communicate with each other
verbalizations and nonverbal behaviors like tone of voice, eye contact, rate f speech, posture, and gestures |
|
|
Term
| define; self-propagatory processes |
|
Definition
| depression-related behaviors produce many interpersonal problems and then these interpersonal problems prolong the depression |
|
|
Term
| transactional models of risk in the development of psychopathology |
|
Definition
similar to concept of self-propogatory
looks at all social components and reciprocal influence of psychopathology |
|
|
Term
| list: 2 forms of interpersonally biased self-beliefs |
|
Definition
1. self-discrepencies
2. perceptions of unmet interpersonal needs |
|
|
Term
| research on development of self-concept in children often focuses on the development of the self-concept into... |
|
Definition
"me attributes"
ex: "i'm pretty." "i'm good" |
|
|
Term
| how can goals be maladaptive? |
|
Definition
sets you up for failure
discrepent self view may lead to emotional discomfort when goals are not met |
|
|
Term
|
Definition
discrepencies between self-schema relate to emotional vulnerabilities
3 domains of the self |
|
|
Term
| self-discrepency thery: 3 domains of self list |
|
Definition
1. actual self-concept
2. ideal self-guide
3. ought self-guide |
|
|
Term
| what is the ideal self-guide? |
|
Definition
| representation of the self a person wishes to become |
|
|
Term
| what is the ought self-guide? |
|
Definition
| representation of the self an individual believes should become |
|
|
Term
| what is the actual self-guide? |
|
Definition
| schematic representation of the attributes an individual believes they have |
|
|
Term
| what is an other self-guide/ |
|
Definition
| what an individual thinks other people want to be, think they are, or think they should be |
|
|
Term
|
Definition
| people are motivated to resolve discrepencies between actual self and relevant self-guides |
|
|
Term
| attachment theory is based on the notion that... |
|
Definition
| children will feel secure in their relationship with their parent to the extent that the parent provides consistent, warm, and sensitive care |
|
|
Term
| attachment theory: secure base hypothesis |
|
Definition
children turn to parents in time of nee
parent is available and responsive
able to be comforted by the parent in a way that allows them to feel better and to return to other activities
when there is a lack of consistent care, children will feel insecure in their relationship with their parent and be unable to use the parent as a secure base |
|
|
Term
| secure base theory: strange situation procedure |
|
Definition
separate kid from parents and observe how they behave when reunited
3 strategies: secure, avoidant, ambivalent resistant |
|
|
Term
| Strange situation procedure: what are the three types of attachment strategies observed? |
|
Definition
1. secure
2. avoidant
3. ambivalent resistant |
|
|
Term
| strange situation procedure: define secure base |
|
Definition
children went to parents upon reunion
were able to be comforted by parents
returned to independent play afterwards |
|
|
Term
| strange situation procedure: define avoidant |
|
Definition
| children did not approach the parents upon reunion or actively avoided the parents and then continued with independent play |
|
|
Term
| strange situation procedure: define ambivalent-resistant |
|
Definition
| children simultaneously displayed approach toward parents, but the resistance to comfort, and were unable to be comforted |
|
|
Term
| Psychodynamic: how does object relations relate to attachment theory? |
|
Definition
interpersonal relations
baby internalizes relationships and it becomes an object that he/she can take with him/her |
|
|
Term
| why is the critical period important to attachment? |
|
Definition
caregiver needs to be responsive of baby
affects baby's affective state
unable to modulate feelings; caregiver modulates and manages emotion for infant
through that process, baby's brain becomes organized |
|
|
Term
|
Definition
caregiver permits access when child seeks closeness and reunion; infant develops expectation that during times of stress the primary attachment object will be available
1. homeostatic disruptions resolved
2. moderate range of arousal
3. mirroring-refueling (other peoples emotions to event determine ours)
4. shame socializing
5. interactive repair
6. moderates risk of low income and depression |
|
|
Term
|
Definition
caregiver shows minimal or unpredictable participation in affect regulation
-impairments in affect regulation leads to attachment activation, anxiety and anger
