Personality traits such as neuroticism are associated with schizophrenia and schizotypy. However, studies thus far have not clarified the differential association of neuroticism with individual schizotypy dimensions and the role it plays in the expression of schizophrenia-spectrum psychopathology. 204 nonclinically ascertained participants completed self-report questionnaires assessing neuroticism and the positive and negative schizotypy dimensions, and underwent structured interviews assessing schizophrenia-spectrum psychopathology (psychotic-like experiences, negative symptoms, cluster A personality disorders and traits), mood episodes, substance abuse, and global functioning. Results indicated that neuroticism predicted positive symptoms of schizophrenia and depression, over-and-above the effects of both schizotypy dimensions. Also, neuroticism moderated the association of positive schizotypy with interview measures of psychopathology and functioning. The results of this study are consistent with other research indicating that neuroticism is etiologically relevant for schizophrenia-spectrum psychopathology and that it cannot be considered solely a 'secondary effect' of spectrum disorders. Current psychological models of psychosis can accomodate the finding of neuroticism being a shared vulnerability factor for affective and psychotic disorders.
RESUMENSon varios los autores que han señalado la importancia de variables relacionadas con la inteligencia emocional, el ambiente escolar y la autoestima del individuo. En este sentido, el presente estudio busca examinar la relación entre las variables de autoestima, clima de aula, nivel de bienestar (evaluado con la escala de ansiedad-estado), el rendimiento académico y las competencias emocionales (conciencia emocional, regulación emocional, autonomía emocional, competencia social y competencias para la vida y el bienestar) en una muestra de escolares de educación primaria. Para este fin, se evalúa a los alumnos mediante un protocolo de cuatro instrumentos autoinformados (QDE, STAIC, A-EP y CES), además de recoger las notas de las materias instrumentales. El análisis de resultados facilita la exploración de la relación entre las 1 Correspondencia: Agnés Ros Morente. Correo-e: a.ros@pip.udl.cat
Attachment theory offers a powerful theoretical framework for elucidating the developmental pathway through which childhood interpersonal trauma confers vulnerability to psychosis. In the present study, the association between attachment and schizotypy was explored in two independent non-clinical samples of Spanish (n=547) and American (n=1425) young adults. Participants completed the Relationship Questionnaire and the Wisconsin Schizotypy Scales. Following attachment theory and cognitive accounts of psychosis, it was hypothesized that preoccupied attachment would be associated with positive schizotypy, dismissing attachment with negative schizotypy, and fearful attachment with both schizotypy dimensions. Results confirmed these predictions, thus supporting the theoretical frameworks invoked. Also, the associations found in these non-clinical samples are consistent with those in clinical psychosis, supporting the continuum model of schizotypy and schizophrenia. Finally, there was cross-cultural consistency of these associations. Overall, the findings support the application of attachment theory for furthering our understanding of whether different insecure styles, characterized by different self and other representations and affect regulation strategies, play a role in the pathways to positive and negative symptoms.
Coexistence in schools inevitably carries a higher risk of conflicts among peers. This fact can be detrimental to the well-being and academic achievement of the students. In many developed countries, about 90% of the pupils in compulsory secondary education report witnessing assaults among peers. In this regard, recognizing, controlling and managing emotions is key to ensure a healthy and effective interaction with others. Negative emotions, such as anger, can trigger conflicts or even episodes of violence if not regulated properly. Interactive tools, such as specialized software’s, have shown high rates of efficacy for the training of different kinds of competences like the regulation of emotions. The aim of the present work is to describe the Happy Emotional Education Program and its effects over a sample of secondary school students. This software focuses in the training of emotional competences of the students with the objective of solving conflicts in a more assertive way. The design employed in the present work was a quasiexperimental design with pretest and posttest with a control group. Results show that Happy Emotional Education Program contributes to the management of emotions and the absence of negative affect or anxiety in a significant way. Additionally, the constant use of this interactive tool enhances motivation and the learning process of students. Results also indicate the importance of assessing the effects of the program in the long term. This would enable researchers to further assess the effects of the program over those emotional competences that are more resistant to change given its stable nature.
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