Relationships Between Theory of Mind (ToM) and Attachment Properties in Adolescent with Social Axiety Disorder

The Association Between Emotion Recognition and Internalizing Problems in Children and Adolescents: A Three-Level Meta-Analysis

Numerous studies have explored the link between how well youth recognize emotions and their internalizing problems, but a consensus remains elusive. This study used a three-level meta-analysis model to quantitatively synthesize the findings of existing studies to assess the relationship. A moderation analysis was also conducted to explore the sources of research heterogeneity. Through a systematic literature search, a total of 42 studies with 201 effect sizes were retrieved for the current meta-analysis, and 7579 participants were included. Emotion recognition was negatively correlated with internalizing problems. Children and adolescents with weaker emotion recognition skills were more likely to have internalizing problems. In addition, this meta-analysis found that publication year had a significant moderating effect. The correlation between emotion recognition and internalizing problems decreased over time. The degree of internalizing problems was also found to be a significant moderator. The correlation between emotion recognition and internalizing disorders was higher than the correlation between emotion recognition and internalizing symptoms. Deficits in emotion recognition might be relevant for the development and/or maintenance of internalizing problems in children and adolescents. The overall effect was small and future research should explore the clinical relevance of the association.

Emotion Regulation, Theory of Mind, and Attachment to Parents and Peers Among Turkish Adolescent Offenders and Victims: A Single-Center, Cross-Sectional, Case-Control Study

Background

There may be many risk factors for both youth offending and victimization. In our study, we aimed to compare youth offenders and victims in terms of attachment characteristics, emotion regulation, and mind-reading skills.

Methods

This study employed a single-center, cross-sectional, case-control design. Kiddie and Young Adult Schedule for Affective Disorders and Schizophrenia Present and Lifetime Version along with diagnostic criteria of Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition, were administered by clinicians. Mind-reading skills were assessed with Reading the Mind in the Eyes task (RMET) and Faces test. Difficulties in Emotion Regulation Scale (DERS) and Inventory of Parent and Peer Attachment-Short Form (IPPA-SF) were used for assessing attachment and emotion regulation properties.

Results

: When we compared the two groups in terms of IPPA-SF, DERS, RMET and Faces test, we found that victimized and offending youth did not differ significantly in terms of attachment to peers and communication/trust domains of parental attachment. Youth offenders and victims differed significantly in terms of DERS- Non-acceptance and Goals both (P = .031 and .045; respectively). Offending youth scored significantly higher in Non-acceptance, while victimized youth scored significantly higher in Goals.

Conclusion

: Offending youth were more alienated from their parents, were experiencing problems with emotional acceptance, and had lower theory of mind and emotion recognition skills compared to victimized youth. Therefore, protective interventions supporting parent-adolescent communication/attachment, as well as emotion recognition/regulation and theory of mind skills of youth, may protect children from both victimization and delinquency.

Is There a Difference in Parental Attitudes and Attachment for ADHD-Social Phobia Comorbidity?

OBJECTIVE

Social phobia (SP) is one the commonest of comorbid anxiety disorders seen with ADHD. It is also known that Social phobia and ADHD patients have some differences in parental attitudes and attachment styles. We aimed to investigate the effects attachment status and parental attitudes in ADHD-social phobia comorbidity.

METHOD

66 children and adolescents with ADHD were included for the study. the Schedule for Affective Disorders and Schizophrenia for School-Age Children-Present and Lifetime Version, DSM-5 November 2016-Turkish Adaptation (KSADS-PL-DSM5-T) was used for evaluating diagnosis. Socioeconomic status (SES) was scored with Hollingshead Redlich Scale. Sosyodemografic and clinical data were recorded. Adult Attachment Scale (AAS) and Parental Attitudes Research Instrument (PARI) were completed by the parents. The patients filled Kerns Security Scale (KSS). We compared the ADHD patients with and without SAD comorbidity in terms of scales used and sociodemographic-clinical variables.

RESULTS

There were no differences between ADHD + SP group and ADHD without SP group in terms of age, gender, SES, family structure and family history of diagnosed psychiatric disease (p>0.05). Rate of inattentive subtype of ADHD (p=0.05) and comorbid psychiatric disease frequency (p=0.00) was higher in ADHD+SP group compared to ADHD without social phobia group. However, the groups did not differ according to their attachment styles, their parent's attachment styles and parental attitudes (p>0.05).

CONCLUSION

Parental attitudes and attachment styles may not play a role in the development of SP comorbidity in children and adolescents with ADHD. Other biological and environmental factors should be kept in mind when evaluating and treating children with ADHD who have SP. Biological treatments and individualized interventions such as CBT may be chosen as a first line treatment rather than psychotherapies targeting attachment and parenting styles in those children.

Examining Unique Associations of Social Anxiety and Depression on Behaviorally Assessed Affective Empathy

A growing body of research suggests that cognitive empathy (i.e., understanding other people’s mental states) may be impaired in socially anxious and depressed individuals. However, few studies have examined whether affective empathy (i.e., sharing other people’s emotional states, referred to as “affect sharing”) may likewise be impaired in either form of psychopathology. In Study 1 ( n = 202), we examined the unique association between social anxiety (or depression) and affect sharing and the moderating role of anhedonia and stimuli valence above and beyond depression (or social anxiety). No main or interaction effects were found for social anxiety or depression in the prediction of affect sharing. In Study 2, we conducted a direct replication of Study 1 with a larger sample ( n = 324), which confirmed our findings from Study 1. Thus, the unique effects of social anxiety and depression may be more related to difficulties in cognitive, rather than affective, empathic processes.

The Relationship of Theory of Mind and Attachment Characteristics with Disease Severity in Social Anxiety Disorder

Introduction

The aim of our study is to compare the attachment characteristics and the theory of mind abilities measured by the Eyes Test between social anxiety disorder (SAD) patients and healthy controls. Another aim of our study is to investigate the relationship between attachment characteristics, theory of mind abilities and disease severity in patients with SAD.

Method

47 consecutive patients with SAD and 50 healthy controls were recruited for the study. Sociodemographic data form, SCID-I Structured Clinical Interview form Patient Version, Beck Depression Inventory (BDI), Reading Mind in the Eyes Test (Eye Test), Liebowitz Social Anxiety Scale (LSAS), Experiences in Close Relationship Inventory (ECR) and State-Trait Anxiety Inventory (STAI) were administered to all participants.

Results

The BDI, LSAS anxiety and avoidence, ECR and anxiety and avoidance, STAI state and trait anxiety scores of the SAD group were higher than the controls, but the Eyes Test scores were lower. It was observed that the Eyes Test score difference between the two groups survived when controlled for BDI and STAI state and trait anxiety scores. In the SAD group, both ECR anxiety and avoidance scores were associated with LSAS anxiety and avoidance scores. Eyes Test scores were associated with LSAS anxiety and avoidance scores. In regression analysis, it was observed that the Eyes Test, ECR anxiety and avoidance scores effected both the LSAS anxiety and the LSAS avoidance scores.

Conclusion

In SAD patients, the theory of mind functions was impaired when compared to healthy controls, and this difference has been found to be independent of anxiety or depression levels. Attachment anxiety and avoidance dimensions have negative effects on SAD disease severity. The fact that the theory of mind ability is inversely related with SAD severity suggests that interventions to improve social cognition might have a potential to decrease the severity of disease in SAD.