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Posttraumatic Stress Disorder (PTSD)
Published in Judy Z. Koenigsberg, Anxiety Disorders, 2020
How does an integrative approach that incorporates the notion of vulnerability apply to posttraumatic stress disorder? An integrative diathesis perspective compares several vulnerability aspects at the same time while investigating the interactions among the vulnerabilities with the goal of providing a comprehensive understanding of the emergence of PTSD (Elwood et al., 2009). During the course of an individual’s lifetime, a variety of stressors may occur, and the focus of therapeutic interventions needs to be on working on the vulnerability so as to reduce future episodes of an emotional disorder (Magnavita & Anchin, 2014). According to Elwood et al. (2009), treatment that underscores vulnerabilities that are cognitive, e.g., anxiety sensitivity, are associated with a decrease in cognitive vulnerability and anxiety (e.g., Schmidt et al., 2007). Given that cognitive style can increase an individual’s risk towards developing anxiety because of thoughts that magnify danger, it is suggested that clinicians use an integrative approach of cognitive vulnerability in their treatment of PTSD (Elwood et al., 2009; Ingersoll & Marquis, 2014).
Treatment for Depression in Adolescent Girls: Navigating Puberty and the Transition to Adolescence 1
Published in Laura H. Choate, Depression in Girls and Women Across the Lifespan, 2019
According to cognitive theory, depression results from an interaction between a pre-existing cognitive vulnerability to depression (as described in previous sections) and a stressful life event. Under typical conditions, girls with a vulnerability to depression might never experience an episode of depression. It is when she is faced with triggering life stressors that an at-risk girl will subsequently develop depression. According to Beck’s schema construct (Beck, Epstein, & Harrison, 1983), a girl is cognitively vulnerable to depression when she possesses a negative attributional style (tending to make global, stable, and internal attributions for negative life events such as blaming herself when things go wrong) and when she develops negatively biased beliefs, leading to a highly negative view of self, others, and the future (termed the cognitive triad of depression). Therefore, when a girl possesses such negative views of herself (e.g., “I am so stupid”), others (e.g., “Everyone always judges me”), and about the future (“I will always be such a loser”), she will likely become depressed when she experiences a negative life event (Reinecke & Ginsberg, 2008).
Treatment Efficacy
Published in Melisa Robichaud, Naomi Koerner, Michel J. Dugas, Cognitive Behavioral Treatment for Generalized Anxiety Disorder, 2019
Melisa Robichaud, Naomi Koerner, Michel J. Dugas
In Chapter 2, we discussed the important role of interpretation bias in excessive worry and GAD. To summarize, our research shows that people high in GAD symptoms are inclined to assume the worst when they encounter ambiguous information. Further, the way people interpret ambiguous information (that is, in a negative, neutral, or positive way) mediates the association of intolerance of uncertainty to the symptoms of GAD (Koerner & Dugas, 2008). Stated differently, cognitive vulnerability in the form of high intolerance of uncertainty makes catastrophic appraisals/interpretations of ambiguous information more likely, which in turn catalyzes worry and anxiety. Given the important role of interpretation bias in worry and GAD, we assessed the impact of these biases on the efficacy of our treatment within the context of an open trial.
Understanding Suicidal Ideation in Latino/a Adolescents Living in Puerto Rico
Published in Archives of Suicide Research, 2018
Yovanska Duarté-Vélez, Richard N. Jones, Anthony Spirito
Latino/a adolescents in the United States, particularly females, have been identified as a group with a higher rate of suicidal ideation and attempts, compared to other ethnic-sex groups (Kann et al., 2014; Kann et al., 2016). However, different rates of suicidality (suicidal ideation, attempt, and death by suicide) are found among different groups of Latino/a adolescents (Duarté-Vélez & Bernal, 2007, 2008). In this article, a socio-cognitive vulnerability model is proposed to explain the phenomenon of suicidal ideation in Latino/a youth living in Puerto Rico (PR) exploring differences by sex. The proposed socio-cognitive vulnerability model of suicidal ideation is a combination of the cognitive vulnerability model proposed by Ingram, Miranda, & Segal (1998) to understand depression, and an ecological approach to suicidality (Ayyash, 2002). This ecological model proposes different system levels in which different factors interact within and between levels (ontogenic development, microsystem, exosystem, and macrosystem). One of the main propositions in the cognitive vulnerability model is that a progressive chain of negative patterns of cognitions is a key vulnerability factor that mediates the relationship between socio-environmental factors and suicidality, as suggested by others (Dieserud, Roysamb, Ekeberg, & Kraft, 2001; Wenzel & Beck, 2008). However, distal risk factors, such as a history of child maltreatment and abuse, and proximal risk factors, such as bullying or dating conflicts, interacting with stressors are necessary to trigger vulnerability.
Childhood Maltreatment, Bullying Victimization, and Psychological Distress Among Gay and Bisexual Men
Published in The Journal of Sex Research, 2018
Trevor A. Hart, Syed W. Noor, Julia R. G. Vernon, Ammaar Kidwai, Karen Roberts, Ted Myers, Liviana Calzavara
Common across mood and anxiety disorders is the prevalence of dysfunctional cognitions (American Psychiatric Association, 2013). From a developmental framework, children construct positive self-concepts (i.e., positive, self-oriented perceptions) through social transactions with the world (e.g., parents, peers; Bilsky et al., 2013; Cole et al., 2016). Within this process, additive negative feedback from interpersonal stressors (e.g., through victimization or bullying from peers, criticisms from parents) results in dysfunctional attitudes (i.e., negative views of oneself and the world) that are evident through cognitive dysfunctions (e.g., automatic negative thoughts; Cole et al., 2016; Hope, Burns, Hayes, Herbert, & Warner, 2010). The cognitive vulnerability hypothesis posits that individuals exhibiting a dysfunctional cognition pattern develop an increased vulnerability to adverse psychological outcomes, including depression and anxiety (Hjemdal et al., 2013; Nusslock et al., 2011), particularly in response to negative life events. For example, Hjemdal and colleagues (2013) found that negative automatic thoughts were predictive of depressive symptomatology whereas meta-cognition (e.g., thinking about thinking) was predictive of both depressive and anxious symptomatology. These findings highlight both the significant role that dysfunctional cognitions play in the development of psychopathology, as well as the extent to which beliefs about one’s dysfunctional cognitions impact psychological risk.
Negative cognitive style and cortisol recovery accentuate the relationship between life stress and depressive symptoms
Published in Stress, 2018
Meghan E. Quinn, Kathryn E. Grant, Emma K. Adam
Stress-diathesis models of depression suggest that individuals who experience stressful life events are at highest risk of experiencing depression if they also have cognitive vulnerability to depression (Abramson, Metalsky, & Alloy, 1989; Beck, 1987; Hyde, Mezulis, & Abramson, 2008). Cognitive vulnerability is often thought of as a pattern of negative thinking, referred to as a negative cognitive style (Hankin & Abramson, 2001). A number of studies supporting this framework have found an association between negative cognitive style and depressive symptoms in adolescents (Lakdawalla, Hankin, & Mermelstein, 2007).