Negative Emotions (negative + emotion)

Distribution by Scientific Domains
Distribution within Psychology


Selected Abstracts


Psychometric properties of the Chinese version of the Mini-Mental Adjustment to Cancer (MINI-MAC) scale

PSYCHO-ONCOLOGY, Issue 6 2003
Samuel M.Y. Ho
The psychometric properties of a Chinese version of the Mini-Mental Adjustment to Cancer scale (Mini-MAC) were examined among 115 Chinese cancer patients in Hong Kong. The five subscales from the original Mini-MAC (Anxious Preoccupation, Helpless,Hopeless, Fighting Spirit, Fatalism, Cognitive Avoidance) had acceptable internal reliabilities (Cronbach's , ranged from 0.65 to 0.88) and construct validities in our sample. Factor analysis suggested three factors: (1) Negative Emotion (,=0.91) contained items of the Anxious Preoccupation and the Helpless,Hopeless subscales of the original Mini-MAC, (2) Positive Attitude (,=0.77) combined the Fighting Spirit and the Fatalism subscales of the original version, and (3) Cognitive Avoidance (,=0.65) which was identical to the Cognitive Avoidance subscale of the original Mini-MAC. Construct validities of the novel factors were shown by their correlations with HADS Anxiety and Depression scores in the predicted directions. It was concluded that both the 5-factor model from the original Mini-MAC and the 3-factor model from the present study were valid in Hong Kong Chinese cancer patients. The results were discussed in terms of the meaning of the original Mini-MAC factors and cultural differences in coping functions between Chinese and UK cancer patients. Copyright © 2003 John Wiley & Sons, Ltd. [source]


On "Positive" and "Negative" Emotions

JOURNAL FOR THE THEORY OF SOCIAL BEHAVIOUR, Issue 4 2002
Robert C. Solomon
First page of article [source]


When a Grandiose Self-Image Is Threatened: Narcissism and Self-Concept Clarity as Predictors of Negative Emotions and Aggression Following Ego-Threat

JOURNAL OF PERSONALITY, Issue 4 2002
Tanja S. Stucke
ABSTRACT Two studies examined the relation between narcissism, self-concept clarity, negative emotions, and aggression based on theoretical assumptions proposed by Baumeister, Smart, and Boden (1996). Narcissism and self-concept clarity were examined as predictors for anger, depression, and verbal aggression following ego-threat, which was operationalized by a bogus performance feedback on an intelligence test. The second study also examined the mediating effects of participants' negative emotions to provide an additional explanation for the aggressive reactions after failure. As expected, narcissism and self-concept clarity were significant predictors of negative emotions and aggression after failure. In accordance with our hypothesis, high narcissists with low self-concept clarity reacted with anger and aggression after failure, whereas less narcissistic individuals with high self-concept clarity showed feelings of depression and no aggression. The results also indicated that aggression was always directed toward the source of the ego-threatening feedback. Additionally, anger and depression could predict the aggressive response after failure but they did not mediate the relation between narcissism, self-concept clarity, performance feedback, and aggression. [source]


Characteristics of adult dentally fearful individuals.

EUROPEAN JOURNAL OF ORAL SCIENCES, Issue 4 2000
A cross-cultural study
This cross-cultural study investigated adult dental fear patients in three countries. A joint intake interview questionnaire and a dental anxiety scale explored the level, background and concomitant factors of dental anxiety among patients at the Universities of Tel Aviv (Israel), Göteborg (Sweden), and Pittsburgh (USA). It was shown that patients at all three sites were quite similar with regard to age, sex, level of dental anxiety (DAS) and avoidance time. Negative emotions were common, with more negative everyday life effects among Swedish patients. Regardless of country, most patients stated that they had always been fearful, but environmental etiologic factors were frequently reported. Swedish patients more often reported both direct and indirect learning patterns than Israeli patients. Patients' motivation for treatment was high, while the belief in getting fear reduction was clearly lower. The most common reason for Israeli patients to seek treatment was a personal decision to try to cope with the situation, while for Swedish patients it was pain. Israeli and US patients preferred more ,active' modes of treatment such as behavioral management therapies, while Swedish patients equally preferred active and more ,passive' treatment approaches such as general anesthesia. Preference for dentist attributes were similar among groups and underlined the strong emphasis that fearful individuals place upon dentists' behaviors and their performance of dentistry. [source]


Transformational and transactional leadership styles, followers' positive and negative emotions, and performance in German nonprofit orchestras

NONPROFIT MANAGEMENT & LEADERSHIP, Issue 1 2009
Jens Rowold
Although the transformational-transactional leadership paradigm has received increased attention from the research community over the past two decades, the nonprofit sector has been largely neglected. This study provides information about the effectiveness of transformational and transactional leadership styles in the domain of German nonprofit orchestras, while exploring the role of emotions within these leadership styles. We examined musicians' perceptions of their orchestra conductors' leadership behaviors and related those behaviors to performance. Positive emotions were associated with both transactional and transformational leadership. Negative emotions partially mediated the influence of transformational leadership on performance. In combination, the results allow a more thorough and detailed understanding of effective leadership behavior in nonprofit organizations. [source]


Behavioral arousal in response to stress and drug cue in alcohol and cocaine addicted individuals versus healthy controls

HUMAN PSYCHOPHARMACOLOGY: CLINICAL AND EXPERIMENTAL, Issue 5 2010
Tara M. Chaplin
Abstract Negative emotional arousal in response to stress and drug cues is known to play a role in the development and continuation of substance use disorders. However, studies have not examined behavioral indicators of such arousal. Objective The current study examined behavioral and bodily arousal in response to stress and drug cue in individuals with alcohol dependence and cocaine dependence as compared to healthy controls using a new scale. Methods Fifty-two alcohol dependent (AD group), 45 cocaine dependent (COC group), and 68 healthy controls (HC group) were exposed to individually developed stressful, drug-cue, and neutral-relaxing imagery. Behavioral and bodily responses were assessed with a new scale, the Behavioral Arousal Scale (BAS). Results The BAS showed acceptable inter-rater reliability and internal consistency and correlated with subjective negative emotion and craving. BAS scores were higher in stress than neutral conditions for all three groups. COC participants showed higher BAS response to stress than AD or HC participants. COC and AD participants showed greater BAS response to drug cue than HC participants. Conclusion Behavioral arousal is a domain in which stress and drug related arousal is expressed and assessment of this domain could provide unique information about vulnerability to craving and relapse in addicted populations. Copyright © 2010 John Wiley & Sons, Ltd. [source]


