This study examined the relationships between social anxiety, shame, and interpersonal suicide risk. It found that shame partially mediated the relationship between social anxiety and feelings of thwarted belongingness, and fully mediated the relationship between social anxiety and perceived burdensomeness. The study involved surveying 259 participants online to assess their levels of social anxiety, experiences of shame, and perceptions of interpersonal suicide risk. Higher social anxiety was correlated with greater shame and interpersonal suicide risk. Shame also correlated with both dimensions of interpersonal suicide risk.
Thesis Poster for Outstanding Undergraduate Research by Nie (2019). "STIGMA RESISTANCE AND MENTAL HEALTH AMONG SEXUAL MINORITIES IN HONG KONG: A MODERATED MEDIATION MODEL"
Suicide Ideation in Abused Women as Related To Their Depressioninventionjournals
ABSTRACT: The present investigation was conducted to gain insight into suicide ideation in abused women as related to their depression from middle income group. Abuse in women here has been operationally defined as those women who are regularly physically and emotionally ill-treated by their spouses. The study was conducted on 100 abused women out of which 50 were with children and 50 without children. Standardized tools namely, Adult Suicidal Ideation Questionnaire and Beck Depression Inventory were used. The results showed that correlation between majority of the variables of depression and suicide ideation was significant. Multiple regression analysis showed that some of the variables of depression predicted suicide ideation in abused women.
Thesis Poster for Outstanding Undergraduate Research by Nie (2019). "STIGMA RESISTANCE AND MENTAL HEALTH AMONG SEXUAL MINORITIES IN HONG KONG: A MODERATED MEDIATION MODEL"
Suicide Ideation in Abused Women as Related To Their Depressioninventionjournals
ABSTRACT: The present investigation was conducted to gain insight into suicide ideation in abused women as related to their depression from middle income group. Abuse in women here has been operationally defined as those women who are regularly physically and emotionally ill-treated by their spouses. The study was conducted on 100 abused women out of which 50 were with children and 50 without children. Standardized tools namely, Adult Suicidal Ideation Questionnaire and Beck Depression Inventory were used. The results showed that correlation between majority of the variables of depression and suicide ideation was significant. Multiple regression analysis showed that some of the variables of depression predicted suicide ideation in abused women.
Suicide in adolescents and young adults has become a public educational and health priority. In this paper, various conceptual questions about suicide are presented, and the protective factors that are associated with suicidal behavior in this population are considered. An overview is provided, based on a review of the studies, on the aspects of resilience that should be promoted to eliminate the negative impact of the adverse situations that arise for young people. Furthermore, we develop guidelines for
building resilience, actions that have been proven effective in combating suicide attempts and completed suicide in adolescents and young adults. We produce a profile that includes all of the aforementioned protective aspects that must be taken into account when developing a comprehensive analysis in the context of the quality of life and emotional well-being of this group.
The relationship between social intelligence and emotional intelligence: a ...Rula alsawalqa
This article aimed to examine the relationship between social
intelligence and emotional intelligence via comparative qualitative
research methods. As a result, people may not be able to categorize
their feelings precisely when they face physiological changes in their
bodies, or they may not be sure of the events that activate their
feelings, so they must adhere to the cultural rules of emotions that
must be revealed to others. The study concluded that emotion is an
essential part of forming and shaping the concept of social intelligence,
and social intelligence includes emotional intelligence but is broader
and more general than it.
Religiosity and depression in college studentsDevon Berry
Presentation of study results examining relationship between depression and religiosity in college-age students. Background, methods, findings and discussion shared in brief format.
The religious and spiritual struggles of the nonreligious and nonspiritualNick Stauner
(2015, March/August). Presented at the Midyear Research Conference on Religion and Spirituality, Provo, Utah / the convention of the International Association for the Psychology of Religion, Istanbul, Turkey.
