1
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What does the Strange Stories test measure? Developmental and within-test variation. COGNITIVE DEVELOPMENT 2023. [DOI: 10.1016/j.cogdev.2022.101289] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/12/2023]
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2
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Kokkinos CM, Voulgaridou I. The indirect effects of pre-adolescents’ personality on shyness through emotion regulation. EUROPEAN JOURNAL OF DEVELOPMENTAL PSYCHOLOGY 2022. [DOI: 10.1080/17405629.2022.2113052] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/03/2022]
Affiliation(s)
- Constantinos M. Kokkinos
- Department of Primary Education, School of Education Sciences, Democritus University of Thrace, Alexandroupolis, Greece
| | - Ioanna Voulgaridou
- Department of Primary Education, School of Education Sciences, Democritus University of Thrace, Alexandroupolis, Greece
- Department of Education Sciences in Early Childhood, School of Education Sciences, Democritus University of Thrace, Alexandroupolis, Greece
- School of Humanities, Hellenic Open University, Patras, Greece
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3
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MacGowan TL, Colonnesi C, Nikolić M, Schmidt LA. Expressions of shyness and theory of mind in children: A psychophysiological study. COGNITIVE DEVELOPMENT 2022. [DOI: 10.1016/j.cogdev.2021.101138] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/25/2022]
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4
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Białecka-Pikul M, Stępień-Nycz M, Szpak M, Grygiel P, Bosacki S, Devine RT, Hughes C. Theory of Mind and Peer Attachment in Adolescence. JOURNAL OF RESEARCH ON ADOLESCENCE : THE OFFICIAL JOURNAL OF THE SOCIETY FOR RESEARCH ON ADOLESCENCE 2021; 31:1202-1217. [PMID: 34309104 DOI: 10.1111/jora.12630] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/13/2023]
Abstract
A growing body of research on theory of mind (ToM) highlights its significance for childhood social outcomes. Extending the developmental scope of this work, the current study investigated links between advanced ToM abilities and peer attachment in adolescence. Polish adolescents (16 to 18 years old; N = 302; 57.6% girls) completed two advanced ToM measures and reported on their peer attachment. With the effects of age and language controlled, girls scored higher than boys for both advanced ToM and peer attachment. However, the association between these measures was only significant in boys. These results are discussed in terms of theory and research on gender-specific approaches to social cognitive development in adolescence.
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5
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How children’s social tendencies can shape their theory of mind development: Access and attention to social information. DEVELOPMENTAL REVIEW 2021. [DOI: 10.1016/j.dr.2021.100977] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/23/2022]
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6
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Pearcey S, Gordon K, Chakrabarti B, Dodd H, Halldorsson B, Creswell C. Research Review: The relationship between social anxiety and social cognition in children and adolescents: a systematic review and meta-analysis. J Child Psychol Psychiatry 2021; 62:805-821. [PMID: 32783234 DOI: 10.1111/jcpp.13310] [Citation(s) in RCA: 13] [Impact Index Per Article: 4.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Accepted: 06/29/2020] [Indexed: 12/19/2022]
Abstract
BACKGROUND Childhood Social Anxiety Disorder (SAD) is common and impairing. The recommended treatment is a disorder specific form of cognitive behavioural therapy (CBT) that includes social skills training and, whilst they appear to be more effective than more general treatments, it is not clear whether social skills training is the critical component involved in improved outcomes, particularly given that evidence for the relationship between social anxiety and social skills deficits in children is inconsistent. This may be partly due to an overlap in their observable features, and because the nature of the association may vary in different contexts (e.g. according to child age). An alternative approach is to examine the association between social anxiety and the social cognitive capacities that underpin social skills. This paper aims to examine the association between social anxiety and social cognition in children and adolescents, and examine conceptual and methodological moderators of this relationship. METHODS Papers published between 1980 and 2019 were screened systematically. Fifty studies were identified from which an effect size could be calculated for the relationship between social anxiety and social cognition, including 15,411 children and adolescents. RESULTS An overall significant, but moderate effect (r = -.15) was identified, where increased social anxiety was associated with lower social cognitive ability. Moderation analyses revealed specific associations within studies examining social anxiety among participants with and without ASD who were older than 7 years old, and studies assessing the relationship between social anxiety and specific aspects of Theory of Mind (ToM). No significant association was identified between social anxiety and emotion recognition. CONCLUSIONS Significant associations between social anxiety and social cognitive abilities appear to be accounted for by elevated social anxiety among children with ASD, and those with difficulties in specific aspects of ToM but not broader social skills, such as emotion recognition. This reinforces the importance of accurately identifying and treating social anxiety within ASD populations. In addition, treatments for social anxiety among neurotypical populations may benefit from targeting particular aspects of ToM rather than emotion recognition and other broad social skills.
