Jill Cossar

Emotional maltreatment and disordered eating in adolescents: Testing the mediating role of emotion regulation

The present study aimed to determine if emotion regulation mediates the relationship between emotional maltreatment and disordered eating behavior in adolescents. Participants were 222 secondary school pupils (aged 14-18 years) from a state high school in the UK. Standardized questionnaire measures were used to gather self-report data on emotional abuse and emotional neglect, functional and dysfunctional emotion regulation strategies and disordered eating behavior. Results showed that disordered eating was associated with emotional abuse, dysfunctional emotion regulation and being female. Multiple mediation analysis found an indirect relationship between emotional abuse and disordered eating through dysfunctional emotion regulation. Interestingly, emotional neglect predicted lower levels of functional emotion regulation. The findings support previous research showing emotion regulation to mediate the relationship between childhood abuse and disordered eating in adults and a differential effect of abuse and neglect on emotion regulation. Longitudinal studies are required to confirm the direction of relationships; however these data suggest that dysfunctional emotion regulation is a significant variable in the development of disordered eating and may be a useful target for intervention.

Keeping the family together and bonding: a father’s role in a perinatal mental health unit

Objective: This study explores fathers’ paternal roles and relationships when their partner and baby were admitted to a Perinatal Mental Health Unit. It contributes to an understudied and important area of perinatal mental health. Background: The importance of establishing a secure attachment in the first months of life is widely accepted to be critical to the development of good infant mental health. Parental mental ill-health and parent–infant separation can negatively impact parental and infant attachment. Additionally, maternal postnatal mental health is known to affect the father’s well-being and this can impact on his parenting. Methods: Grounded theory methodology was used. Eight fathers were recruited from two Perinatal Mental Health Units. Transcripts were analysed and compared by researchers. Results: Fathers described a difficult experience of trying to create and maintain family bonds. Long admissions with infrequent visits were most difficult. Fathers wanted to bond and had concerns about bonding, but prioritised the mother–baby bond. Couple relationships were strained and fathers relied on external family supports. Fathers experienced anxiety about their partner’s illness and felt relief when their partner was admitted. Fathers were uncertain about treatment and prognosis and desired improved communication with professionals. Conclusion: Severe maternal postnatal mental illness and inpatient admission affected fathers. They were aware of not being consistently available to their baby and were concerned about the impact of this on bonding, attachment, and the infant’s well-being. Fathers would benefit from increased staff awareness of their needs, increased involvement in their partner’s care planning, and additional support to promote infant-father attachment.

Recognition of facial expressions of emotion by adults with intellectual disability: Is there evidence for the emotion specificity hypothesis?

This study aimed to evaluate the emotion recognition abilities of adults (n=23) with an intellectual disability (ID) compared with a control group of children (n=23) without ID matched for estimated cognitive ability. The study examined the impact of: task paradigm, stimulus type and preferred processing style (global/local) on accuracy. We found that, after controlling for estimated cognitive ability, the control group performed significantly better than the individuals with ID. This provides some support for the emotion specificity hypothesis. Having a more local processing style did not significantly mediate the relation between having ID and emotion recognition, but did significantly predict emotion recognition ability after controlling for group. This suggests that processing style is related to emotion recognition independently of having ID. The availability of contextual information improved emotion recognition for people with ID when compared with line drawing stimuli, and identifying a target emotion from a choice of two was relatively easier for individuals with ID, compared with the other task paradigms. The results of the study are considered in the context of current theories of emotion recognition deficits in individuals with ID.

The ability of adults with an intellectual disability to recognise facial expressions of emotion in comparison with typically developing individuals: A systematic review.