Abstract:
Religion and well-being are known to correlate positively in the North American population. Building partly on this premise, recent research has explored the common ground shared by these broad constructs. This work has introduced new hybrid constructs that describe individual differences in, e.g., the quality of relationships with one’s God or religious community, the degree of doubt felt about religious beliefs, or the sense of spiritual transcendence. Meanwhile, the USA’s religiously unaffiliated minority population has grown in size and proportion. To what extent can explicitly religious or spiritual forms of well-being coherently describe people who do not consider themselves religious nor spiritual? Our study focused specifically on a new, multidimensional measure, the Religious and Spiritual Struggles (RSS) scale, which assesses six correlated types of struggle: Divine, Demonic, Interpersonal, Moral, Ultimate Meaning, and Doubt. We measured these struggles, life satisfaction, meaning in life, and the search for meaning in a large sample of American undergraduates. Each participant self-identified as “religious but not spiritual”, “spiritual but not religious”, both, or neither. The RSS achieved strict measurement invariance across these groups, which strongly supports its construct validity regardless of religiousness, spirituality, or the absence of either or both. Group means for all latent factors differed, but in unexpected ways. Spiritual but not religious participants reported the least spiritual struggles of all kinds except Ultimate Meaning. Means for participants who identified as both religious and spiritual did not differ significantly from means for participants who identified as neither religious nor spiritual, despite these groups’ ostensibly opposite perspectives on religion and spirituality. However, these groups contrasted most sharply in terms of how religious and spiritual struggles related to external variables, especially meaning in life, which related more weakly within the nonreligious, nonspiritual group. Religiousness and spirituality independently moderated relationships between well-being and these domain-specific struggles.
Prosocial behavior, or intent to benefit others, is a social behavior that "benefit other people or society as a whole","such as helping, sharing, donating, co-operating, and volunteering". Obeying the rules and conforming to socially accepted behaviors (such as stopping at a "Stop" sign or paying for groceries) are also regarded as prosocial behaviors. These actions may be motivated by empathy and by concern about the welfare and rights of others, as well as for egoistic or practical concerns, such as one's social status or reputation, hope for direct or indirect reciprocity, or adherence to one's perceived system of fairness. It may also be motivated by altruism, though the existence of pure altruism is somewhat disputed, and some have argued that this falls into philosophical rather than psychological realm of debate. Evidence suggests that pro sociality is central to the well-being of social groups across a range of scales, including schools. Prosocial behavior in the classroom can have a significant impact on a student's motivation for learning and contributions to the classroom and larger community. In the workplace, prosocial behaviour can have a significant impact on team psychological safety, as well as positive indirect effects on employee's helping behaviors and task performance. Empathy is a strong motive in eliciting prosocial behavior, and has deep evolutionary roots.
Prosocial behavior fosters positive traits that are beneficial for children and society. It helps many beneficial functions by bettering production of any league and its organizational scale. Evolutionary psychologists use theories such as kin-selection theory and inclusive fitness as an explanation for why prosocial behavioral tendencies are passed down generationally, according to the evolutionary fitness displayed by those who engaged in prosocial acts. Encouraging prosocial behavior may also require decreasing or eliminating undesirable social behaviors.
Although the term "prosocial behavior" is often associated with developing desirable traits in children, the literature on the topic has grown since the late 1980s to include adult behaviors as well. The term "prosocial" has grown into a world-wide movement, using evolutionary science to create real-world pro-social changes from working groups to our whole culture.
Suicide in adolescents and young adults has become a public educational and health priority. In this paper, various conceptual questions about suicide are presented, and the protective factors that are associated with suicidal behavior in this population are considered. An overview is provided, based on a review of the studies, on the aspects of resilience that should be promoted to eliminate the negative impact of the adverse situations that arise for young people. Furthermore, we develop guidelines for
building resilience, actions that have been proven effective in combating suicide attempts and completed suicide in adolescents and young adults. We produce a profile that includes all of the aforementioned protective aspects that must be taken into account when developing a comprehensive analysis in the context of the quality of life and emotional well-being of this group.
The relationship between social intelligence and emotional intelligence: a ...Rula alsawalqa
This article aimed to examine the relationship between social
intelligence and emotional intelligence via comparative qualitative
research methods. As a result, people may not be able to categorize
their feelings precisely when they face physiological changes in their
bodies, or they may not be sure of the events that activate their
feelings, so they must adhere to the cultural rules of emotions that
must be revealed to others. The study concluded that emotion is an
essential part of forming and shaping the concept of social intelligence,
and social intelligence includes emotional intelligence but is broader
and more general than it.