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Affiliation(s)
- Samantha Pearcey
- School of Psychology and Clinical Language Sciences, University of Reading, Reading, UK.,Department of Experimental Psychology, University of Oxford, Oxford, UK.,Department of Psychiatry, University of Oxford, Oxford, UK
| | - Kate Gordon
- School of Psychology and Clinical Language Sciences, University of Reading, Reading, UK.,Berkshire Healthcare NHS Foundation Trust, Berkshire, UK
| | - Bhismadev Chakrabarti
- School of Psychology and Clinical Language Sciences, University of Reading, Reading, UK.,Department of Psychology, Ashoka University, Sonipat, India
| | - Helen Dodd
- School of Psychology and Clinical Language Sciences, University of Reading, Reading, UK
| | - Brynjar Halldorsson
- Department of Experimental Psychology, University of Oxford, Oxford, UK.,Department of Psychiatry, University of Oxford, Oxford, UK.,Department of Psychology, Reykjavik University, Reykjavik, Iceland
| | - Cathy Creswell
- Department of Experimental Psychology, University of Oxford, Oxford, UK.,Department of Psychiatry, University of Oxford, Oxford, UK
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7
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Luyten P, Campbell C, Allison E, Fonagy P. The Mentalizing Approach to Psychopathology: State of the Art and Future Directions. Annu Rev Clin Psychol 2020; 16:297-325. [DOI: 10.1146/annurev-clinpsy-071919-015355] [Citation(s) in RCA: 162] [Impact Index Per Article: 40.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/15/2022]
Abstract
Mentalizing is the capacity to understand others and oneself in terms of internal mental states. It is assumed to be underpinned by four dimensions: automatic–controlled, internally–externally focused, self–other, and cognitive–affective. Research suggests that mental disorders are associated with different imbalances in these dimensions. Addressing the quality of mentalizing as part of psychosocial treatments may benefit individuals with various mental disorders. We suggest that mentalizing is a helpful transtheoretical and transdiagnostic concept to explain vulnerability to psychopathology and its treatment. This review summarizes the mentalizing approach to psychopathology from a developmental socioecological evolutionary perspective. We then focus on the application of the mentalizing approach to personality disorders, and we review studies that have extended this approach to other types of psychopathology, including depression, anxiety, and eating disorders. We summarize core principles of mentalization-based treatments and preventive interventions and the evidence for their effectiveness. We conclude with recommendations for future research.
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Affiliation(s)
- Patrick Luyten
- Faculty of Psychology and Educational Sciences, KU Leuven, B-3000 Leuven, Belgium
- Research Department of Clinical, Educational and Health Psychology, University College London, London WC1E 7HB, United Kingdom
| | - Chloe Campbell
- Research Department of Clinical, Educational and Health Psychology, University College London, London WC1E 7HB, United Kingdom
| | - Elizabeth Allison
- Research Department of Clinical, Educational and Health Psychology, University College London, London WC1E 7HB, United Kingdom
| | - Peter Fonagy
- Research Department of Clinical, Educational and Health Psychology, University College London, London WC1E 7HB, United Kingdom
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8
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Petrocchi S, Filipponi C, Antonietti C, Levante A, Lecciso F. Theory of Mind as a Mediator Between Emotional Trust Beliefs and Interpersonal Communication Competence in a Group of Young Adults. Psychol Rep 2020; 124:555-576. [PMID: 32249665 DOI: 10.1177/0033294120913489] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/19/2022]
Abstract
Research has provided direct and indirect evidence of associations between trust beliefs and social-perceptual theory of mind (ToM) and between social-perceptual ToM and interpersonal communication competence during childhood and adolescence. This research (a) developed a scale for evaluating trust beliefs in young Italian adults (Study 1) and (b) examined how social-perceptual ToM mediates the relationship between emotional trust beliefs and interpersonal communication competences such as assertiveness and empathy (Study 2). In Study 1, a sample of 168 university students (M = 23.3, SD = 3 months) completed the Italian Adults' Generalized Trust Beliefs (AGTB) scale and two second-order false beliefs tasks. In Study 2, 318 Italian university students (M = 22.96 years, SD = 2 months) completed the AGTB scale, the Experiences in Close Relationships-Revised questionnaire, the Reading the Mind in the Eyes Test, and items measuring assertiveness and empathy. As expected, the AGTB scale exhibited acceptable internal consistency, structural validity, and construct validity. Furthermore, path analysis confirmed the existence of the hypothesized paths between adults' emotional trust beliefs, social-perceptual ToM, assertiveness, and empathy. This study also identified the effects of gender on the other variables, but sex did not moderate the relationships between variables.