lack of attunement (mom helps regulate kids emotions) in episodes of practicing grandiosity
-low self-esteem in baby |
|
|
Term
|
Definition
-successfully draw attention of prent
-monitoring parents' face
-high separation distress
-difficult to comfort at reunion
-mom only partially regulates affect
-tendnecies to intense expressiveness and negative mood response
-slow adaptivity to change
-heightened emotionality and sympathetic arousal |
|
|
Term
|
Definition
gaze aversion
do not appear distressed when mom leaves
did not approach parents upon reunion |
|
|
Term
| Development of insecure avoidant: primate experiments |
|
Definition
-infants can undergo severe separation reactions even though their mothers are visually but not psychologically available
proximate separations are a potent phenomenon in early personality development
((being close to mom but she is not responding to you))
mother disconnection induces state of hyperarousal |
|
|
Term
|
Definition
-nonverbal aggressive communication ((terrifying eyes))
-contact aversive mother and hyperaroused infant; infant may shift to despair
-lack of expression of sympathetic arousal from positive emotional states leads to high level of parasympathetic tone; heart rate deceleration, low levels of activity
-emotional flatness
-can develop antisocial personality |
|
|
Term
| define: interpersonal belief |
|
Definition
| cognitions about self and others |
|
|
Term
| how is the self developed? |
|
Definition
socially constructed
developed with social interaction |
|
|
Term
| how does the self construal (self concept) operate? |
|
Definition
| through activation of relational schema |
|
|
Term
| list: 2 models of interpersonal factors |
|
Definition
1. self-propagatory processes
2. tansactional models of vulnerability |
|
|
Term
| self propagatory processes |
|
Definition
depression and its sequellae include one another
beliefs and interpersonal behavior take on a life of their own |
|
|
Term
| what theory: karen horney |
|
Definition
| psychoanalytic social theory |
|
|
Term
| psychoanalytic social theory (karen horney) |
|
Definition
object relations: relationship isn't as important as the way that it is internalized
social and cultural conditions responsible for shaping personality
self exists within interpersonal and intrapsychic concentric fields |
|
|
Term
| where do intrapsychic conflicts originate from? |
|
Definition
interpersonal experiences
Childhood; Basic anxiety -> basic hostility toward caretakers -> more anxiety |
|
|
Term
| list: trends of attitudes towards self + others |
|
Definition
1. moving toward people
2. moving against people
3. moving away from people |
|
|
Term
|
Definition
compliant type
(keep hostility hidden)
self-efficating
seeking LOVE and approval
repressed hostility, risk for illness connections between earlier dependency and later illness |
|
|
Term
| moving toward people: connections with illness |
|
Definition
| people that move toward people (dependent) earlier in life are at risk for being ill later on |
|
|
Term
|
Definition
seeking mastery and power over others
"if i have power nobody can hurt me" |
|
|
Term
|
Definition
DETACHED type
meed for perfection
independence
"if i withdraw, nothing can hurt me"
Resignation; watching life from outside the action |
|
|
Term
| which trend is associated with resignation? |
|
Definition
|
|
Term
|
Definition
| watching life from outside the action |
|
|
Term
| Problems of culture according to Horney |
|
Definition
|
|
Term
|
Definition
idealized image includes...
a compulsive drive toward superiority
seeking vindictive triumph (grows out of childhood; real or imagines humiliations) |
|
|
Term
| 4 goals of Horneyian psychotherapy |
|
Definition
1. helps patient grow to self-realization
2. realize strengths and weaknesses
3. give up their idealized self-image
4. change self-hatred to self-acceptance
5. focus on LOVE, MASTERY, FREEDOM |
|
|
Term
| 3 things that horneyian psychotherapy focuses on |
|
Definition
1. love
2. mastery
3. freedom |
|
|
Term
|
Definition
1. inspired the interpersonal school of psychoanalysis
2. provided a model of how to work with the present in therapy |
|
|
Term
| what are interpersonal beliefs? |
|
Definition
things that the individual brings to interactions
cognitions about relationship between self and others |
|
|
Term
| what did singer and salovey find out about schema? |
|
Definition
| schemata may continue to guide information processing even in the face of disconfirming evidence |
|
|
Term
| explain how an erroneous interpersonal schema can lead to maladaptive interpersonal behavior |
