Sentences with phrase «of cognitive vulnerabilities»

Results suggest that higher levels of attachment insecurity were associated with increased psychological symptoms, higher levels of cognitive vulnerabilities, and greater general and relationship impairments.

In this study three different pathways among these variables were assessed simultaneously: (1) cognitive vulnerabilities and stressors as predictors of depressive symptoms (vulnerability model), (2) depressive symptoms and cognitive vulnerabilities as predictors of stressors (stress generation model), and (3) depressive symptoms and stressors as predictors of cognitive vulnerabilities (consequence model).

As expected, teens who reported higher levels of interpersonal dependent stress showed higher levels of negative cognitive style and rumination at later assessments, even after the researchers took initial levels of the cognitive vulnerabilities, depressive symptoms, and sex into account.

Developmental origins of cognitive vulnerability to depression: Parenting, cognitive, and inferential feedback styles of the parents of individuals at high and low cognitive risk for depression.

Past research examining the validity of PCS in Chinese samples has indicated that it is positively associated with other measures of cognitive vulnerability including the children's dysfunctional attitudes scale as well as negatively correlated with levels of stress, anxiety, and depression (Auerbach et al. 2009a, b).

In sum, the present study examines theoretically - driven models of cognitive vulnerability to depression in Canadian and Chinese adolescents.

Not exact matches

Physical punishment is associated with a range of mental health problems in children, youth and adults, including depression, unhappiness, anxiety, feelings of hopelessness, use of drugs and alcohol, and general psychological maladjustment.26 — 29 These relationships may be mediated by disruptions in parent — child attachment resulting from pain inflicted by a caregiver, 30,31 by increased levels of cortisol32 or by chemical disruption of the brain's mechanism for regulating stress.33 Researchers are also finding that physical punishment is linked to slower cognitive development and adversely affects academic achievement.34 These findings come from large longitudinal studies that control for a wide range of potential confounders.35 Intriguing results are now emerging from neuroimaging studies, which suggest that physical punishment may reduce the volume of the brain's grey matter in areas associated with performance on the Wechsler Adult Intelligence Scale, third edition (WAIS - III).36 In addition, physical punishment can cause alterations in the dopaminergic regions associated with vulnerability to the abuse of drugs and alcohol.37

These depression and anxiety symptoms add to those cognitive vulnerabilities, but can be treated,» says senior author and NAMS Board of Trustees President - Elect Pauline M. Maki, PhD, from the University of Illinois at Chicago.

HD comprises several cognitive and affective symptoms, as well as uncontrolled movement (chorea), which have been hypothesized to arise from a preferential vulnerability of indirect pathway spiny projection neurons (iSPNs) preceding dysfunction of the direct pathway SPNs (dSPNs) in the striatum.

More importantly, changes in cognitive vulnerability impacted risk for future symptoms of depression.

They speculated that cognitive vulnerability may well be contagious at the time of important transitions in life, when our social environments are changing.

Those who exhibited an increase in cognitive vulnerability in the 1st 3 months of college had almost twice the level of symptoms of depression at 6 months than students who did not exhibit such an increase.

The findings revealed that freshmen who had been randomly assigned to a roommate having higher cognitive vulnerability levels were most likely to «catch» the cognitive style of their roommate and develop high cognitive vulnerability levels; those who had been assigned to roommates with low initial cognitive vulnerability levels had a decrease in their own levels.

Outcome measures Level of developmental vulnerability in Australian children for five developmental domains: physical well - being, social competence, emotional maturity, language and cognitive skills and communication skills and general knowledge.

However, controlling for the covariates increases the odds of vulnerability for both language and cognitive and communication and general skills.

Effects of a cognitive - behavioural internet program on depression, vulnerability to depression and stigma in adolescent males: a school - based controlled trial

Whether in contexts of adversity or security, early relationships form the foundation for cognitive, affective and neurobiological adaptation.2, 3,4 Whereas relational vulnerabilities engender distress and maladaptation, relational resources foster emotional health and competence.5, 6,7 In the context of safe and responsive relationships with caregivers and others, young children develop core regulatory and processing capacities that enable them to maximize developmental opportunities and effectively negotiate developmental challenges.

Resilience research has identified several mechanisms by which protective and vulnerability factors operate to increase or decrease the probability of competence in contexts of adversity, respectively.11 As noted previously, sensitive caregiving engenders adaptive neurobiological, behavioural, and cognitive organization in early childhood.4, 8 Thus, positive relationships contribute to resilient adaptation by promoting resources, such as self - esteem, self - efficacy and coping capacities.

Familial vulnerability to an unusual cognitive adverse effect of topiramate: Discussion of mechanisms.

Development of gender differences in depression: An elaborated cognitive vulnerability - transactional stress theory.

As well, children of depressed mothers usually 1) show less advanced language development, 2) have lower academic skills, 3) have a lower self - esteem, and 4) show other cognitive vulnerabilities to depression or other disorders.

The presentation addresses the empirical foundations of schema theory by shedding light on the role of early maladaptive schemas in depression etiology and reviews the clinical evidence of schema therapy as a possible treatment option for (chronic) depression: Limited evidence suggests that ST by targeting self - referential cognitive schemas (EMS) which mediate the effects of early life adversity on vulnerability towards and maintenance of depressive disorders in the sense of distal risk factors could be an effective treatment for depression and a feasible alternative to CBT (Brewin et al. 2009; Carter et al. 2013; Malogiannis et al. 2014; Renner et al. 2016).