Focused attention in toddlers: measurement, stability, and relations to negative emotion and parenting

INFANT AND CHILD DEVELOPMENT, Issue 4 2008
Bridget M. Gaertner
Abstract This longitudinal study examined individual differences and correlates of focused attention when toddlers were approximately 18 months old (T1; n=256) and a year later (T2; n=230). Toddlers' attention and negative emotionality were reported by mothers and non-parental caregivers and rated globally by observers. Toddlers' focused attention also was observed during two mother,child interactions and an independent play task. Measures of maternal emotional support and control were obtained via self-report and observation. Some contemporaneous relations among indices of toddlers' attention were obtained, particularly for observed measures. Moreover, all measures of attention demonstrated stability across time. Negative emotionality was negatively related to toddlers' observed attention at both ages, whereas maternal praise had positive concurrent associations. Maternal control was negatively related to observed attention at T2 and also predicted longitudinally, but only for children who initially had low or moderate attention. The findings suggest that individual differences in focused attention evidence stability early in life but can be influenced by adult socialization. Copyright © 2008 John Wiley & Sons, Ltd. [source]


Adolescents' Emotional Experiences of Mother,Adolescent Conflict Predict Internalizing and Externalizing Symptoms

JOURNAL OF RESEARCH ON ADOLESCENCE, Issue 4 2008
Meredith L. Gunlicks-Stoessel
Research on adolescent emotion has generally focused on expressions of emotion; however, there are reasons to believe that adolescents' experiences of emotion may be related to adolescent development in unique and important ways. This study examined the relation of adolescents' emotional experiences of conflict with their mothers to their internalizing and externalizing symptoms at three time points, each a year apart. After participating in videotaped conflict negotiation tasks with their mothers, adolescents (N=80) watched the videotape of their interactions and used a joystick to make continuous ratings of how negative, positive, or neutral they felt during the discussions. Hierarchical Linear Modeling was used to assess relations among their continuous emotion ratings and their internalizing and externalizing symptoms 1 year before the interaction task, at the time of the interaction task, and 1 year later. Adolescents' externalizing symptoms at the time of the conflict task were associated with negative emotion that decreased across the conflict discussion. Relations between emotional experience and internalizing symptoms a year later were moderated by adolescent gender, revealing that a tolerance for increasing negative emotion predicts fewer future internalizing symptoms for girls. The importance of adolescents' ability to tolerate negative emotion during normal developmental conflicts is discussed. [source]


Proceedings of the 20th Annual Conference of the Japanese Association for Adolescent Psychotherapy, 16 November 2002, Tokyo, Japan

