Ego Development and Psychopathology: A Study of Hospitalized Adolescents

Noam, Gil G.; Hauser, Stuart T.; Santostefano, Sebastiano; Garrison, William L.; Jacobson, Alan M.; Powers, Sally I.; Mead, Merrill

doi:10.2307/1129844

Cited by 52 publications

(22 citation statements)

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“…These results are consistent with several earlier empirical findings establishing that ego development is a significant concomitant of various aspects of adjustment and mental health (Browning & Quinlan, 1985;Frank & Quinlan, 1976;Hauser et al, 1984;Noam et al, 1984).…”

Section: Discussionsupporting

confidence: 93%

Vulnerability and Resilience: A Study of High-Risk Adolescents

Luthar¹

1991

Child Development

552

151

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Factors that allow children to maintain socially competent behaviors despite stress were examined among 144 inner-city ninth-grade students with a mean age of 15.3 years. Stress was operationalized by scores on a negative life events scale, and definitions of social competence were based on peer ratings, teacher ratings, and school grades. Moderator variables examined included intelligence, internal locus of control, social skills, ego development, and positive life events. Following theoretical models by Garmezy and Rutter, distinctions were made between compensatory factors (which are directly related to competence) and protective/vulnerability factors (which interact with stress in influencing competence). Ego development was found to be compensatory against stress. Internality and social skills proved to be protective factors, while intelligence and positive events were involved in vulnerability processes. This study also revealed that children labeled as resilient were significantly more depressed and anxious than were competent children from low stress backgrounds.Faced with life stresses, many children develop psychological difficulties, while others function well. Children in the latter group, labeled "resilient" or "stress resistant," defy expectation by developing into well-adapted individuals. The primary aim of this investigation was to explore variables that promote resilience, that is, that allow children to remain competent despite exposure to stressful life experiences.The phenomenon of resilience was examined among inner-city adolescents. Much of the previous research has been conducted with preadolescent and younger children Garmezy, Masten, & Tellegen, 1984;Masten et al., 1988;Werner & Smith, 1982) or with young adults (Quinton, Rutter, & Liddle, 1984;Werner, 1989). This study sought to determine whether variables identified as being protective at different ages served ameliorative functions during adolescence as well. Selection of an inner-city sample was based on findings of higher rates of adolescent behavior problems (e.g., juvenile delinquency) among underprivileged populations (Farrington, 1987;Snyder & Patterson, 1987). Epidemiological data such as these underscore the need for research on stress resistance among disadvantaged teenagers.Operational definitions of the two central constructs embedded within the major research question, that is, stress and competence, were based on earlier research in the area. Two © 1991 by the Society for Research in Child Development, Inc. All rights reserved. Requests for reprints should be directed to Suniya Luthar, Department of Psychiatry, Yale University, 27 Sylvan Avenue, New Haven, CT 06519. approaches have commonly been used in operationalizing stress. One of these, termed the "life events method,' involves the use of self-report measures to obtain a count of stressful life events encountered in the recent past O'Grady & Metz, 1987). An alternative strategy has been to examine the separate effects of individual life stresses that are "ob...

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Section: Discussionsupporting

confidence: 93%

Vulnerability and Resilience: A Study of High-Risk Adolescents

Luthar¹

1991

Child Development

552

151

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“…Ego development has been used previously as a measure of social-cognitive maturity, and has been described as "how complexly one thinks about self and others" (Bauer&McAdams, 2004). It has been associated with higher levels of responsibility, tolerance, and achievement (Helson & Roberts, 1994), greater empathy and ability to recognize multiple perspectives (Hauser, Jacobson, Noam, & Powers, 1983), and fewer antisocial and problem behaviors (Noam et al, 1984). Building upon these findings, we hypothesized that higher levels of ego development would be associated with greater social competence.…”

Section: Social Competence and Young Adult Functioningmentioning

confidence: 96%

Being Close and Being Social: Peer Ratings of Distinct Aspects of Young Adult Social Competence

