2004
DOI: 10.1016/j.paid.2003.06.011
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Schemas and temperament as risk factors for emotional disability

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Cited by 13 publications
(11 citation statements)
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“…For example, an inverse relationship was demonstrated between indices of self-regulation and negative emotionality (Bassan-Diamond, Teglasi, & Schmitt 1995). Criterion data suggest a significantly positive relation between the cognitive dimensions and the special education classification of emotional disturbance (McGrew & Teglasi, 1995), as well as between negative emotional reactivity and emotional disturbance (Lohr, Teglasi, & French, 2004). Additionally, the usefulness of aspects of the coding system has been documented in treatment studies (Teglasi & Rothman, 2001).…”
Section: Theoretical and Research-based Narrative Interpretationmentioning
confidence: 99%
“…For example, an inverse relationship was demonstrated between indices of self-regulation and negative emotionality (Bassan-Diamond, Teglasi, & Schmitt 1995). Criterion data suggest a significantly positive relation between the cognitive dimensions and the special education classification of emotional disturbance (McGrew & Teglasi, 1995), as well as between negative emotional reactivity and emotional disturbance (Lohr, Teglasi, & French, 2004). Additionally, the usefulness of aspects of the coding system has been documented in treatment studies (Teglasi & Rothman, 2001).…”
Section: Theoretical and Research-based Narrative Interpretationmentioning
confidence: 99%
“…Children who have temperamental tendencies to experience negative emotional reactivity, an acknowledged risk factor, had schemas about self, others, and the world that were less complex, less accurate, and less organized (Bassan-Diamond, Teglasi, & Schmidt, 1995;Lohr, Teglasi, & French, 2004). Were we to fill in all the boxes in Figure 1 with details about a given individual, we would understand the person in context of a range of situations, as the context for evaluating any single variable, and of contexts that are internally represented in the form of mental models or schemas.…”
Section: Implications For Personality Assessmentmentioning
confidence: 99%
“…Socioemotional competencies are built on the temperamental foundation of self-regulation of attention and emotion (Eisenberg et al, 2005). Likewise, qualities of self-regulatory schemas of the personality, such as their accuracy, organization, and complexity, are linked to temperament (Bassan-Diamond, Teglasi, & Schmidt, 1995;Lohr, Teglasi, & French, 2004). These schema qualities are associated with mental health (Lohr et al, 2004) and with academic outcomes such as reading comprehension (Blankman, Teglasi, & Lawser, 2002).…”
Section: Social Emotional Variables and Personalitymentioning
confidence: 99%
“…Likewise, qualities of self-regulatory schemas of the personality, such as their accuracy, organization, and complexity, are linked to temperament (Bassan-Diamond, Teglasi, & Schmidt, 1995;Lohr, Teglasi, & French, 2004). These schema qualities are associated with mental health (Lohr et al, 2004) and with academic outcomes such as reading comprehension (Blankman, Teglasi, & Lawser, 2002). Given the complexity of self-regulation, it seems reasonable to consider frameworks in which the various resources of self-regulation (e.g., temperamental assets, specific competencies, and more general personality organizations) are linked in the process of development and team up to influence functioning in specific contexts.…”
Section: Social Emotional Variables and Personalitymentioning
confidence: 99%