|
Definition
| an erroneous interpersonal schema leads to biased information processing, which changes their behavior towards others |
|
|
Term
| how do you collect information about the self (self schemata)? |
|
Definition
activating an association of networks of knowledge structures about typical interpersonal situations and the beliefs and emotions activated in those situations
---we learn about ourselves and develop a self-schema by analyzing our interpersonal situations we have been in and the feelings and beliefs associated with those sitations |
|
|
Term
| how does a maladaptive schema create a vulnerability to psychopathology? |
|
Definition
| Relational schema (what you think/feel about your interactions with others) are activated to process information about the self. The beliefs about the self influence your future interactions with others and reactions of others |
|
|
Term
| what factors profoundly affect a relational schema? (2) |
|
Definition
| status and power differences |
|
|
Term
| list: 2 theories developed by relational personality theoriests. who were they developed by? |
|
Definition
1. self-in-relation
2. beings-in-connection
developed by WOMEN |
|
|
Term
|
Definition
| women’s sense of self becomes organized around being able to make and maintain relationships |
|
|
Term
| relational cultural theory |
|
Definition
a theory of development based on the value of connection
--all growth occurs in connection
--All people yearn for connection
Growth fostering relationships are created through mutual empathy and mutual empowerment |
|
|
Term
|
Definition
complex cognitive affective ability
intersubjectivity is the ability to infer what others are thinking and feeling and anticipate their responses in specific situations |
|
|
Term
| what is intersubjectivity? what is it relating to |
|
Definition
the ability to infer what others are thinking and feeling and anticipate their responses in specific situations
relating to EMPATHY |
|
|
Term
| 4 goals of psychological development |
|
Definition
1. participation in mutually empathic and empowering relationships
2. connection arises naturally from empathy
3. each person engaged in affecting and being affected (Want to be known)
4. assisting each other in coming more fully into clarity and relatedness |
|
|
Term
| what questions did miller ask? |
|
Definition
how do people interact with others who are different from them?
when do these differences stimulate the development and enhancement of both parties?
when do differences have negative effects? |
|
|
Term
| what is the main problem with diversity? |
|
Definition
| there is an inequity of status, power, resources |
|
|
Term
| list: 2 types of inequity |
|
Definition
|
|
Term
|
Definition
the "superior" or more powerful party has more control over "lesser"
example: parents/children, teachers/students
goal is to end period of difference
relationship based in service (giving) to lesser party
how to help movement from nonequal to equal |
|
|
Term
|
Definition
unequal by means of birth or primary characteristic
race, sec, religion, etc
no assumption of a goal to end inequality
dominant group exerts subtle and overt differences of acceptable roles
subordinates assumed to be unable to perform preferred roles (like being a CEO)
myth = challenged only when some drastic event occurs (example: males absent for WWII; women put to work) |
|
|
Term
| what is the myth relating to permanent inequality? when is this myth challenged? |
|
Definition
subordinates assumed to be unable to perform preferred roles (like being a ceo)
challenged only when some drastic event occurs (example: WWII, males absent; put women to work) |
|
|
Term
| what is stereotype threat? |
|
Definition
anxiety about not being able to do something because of role
affects performance |
|
|
Term
| what happens when subordinates show potential for characteristics that the dominant group is only supposed to have? (like leadership) |
|
Definition
considered unusual or abnormal
subordinates encouraged to develop qualities pleasing to the dominant group (submissiveness, weakness, inability to act or decide) |
|
|
Term
| what characteristics are lesser groups expected to display? |
|
Definition
| submissiveness, weakness, inability to act or decide |
|
|
Term
| how is the model for normal, healthy relationships developed? |
|
Definition
| based off of behavior of dominant group |
|
|
Term
| what does the subordinate group concentrate on? why? |
|
Definition
SURVIVAL
consequences of challenging expectations is huge
resort to disguised and indirect ways of acting and reacting.