Religiosity and depression in college studentsDevon Berry
Presentation of study results examining relationship between depression and religiosity in college-age students. Background, methods, findings and discussion shared in brief format.
The religious and spiritual struggles of the nonreligious and nonspiritualNick Stauner
(2015, March/August). Presented at the Midyear Research Conference on Religion and Spirituality, Provo, Utah / the convention of the International Association for the Psychology of Religion, Istanbul, Turkey.
Abstract:
Religion and well-being are known to correlate positively in the North American population. Building partly on this premise, recent research has explored the common ground shared by these broad constructs. This work has introduced new hybrid constructs that describe individual differences in, e.g., the quality of relationships with one’s God or religious community, the degree of doubt felt about religious beliefs, or the sense of spiritual transcendence. Meanwhile, the USA’s religiously unaffiliated minority population has grown in size and proportion. To what extent can explicitly religious or spiritual forms of well-being coherently describe people who do not consider themselves religious nor spiritual? Our study focused specifically on a new, multidimensional measure, the Religious and Spiritual Struggles (RSS) scale, which assesses six correlated types of struggle: Divine, Demonic, Interpersonal, Moral, Ultimate Meaning, and Doubt. We measured these struggles, life satisfaction, meaning in life, and the search for meaning in a large sample of American undergraduates. Each participant self-identified as “religious but not spiritual”, “spiritual but not religious”, both, or neither. The RSS achieved strict measurement invariance across these groups, which strongly supports its construct validity regardless of religiousness, spirituality, or the absence of either or both. Group means for all latent factors differed, but in unexpected ways. Spiritual but not religious participants reported the least spiritual struggles of all kinds except Ultimate Meaning. Means for participants who identified as both religious and spiritual did not differ significantly from means for participants who identified as neither religious nor spiritual, despite these groups’ ostensibly opposite perspectives on religion and spirituality. However, these groups contrasted most sharply in terms of how religious and spiritual struggles related to external variables, especially meaning in life, which related more weakly within the nonreligious, nonspiritual group. Religiousness and spirituality independently moderated relationships between well-being and these domain-specific struggles.
Prosocial behavior, or intent to benefit others, is a social behavior that "benefit other people or society as a whole","such as helping, sharing, donating, co-operating, and volunteering". Obeying the rules and conforming to socially accepted behaviors (such as stopping at a "Stop" sign or paying for groceries) are also regarded as prosocial behaviors. These actions may be motivated by empathy and by concern about the welfare and rights of others, as well as for egoistic or practical concerns, such as one's social status or reputation, hope for direct or indirect reciprocity, or adherence to one's perceived system of fairness. It may also be motivated by altruism, though the existence of pure altruism is somewhat disputed, and some have argued that this falls into philosophical rather than psychological realm of debate. Evidence suggests that pro sociality is central to the well-being of social groups across a range of scales, including schools. Prosocial behavior in the classroom can have a significant impact on a student's motivation for learning and contributions to the classroom and larger community. In the workplace, prosocial behaviour can have a significant impact on team psychological safety, as well as positive indirect effects on employee's helping behaviors and task performance. Empathy is a strong motive in eliciting prosocial behavior, and has deep evolutionary roots.
Prosocial behavior fosters positive traits that are beneficial for children and society. It helps many beneficial functions by bettering production of any league and its organizational scale. Evolutionary psychologists use theories such as kin-selection theory and inclusive fitness as an explanation for why prosocial behavioral tendencies are passed down generationally, according to the evolutionary fitness displayed by those who engaged in prosocial acts. Encouraging prosocial behavior may also require decreasing or eliminating undesirable social behaviors.
Although the term "prosocial behavior" is often associated with developing desirable traits in children, the literature on the topic has grown since the late 1980s to include adult behaviors as well. The term "prosocial" has grown into a world-wide movement, using evolutionary science to create real-world pro-social changes from working groups to our whole culture.
