The authors tested whether deficits in perceived social support predicted subsequent increases in depression and whether depression predicted subsequent decreases in social support with longitudinal data from adolescent girls (N = 496). Deficits in parental support but not peer support predicted future increases in depressive symptoms and onset of major depression. In contrast, initial depressive symptoms and major depression predicted future decreases in peer support but not parental support. Results are consistent with the theory that support decreases the risk for depression but suggest that this effect may be specific to parental support during early adolescence. Results are also consonant with the claim that depression promotes support erosion but imply that this effect may only occur with peer support during this period.

The authors examined the influence of talking and the social context of talking on cognitive-emotional processes of adjustment to stressors. Two hundred fifty-six undergraduates viewed a stressful stimulus and were then assigned to a no-talk control condition or 1 of 3 talk conditions: talk alone, talk to a validating confederate, or talk to an invalidating confederate. Two days later, they were reexposed to the stressor. Compared with individuals in the no-talk condition, those in the talk alone and validate conditions had a lower level of intrusive thoughts in the 2-day interim, and they had lower perceived stress when reexposed to the stressor. The effects of talking and validation on perceived stress appeared to be mediated by lowered intrusions. The benefits of talking were diluted when disclosures were invalidated. These findings suggest that talking about acute stressors can facilitate adjustment to stressors through cognitive resolution.A timely utterance gave that thought relief, and I again am strong ---William Wordsworth, "Ode: Intimations of Immortality from Recollections of Early Childhood" Poets, laypersons, and psychologists alike believe that there are benefits of talking about negative emotional experiences. There is a strong tendency for people to talk about aversive events (Rime, 1995), and disclosure of stressful experiences is the cornerstone of many psychotherapeutic interventions (Stiles, 1995). Empirical evidence suggests that "opening up" and expressing stress-related thoughts and feelings is associated with improved physical and mental health (

Studies conducted in the United States (n0/115) and Spain (n0/146) examined how talking about an acute stressor in different social contexts influences cognitive, emotional, and physiological adjustment. In both studies, female college students viewed a video dramatizing a real-life, gang rape scene on two separate days. After the first viewing, participants were randomly assigned to one of four social conditions: no talk , talk alone about their reactions, talk to a validating confederate about their reactions, or talk to a challenging confederate about their reactions. Participants in the challenge condition showed the greatest emotional, cognitive, and physiological benefits across cultures, whereas participants in the validate and talk conditions evidenced only modest benefits. These findings suggest that the social context of disclosure has a strong influence on adjustment processes and that providing an alternative and more sanguine perspective can help individuals recover from acute stressors.

Objective Deficits in cognitive flexibility and response inhibition have been linked to perturbations in cortico-striatal-thalamic circuitry in adult obsessive-compulsive disorder (OCD). Although similar cognitive deficits have been identified in pediatric OCD, few neuroimaging studies have been conducted to examine its neural correlates in the developing brain. In this study, we tested hypotheses regarding group differences in the behavioral and neural correlates of cognitive flexibility in a pediatric OCD and a healthy comparison (HC) sample. Method In this functional magnetic resonance imaging (fMRI) study, a pediatric sample of 10- to 17-year-old subjects, 15 with OCD and 20 HC, completed a set-shifting task. The task, requiring an extradimensional shift to identify a target, examines cognitive flexibility. Within each block, the dimension (color or shape) that identified the target either alternated (i.e., mixed) or remained unchanged (i.e., repeated). Results Compared with the HC group, the OCD group tended to be slower to respond to trials within mixed blocks. Compared with the HC group, the OCD group exhibited less left inferior frontal gyrus/BA47 activation in the set-shifting contrast (i.e., HC > OCD, mixed versus repeated); only the HC group exhibited significant activation in this region. The correlation between set shifting-induced right caudate activation and shift cost (i.e., reaction time differential in response to mixed versus repeated trials) was significantly different between HC and OCD groups, in that we found a positive correlation in HC and a negative correlation in OCD. Conclusions In pediatric OCD, less fronto-striatal activation may explain previously identified deficits in shifting cognitive sets.

These preliminary findings suggest that this intervention may prove useful in reducing eating disturbances and overweight among college students, as well as the risk factors for this serious mental and physical health problem.