subordinates internalize dominant beliefs |
|
|
Term
| negative aspects of being in the dominant group |
|
Definition
never have true knowledge about self because everyone is lying to you and kissing your ass
understanding of self is gained through impact on others
mutually enhancing interactions don't happen between unequals and conflicts can arise |
|
|
Term
| what is a self propagatory process? |
|
Definition
depression and its consequences induce one another and propagate themselves
(make each other worse) |
|
|
Term
| the categorical self: toddler years |
|
Definition
Categorize the self on a number of dimensions; good/bad, attractiveness, girl/boy
2 forms of interpersonally based self-beliefs: Self-discrepancies and perceptions of unmet interpersonal needs |
|
|
Term
| 2 forms of interpersonally based self-beliefs |
|
Definition
Self-discrepancies
perceptions of unmet interpersonal needs |
|
|
Term
|
Definition
Self discrepancies emerge through socialization which lead to the creation of goals for self imrovement
failure elicits emotional discomfort
owned self vs ought self
use significant people in life to guide our feelings about self
when you fall short of what significant others desires or requires of you, creates emotional distress
Vulnerabilities to psychopathology; ideal and ought self-guides from the “other” standpoint; a “to do” list for self improvement |
|
|
Term
| self-discrepency theory: cause of vulnerability to psychopathology |
|
Definition
| Vulnerabilities to psychopathology; ideal and ought self-guides from the “other” standpoint; a “to do” list for self improvement |
|
|
Term
| Depression and self-discrepencies |
|
Definition
| Among people meeting criteria for major depressive disorder; greater magnitude of ideal self-discrepancies |
|
|
Term
| Actual vs Ought self discrepancies: how are they developed during childhood? |
|
Definition
parental interactions with primarily negative outcomes; rejecting
The distress of not meeting self-standards is paired with the memory of emotional distress generated from parental criticism |
|
|
Term
| which clinical population has a greater magnitidue of ought self-discrepencies |
|
Definition
| social phobia and other anxiety disorders; |
|
|
Term
| Actual vs Ideal self discrepancies: how is it developed? |
|
Definition
| parental interactions with absence of positive outcomes |
|
|
Term
|
Definition
Increasing self focus; related to increase in comparison of self to standards of correctness
attempts to match self to standards or to withdraw; depends on outcome expectancies (favorable or not)
When expectations are unfavorable, withdrawal is more likely
Increasing discrepancy -> increasing effort to withdraw
The relationship between the level of negative feedback and the extend to which the feedback decreases self-efficacy and increases self-dissatisfaction can either motivate a person or impede goal directed action |
|
|
Term
| Suicide as a means to escape from self |
|
Definition
-kind of paradoxical, because suicide is the ultimate self-destructive act
-suicide levels are high in affluent countries, because they often have high expectations
-If hopelessness is controlled as a variable, depression ceases to be a statistically sig cause of suicide
-Awareness of the self’s inadequacies -> negative affect and need to escape that painful feeling
-High standards and expectations coupled with specific current failures setbacks and stresses; and recent acute disappointments
-may occur if the standards are excessively high; or events are unusually bad |
|
|
Term
| list: Perceptions of unmet interpersonal needs; relating to suicide |
|
Definition
1. no sense of belonging (vulnerability to suicide)
2. loneliness
3. peer rejection
---the beliefs and behaviors we bring to the interpersonal sphere influence the reactions of others |
|
|
Term
| how can conduct disorder become developed? |
|
Definition
parents do not provide supervision or rewards for prosocial behaviors
not consistent in punishment for antisocial behaviors (leads to development of anxiety and hostility)
enters peer group with bad social skills and is rejected, so becomes friends with other rejects |
|
|
Term
| how can conduct disorder become developed? |
|
Definition
parents do not provide supervision or rewards for prosocial behaviors
not consistent in punishment for antisocial behaviors (leads to development of anxiety and hostility)
enters peer group with bad social skills and is rejected, so becomes friends with other rejects |
|
|
Term
| what population/group has a high rate of suicide? what is this relating to? |
|
Definition
Peer rejection in LGBT youth
Thwarted need to belong; powerful predictor of psychological pain and vulnerability for psychopathology |
|
|
Term
| list: maladaptive interpersonal behaviors |
|
Definition
1. ability to communicate and interact with others in an appropriate and effective manner
2. remaining sensitive to others
3. controlling behaviors and emotions
4. attending to social cues |
|
|
Term
| how can maladaptive interpersonal behaviors lead to depression? |
|
Definition
| Low social skills -> increase in depressive symptoms in the presence of negative life events |
|
|
Term
| what maladaptive interpersonal behaviors are shown in social phobia? |
|
Definition
longer and more frequent pauses
less eye contact
less speech fluency |
|
|
Term
| maladaptive interpersonal behaviors in depression |
|
Definition
different vocal patterns in conversational speech
Voices of depressed people; perceived negatively by others
less eye contact