Power Point con las capturas de todo el proceso de búsqueda al tema: ¿Cómo influye una correcta higiene bucal y el consumo de chucherías en la aparición de caries en niños y adolescentes?
A Conceptual Analysis of Correlates of Domestic Violence and Adolescent Risky...AJHSSR Journal
ABSTRACT: The study explores domestic violence and how it influences adolescent risky behavior.
Domestic violence is a devastating social problem resulting in significant and enduring effects on children,
threatening both their health and emotional well-being. The study aimed at examining the relationships between
domestic Violence and Psychological Empowerment, Domestic Violence and Self-esteem, psychological
Empowerment and Self-Regulation, Self Esteem and Psychological empowerment, Self-Esteem and Selfregulation, Self-Regulation and Adolescent Risky Behavior and identify the stronger predictor of self-regulation
between psychological empowerment and Self-esteem. Adolescent respondents who experienced domestic
violence were purposely selected and guided by teachers and administrators who had provided support to these
children.The questionnaire had six sections namely; personal information, the Child Exposure to Domestic
Violence Scale, the Psychological empowerment scale, the Rosenberg Self-esteem Inventory, and the Brief
Self-Control Scale. Data analysis employed Pearson's product-moment correlation (r) to test hypotheses 1,
2,3,4,5, and 6. Regression analysis was used for hypothesis 7.The results show a significant relationship
between domestic Violence and Psychological Empowerment, Domestic Violence and Self-esteem,
psychological Empowerment and Self-Regulation, Self Esteem and Psychological empowerment, Self-Esteem
and Self-regulation, Self-Regulation, and Adolescent Risky Behavior. The study documents that Psychological
empowerment is a stronger predictor of self-regulation than Self-esteem.
KEYWORDS:Domestic violence, psychological empowerment, self-regulation, and Adolescent risky behavior
Social, Emotional, and Cognitive Factors AssociatedWith Bull.docxsamuel699872
Social, Emotional, and Cognitive Factors Associated
With Bullying
Lyndsay N. Jenkins
Eastern Illinois University
Michelle K. Demaray and Jaclyn Tennant
Northern Illinois University
Abstract. The purpose of the current study was to understand the association
between bullying experiences (i.e., bullying, victimization, and defending) and
social, emotional, and cognitive factors. The social factor was social skills (i.e.,
empathy, assertion, cooperation, responsibility); the emotional factor was emo-
tional difficulties (i.e., personal adjustment, internalizing problems, school prob-
lems), and the cognitive factor was executive functioning skills (i.e., self-moni-
toring, inhibitory control, flexibility, emotional regulation). Data on students’
perceptions of their own social skills, emotional difficulties, and bullying role
behavior were collected from 246 sixth- through eighth-grade students. Teachers
provided reports of students’ executive functioning skills. Results indicated that
(a) emotional difficulties were significantly and positively associated with vic-
timization for boys and girls, (b) emotional difficulties were significantly and
positively associated with defending for girls, (c) executive functioning was
significantly and negatively associated with defending for boys, and (d) social
skills were significantly and positively related to defending behavior for boys and
girls. These results emphasize the importance of examining the social, emotional,
and cognitive factors associated with bullying. Social skills and emotional and
executive functioning appear to vary systematically across bullying roles and
should be considered when developing targeted social– emotional interventions
to stop bullying, increase defending, and support victims or those at risk for
victimization.
The goal of the current study was to
examine social, emotional, and cognitive pre-
dictors of bullying, victimization, and defend-
ing among sixth- through eighth-grade stu-
dents. The social competence and emotional
health of individuals directly (bullies, victims)
and indirectly (defenders, outsiders) involved
in bullying have been the topic of investiga-
tions over the past few decades. Many studies
have attempted to explain the behavior of in-
dividuals who demonstrate aggressive and
prosocial behavior or experience victimiza-
tion, and most of these studies have included
social (e.g., social skills), emotional (e.g., in-
ternalizing problems), and cognitive (e.g., so-
cial information processing, executive func-
Correspondence concerning this article should be sent to Lyndsay Jenkins, Department of Psychology,
Eastern Illinois University, 600 Lincoln Avenue, Charleston, IL 61920; e-mail: [email protected]
Copyright 2017 by the National Association of School Psychologists, ISSN 0279-6015, eISSN 2372-966x
School Psychology Review,
2017, Volume 46, No. 1, pp. 42– 64
42
tioning) variables as either predictors or out-
comes associated with different bu.
