Carlos Gomez-Garibello

The Role of Self-Compassion in Buffering Symptoms of Depression in the General Population

Self-compassion, typically operationalized as the total score of the Self-Compassion Scale (SCS; Neff, 2003b), has been shown to be related to increased psychological well-being and lower depression in students of the social sciences, users of psychology websites and psychotherapy patients. The current study builds on the existing literature by examining the link between self-compassion and depressive symptomatology in a sample representative of the German general population (n = 2,404). The SCS subscales of self-judgment, isolation, and over-identification, and the “self-coldness”, composite score, which encompass these three negative subscales, consistently differed between subsamples of individuals without any depressive symptoms, with any depressive syndromes, and with major depressive disorder. The contribution of the positive SCS subscales of self-kindness, common humanity, and mindfulness to the variance in depressive symptomatology was almost negligible. However, when combined to a “self-compassion composite”, the positive SCS subscales significantly moderated the relationship between “self-coldness” and depressive symptoms in the general population. This speaks for self-compassion having the potential to buffer self-coldness related to depression—providing an argument for interventions that foster self-caring, kind, and forgiving attitudes towards oneself.

Can you read my mind? Age as a moderator in the relationship between theory of mind and relational aggression

The present study examined whether age moderates the relationship between cognitive factors (theory of mind and attribution of intentions) and relational aggression. Participants (N = 426; 216 boys) between 6 and 9 years of age were asked to complete theory of mind tasks and answer an attribution of intentions questionnaire. Teachers evaluated their students’ social behaviors including relational aggressive acts. Results suggest that theory of mind did affect relational aggression, when this association was moderated by chronological age. Specifically, it was found that the association between theory of mind and relational aggression was only significant and positive for younger participants; for older children the direction of this association was inverse. Taken together, findings from this study partially support the assertion that sophisticated cognitive skills are a prerequisite for indirect ways of aggression.

Face-to-face and online: an investigation of children's and adolescents' bullying behavior through the lens of moral emotions and judgments

The current study investigated the influence of type of aggression (cyberbullying or traditional bullying) and participant role (bystander or perpetrator) on children and adolescents’ self-attribution of moral emotions and judgments, while examining the influence of chronological age. Participants (N = 122, 8–16 years) evaluated vignettes and were asked to self-attribute the emotions they would feel in the role of the perpetrator or bystander. Results revealed that participants were more likely to self-attribute morally responsible emotions compared to morally disengaged emotions across contexts. A significant moderation model revealed that the effect of morally disengaged emotions on moral evaluations depends on participants’ chronological age, while controlling for social desirability. The findings are discussed in terms of implications for school violence and victimization.

Influence of social factors on the relation between lie-telling and children's cognitive abilities.

Lie-telling may be part of a normative developmental process for children. However, little is known about the complex interaction of social and cognitive factors related to this developmental behavior. The current study examined parenting style, maternal exposure to stressors, and childrens cognitive abilities in relation to childrens antisocial lie-telling behavior in an experimental setting. Children (3-6years, N=157) participated in a modified temptation resistance paradigm to elicit spontaneous lies. Results indicate that high authoritative parenting and high inhibitory control interact to predict a lower propensity to lie, but those who did lie had better semantic leakage control. This suggests that although childrens lie-telling may be normative during early development, the relation to childrens cognitive abilities can be moderated by responsive parenting behaviors that discourage lying.

Emotions and assessment: considerations for rater‐based judgements of entrustment

Assessment is subject to increasing scrutiny as medical education transitions towards a competency‐based medical education (CBME) model. Traditional perspectives on the roles of assessment emphasise high‐stakes, summative assessment, whereas CBME argues for formative assessment. Revisiting conceptualisations about the roles and formats of assessment in medical education provides opportunities to examine understandings and expectations of the assessment of learners. The act of the rater generating scores might be considered as an exclusively cognitive exercise; however, current literature has drawn attention to the notion of raters as measurement instruments, thereby attributing additional factors to their decision‐making processes, such as social considerations and intuition. However, the literature has not comprehensively examined the influence of raters’ emotions during assessment. In this narrative review, we explore the influence of raters’ emotions in the assessment of learners.

Children’s spirituality: Exploring spirituality in the lives of cancer survivors and a healthy comparison group

This study found that children with a history of cancer had higher scores on certain measures of spirituality compared to their healthy peers. Health history was found to significantly moderate the relations among spirituality and outcome variables, such as depression and anxiety. Furthermore, parent–child dyadscancer had more highly correlated scores than parent–child dyadshealthy on both the Depression subscale and the Existential Well-Being subscale, whereas parent–child dyadshealthy had more highly correlated scores than parent–child dyadscancer on the Duality factor. Limitations and future directions are discussed.