Social interactions of depressed people likely to involve negative content when interacting with intimate partner (marital disruptions correlates with depression)
not likely to meet needs of partner |
|
|
Term
|
Definition
| withdraw and avoid the very situations they need to alleviate the loneliness. |
|
|
Term
| what kind of model is "negative feedback seeking" ? |
|
Definition
|
|
Term
| negative feedback seeking |
|
Definition
self-verification; need a consistent understanding of who we are
People’s constructs are their reality and the guide for their behavior; anticipating events (gives perception of predictability and control)
if we know what to predict, social interaction goes smoothly |
|
|
Term
| Depressive state; seeking explanation |
|
Definition
-select partners that verify our negative views
-interpret others evaluations as if it were consistent with depressed self concept
-seek negative reviews of self (propagatory process) |
|
|
Term
| Excessive Reassurance Seeking |
|
Definition
moderates the relationship between depression and social rejection in adults
cycle of seeking without satisfaction; induces negative feelings and responses. Eventually leads to rejection and further need for reassurance |
|
|
Term
|
Definition
self-propagatory process
partners of depressed persons develop mental representations of them that bias future perceptions; even when depression has lifted |
|
|
Term
| list: self propagatory processes for depression |
|
Definition
1. blame maintenance
2. Excessive Reassurance Seeking
3. seeking explanation
4. negative feedback seeking |
|
|
Term
| Interpersonal-Interactional perspective on depression |
|
Definition
| depressive processes best understood as a result of exchanges between the depressed person and the environment |
|
|
Term
| Intergenerational Relational transmission |
|
Definition
| mediated by the depressed mother and child interactions; each one’s moods affect the other. |
|
|
Term
| List: Developmental effects of interpersonal factors on depression in children; three domains |
|
Definition
1. Parents
2. teachers
3. peers
Parents serve as model
Teachers feedback contributes to attributional style
Rejection by peers depression if the rejection is perceived and is attributed to a personal flaw |
|
|
Term
| Interpersonal protective factors (against vulnerability |
|
Definition
1. resiliance
2. Helping children connect and develop interpersonal skills
3. balance between vulnerability and protective factors |
|
|
Term
| Interpersonal Psychotherapy: premise and goals |
|
Definition
premise: relationships are intertwined with the symptoms of depression
goals: decrease symptoms of depression and and improve functioning in relationships |
|
|
Term
| Theory behind Interpersonal Psychotherapy |
|
Definition
1. experiences in relationships are most important events for triggering emotions
2. actions should be understood as occurring in an interpersonal context
3. people have a strong propensity to develop close intimate relationships with particular others and disturbances in these relationships causes psychological distress |
|
|
Term
| interpersonal psychotherapy: benefits supported by research (4) |
|
Definition
1. Decrease or remission of depressive symptoms
2. Resolution of acute interpersonal crisis
3. Improvement of interpersonal functioning by enhancing the patient’s ability to build or utilize social supports, improvement of significant relationships
4. A secondary goal: Psychoeducation and monitoring of symptoms helps the client becomes an expert in his/her own depression. |
|
|
Term
| interpersonal psychotherapy: steps |
|
Definition
1. biopsychosocial assessment: signs and symptoms of depression, enduring traits and behaviors, history of social functioning
2. Systematic Interpersonal Inventory of current and past relationships: imagine and describe when he/she had good relationships, what was happening in her/his world when onset of depression hit? what was going on in relationships at onset?
3. Interpersonal Inventory: identify which relationships contribute to depression, which ones can change? |
|
|
Term
| interpersonal psychotherapy: therapists' role |
|
Definition
1. Active/ Encouraging (hopeful; not neutral)
2.Allows the client to be a “sick role” with depression; Diagnosis is made with a medical model
3. Emphasizes options for change
4. Promotes problem solving; the primary problem associated with the depression is identified
5. Attends to the therapeutic alliance |
|
|
Term
| 4 problem areas with case formulation |
|
Definition
1. transitions
2. role disputes
3. grief
4. interpersonal deficits |
|
|
Term
| problem areas in formulating a case: transitions |
|
Definition
| Should be evidence that the depression is related to life events that involve significant changes in social role; often involve loss of supports; difficulty managing accompanying emotions, demands for new social skills, lowered self-esteem |
|
|
Term
| problem areas in formulating a case: role disputes |
|
Definition
| Conflicts with significant other associated with onset of depression. May or may not be able to fix it. Assess what options are. Goals = remit depression and resolve dispute; negotiate a settlement. If relationship dissolves, help client move into role transitions |
|
|
Term
|
Definition
| remit depression and resolve dispute; negotiate a settlement. If relationship dissolves, help client move into role transitions. |
|
|
Term
| problem areas in formulating a case: grief (and relating goals) |
|
Definition
prolonged, complicated bereavement; when the onset of depression coincides with the death or an anniversary event related to the death of a sig. other.