Personality and Anxiety Level of School TeachersYogeshIJTSRD
The Present study aim at to search the Personality factors and anxiety among Male and Female 25 35 and 36 46 school teachers. Personality factors are influence on the teaching performance. However the anxiety levels which create the hindrance in the progress of male and female school teachers .The researcher intended to evaluate the anxiety level and its impact on the teaching performance.The present study followed the procedure of experimental research. The investigation gathered relevant information by conduct of a test of Eysenek personality test and SCAT Sinha’s Comprehensive Anxiety Test test of anxiety. The sample of the study comprises as under Effective sample consisted of 130 of Male and Female school teacher’s from Indore district in Madhya Pradesh. Dr. Inderjeet Singh Bhatia | Dr. Reena Patil "Personality and Anxiety Level of School Teachers" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-5 | Issue-5 , August 2021, URL: https://www.ijtsrd.com/papers/ijtsrd43773.pdf Paper URL: https://www.ijtsrd.com/humanities-and-the-arts/education/43773/personality-and-anxiety-level-of-school-teachers/dr-inderjeet-singh-bhatia
Comparative Personality Sketch of Middle Aged Male and Female Counterparts Hi...inventionjournals
The aim of the present study is to make a comparative personality profile in the light of anger expression, narcissism and happiness among middle aged males and females. A sample of 100 middle aged individuals (50 males and 50 females) was selected. The variables selected for the study were anger expression, narcissism and happiness. Results indicate that happiness and narcissism both are positively correlated and basically self-love is found to be a basic source of happiness for both subsamples. Moreover, significant differences were found in case of anger expression and overall narcissism. Male counterparts were positioned at the top point of narcissism and anger expression and lack anger control but females have more anger out, anger reaction, superiority and vanity than male ones which pinpoints the fact that females tend to invest a great deal of energy in maintaining and preventing the experience and expression of anger. While controlling anger is certainly desirable, the over-control of anger may result in passivity, withdrawal and depression.
Comparative Personality Sketch of Middle Aged Male and Female Counterparts Hi...
DMorabito_ADAA
1. Social Anxiety, Interpersonal Suicide Risk,
And the Mediating Role of Shame
Danielle M. Morabito, Kimberly A. Arditte, Ashley M. Shaw & Kiara R. Timpano
University of Miami
INTRODUCTION
• Social Anxiety Disorder (SAD) is characterized by persistent fear
of social situations that interfere in one’s life1
• Individuals with SAD may even be at increased risk for suicide2
• Given this connection, it is imperative for us to better understand
the relationship between SAD and increased suicide risk.
• Considering the nature of social anxiety, research may want to
examine interpersonal risk factors such as thwarted
belongingness and perceived burdensomeness as defined by the
Interpersonal Needs Questionnaire3
• Meanwhile, previous research has linked both social anxiety and
increase suicide risk to experiences of shame4;5
• Shame is defined as an intense negative emotion that
involves feelings of inferiority, powerlessness, and self-
consciousness6
• Given what is known about these constructs, shame may mediate
the relationship between social anxiety and suicide risk.
• Social anxiety has a fairly young age of onset and tends to
remain constant when left untreated7
• Social anxiety has been shown to predict increased shame
over time8
• While social anxiety has been associated with feelings of
thwarted belongingness, shame has been identified as a risk
factor for perceived burdensomeness9
• To date, no study has systematically examined the relations
among these constructs.
• Research in this area could have significant clinical implications
for suicide risk screening and prevention strategies.
METHOD
Participants
• 259 participants were recruited using Amazon Mechanical Turk
• Mean age = 30.81 years (SD = 8.57 years)
• 51% Male; 86% White/Caucasian; 9% Hispanic/Latino
• SIAS (M = 36.19, SD = 21.35)
• Sample mean above clinical cutoff10
• Participants completed the SIAS, ESS, and INQ as part of a
broader study on emotional experiences
• All study procedures were completed online using Qualtrics
Survey Software.