PSYCHIATRY AND CLINICAL NEUROSCIENCES, Issue 5 2003
Article first published online: 28 AUG 200
Inpatient treatment of obsessive,compulsive disorder in a child and adolescent psychiatry ward M. USAMI National Center of Neurology and Psychiatry, Kohnodai Hospital, Chiba, Japan This is a case report of a 13-year-old-boy (2nd grade in junior high school). His father had poor communication; his mother was a very fragile woman. The boy had been overprotected by his parents, as long as he responded to their expectations. He did not have any other siblings. He played well with his friends since he was young, and did not have problems until the 1st term (from April to July) of 1st grade in junior high school. However, in September he started to have difficulties going well with his friends, and going to school. He spent most of his time in his room, and began to repeat checking and hand-washing frequently. Even at midnight, he forced his mother to touch the shutter from outside of the house for many times. He also ritually repeated to touch his mother's body, after he licked his hands, for over an hour. He became violent, when his parents tried to stop him. In April, year X, his parents visited our hospital for the first time. From then, his mother could not tolerate her son's coerciveness any longer. His father explained to the boy that ,your mother has been hospitalized', and she started to live in the next room to the boy's without making any noise. After 3 months he noticed that his mother was not hospitalized, and he got very excited. He was admitted to our hospital with his family and relatives, in October, year X. At the initial stage of hospitalization he showed distrust and doubt towards the therapist and hospital. He had little communication with other boys and did not express his feelings. Therefore, there was a period of time where he seemed to wonder whether he could trust the treatment staff or not. During his interviews with his therapist he repeated only ,I'm okay' and did not show much emotional communication. For the boy, exposing himself was equivalent to showing his vulnerability and incompleteness. Therefore, the therapist considered that he was trying to denying his feelings to avoid this. The therapist set goals for considering his own feelings positively and expressing them appropriately. Also, the therapist carried out behavioral restrictions towards him. He hardly had any emotional communication with the staff, and his peer relationship in the ward was superficial. Therefore, he gradually had difficulty spending his time at the end of December On the following day in which he and the therapist decided to return to his house for the first time, he went out of the ward a few days before without permission. From thereon it was possible for him to share feelings such as hostility and aggression, dependence and kindness with the therapist. The therapist changed his role from an invasive one to a more protective one. Then, his unsociability gradually faded. He also developed good peer relationships with other boys in the ward and began to express himself feeling appropriately. He was also able to establish appropriate relations with his parents at home, and friends of his neighborhood began to have normal peer relationships again. During childhood and adolescence, boys with obsessive,compulsive disorder are known to have features such as poor insight and often involving their mothers. We would like to present this case, through our understanding of dynamic psychiatry throughout his hospitalization, and also on the other therapies that were performed. Psychotherapy with a graduate student that discontinued after only three sessions: Was it enough for this client? N. KATSUKI Sophia University, Tokyo, Japan Introduction: Before and after the psychotherapy, SWT was administrated in this case. Comparing these two drawings, the therapist was provided with some ideas of what kind of internal change had taken place inside this client. Referring to the changes observed, we would like to review the purposes and the ways of the psychotherapy, as well as the adequacy of the limited number of the sessions (vis-a-vis result attained.) Also we will discuss later if any other effective ways could be available within the capacities of the consulting system/the clinic in the university. Case: Ms. S Age 24 years. Problems/appeal: (i) awkwardness in the relationship with the laboratory colleagues; (ii) symptoms of sweating, vomiting and quivering; and (iii) anxiety regarding continuing study and job hunting. Diagnosis: > c/o PTSD. Psychotherapeutic setting: At the therapy room in the clinic, placed at the university, 50 min-session; once a week; paralleled with the medical treatment. Process: (1) Since she was expelled from the study team in the previous year, it has become extremely difficult for her to attend the laboratory (lab) due to the aforementioned symptoms. She had a feeling of being neglected by the others. When the therapist suggested that she compose her mental confusions in the past by attending the therapy room, she seemed to be looking forward to it, although she said that she could remember only a few. (2) She reported that she overdosed on sedatives, as she could not stop irritating. She was getting tough with her family, also she slashed the mattress of her bed with a knife for many times. She complained that people neither understood nor appreciated her properly. and she said that she wanted revenge on the leader of the lab by punishing him one way or other. (3) Looking back the previous session, she said ,I had been mentally mixed up at that time, but I feel that now I can handle myself, as I stopped the medication after consulting the psychiatrist. According to what she said, when she disclosed the occurrences in the lab to her mother, she felt to be understood properly by her mother and felt so relieved. and she also reported that she had been sewing up the mattress which she slashed before, without any reason. She added, " although I don't even know what it means, I feel that this work is so meaningful to me, somehow". Finally, she told that she had already made her mind to cope with the situation by herself from now on, although it might result in a flinch from the real solution. Situations being the above, the session was closed. Swt: By the remarkable changes observed between the two drawings, the meanings of this psychotherapy and its closure to the client would be contemplated. Question of how school counselors should deal with separation attendant on students' graduation: On a case in which the separation was not worked through C. ASAHARA Sophia University, Tokyo, Japan Although time limited relationship is one of the important characteristics in school counseling, the question of separation attendant on it has not been much discussed based on specific cases. This study focuses on the question of separation through looking at a particular case, in which the separation was not worked through, and halfway relationship continued even after the student's graduation and the counselor's resignation. I was a part time school counselor at a junior high school in Tokyo. The client was a 14-year-old female student, who could not go to her classroom, and spent a few hours in a sick bay when she came to school. She was in the final grade and there was only half a year left before graduation when we first met, and we started to see each other within a very loose structure. As her personality was hyper-vigilant and defensive, it took almost 2 months before I could feel that she was nearer. Her graduation was the first occasion of separation. On that occasion, I found that there had been a discrepancy between our expectations; while I took it for granted that our relationship would end with the graduation, she expected to see me even after she graduated, and she actually came up to see me once in a while during the next year. A year later, we faced another occasion of separation, that was my resignation. Although I worried about her, all I have done for her was to hand a leaflet of a counseling office, where I work as a part time counselor. Again I could not refer to her feelings or show any concrete directions such as making a fixed arrangement. After an occasional correspondence for the next 10 months (about 2 years after her graduation), she contacted me at the counseling office asking for a constant counseling. Why could I not deal with both occasions? and how did that affect the client thereafter? There were two occasions of separation. At the time of the client's graduation, I seemed to be enmeshed in the way of separation that is peculiar to the school setting. In general in therapeutic relationship, mourning work between counselor and client is regarded as being quite important. At school, however, separation attendant on graduation is usually taken for granted and mourning work for any personal relationship tends to be neglected. Graduation ceremony is a big event but it is not about mourning over one's personal relationships but separation from school. That may be why I did not appreciate how the client counted on our relationship. At the time of my resignation I was too worried about working through a change from very loose structure which is peculiar to the school setting to a usual therapeutic structure (fees are charged, and time, place are fixed). That is why I did nothing but give her a leaflet. In this way, we never talked about her complex feelings such as sadness or loneliness, which she was supposed to experience on separation. Looking at the aforementioned process from the client's viewpoint, it can be easily imagined that she could not accept the fact of separation just because she graduated. and later, she was forced to be in double-bind situation, in which she was accepted superficially (handed a leaflet), while no concrete possibility was proposed concerning our relationship (she could never see me unless she tries to contact me.) As a result, she was left alone and at a loss whether she could count on me or not. The halfway situation or her suspense was reflected in her letter, in which she appeared to be just chatting at first sight, but between the lines there was something more implying her sufferings. Above discussion suggests that in some case, we should not neglect the mourning work even in a school setting. To whom or how it is done is the next theme we should explore and discuss in the future. For now, we should at least be conscious about the question of separation in school setting. Study of the process of psychotherapy with intervals for months M. TERASHIMA Bunkyo Gakuin University, Tokyo, Japan This is a report on the process of psychotherapy of an adolescent girl who showed manic and depressive state. At the time of a depressed state, she could not go to a college and withdrew into home, and the severe regressive situation was shown. Her therapy began at the age of 20 and she wanted to know what her problem was. The process of treatment went on for 4 years but she stopped coming to sessions for several months because of failure of the therapist. She repeated the same thing twice. After going through these intervals the client began to remember and started to talk about her childhood , suffering abusive force from her father, with vivid impressions. They once were hard for her to accept, but she began to establish the consistent figure of herself from past to present. In this case, it could be thought that the intervals of the sessions had a certain role, with which the client controlled the structure of treatment, instead of an attack against the therapist. Her object relation, which is going to control an object offensively, was reflected in these phenomena. That is, it can be said that the ambivalence about dependency , difficult to depend but desirous of the object , was expressed. Discontinuation of the sessions was the product of the compromise formation brought about the ambivalence of the client, and while continuing to receive this ambivalence in the treatment, the client started to realize discontinuance of her memories and then advanced integration of her self-image. For the young client with conflict to dependence such as her, an interval does not destroy the process of treatment but in some cases it could be considered as a therapeutic element. In the intervals the client could assimilate the matter by herself, that acquired by the sessions. Psychotherapy for a schizoid woman who presented eccentric speech and behaviour M. OGASAWARA Osaka University Graduate School of Medicine, Osaka, Japan Case presentation: A case of a 27-year-old woman at the beginning of therapy. Life history: She had been having a wish for death since she was in kindergarten and she had been feeling strong resistance to do the same as others after school attendance. She had a history of ablutomania from the age of 10,15, but the symptom disappeared naturally. and she said that she had been eliminated from groups that she tried to enter. After graduating a junior college, she changed jobs several times without getting a full-time position. Present history: Scolded by her boy friend for her coming home too late one day, she showed confusion such as excitement, self-injury or terror. She consulted a psychiatrist in a certain general hospital, but she presented there eccentric behaviours such as tense facial expression, stiffness of her whole body, or involuntary movement of limbs. and because she felt on bad terms with the psychiatrist and she had come to cause convulsion attacks in the examination room, she was introduced to our hospital. Every session of this psychotherapy was held once a week and for approximately 