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Affiliation(s)
- Serena Petrocchi
- Institute of Communication & Health, Università della Svizzera Italiana, Lugano, Switzerland; Lab of Applied Psychology and Intervention, University of Salento, Lecce, Italy.,Department of History, Society, and Human Studies, University of Salento, Lecce, Italy; Lab of Applied Psychology and Intervention, University of Salento, Lecce, Italy
| | - C Filipponi
- Department of History, Society, and Human Studies, University of Salento, Lecce, Italy; Lab of Applied Psychology and Intervention, University of Salento, Lecce, Italy
| | - C Antonietti
- Institute of Communication & Health, Università della Svizzera Italiana, Lugano, Switzerland.,Department of History, Society, and Human Studies, University of Salento, Lecce, Italy; Lab of Applied Psychology and Intervention, University of Salento, Lecce, Italy
| | - A Levante
- Department of History, Society, and Human Studies, University of Salento, Lecce, Italy; Lab of Applied Psychology and Intervention, University of Salento, Lecce, Italy
| | - F Lecciso
- Department of History, Society, and Human Studies, University of Salento, Lecce, Italy; Lab of Applied Psychology and Intervention, University of Salento, Lecce, Italy
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9
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Klein ER, Ruiz CE, Morales K, Stanley P. Variations in Parent and Teacher Ratings of Internalizing, Externalizing, Adaptive Skills, and Behavioral Symptoms in Children with Selective Mutism. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2019; 16:ijerph16214070. [PMID: 31652716 PMCID: PMC6862511 DOI: 10.3390/ijerph16214070] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 10/09/2019] [Revised: 10/18/2019] [Accepted: 10/20/2019] [Indexed: 11/16/2022]
Abstract
Selective mutism (SM) is an anxiety disorder that impacts communication. Children with SM present concerns to parents and teachers as they consistently do not speak in situations where there is an expectation to speak, such as at school, but speak in other settings where they feel more comfortable, such as at home. The purpose of this study was to investigate the relationship between parents’ and teachers’ perceptions of children with SM on behavioral rating scales and language measures. Forty-two children (22 boys and 20 girls, ranging from 2.4 to 13.8 years, with a mean age of 7.1 years) took part in this study. Parents and teachers completed the Behavior Assessment System for Children (BASC-3) measuring internalizing behaviors, externalizing behaviors, adaptive skills, and behavioral symptoms. Frequency of speaking and language abilities were also measured. Parents and teachers both identified withdrawal as the most prominent feature of SM but parents saw children as significantly more withdrawn than did their teachers. Both rated children similarly at-risk on scales of functional communication and social skills. Higher adaptive skills (including functional communication and social skills) were positively correlated with vocabulary, narrative language, and auditory serial memory according to teachers. Parent and teacher rating scales provide valuable information for diagnosis and progress monitoring. Children with SM can benefit from mental health practitioners who can identify and enhance their emotional well-being.
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Affiliation(s)
- Evelyn R Klein
- Department of Communication Sciences and Disorders, La Salle University, Philadelphia, PA 19141, USA.
| | - Cesar E Ruiz
- Department of Communication Sciences and Disorders, La Salle University, Philadelphia, PA 19141, USA.
| | - Kylee Morales
- Department of Communication Sciences and Disorders, La Salle University, Philadelphia, PA 19141, USA.
| | - Paige Stanley
- Department of Communication Sciences and Disorders, La Salle University, Philadelphia, PA 19141, USA.
