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情绪调节风格是否能区分非自杀性自伤和试图自杀的青少年?

Do styles of emotion dysregulation differentiate adolescents engaging in non-suicidal self-injury from those attempting suicide?

机构信息

PediMIND Program at E.P. Bradley Hospital and the Alpert Medical School, Brown University, Providence, RI, United States; Department of Psychiatry and Human Behavior in the Alpert Medical School of Brown University, Providence, RI, United States.

PediMIND Program at E.P. Bradley Hospital and the Alpert Medical School, Brown University, Providence, RI, United States; Department of Psychiatry and Human Behavior in the Alpert Medical School of Brown University, Providence, RI, United States.

出版信息

Psychiatry Res. 2020 Sep;291:113240. doi: 10.1016/j.psychres.2020.113240. Epub 2020 Jun 27.

Abstract

Emotion dysregulation is implicated in both suicide attempts (SA) and non-suicidal self-injury (NSSI). However, little is known about how emotion dysregulation may differ between adolescents who have made an SA from those engaged in NSSI. We sought to address this gap by comparing emotion dysregulation profiles across three homogenous groups of adolescents (1) SA-only (2) NSSI-only (3) and typically developing controls (TDCs). Mean comparisons suggest that adolescents with a history of NSSI reported significantly lower distress tolerance and higher emotional reactivity when compared to adolescents who made an SA. After controlling for shared variance across emotion dysregulation measures, parent report of affective lability was the only scale to uniquely distinguish between NSSI and SA groups. Accurately distinguishing emotion dysregulation patterns across self-injurious groups has practical implications towards assessment, treatment, course of illness, and prevention.

摘要

情绪失调与自杀未遂 (SA) 和非自杀性自伤 (NSSI) 都有关。然而,对于经历过自杀未遂的青少年和从事 NSSI 的青少年之间的情绪失调有何不同,人们知之甚少。我们试图通过比较三个同质青少年群体(1)仅自杀未遂、(2)仅非自杀性自伤、(3)和典型发展对照者(TDCs)的情绪失调特征来解决这一差距。均值比较表明,与经历过自杀未遂的青少年相比,有过 NSSI 史的青少年的痛苦耐受力显著降低,情绪反应性更高。在控制情绪失调测量中的共享方差后,父母报告的情感不稳定性是唯一能够区分 NSSI 和 SA 组的量表。准确区分自伤群体的情绪失调模式对评估、治疗、疾病过程和预防具有实际意义。

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