Self‐dehumanisation in severe alcohol use disorder: Links with self‐stigma and environmental satisfaction

Fontesse, Sullivan; Stinglhamber, Florence; Demoulin, Stéphanie; Timary, Philippe de; Maurage, Pierre

doi:10.1002/ijop.12774

Cited by 4 publications

(3 citation statements)

References 21 publications

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“…Dehumanized people see themselves in a bad light, as less intelligent or not worthy of living, and feel shame, guilt, sadness, or anger (Bastian & Haslam, 2011). Such destructive emotions and negative thoughts about oneself as an effect of dehumanization lower the quality of life and also impact mental health by increasing anxiety and depression (Fontesse et al, 2021).…”

Section: Discussionmentioning

confidence: 99%

First Impressions: Do Faces with Scars and Palsies Influence Warmth, Competence, and Humanization?

Paruzel‐Czachura¹,

Workman²,

Toukhy³

et al. 2023

Preprint

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A glance is enough for people to assign psychological attributes to another person. Attractiveness is associated with positive attributes contributing to the “beauty-is-good” stereotype. Here, we aimed to study the possibility of a similar but negative bias. Specifically, we asked if people with facial anomalies are associated with negative characteristics, and if so, what accounts for this association. We tested the hypothesis that biases against faces with scars and palsies arise because of negative stereotypes (less warmth and competence) and forms of dehumanization (animalistic and mechanistic). Using well-controlled stimuli (i.e., photographs of real people before and after plastic surgery) and a wide range of faces to avoid race, age, and gender biases in facial perception, we found that anomalous faces were seen as less warm, competent, and were dehumanized (in both animalistic and mechanistic ways). Our study supports the “anomalous-is-bad” stereotype, and further exposes reasons for why faces with anomalies elicit more negative evaluations compared to the same faces before the surgery.

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Section: Discussionmentioning

confidence: 99%

First Impressions: Do Faces with Scars and Palsies Influence Warmth, Competence, and Humanization?

Paruzel‐Czachura¹,

Workman²,

Toukhy³

et al. 2023

Preprint

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“…In addition to the "great" acts of dehumanisation such as genocides, massacres, war crimes and abuse of human rights, Haslam adds that "dehumanisation is an important phenomenon in interpersonal as well as intergroup contexts, occurs outside the domains of violence and con lict, and has social-cognitive dimensions…." Culbertson (2007), Fontesse et al (2021). There are domains of dehumanisation, namely: ethnicity and race, gender and pornography, disability, medicine and technology, and other domains such as sports, and assessment and teaching Berglund (2006), Methot-Jones (2019).…”

Section: Dehumanisationmentioning

confidence: 99%

Dehumanisation and Objectification: Lessons From Prajwal Parajuly’s “The Cleft”

Sitohang

2021

Int. J. Res. Granthaalayah

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In the current world of globalism and multiculturalism and the face of radicalism and terrorism, it is deemed necessary to prepare our students better to face today's world challenges to guide students to accept differences among them. Therefore, it is considered necessary to unravel their sense of humanity, being aware of ideas such as objectification and to introduce students to the idea that we, humans, despite our different beliefs, ideals, political views, and religions, share common feelings, desires, and needs. People come in different shapes, , and they all have their deficiencies. How do students deal with the injustice, the inhumanity around them? Do they understand acts of objectification and taking place in the world? Do they understand the concepts? What are their ideas of the two terms related to humanity? Understanding these two keywords will help students unravel within them some sense of humanity. This project highlights efforts to introduce students to a work of literature entitled “The Cleft” written by a Nepalese writer . The students read the story and are expected to uncover their sense of humanity by understanding the concepts of objectification and . What lessons can students draw after reading the story? After being introduced to the story and the concepts, students are expected to produce their art project as a reflection and reaction to the story and the ideas embedded in it.

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“…Stigma is defined as the experience people have when “individuals possess (or are believed to possess) some attribute, or characteristic, that conveys a social identity that is devalued in a particular social context” ( 8 ). For example, research with alcohol-use disorders found that stigma awareness is associated with meta-dehumanisation, and self-stigmatisation is closely aligned with self-dehumanisation ( 9 ); and that self-dehumanisation mediates the relationship between meta-dehumanisation and increased anxiety, depression, and decreased drinking refusal self-efficacy ( 10 ). This research was the first of its kind to apply the concept of self-dehumanisation to mental health research.…”

Section: Introductionmentioning

confidence: 99%

Self-dehumanisation in voice hearers: the end of a continuum

O’Brien-Venus,

Jenkins,

Chadwick

2023

Front. Psychiatry

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BackgroundMeta-dehumanisation and self-dehumanisation have been identified as potentially relevant phenomena for developing a deeper understanding of distress related to voice-hearing, particularly those experiencing voices as part of psychosis. Chadwick has previously argued that those with psychosis, including those who hear distressing voices, typically feel “dehumanised and set apart by their experiences of psychosis and trauma.” The present study explores the subjective experience of self-dehumanisation in people who experience distressing voices, which was selected as a useful starting point to inform future research focused on understanding dehumanisation in people with psychosis.MethodsQualitative data was obtained through twenty semi-structured interviews with self-identifying voice hearers and analysed using reflexive thematic analysis. This followed the recursive six phase procedure of Braun and Clarke, and this was conducted from a critical realist, contextualist position.ResultsReflexive thematic analysis of participant’s experiences produced a core theme, Dehumanisation as the End of Experiential Continua, and six subthemes: Extent of Distressing Sensory Fragmentation; Sense of Belonging with Other Humans; Integrity of Self as a Private, Coherent Entity; Sense of Worth as a Human Being; Strength of Personal Agency; and Trust in Own Credibility and Reliability. Two further themes, The Push and Pull of Dehumanising Forces and Reclaiming Life through Humanising Forces, were identified. Findings were presented to a panel of five experts by experience, all with lived experience of psychosis and service-use; all five strongly endorsed the themes as fitting with and expressing their own experiences of self-dehumanisation.ConclusionReflexive thematic analysis of voice hearers’ accounts identified self-dehumanisation as the endpoint where six experiential continua coalesce. Experiential movement along these continua was affected by a range of interpersonal, intrapersonal, and societal forces over time, including dehumanising attitudes of others and voice malevolence and omnipotence. Future research might examine if and how psychological therapies aimed at those experiencing distressing voices, such as people experiencing psychosis may address feelings of self-dehumanisation.

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Self‐dehumanisation in severe alcohol use disorder: Links with self‐stigma and environmental satisfaction

Cited by 4 publications

References 21 publications

First Impressions: Do Faces with Scars and Palsies Influence Warmth, Competence, and Humanization?

First Impressions: Do Faces with Scars and Palsies Influence Warmth, Competence, and Humanization?

Dehumanisation and Objectification: Lessons From Prajwal Parajuly’s “The Cleft”

Self-dehumanisation in voice hearers: the end of a continuum

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