Understanding the role of interpersonal processes in mood disorders

了解人际关系过程在情绪障碍中的作用

• 批准号: 8692102
• 负责人: Jennifer K Crocker
• 金额: $ 34.38万
• 依托单位: UNIVERSITY OF CONNECTICUT STORRS
• 依托单位国家: 美国
• 财政年份: 2015
• 资助国家: 美国
• 起止时间: 2015-05-01 至 2018-04-30
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/8692102
• 关键词: Affect; Anxiety; Anxiety Disorders; Attenuated; Belief; Buffers; Clinical; Diagnosis; Disclosure; Disease; Distress; Drops; Feeling; Goals; Health; Healthcare; Interpersonal Relations; Lead; Longitudinal Studies; Measurement; Measures; Mental Depression; Mental Health; Mental disorders; Mood Disorders; Outcome; Participant; Performance; Personality; Persons; Phase; Process; Public Health; Recording of previous events; Recruitment Activity; Reporting; Research; Role; Route; Schools; Self Perception; Social support; Stereotyping; Students; Suicide; Symptoms; Testing; Time; Trust; United States Substance Abuse and Mental Health Services Administration; Work; behavioral outcome; college; depressive symptoms; design; diaries; effective intervention; health knowledge; help-seeking behavior; insight; phase 1 study; physical conditioning; psychologic; psychological distress; psychological outcomes; public health relevance; social stigma; success; trait; university student; young adult

DESCRIPTION (provided by applicant): Although mental illness is common among college students and students have access to mental health care, most students do not seek treatment (Blanco et al., 2008; Rosenthal & Wilson, 2008). The stigma associated with mental illness poses a major barrier to seeking help (SAMHSA, 2006). Many students with mental illness may anticipate stigma (social devaluing and distancing) from others due to their mental illness. The objective of the current work is to integrate research on stigma with research on interpersonal relationship goals and processes to examine the effects of stigma on psychological distress and help seeking among students with mental illness, specifically students with diagnosed mood and anxiety disorders. Previous research finds that the interpersonal goals of college students can influence supportive relationships and predict change in symptoms of depression and anxiety over the first semester of college (Crocker et al., 2010). Students with compassionate goals create positive relationship spirals by being more supportive and responsive to others and receiving more support in return; whereas students with self-image goals, focused on controlling how others view the self, undermine these positive relationship spirals. We hypothesize that the combination of level of mental illness and anticipated stigma predict decreased compassionate goals and increased self-image goals, which creates a negative support dynamic leading to decreased help seeking, increased distress, and poor academic outcomes for students with mental illness. However, we predict that roommates of students with mental illness can interrupt these negative processes if they have high compassionate goals. We examine these predictions in a longitudinal study. Students with a mental illness history (diagnosed mood or anxiety disorder prior to entering college) and their roommates will be recruited during the first weeks of their first semester in college. Students and their roommates will complete a pre-test session of trait measures of stigma (anticipated, internalized, personal, and perceived), relationship goals, mental health history, symptomatology, mental health treatment, mental health knowledge, and personality variables. Both roommates will then complete daily reports of relationship processes over 21 days, followed by an immediate post-test session, measurement of outcomes again at the end of the first and second semesters, including measures of symptomatology, help-seeking, and academic outcomes. Recruiting pairs allows us to chart relationship dynamics, including feelings of increased trust, responsiveness, and disclosure. This type of predictive, dyadic, longitudinal work is critically needed to make stigma research of clinical use.

描述（由申请人提供）：虽然精神疾病在大学生中很常见，学生可以获得精神卫生保健，但大多数学生并不寻求治疗（布兰科等人，2008; Rosenthal & Wilson，2008）。与精神疾病相关的耻辱感是寻求帮助的主要障碍（SAMHSA，2006年）。许多患有精神疾病的学生可能会因为他们的精神疾病而受到他人的羞辱（社会贬低和疏远）。目前的工作的目的是整合污名的研究与人际关系的目标和过程的研究，以检查污名的心理困扰和寻求帮助的精神病学生，特别是被诊断为情绪和焦虑症的学生。先前的研究发现，大学生的人际目标可以影响支持性关系，并预测大学第一学期抑郁和焦虑症状的变化（Crocker et al.，2010年）。具有同情心目标的学生通过对他人的支持和回应以及获得更多的支持来创造积极的关系螺旋;而具有自我形象目标的学生，专注于控制他人如何看待自我，破坏了这些积极的关系螺旋。我们假设，精神疾病水平和预期的耻辱相结合，预测减少同情的目标和增加自我形象的目标，这会产生一个负面的支持动态，导致寻求帮助减少，增加痛苦，并为精神疾病的学生学习成绩差。然而，我们预测，如果精神疾病学生的室友有很高的同情心目标，他们可以中断这些消极的过程。我们在一项纵向研究中检验了这些预测。有精神疾病史的学生（在进入大学之前被诊断为情绪或焦虑障碍）及其室友将在入学的第一周被招募。 大学的第一个学期学生和他们的室友将完成一个预测试阶段的特质的耻辱（预期的，内化的，个人的，和感知），关系目标，心理健康史，心理学，心理健康治疗，心理健康知识和人格变量的措施。然后，两个室友将在21天内完成关系过程的每日报告，然后立即进行测试后会议，在第一学期和第二学期结束时再次测量结果，包括心理学，寻求帮助和学术成果的测量。招募配对可以让我们绘制关系动态，包括增加信任的感觉，响应和披露。这种类型的预测，双向的，纵向的工作是迫切需要的，使污名研究的临床使用。