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10
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Venta A, Harmon J, Abate A, Marshall K, Mouton-Odum S. Pilot data supporting an attachment-based theory of adolescent social media use. Child Adolesc Ment Health 2019; 24:274-282. [PMID: 32677210 DOI: 10.1111/camh.12329] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Accepted: 03/06/2019] [Indexed: 11/30/2022]
Abstract
BACKGROUND Adolescents have virtually universal access to social media. Despite ample research linking attachment to social functioning in youth, neither this empirical research nor related theory has been extended to the virtual social context. The broad aim of this study was to test an attachment-based model of social media use in adolescents in order to address a gap in the literature during this developmental stage and examine attachment and the related process of mentalizing as correlates of online behavior. METHOD Online social comparison/feedback-seeking was selected as an outcome variable due to its known negative effects on adolescents. Analyses were conducted in a sample of 68 adolescents ranging in age from 15 to 18. RESULTS No evidence of a main effect of parent-child attachment on social comparison/feedback-seeking was found, but a significant mediational effect indicated that more insecure parent-child attachment is linked with hypermentalizing errors (i.e., overinterpretation of others' mental states) and that such errors explain increased social comparison/feedback-seeking. CONCLUSIONS The current study confirmed previously documented relations between parent-child attachment and hypermentalization as well as research demonstrating that parent-child attachment acts on an adolescent's social world - in this case their virtual social world - through anomalous mentalization.
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Affiliation(s)
- Amanda Venta
- Psychiatry and Behavioral Sciences, Sam Houston State University, Huntsville, TX, USA
| | - Jennifer Harmon
- Psychiatry and Behavioral Sciences, Sam Houston State University, Huntsville, TX, USA
| | - Anna Abate
- Psychiatry and Behavioral Sciences, Sam Houston State University, Huntsville, TX, USA
| | - Kaisa Marshall
- Psychiatry and Behavioral Sciences, Sam Houston State University, Huntsville, TX, USA
| | - Suzanne Mouton-Odum
- Psychiatry and Behavioral Sciences, Baylor College of Medicine, Houston, TX, USA
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11
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Ballespí S, Pérez-Domingo A, Vives J, Sharp C, Barrantes-Vidal N. Childhood behavioral inhibition is associated with impaired mentalizing in adolescence. PLoS One 2018; 13:e0195303. [PMID: 29596505 PMCID: PMC5875891 DOI: 10.1371/journal.pone.0195303] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/07/2017] [Accepted: 03/20/2018] [Indexed: 12/16/2022] Open
Abstract
Recent advances suggest that impairment in social cognition (SC) may play a role in the development of social anxiety (SA). However, very few studies have analyzed whether SA fosters poorer social-cognitive development as it leads to social avoidance. This study aimed to analyze whether retrospectively assessed behavioral inhibition (BI) (i.e., an early form of SA) in childhood is associated with a deficit in social cognition operationalized as impairment of mentalizing (MZ) in adolescence. A sample of 256 adolescents (range: 12-18 years; mean age: 14.7 years; SD = 1.7) from general population were assessed for MZ capacities and retrospective BI through self-report and interview measures. Results comparing three groups of adolescents with different levels of childhood BI (low, moderate or high) and controlling for concurrent SA and depression reveal that the higher the level of BI, the lower the level of MZ. These results were consistent for almost all mentalization measures, including when both extreme (i.e., high vs. low BI) and non-extreme (i.e., high vs. moderate BI) were compared in both self-report and interview measures and in both dimensions of MZ (i.e., MZ referred to others' and to own mental states). These findings support that childhood forms of SA are associated to deficit in SC in adolescence. A possible bi-directional relationship between SA and SC, and the role that it may play in the pathway to clinical SA are discussed.