60 min at a time. Treatment process: She sometimes presented various eccentric attitudes, for example overturning to the floor with screaming (1), going down on her knees when entrance at the door (5), entering with a knife in her mouth and hitting the wall suddenly (7), stiffening herself just outside the door without entering the examination room (9), taking out a knife abruptly and putting it on her neck (40), exclaiming with convulsion responding to every talk from the therapist (41), or stiffening her face and biting herself in the right forearm suddenly (52). She also repeated self-injuries or convulsion attacks outside of the examination room in the early period of the therapy. Throughout the therapy she showed hypersensitivity for interpersonal relations, anxiety about dependence, terror for self-assertion, and avoidance for confrontation to her emotional problems. Two years and 6 months have passed since the beginning of this therapy. She ceased self-injury approximately 1 year and 6 months before and her sense of obscure terror has been gradually reduced to some extent. Discussion: Her non-verbal wariness and aggression to the therapist made the sessions full of tension and the therapist felt a sense of heaviness every time. In contrast, she could not express aggression verbally to the therapist, and when the therapist tried to identify her aggression she denied it. Her anxiety, that she will be thoroughly counterattacked to self-disintegration if she shows aggression to other persons, seems to be so immeasurably strong that she is compelled to deny her own aggression. Interpretations and confrontations by the therapist make her protective, and occasionally she shows stronger resistance in the shape of denial of her problems or conversion symptoms (astasia, aphonia, or involuntary movements) but she never expresses verbal aggression to the therapist. and the therapist feels much difficulty to share sympathy with her, and she expresses distrust against sympathetic approach of the therapist. However, her obvious disturbance that she expresses when she feels the therapist is not sympathetic shows her desire for sympathy. Thus, because she has both strong distrust and desire for sympathy, she is in a porcupine dilemma, which is characteristic of schizoid patients as to whether to lengthen or to shorten the distance between herself and the therapist. This attitude seems to have been derived from experience she might have had during her babyhood and childhood that she felt terror to be counterattacked and deserted when she showed irritation to her mother. In fact, existence of severe problems of the relationship between herself and her mother in her babyhood and childhood can be guessed from her statement. Although she has been repeating experiences to be excluded from other people, she shows no attitude to construct interpersonal relationship actively. On the contrary, by regarding herself to be a victim or devaluating other persons she externalizes responsibility that she herself should assume essentially. The reason must be that her disintegration anxiety is evoked if she recognizes that she herself has problems; that is, that negative things exist inside of her. Therefore, she seems to be inhibited to get depressive position and obliged to remain mainly in a paranoid,schizoid position. As for the pathological level, she seems to have borderline personality organization because of frequent use of mechanisms to externalize fantastically her inner responsibility. For her high ability to avoid confronting her emotional problems making the most of her verbal ability, every intervention of the therapist is invalidated. So, it seems very difficult for her to recognize her own problems through verbal interpretations or confrontation by the therapist, for the present. In general, it is impossible to confront self problems without containing negative emotions inside of the self, but her ability seemed to be insufficient. So, to point out her problems is considered to be very likely to result in her confusion caused by persecution anxiety. Although the therapy may attain the stage on which verbal interpretation and confrontation work better some day, the therapist is compelled to aim at promoting her ability to hold negative emotion inside of herself for the time being. For the purpose, the therapist is required to endure the situation in which she brings emotion that makes the therapist feel negative counter-transference and her process to experience that the therapeutic relation itself would not collapse by holding negative emotion. On supportive psychotherapy with a male adolescent Y. TERASHIMA Kitasato University Health Care Center, Kanagawa, Japan Adolescent cases sometimes show dramatic improvements as a consequence of psychotherapy. The author describes how psychotherapy can support an adolescent and how theraputic achievements can be made. Two and a half years of treatment sessions with a male adolescent patient are presented. The patient was a 19-year-old man, living with his family. He had 5 years of experience living abroad with his family and he was a preparatory school student when he came to a mental clinic for help. He was suffering from not being able to sleep well, from difficulties concerning keeping his attention on one thing, and from fear of going to distant places. He could barely leave his room, and imagined the consequence of overdosing or jumping out of a window. He claimed that his life was doomed because his family moved from a town that was familiar to him. At the first phase of psychotherapy that lasted for approximately 1 year, the patient seldom responded to the therapist. The patient was basically silent. He told the therapist that the town he lives in now feels cold or that he wants to become a writer. However, these comments were made without any kind of explanation and the therapist felt it very difficult to understand what the patient was trying to say. The sessions continued on a regular basis. However, the therapist felt very useless and fatigued. Problems with the patient and his family were also present at this phase of psychotherapy. He felt unpleasant at home and felt it was useless to expect anything from his parents. These feelings were naturally transferred to the therapist and were interpreted. However, interpretation seemed to make no changes in the forms of the patient's transference. The second phase of psychotherapy began suddenly. The patient kept saying that he did not know what to talk about. However, after a brief comment made by the therapist on the author of the book he was reading, the patient told the therapist that it was unexpected that the therapist knew anything of his favorite writer. After this almost first interaction between the patient and the therapist, the patient started to show dramatic changes. The patient started to bring his favorite rock CDs to sessions where they were played and the patient and the therapist both made comments on how they felt about the music. He also started asking questions concerning the therapist. It seemed that the patient finally started to want to know the therapist. He started communicating. The patient was sometimes silent but that did not last long. The therapist no longer felt so useless and emotional interaction, which never took place in the first phase, now became dominant. The third phase happened rapidly and lasted for approximately 10 months. Conversations on music, art, literature and movies were made possible and the therapist seldom felt difficulties on following the patient's line of thought. He started to go to schools and it was difficult at first but he started adjusting to the environment of his new part-time jobs. By the end of the school year, he was qualified for the entrance to a prestigious university. The patient's problems had vanished except for some sleeping difficulties, and he did not wish to continue the psychotherapy sessions. The therapist's departure from the clinic added to this and the therapy was terminated. The patient at first reminded the therapist of severe psychological disturbances but the patient showed remarkable progress. Three points can be considered to have played important roles in the therapy presented. The first and the most important is the interpretation by behavior. The patient showed strong parental transference to the therapist and this led the therapist to feel useless and to feel fatigue. Content analysis and here-and-now analysis seemed to have played only a small part in the therapy. However, the therapist tried to keep in contact with the patient, although not so elegant, but tried to show that the therapist may not be useless. This was done by maintaining the framework of the therapy and by consulting the parents when it was considered necessary. Second point is the role that the therapist intentionally took as a model or target of introjection. With the help of behavioral interpretation that showed the therapist and others that it may not be useless, the patient started to introject what seemed to be useful to his well being. It can be considered that this role took some part in the patient going out and to adjust to the new environment. Last, fortune of mach must be considered. The patient and the therapist had much in common. It was very fortunate that the therapist knew anything about the patient's favorite writer. The therapist had some experience abroad when he was young. Although it is a matter of luck that the two had things in common, it can be said that the congeniality between the patient and the therapist played an important role in the successful termination of the therapy. From the physical complaint to the verbal appeal of A's recovery process to regain her self-confidence C. ITOKAWA and S. KAZUKAWA Toyama Mental Health Center, Toyama, Japan This is one of the cases at Toyama Mental Health Center about a client here, we will henceforth refer to her simply as ,A'. A was a second grade high school student. We worked with her until her high school graduation using our center's full functions; counseling, medical examination and the course for autogenic training (AT). She started her counseling by telling us that the reason for her frequent absences from school began because of stomach pains when she was under a lot of stress for 2 years of junior high school, from 2nd grade to 3rd grade. Due to a lack of self confidence and a constant fear of the people around her, she was unable to use the transportation. She would spend a large amount of time at the school infirmary because she suffered from self-diagnosed hypochondriac symptoms such as nausea, diarrhea and a palpitation. She continued that she might not be able to have the self-confidence to sit still to consult me on her feelings in one of our sessions. A therapist advised her to take the psychiatric examination and the use of AT and she actually saw the medical doctor. In counseling (sessions), she eventually started to talk about the abuse that started just after her entering of junior high school; she approached the school nurse but was unable to tell her own parents because she did not trust them. In doing so, she lost the rest of her confidence, affecting the way she looked at herself and thought of how others did. At school she behaved cheerfully and teachers often accused her of idleness as they regarded this girl's absences along with her brightly dyed hair and heavy make-up as her negligent laziness. I, as her therapist, contacted some of the school's staff and let them know of her situation in detail. As the scolding from the teachers decreased, we recognized the improvement of her situation. In order to recover from the missed academic exposure due to her long absence, she started to study by herself. In a couple of months her physical condition improved gradually, saying ,These days I have been doing well by myself, haven't I?' and one year later, her improved mental condition enabled her to go up to Tokyo for a concert and furthermore even to enjoy a short part-time job. She continued the session and the medical examination dually (in tangent) including the consultation about disbelief to the teachers, grade promotion, relationships between friends and physical conditions. Her story concentrated on the fact that she had not grown up with sufficiently warm and compassionate treatment and she could not gain any mental refuge in neither her family nor her school, or even her friends. Her prospects for the future had changed from the short-ranged one with no difficulty to the ambitious challenge: she aimed to try for her favorite major and hoped to go out of her prefecture. But she almost had to give up her own plan because the school forced her to change her course as they recommended. (because of the school's opposition with her own choice). So without the trust of the teachers combined with her low self-esteem she almost gave up her hopes and with them her forward momentum. In this situation as the therapist, I showed her great compassion and discussed the anger towards the school authorities, while encouraging this girl by persuading her that she should have enough self-confidence by herself. Through such sessions, she was sure that if she continued studying to improve her own academic ability by herself she could recognize the true meaning of striving forward. and eventually, she received her parents' support who had seemed to be indifferent to her. At last she could pass the university's entrance exams for the school that she had yearned to attend. That girl ,A' visited our center 1 month later to show us her vivid face. I saw a bright smile on her face. It was shining so brightly. [source]