goals: facilitate mourning (its ok to be sad) process and the development of a clearer, more realistic picture of the totality of the relationship with the lost other. |
|
|
Term
| problem areas in formulating a case: interpersonal deficits (and relating goals) |
|
Definition
lack of social support
inadequate or unsustaining relationships; interpersonal hypersensitivity
alleviate depression and start work on reducing social isolation |
|
|
Term
| Development and regulation of emotion in the attachment process |
|
Definition
1. Epigenetic sequence of adaptive issues negotiated by mother in infant
2. Attachment facilitates transfer of regulatory capacities from caregiver to infant
3. Emotion is initially regulated by others -> increasingly self regulated due to neuropsychological maturation
4. Infant learns about and develops ability to identify, tolerate, and express more complex emotions
5. Growth of connections between cortical limbic and subcortical limbic structures;
6. “the baby will become attached to the caregiver who is able modulate and to minimize the experience of negative affect
7. • caregiver provides sensory experience through soothing, rocking and change of position (vestibular and proprioceptive stimulation)
8. Baby learns to regulate internal states through the caregiver responsivity and the adaptation to environmental demands. |
|
|
Term
| Bartholomew model: what is it? |
|
Definition
defines attachment styles based on models of self + others
anxiety lvl about self vs attitude about others |
|
|
Term
| Bartholomew model: low anxiety about self = positive view about people |
|
Definition
secure
comfortable with intimacy and autonomy |
|
|
Term
| Bartholomew model: low anxiety about self, don't like others |
|
Definition
dismissing of others
counter dependent |
|
|
Term
| Bartholomew model: high anxiety about self and positive feelings about others |
|
Definition
| preoccupied with relationships |
|
|
Term
| Bartholomew model: high anxiety about self, hate pople |
|
Definition
fearful of itimacy
socially avoidant |
|
|
Term
| Bartholomew model: list 4 types of attachment |
|
Definition
1. secure
2. preoccupied
3. fearful
4. dismissing |
|
|
Term
| Bartholomew model: secure |
|
Definition
| sense of self-worth and sense that others are trustworthy |
|
|
Term
| Bartholomew model: preoccupied |
|
Definition
personal unworthiness but positive evaluations of others
Dependent; clingy and compliant, self deprecating; avoids competition and may lose self in relationships
• OCD hypervigilance, Histrionic; superficiality, attention seeking related to lack of positive attachment experiences along with engulfing parent Greatest risk for alexithymia |
|
|
Term
| Bartholomew model: fearful |
|
Definition
• personal unworthiness and fear that others can’t be trusted; fearful of intimacy;
avoidant personality; rarely sufficiently reassured; paranoid;
may be distortion about reality and negativity about others |
|
|
Term
| Bartholomew model: dismissing |
|
Definition
• sense of self; worthy but low evaluation of and lack of trust in others;
antisocial; exploit, manipulate; view emotion as weakness; “I need to be powerful or others will take advantage of me.”
schizoid " I’m OK but people are indifferent and the world is difficult" |
|
|
Term
| what attachment style is associated with borderline personality? |
|
Definition
disorganized
shifts from positive and negative views of self and others; inconsistent self view
shifts among the negative attachment styles; fearful, dismissing, preoccupied
high risk for alexithymia |
|
|
Term
| how can attachment styles change? |
|
Definition
shifts from secure to insecure style are related to one or more negative life events (divorce, death of parent, serious illness in parent, etc)
change in the face of consistent disconfirming evidence |
|
|
Term
| cultural differences in attachment styles |
|
Definition
| Japan: infants that develop insecure-resistant are desired |
|
|
Term
| attachment as risk factor for Eating Disorders |
|
Definition
Eating disorder symptoms may arise to relieve separation distress during adolescence
Bingeing may help regulate affect and decrease anxiety about attachment figures
Altering appearance to disengage from attachment situation; control
• anorexia; can be related to avoidant (dismissing) or resistant (preoccupied) may function to maintain proximity to attachment figures in the transition to adolescence |
|
|
Term
| anorexia is related to which attachment style? |
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Definition
| to avoidant (dismissing) or resistant (preoccupied) |
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