This review systematically examined the literature on the ability of adults with an intellectual disability (ID) to recognise facial expressions of emotion. Studies were included that: recruited only adult participants with ID; that did not specifically recruit participants with co-morbid diagnoses of syndrome(s) related to ID; and that directly compared the performance of adults with ID with a group of people without ID. Nine papers met the eligibility criteria for review and were assessed against pre-defined quality rating criteria and the findings synthesised. The majority of included studies were assessed as being of acceptable overall methodological quality. All of the studies reported a relative impairment in emotion recognition for participants with ID on at least some of the tasks administered, with a large effect size being found for most of the significant results. The review suggests that adults with ID are relatively impaired in recognising facial expressions of emotion, when compared with either adults or children without ID. Methodological variation between studies limits the extent to which any interpretations can be made as to the cause of impaired emotion recognition in adults with ID.

Feeling the same or feeling different? An analysis of the experiences of young people in foster care

Various conceptualisations of identity development emphasise the internal world of adolescents while others place more emphasis on the social world. Previous findings highlight the impact of stigmatisation and how this may hinder positive identity development in adolescents in foster care; the significance of peer interactions has also been underlined. Anecdotal evidence suggests that young people in care do not want to be made to feel different from others but there appears to be an absence of empirical research confirming this. Interviews were carried out with nine 12–16-year-olds currently residing in foster care to explore their representations of ‘feeling the same or feeling different’. Interpretative Phenomenological Analysis (IPA) guided how data were analysed and super-ordinate themes were identified. This article reports on one of these themes: difference. This is explored through four subordinate themes that relate to participants not wanting others to know they were in care, feeling alienated due to their foster care status, perceiving that others viewed them differently and, at times, noticing differences themselves. The dynamic nature of these experiences is emphasised and the findings are considered in relation to the extant literature. Practice and research implications are discussed.

The impact of contextual information on the emotion recognition of children with an intellectual disability

BACKGROUND Research suggests that having relevant contextual information can help increase the accuracy of emotion recognition in typically developing (TD) individuals and adults with an intellectual disability. The impact of context on the emotion recognition of children with intellectual disability is unknown. METHOD Emotion recognition tasks, which varied in terms of contextual information, were completed by 102 children (45 with and 57 without intellectual disability). RESULTS There was a significant effect of age and group, with older and TD children performing better on average. There were significant group by condition interactions, whereby children with intellectual disability were more accurate at identifying emotions depicted by line drawings compared with photos with contextual information that was not directly related to the emotion being depicted. The opposite was found for TD children. CONCLUSIONS These results have implications for socio-emotional interventions, such as universal school programmes.

Reconciling the professional and student identities of clinical psychology trainees

The study explored the ways in which qualified and trainee clinical psychologists perceived professional behaviour, as illustrated in a series of short vignettes, in student and clinical practice contexts. Comparisons were made to identify the extent to which ideas of professionalism differed across different learning contexts and between qualified and unqualified staff, with the aim of adding to the literature on which factors influence the development of professional identity in health professionals. An online questionnaire depicting a range of potentially unprofessional behaviours was completed by 265 clinical psychology trainees and 106 qualified clinical psychologists. The data were analysed using a general linear model with simultaneous entry in which rater (trainee vs qualified clinical psychologist), setting (student vs placement) and their interaction predicted acceptability ratings. We found that, in general, trainees and qualified staff agreed on those behaviours that were potentially unprofessional, although where significant differences were found, these were due to trainees rating the same behaviours as more professionally acceptable than qualified clinical psychologists. Despite trainees identifying a range of behaviours as professionally unacceptable, some percentage reported having engaged in a similar behaviour in the past. Irrespective of the status of the rater, the same behaviours tended to be viewed as more professionally unacceptable when in a placement (clinical) setting than in a student (university) setting. Generally, no support was found for a rater by setting interaction. The study suggests that trainee clinical psychologists are generally successful at identifying professional norms, although they do not always act in accordance with these. Conflicting student and professional norms may result in trainees viewing some potentially unprofessional behaviour as less severe than qualified staff. Health professional educators should be aware of this fact and take steps to shape trainee norms to be consistent with that of the professional group.