Electrophysiological correlates of decreasing and increasing emotional responses to unpleasant pictures

PSYCHOPHYSIOLOGY, Issue 1 2009
Jason S. Moser
Abstract We examined event-related brain potential (ERP) modulations during the anticipation and processing of unpleasant pictures under instructions to cognitively decrease and increase negative emotion. Instructions to decrease and increase negative emotion modulated the ERP response to unpleasant pictures in the direction of emotional intensity beginning around 400 ms and lasting several seconds. Decrease, but not increase, instructions also elicited enhanced frontal negativity associated with orienting and preparation prior to unpleasant picture onset. Last, ERP modulation by unpleasant pictures began around 300 ms, just prior to regulation effects, suggesting that appraisal of emotion occurs before emotion regulation. Together, the current findings underscore the utility of ERPs in illuminating the time course of emotion modulation and regulation that may help to refine extant theoretical models. [source]


Clarifying the emotive functions of asymmetrical frontal cortical activity

PSYCHOPHYSIOLOGY, Issue 6 2003
Eddie Harmon-Jones
Abstract Asymmetrical activity over the frontal cortex has been implicated in the experience and expression of emotions and motivations. Explanations of the research have suggested that relatively greater left frontal activity is associated with positive affect and/or approach motivation, and that relatively greater right frontal activity is associated with negative affect and/or withdrawal motivation. In past research, affective valence and motivational direction were confounded, as only positive (negative) affects that were associated with approach (withdrawal) motivation were examined. Consequently, this research is unable to address whether asymmetrical frontal activity is associated with affective valence, motivational direction, or some combination of valence and motivation. In this article, I review research on the emotion of anger, a negative emotion often associated with approach motivation, that suggests that asymmetrical frontal cortical activity is due to motivational direction and not affective valence. Methodological and theoretical implications for the study of the frontal asymmetry specifically, and for emotion and motivation more generally, are discussed. [source]


Effect of positive and negative emotion on stimulus-preceding negativity prior to feedback stimuli

PSYCHOPHYSIOLOGY, Issue 6 2001
Yasunori Kotani
Stimulus-preceding negativity (SPN) was recorded to investigate the effect of positive and negative emotion on the SPN preceding feedback stimuli. In the time-estimation task in which an acoustic stimulus was presented 3 s after a voluntary movement, (1) the negative valence (aversive band noise and pure tone) and (2) the positive valence (reward and no-reward) of feedback stimuli were manipulated. During noise conditions, participants received the band noise as a feedback stimulus except when their time estimations were accurate. They received a monetary reward for accurate time estimations under the reward conditions. The prefeedback SPN was larger under reward than no-reward conditions. In addition, the prefeedback SPN in the noise condition was larger compared with the pure tone condition. Our results appear to suggest that emotional anticipation is important in eliciting the prefeedback SPN. [source]