By school entry, 43 — 47 % of Aboriginal children have markers of developmental vulnerability.12, 13 In 2009, the first - ever national census of childhood development at school entry showed that Aboriginal children were 2 — 3 times more likely than non-Aboriginal children to be developmentally vulnerable — defined as an Australian Early Development Census (AEDC) score below the 10th centile — on one or more domains.14 The Longitudinal Survey of Australian Children reported similar disparities for cognitive outcomes among Aboriginal children aged 4 — 5 years, although the number of Aboriginal children was very small and not representative of the Aboriginal population.15 There is currently a dearth of empirical research that identifies the drivers of positive early childhood health and development in Aboriginal children, or characterises vulnerable developmental trajectories.

The findings from these studies converge on the theme that attachment theory has considerable utility in potentially extending and refining current cognitive vulnerability models through a consideration of interpersonal context and the cognitive mechanisms by which negative interpersonal experiences may confer increased risk to later anxious and depressive symptoms.

The articles in this special issue address empirically the application of attachment theory to cognitive vulnerability models of anxiety and depression.

The current study extended past research by examining the effects of two theoretically and empirically supported cognitive vulnerabilities to depression (negative cognitive style and rumination) as predictors of dependent interpersonal and achievement events, independent events, and relational peer victimization.

To improve our understanding of the development of depressive symptoms, future research could test hypotheses in which factors from different levels interact, i.e., cognitions, genetics, environment, affect, negative life experiences, as suggested by the cognitive vulnerability - transactional stress model (Hankin and Abramson 2001).

«Cognitive vulnerability - stress models of psychopathology: a developmental perspective,» in Development of Psycho - Pathology: A Vulnerability - Stress Perspective, eds B. L. Hankin and J. R. Z. Abela (Thousand Oaks, CA: Sage), 104vulnerability - stress models of psychopathology: a developmental perspective,» in Development of Psycho - Pathology: A Vulnerability - Stress Perspective, eds B. L. Hankin and J. R. Z. Abela (Thousand Oaks, CA: Sage), 104Vulnerability - Stress Perspective, eds B. L. Hankin and J. R. Z. Abela (Thousand Oaks, CA: Sage), 104 — 135.

The domains where children showed increased rates of developmental vulnerability are physical health and wellbeing, social competence, emotional maturity, and language and cognitive development.

We examined all publications from the ROOTS study up to July 2015, selected those examining adolescent mental health, and classified them as investigating (a) childhood risk factors for adolescent depression, (b) genetic and cognitive vulnerability to depression in adolescence, (c) genetic markers, childhood adversities, and neuroendophenotypes, (d) morning cortisol and depression, (e) physical activity and depression symptoms, and (f) the underlying structure of mental health in adolescence.

This study investigated the buffering effects of psychological well - being on the relationships between cognitive vulnerabilities (fear of anxiety and negative beliefs about worry) and GAD symptoms among 297 Japanese undergraduates (female = 62 %, age = 18.91 ± 1.61) in a two - wave prospective cohort study.

This study aims to investigate whether gender differences in the prevalence of depressive symptoms, with girls reporting more depressive symptoms than boys, are related to gender differences in cognitive schema vulnerability.

Studies suggest that the interaction between cognitive vulnerability and stressors may function differently in girls and boys during adolescence; however, evidence is inconsistent and may point to moderation by a combination of age and gender.

Developmental Trajectories and Origins of a Core Cognitive Vulnerability to Internalizing Symptoms in Middle Childhood.

To conclude, the cognitive vulnerability - stress interaction may be moderated by the combination of age and gender in youth, which may explain inconsistent findings so far.

The present study examines the pattern of relationships between adult romantic attachment, cognitive vulnerabilities to anxiety and depression, self - reported anxious and depressive symptoms, and both general and specific relationship outcomes.

The relationship between NCS and depressive symptoms approached level of significance in middle to late adolescent boys, but only in the presence of many stressors, supporting a cognitive vulnerability - stress model in middle to late adolescent boys.

A three - step, hierarchical regression analysis was performed to predict change in generalized anxiety from cognitive vulnerabilities, sub-dimensions of psychological well - being, and their interaction (as well as T1 generalized anxiety).

Thus, current findings suggest that inconsistent results regarding the cognitive vulnerability - stress model in youth so far may be due to the moderating role of gender being dependent on age.

Theoretically, the introduction of SR - rumination is novel and contributes to existing research on cognitive vulnerability in youth.

While children are prone to experience depressive symptoms as a direct consequence of negative events (Nolen - Hoeksema et al. 1992), Turner and Cole (1994) posit that adolescents» ability to utilize abstract reasoning increases the likelihood of developing stable cognitive vulnerabilities that are activated in the presence of stress.

Furthermore, research has shown that cognitive vulnerability - stress interactions in relationship to depressive symptoms emerge somewhere between the ages of 11 — 15 (Hyde et al. 2008).

Past research examining the relationship between cognitive vulnerability to depressive symptoms in adolescent samples have found strong support for a wide range of factors including attributional style (e.g., Abela and Hankin 2008), dysfunctional attitudes (e.g., Lewinsohn et al. 2001), and rumination (Abela et al. 2007).

The present study examines whether cognitive and interpersonal vulnerability factors to depression contribute to stress generation in children, independent of their current depressive symptoms.

This study also explores the mediating role of children's cognitive vulnerabilities to anxiety disorders in the relationship between parental variables and children's anxiety.

This study examined whether the cognitive vulnerability - stress model of depression may contribute to our understanding of the gender difference in depression in adolescence.