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Affiliation(s)
- Sergi Ballespí
- Departament de Psicologia Clínica i de la Salut, Universitat Autònoma de Barcelona, Barcelona, Catalunya, Spain
| | - Ariadna Pérez-Domingo
- Department of Mental Health, Fundació Sanitària Sant Pere Claver, Barcelona, Catalunya, Spain
- Institut Docent, Fundació Sanitària Sant Pere Claver, Barcelona, Catalunya, Spain
| | - Jaume Vives
- Departament de Psicobiologia i de Metodologia de les Ciències de la Salut Universitat Autònoma de Barcelona, Barcelona, Catalunya, Spain
| | - Carla Sharp
- Developmental Psychopathology Lab, University of Houston, Houston, Texas, United States of America
| | - Neus Barrantes-Vidal
- Departament de Psicologia Clínica i de la Salut, Universitat Autònoma de Barcelona, Barcelona, Catalunya, Spain
- Department of Mental Health, Fundació Sanitària Sant Pere Claver, Barcelona, Catalunya, Spain
- Centre for Biomedical Research Network on Mental Health (CIBERSAM), Instituto de Salud Carlos III, Madrid, Spain
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12
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Colonnesi C, Nikolić M, de Vente W, Bögels SM. Social Anxiety Symptoms in Young Children: Investigating the Interplay of Theory of Mind and Expressions of Shyness. JOURNAL OF ABNORMAL CHILD PSYCHOLOGY 2018; 45:997-1011. [PMID: 27662837 PMCID: PMC5487817 DOI: 10.1007/s10802-016-0206-0] [Citation(s) in RCA: 37] [Impact Index Per Article: 6.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/28/2022]
Abstract
Children’s early onset of social anxiety may be associated with their social understanding, and their ability to express emotions adaptively. We examined whether social anxiety in 48-month-old children (N = 110; 54 boys) was related to: a) a lower level of theory of mind (ToM); b) a lower proclivity to express shyness in a positive way (adaptive); and c) a higher tendency to express shyness in a negative way (non-adaptive). In addition, we investigated to what extent children’s level of social anxiety was predicted by the interaction between ToM and expressions of shyness. Children’s positive and negative expressions of shyness were observed during a performance task. ToM was measured with a validated battery, and social anxiety was assessed using both parents’ reports on questionnaires. Socially anxious children had a lower level of ToM, and displayed more negative and less positive shy expressions. However, children with a lower level of ToM who expressed more positive shyness were less socially anxious. Additional results show that children who displayed shyness only in a negative manner were more socially anxious than children who expressed shyness only in a positive way and children who did not display any shyness. Moreover, children who displayed both positive and negative expressions of shyness were more socially anxious than children who displayed shyness only in a positive way. These findings highlight the importance of ToM development and socio-emotional strategies, and their interaction, on the early development of social anxiety.
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Affiliation(s)
- Cristina Colonnesi
- University of Amsterdam, Nieuwe Achtergracht 127, 1001, NG, Amsterdam, The Netherlands. .,Research Priority Area Yield, University of Amsterdam, Amsterdam, The Netherlands.
| | - Milica Nikolić
- University of Amsterdam, Nieuwe Achtergracht 127, 1001, NG, Amsterdam, The Netherlands.,Research Priority Area Yield, University of Amsterdam, Amsterdam, The Netherlands
| | - Wieke de Vente
- University of Amsterdam, Nieuwe Achtergracht 127, 1001, NG, Amsterdam, The Netherlands.,Research Priority Area Yield, University of Amsterdam, Amsterdam, The Netherlands
| | - Susan M Bögels
- University of Amsterdam, Nieuwe Achtergracht 127, 1001, NG, Amsterdam, The Netherlands.,Research Priority Area Yield, University of Amsterdam, Amsterdam, The Netherlands
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Muris P, Petrocchi N. Protection or Vulnerability? A Meta-Analysis of the Relations Between the Positive and Negative Components of Self-Compassion and Psychopathology. Clin Psychol Psychother 2016; 24:373-383. [DOI: 10.1002/cpp.2005] [Citation(s) in RCA: 214] [Impact Index Per Article: 26.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/21/2015] [Revised: 12/22/2015] [Accepted: 01/04/2016] [Indexed: 11/08/2022]
Affiliation(s)
- Peter Muris
- Maastricht University; The Netherlands
- Virenze-RIAGG; Maastricht The Netherlands
- Stellenbosch University; South Africa
| | - Nicola Petrocchi
- John Cabot University; Rome Italy
- Fondazione Santa Lucia; Rome Italy
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