Rumination in posttraumatic stress disorder

DEPRESSION AND ANXIETY, Issue 5 2007
Tanja Michael Ph.D.
Abstract Recent studies have shown that rumination is a powerful predictor of persistent posttraumatic stress disorder (PTSD). However, to date, the mechanisms by which rumination maintains PTSD symptoms are little understood. Two studies of assault survivors, a cross-sectional (N = 81) and a 6-month prospective longitudinal study (N = 73), examined several facets of ruminative thinking to establish which aspects of rumination provide the link to PTSD. The current investigation showed that rumination is not only used as a strategy to cope with intrusive memories but it also triggers such memories. Certain characteristics of rumination, such as compulsion to continue ruminating, occurrence of unproductive thoughts, and "why" and "what if" type questions, as well as negative emotions before and after rumination, were significantly associated with PTSD, concurrently and prospectively. These characteristics explained significantly more variance in PTSD severity than the mere presence of rumination, thereby indicating that not all ways of ruminative thinking are equally maladaptive. Depression and Anxiety 24:307,317, 2007. © 2006 Wiley-Liss, Inc. [source]


The influence of attachment representation on parental perception and interpretation of infant emotions: A multilevel approach

DEVELOPMENTAL PSYCHOBIOLOGY, Issue 5 2010
Gottfried Spangler
Abstract The aim of the study was to investigate parental perception and interpretation of infant emotional expression depending on their attachment representation. Forty-six parents' responses to infant pictures depicting positive, neutral, and negative emotions were assessed on the level of affective judgments (valence, arousal), mimic responses (facial muscle activity), and of the eyelid reflex (using the startle paradigm). Results revealed small differences between parents of different attachment representations with respect to their subjective evaluations. However, secure parents, as compared to insecure ones, showed a positive bias in their mimic responses to infant pictures. The modulation of the startle response indicated a negative evaluation of negative infant emotion expressions in dismissing parents, while an augmentation of the startle response to negative infant emotions could not be observed in secure and preoccupied parents. The findings highlight the role of attachment experiences for emotional information processing in parents and its consequences for parental behavior. © 2010 Wiley Periodicals, Inc. Dev Psychobiol 52: 411,423, 2010. [source]


Facial emotion recognition impairment in chronic temporal lobe epilepsy

EPILEPSIA, Issue 6 2009
Stefano Meletti
Summary Purpose:, To evaluate facial emotion recognition (FER) in a cohort of 176 patients with chronic temporal lobe epilepsy (TLE). Methods:, FER was tested by matching facial expressions with the verbal labels for the following basic emotions: happiness, sadness, fear, disgust, and anger. Emotion recognition performances were analyzed in medial (n = 140) and lateral (n = 36) TLE groups. Fifty healthy subjects served as controls. The clinical and neuroradiologic variables potentially affecting the ability to recognize facial expressions were taken into account. Results:, The medial TLE (MTLE) group showed impaired FER (86% correct recognition) compared to both the lateral TLE patients (FER = 93.5%) and the controls (FER = 96.4%), with 42% of MTLE patients recording rates of FER that were lower [by at least 2 standard deviations (SDs)] than the control mean. The MTLE group was impaired compared to the healthy controls in the recognition of all basic facial expressions except happiness. The patients with bilateral MTLE were the most severely impaired, followed by the right and then the left MTLE patients. FER was not affected by type of lesion, number of antiepileptic drugs (AEDs), aura semiology, or gender. Conversely, the early onset of seizures/epilepsy was related to FER deficits. These deficits were already established in young adulthood, with no evidence of progression in older MTLE patients. Conclusion:, These results on a large cohort of TLE patients demonstrate that emotion recognition deficits are common in MTLE patients and widespread across negative emotions. We confirm that early onset seizures with right or bilateral medial temporal dysfunction lead to severe deficits in recognizing facial expressions of emotions. [source]


Relating therapeutic process to outcome: are there predictors for the short-term course in anorexic patients?

EUROPEAN EATING DISORDERS REVIEW, Issue 4 2005
Almut Zeeck
Abstract Objective The aim of the study was to explore if process aspects of the first 12 individual psychotherapy sessions of anorexic patients (6 weeks of treatment) are associated with a good or bad outcome at discharge. Method N,=,38 patients with anorexia nervosa (DSM-IV) were treated in a multimodal setting. Process measures were available from the perspectives of both patients and therapists for N,=,344 sessions. Results 79% of the successful patients (discharge BMI,>,17.5) and 68% of the failures could be correctly identified by process variables measured in the initial treatment phase. Patients' experience of negative emotions re therapy between sessions was associated with a bad outcome, whereas a frequent and intense process of ,recreating the therapeutic dialogue' was found to be associated with a good outcome. Early therapeutic interventions with a focus on symptoms and interpersonal relationships were related to a positive outcome, whereas a focus on self-concept was related to a bad outcome. Copyright © 2005 John Wiley & Sons, Ltd and Eating Disorders Association. [source]


The structure of negative emotion scales: generalization over contexts and comprehensiveness

EUROPEAN JOURNAL OF PERSONALITY, Issue 2 2002
Dirk J. M. Smits
In this article, we tested whether a four-dimensional individual-difference structure of negative emotions (Sadness, Fear, Anger, Shame) as described e.g. by Diener, Smith and Fujita can be found in self-report data when the emotions are explicitly linked to three different specific contexts. In addition, we check the comprehensiveness of the structure by adding terms people spontaneously use to directly express negative affect. A situational questionnaire was constructed, based on the emotion terms from Diener et al., and it was administered to 161 participants. The structure we obtained was five dimensional instead of four dimensional: the Shame scale turned out to be two dimensional, with guilt and regret defining one factor, and shame and embarrassment defining another factor. Between these two, there is a moderate positive correlation. The structure is shown to be nearly identical for all three situations. The minor differences we found do contextualize the meaning of the emotional responses. The newly added terms could be captured quite well by the factor Anger. No separate factor was needed, meaning that the obtained five-dimensional structure may be considered comprehensive enough for the field of negative emotions. Copyright © 2002 John Wiley & Sons, Ltd. [source]


"When passion breeds justice": procedural fairness effects as a function of authority's passion

EUROPEAN JOURNAL OF SOCIAL PSYCHOLOGY, Issue 3 2009
David De Cremer
The present research examined how procedural fairness predicts negative emotions and withdrawal behavior as a function of authority's display of passion. A first study revealed that reinforcing the concept of passion made the concept of justice and fairness more accessible to participants, as such suggesting that authority passion should make people focus more on procedural fairness information. Corroborating this line of reasoning, a scenario experiment and a laboratory experiment thereafter yielded consistent evidence that the effects of procedural fairness (i.e., voice vs. no voice) were stronger on negative emotions and willingness to withdraw when the authority was passionate relative to not being passionate. In addition, the results of both studies also revealed that negative emotions mediated the effect of procedural fairness on withdrawal, but only so when the authority was passionate (i.e., mediated moderation). It is concluded that more research is needed focusing on the interactions between different authority styles/characteristics and procedural fairness effects. Copyright © 2008 John Wiley & Sons, Ltd. [source]