Larson

Whitton

Hauser

et al. 2007

Journal of Personality Assessment

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The present study had three main objectives: (1) to develop and validate scales of young adult social competence in two domains, close relationships and social groups, using peer ratings of California Q-sort (Block, 1974;Kremen & Block, 2002) items; (2) to test the hypothesis that social competence is associated with young adult well-being and ego development; (3) to test the hypothesis that close relationship competence aligns more closely than social group competence with young adult functioning. Psychometric data on peer ratings of social competence are presented. For 133 young adults, peer ratings of social competence were correlated in expected directions with indices of functioning (e.g., self-worth, education, psychological distress, criminal behavior, and ego development). Associations were generally stronger for competence in close relationships than in social groups.Social competence refers to the ability to engage successfully in social interactions and interpersonal relationships, including the ability to express and interpret both verbal and nonverbal communication (e.g.,

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“…Alphas were .90 for mothers and .83 for fathers. The construct validity of the SCT is supported by theoretically consistent relations with sex differences, interpersonal behavior, behavior problems, and family environment (e.g., Cohn, 1991;Hauser, Powers, Noam, Jacobson, Weiss, & Folansbee, 1984;Noam et al, 1984). Mothers (M ϭ 97.36, SD ϭ 8.20) had significantly higher item sum scores than fathers (M ϭ 93.31, SD ϭ 8.55), t ϭ 3.99, p Ͻ .001.…”

Section: Measures and Proceduresmentioning

confidence: 99%

Prebirth predictors of coparenting experiences in early infancy

Egeren

2003

Infant Mental Health Journal

109

118

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ABSTRACT:The aim of the current research was to identify prebirth predictors of coparenting experiences during the transition to parenthood. Questionnaires were used to assess 101 couples during the third trimester and one, three, and six months after the birth of the first child. Results of hierarchical linear modeling analyses indicated different predictors of coparenting level, linear change, and fluctuation for mothers and fathers. For mothers, coparenting experiences were associated with age, paternal education, concerns around child rearing, differences in child-rearing philosophy, and reactance, whereas for fathers, coparenting experiences were related to occupation, maternal ego development, coparenting in the family of origin, and both parents' motivation to raise children. There were indications that mothers may drive the development of the coparenting relationship for both parents.RESUMEN: La meta de la investigación actual fue la de identificar puntos que pudieran predecir antes del nacimiento las experiencias de una crianza compartida durante la transición al momento de tener hijos. Se usaron algunos cuestionarios para evaluar a 101 parejas durante el tercer trimestre y los meses 1, 3 y 6 después del nacimiento del primer hijo. Los resultados de un análisis de modelos lineales jerárquicos indicaron diferentes puntos de predicción de los niveles de crianza compartida, el cambio lineal, así como la fluctuación entre madres y padres. En el caso de las madres, las experiencias de una crianza compartida estuvieron asociadas con la edad, la educación paterna, las preocupaciones acerca de cómo criar a los niños, las diferencias en cuanto a la filosofía de la crianza, y las reacciones; en tanto que para los padres, las experiencias de una crianza compartida estuvieron relacionadas con la profesión, el desarrollo del amor propio maternal, la crianza compartida llevada a cabo en la familia original, y los motivos que ambos padres tienen para criar los hijos. Hubo indicaciones de que las madres pudieran ser quienes toman las riendas en el desarrollo de las relaciones de una crianza compartida para ambos padres.RÉ SUMÉ : Le but de nos recherches était d'identifier des facteurs de prédiction d'expériences de coparentage durant la transition à la condition de parent, ceci avant la naissance de l'enfant. Des questionnaires ont été utilisés pour évaluer 101 couples durant le troisième trimestre de la grossesse et à 1, 3, 6 mois après la naissance du premier enfant. Les résultats d'analyses linéaires hierarchiques de modélisation ont indiqué différents facteurs de prédiction de niveau de coparentage, de changement linéaire, et de fluctuation pour les mères et les pères. Pour les mères, les expériences de coparentage étaient associées à l'âge, à l'éducation paternelle, aux inquiétudes concernant la façon d'élever l'enfant, aux différences de philosophie sur la manière d'élever l'enfant, et à la réactance. Alors que pour les pères, les expériences de coparentage étaient liées à la profession, au développement de l'égo ...

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Ego Development and Psychopathology: A Study of Hospitalized Adolescents

Cited by 52 publications

References 0 publications

Vulnerability and Resilience: A Study of High-Risk Adolescents

Vulnerability and Resilience: A Study of High-Risk Adolescents

Being Close and Being Social: Peer Ratings of Distinct Aspects of Young Adult Social Competence

Prebirth predictors of coparenting experiences in early infancy

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