Priming uniquely human emotions and the in-group (but not the out-group) activates humanity concepts

EUROPEAN JOURNAL OF SOCIAL PSYCHOLOGY, Issue 2 2006
Jeroen Vaes
Documenting the behavioural consequences of infra-humanization, Vaes, Paladino, Castelli, Leyens, and Giovanazzi (2003) found that, in comparison to in-group members, out-group members are discriminated against when they express uniquely human emotions. It was assumed that expressing a uniquely human emotion makes an in-group member, at least tacitly, more human than an out-group member. Two studies tested this assumption and found, as predicted, that the human concept was more activated in an in-group compared to an out-group context when group members were associated with uniquely human emotions. The possible impact of valence was controlled for, showing that both positive and negative emotions endorsed the same effects (Study 1) and that the activation of the human concept was not a side effect of increased positivity (Study 2). The discussion focuses on the implications of the present studies and suggests new avenues of research. Copyright © 2006 John Wiley & Sons, Ltd. [source]


Work, Family, and Individual Factors Associated with Mothers Attaining Their Preferred Work Situations

FAMILY & CONSUMER SCIENCES RESEARCH JOURNAL, Issue 3 2008
Jenet JacobArticle first published online: 2 JUL 200
This study explores work, family, and individual factors associated with mothers attaining their preferred work situations, including full-time, part-time, work from home, and no paid work. Data are taken from a sub-sample of 1,777 mothers from a nationally representative sample contacted by random-digit dialing phone interviews by the University of Connecticut Center for Survey Research and Analysis and the Motherhood Study. Actual work situation, household income, spouse or partner's work situation, perception of family financial responsibility, race, and religion are associated with attaining preferred work situations using logistic regression, ANOVA, and chi-square analyses. Thirty-six percent of mothers who are in their preferred work situations have experienced fewer negative emotions and more positive emotions, suggesting implications for individual and family well-being and work,family policies. [source]


Improving Emotion Regulation and Sibling Relationship Quality: The More Fun With Sisters and Brothers Program,

FAMILY RELATIONS, Issue 5 2008
Denise E. Kennedy
Abstract: We examined the role of emotion regulation (ER) in improving sibling relationship quality (SRQ) by evaluating the More Fun With Sisters and Brothers Program where 4- to 8-year-old siblings from 95 families were taught emotional and social competencies. Parents reported on SRQ and ER, and sibling interactions were observed in homes. SRQ and ER improved for program participants (n = 55) in comparison to those in a wait list condition (n = 40). Children participating in the program needed less parental direction to control negative emotions and refrain from directing negative actions toward others following the program. Higher levels of ER were linked with more positive SRQ at posttest. Results highlight the value of strengthening children's emotion regulation processes as a mechanism for promoting prosocial sibling relationships. [source]


An emotive subject: insights from social, voluntary and healthcare professionals into the feelings of family carers for people with mental health problems,

HEALTH & SOCIAL CARE IN THE COMMUNITY, Issue 2 2009
Ben Gray BA PhD Senior Research Fellow CCCU
Abstract Caring for people with mental health problems can generate a whole range of positive and negative emotions, including fear, disbelief, guilt and chaos as well as a sense of purpose, pride and achievement. This paper explores the emotions of family carers from the perspectives of social, voluntary and healthcare professionals. Sixty-five participants were interviewed, the sample included directors, managers and senior staff from social, voluntary and healthcare organisations. Participants were encouraged to talk in detail about their understanding of the emotions of family carers. Findings highlight a rich understanding of the broad spectrum of carer emotions and the huge emotional adjustments that are often involved. Diagnosis was seen to be imbued with negative emotions, such as fear, anger and denial. However, feelings of hopelessness and desolation were often counterbalanced by feelings of hope, satisfaction and the emotional rewards of caring for a loved one. Participants noted a clear lack of emotional support for family carers, with accompanying feelings of marginalisation, particularly during transitions and especially involving young carers as well as ethnic minorities. By way of contrast, carer support groups were suggested by professionals to be a holistic, effective and economical way of meeting carers' emotional needs. This paper explores the challenge of family carer emotions from the perspective of managers and practitioners and draws out implications for research, policy and practice. [source]


Increased self-focus in major depressive disorder is related to neural abnormalities in subcortical-cortical midline structures

HUMAN BRAIN MAPPING, Issue 8 2009
Simone Grimm
Abstract Patients with major depressive disorder (MDD) often show a tendency to strongly introspect and reflect upon their self, which has been described as increased self-focus. Although subcortical-cortical midline structures have been associated with reflection and introspection of oneself in healthy subjects, the neural correlates of the abnormally increased attribution of negative emotions to oneself, i.e. negative self-attribution, as hallmark of the increased self-focus in MDD remain unclear. The aim of the study was, therefore, to investigate the neural correlates during judgment of self-relatedness of positive and negative emotional stimuli thereby testing for emotional self-attribution. Using fMRI, we investigated 27 acute MDD patients and compared them with 25 healthy subjects employing a paradigm that focused on judgment of self-relatedness when compared with mere perception of the very same emotional stimuli. Behaviourally, patients with MDD showed significantly higher degrees of self-relatedness of specifically negative emotional stimuli when compared with healthy subjects. Neurally, patients with MDD showed significantly lower signal intensities in various subcortical and cortical midline regions like the dorsomedial prefrontal cortex (DMPFC), supragenual anterior cingulate cortex, precuneus, ventral striatum (VS), and the dorsomedial thalamus (DMT). Signal changes in the DMPFC correlated with depression severity and hopelessness whereas those in the VS and the DMT were related to judgment of self-relatedness of negative emotional stimuli. In conclusion, we present first evidence that the abnormally increased negative self-attribution as hallmark of the increased self-focus in MDD might be mediated by altered neural activity in subcortical-cortical midline structures. Hum Brain Mapp, 2009. © 2008 Wiley-Liss, Inc. [source]


Persuasion and the structure of affect.

HUMAN COMMUNICATION RESEARCH, Issue 1 2001
Dual systems, discrete emotions as complementary models
Participants viewed eight PSAs, providing data on their cognitive and emotional responses to each, as well as judgments of the perceived effectiveness of the messages. They also responded to Carver and White's (1994) BIS/BAS scales designed to measure individual differences in the behavioral inhibition and behavioral activation systems. Consistent with dual-systems theories of affect, the BIS scales predicted arousal of negative emotions, while BAS was associated with the elicitation of positive emotions. However, when predicting perceived message effectiveness, the positive affects showed variation in the sign and magnitude of the coefficients, as did the negative affects. This latter finding supports a discrete-emotions perspective. Knowledge that the two affect structures are appropriate to different conceptual domains (i.e., elicitation vs. effect) should enable researchers to formulate more precise questions regarding the role of affect in persuasion. [source]


HR managers as toxin handlers: The buffering effect of formalizing toxin handling responsibilities

HUMAN RESOURCE MANAGEMENT, Issue 5 2009
Carol T. Kulik
Abstract Toxin handlers are organizational members who help colleagues manage negative emotions in the workplace. Although toxin handling activities help distressed employees remain productive, they put the toxin handler at risk of emotional exhaustion. In this research, more than 400 HR managers described their experience managing emotionally charged employee problems. We found that formalizing toxin handling responsibilities provided a buffering effect: HR managers whose organizations had made handling emotionally charged employee problems a formal part of HR responsibilities experienced lower levels of emotional exhaustion and perceived HR as more effective, even when they engaged in high levels of toxin handling. Formalizing toxin handling responsibilities may protect HR managers from harm and ensure that they maintain the toxin handling function in their organizations. © 2009 Wiley Periodicals, Inc. [source]


Shyness and emotion-processing skills in preschoolers: a 6-month longitudinal study

INFANT AND CHILD DEVELOPMENT, Issue 2 2008
Paul S. Strand
Abstract The present study utilized a short-term longitudinal research design to examine the hypothesis that shyness in preschoolers is differentially related to different aspects of emotion processing. Using teacher reports of shyness and performance measures of emotion processing, including (1) facial emotion recognition, (2) non-facial emotion recognition, and (3) emotional perspective-taking, we examined 337 Head Start attendees twice at a 24-week interval. Results revealed significant concurrent and longitudinal relationships between shyness and facial emotion recognition, and either minimal or non-existent relationships between shyness and the other aspects of emotion processing. Correlational analyses of concurrent assessments revealed that shyness predicted poorer facial emotion recognition scores for negative emotions (sad, angry, and afraid), but not a positive emotion (happy). Analyses of change over time, on the other hand, revealed that shyness predicted change in facial emotion recognition scores for all four measured emotions. Facial emotion recognition scores did not predict changes in shyness. Results are discussed with respect to expanding the scope of research on shyness and emotion processing to include time-dependent studies that allow for the specification of developmental processes. Copyright © 2007 John Wiley & Sons, Ltd. [source]


Emotions and self-esteem as indicators of somatic complaints in children

INFANT AND CHILD DEVELOPMENT, Issue 6 2006
Mark Meerum Terwogt
Abstract The literature on somatic complaints in children without a clear physical medical cause often demonstrates connections with various psychological factors, such as negative emotions and problems handling them, poor self-image, and coping potential. We entered these elements into a structural model to elucidate the relationships among them and tested it on 330 children (mean age 10 years and 9 months). The results showed that mood balance contributed most to the prediction of self-reported somatic complaints. Moreover, mood (in combination with anxiety and depression problems) had an indirect impact on children's somatic complaints by influencing self-esteem. The influence and position of coping was less clear. The results are discussed in terms of the ,symptom perception theory'. Copyright © 2006 John Wiley & Sons, Ltd. [source]


Parental perception and interpretation of infant emotions: psychological and physiological processes

INFANT AND CHILD DEVELOPMENT, Issue 4 2005
Gottfried Spangler
Abstract To study parental experience and perception of infant emotional expressions parents' responses to infant pictures depicting positive, neutral and negative emotions were assessed on the level of affective judgments (perceived and experienced valence and arousal), of mimic responses (facial muscle activity) and of the eyelid reflex (using the startle paradigm). In general, while parents were able to appropriately perceive infant emotions and were clearly affected by them, they exhibited a bias for positive interpretation. This was obvious from their subjective evaluations which, e.g. were more positive for experienced than for perceived valence, as well as from their mimic responses indicating positive responses in general. In addition, infant pictures including the negative ones lead to an inhibition of the startle reflex, indicating a positive evaluation of infant emotions on the sub-cortical level. These effects were most prominent when parents were faced with pictures of their own infants as compared to unfamiliar ones. The way parents process information about infant emotions may facilitate appropriate responsiveness to infants' needs. Copyright © 2005 John Wiley & Sons, Ltd. [source]


Parenting of 7-month-old infants at familial risk for attention deficit/hyperactivity disorder,

INFANT MENTAL HEALTH JOURNAL, Issue 2 2010
Rivka Landau
Patterns of interaction between parents and 7-month-old boys at familial risk for attention deficit/hyperactivity disorder (ADHD) and a comparison group were studied during a warm-up and two play episodes. The sample included 78 (47 at-risk, 31 comparison) mother,child and 45 (27 at-risk, 18 comparison) father,child dyads. A coding system developed by G. Kochanska (1997, 1998) was used. Infants in the risk group did not differ from the comparison group in the rate of emission of infant-related events. However, they received less adequate responsivity from both their fathers and their mothers to these events, and specifically to negative emotions or distress, than did the comparison group. Maternal psychopathology did not account for these findings. Mothers were more adequately responsive than were fathers, especially for physiological needs. The association between nonoptimal interaction in infancy and the development of ADHD is discussed. [source]


Maternal resolution of loss and abuse: Associations with adjustment to the transition to parenthood

INFANT MENTAL HEALTH JOURNAL, Issue 2 2004
Kim Leon
This study examined relationships between mothers' resolution of past loss and abuse and their adjustment to the transition to parenthood. Three groups of mothers were compared: 1) those who were unresolved with respect to loss or abuse (Unresolved Loss/Abuse), 2) those who had experienced loss or abuse, but were considered resolved (Resolved Loss/Abuse), and 3) those who had not experienced loss or abuse (No Loss/Abuse). Mothers in the Resolved Loss/Abuse group reported more negative perceptions of the transition to parenthood than did mothers in the No Loss/Abuse group, which may reflect a greater awareness of negative emotions and a greater ability to communicate openly about them. Although mothers who have experienced loss or abuse and appear to have resolved these experiences may be at risk for distress during the transition to parenthood, they do not appear to be at risk for insensitive care giving. Unresolved loss, however, was associated with less sensitive care giving. The findings of this study highlight the importance of examining current state of mind regarding past experiences when investigating relationships between childhood loss and abuse and adjustment to subsequent life transitions. ©2004 Michigan Association for Infant Mental Health. [source]