METHOD - CONTINUED
Measures
Social Interaction Anxiety Scale (SIAS)11
• 20 items on a Likert-type scale with responses range from 0 (Not at all
characteristic or true of me) to 4 (Extremely characteristic or true of me).
Experience of Shame Scale (ESS)12
• 25 items with responses ranging from 1 (Not at all) to 4 (Very much)
• Characterological Shame (ESS Char): related to non-physical
characteristics
• Behavioral Shame (ESS Behav): related to specific behaviors
• Bodily Shame (ESS Body): related to physical characteristics
Interpersonal Needs Questionnaire 12-item (INQ-12)3
• 12 items with responses ranging from 0 (Not at all true for me) to 7 (Very
true for me).
• Thwarted Belongingness (INQ Belonging): the painful mental state
resulting from an unmet need for interpersonal connectedness, indicating
social isolation
• Perceived Burdensomeness (INQ Burden): a mental state resulting from
an unmet need for social competence, characterized by the belief that
others would be better off without oneself.
DISCUSSION
• Results revealed significant associations between social anxiety,
shame across all three subscales, and both dimensions of
interpersonal suicide risk.
• The mediation analyses revealed that shame partially mediates
the relationship between social anxiety and thwarted
belongingness and fully mediates the relationship between
social anxiety and perceived burdensomeness.
• Though cross-sectional in nature, results suggest that shame
plays a key role in the relationship between social anxiety
symptoms and interpersonal risk for suicide.
• Future studies should assess constructs in clinical samples and
supplement self-report data with diagnostic interviews.
RESULTS - CONTINUED
Figure 1. Partial Mediation of Social Anxiety Symptoms
and Thwarted Belongingness by Experiences of Shame
Note. * all other ps < .001
Note. * all other ps < .001
Figure 2. Full Mediation of Social Anxiety Symptoms and
Perceived Burdensomeness by Experiences of Shame
ESS
Total ESS
Char ESS
Behav ESS
Body
SIAS
Total .75** .72** .72** .64**
INQ
Belonging INQ
Burden
SIAS
Total .51** .48**
ESS
Total ESS
Char ESS
Behav ESS
Body
INQ
Belonging .52** .55** .46** .40**
INQ
Burden .59** .61** .53** .45**
Note. **p <.001
Aim 1. Examining the relationships between variables
• Social anxiety symptoms were positively correlated with interpersonal
suicide risk.
AIMS
1. To systematically examine the relationships between social
anxiety, various facets of shame, and interpersonal suicide
risk.
2. To determine whether shame mediates the relationship
between social anxiety and interpersonal suicide risk as
measured by feelings of thwarted belongingness and
perceived burdensomeness.
1American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Washington, DC.
2Allan, N. P., Capron, D. W., Raines, A. M., & Schmidt, N. B. (2014). Unique relations among anxiety sensitivity factors and anxiety, depression, and suicidal ideation. Journal of anxiety disorders, 28(2), 266-275.
3Van Orden, K.A., Witte, T.K., Gordon, K.H., Bender, T.W., & Joiner, Jr., T.E. (2008). Suicidal desire and the capability for suicide: Tests of the interpersonal-psychological theory of suicidal behavior among
adults. Journal of Consulting and Clinical Psychology, 76, 72–83.
4Bryan, C. J., Ray-Sannerud, B., Morrow, C. E., & Etienne, N. (2013). Shame, pride, and suicidal ideation in a military clinical sample. Journal of affective disorders, 147(1), 212-216.
5Fergus, T. A., Valentiner, D. P., McGrath, P. B., & Jencius, S. (2010). Shame-and guilt-proneness: Relationships with anxiety disorder symptoms in a clinical sample. Journal of anxiety disorders, 24(8), 811-815.
6Tangney, J. P., Miller, R. S., Flicker, L., & Barlow, D. H. (1996). Are shame, guilt, and embarrassment distinct emotions? Journal of Personality and Social Psychology, 70, 1256–1269.
7Mattick, R. P., & Clarke, J. C. (1998). Development and validation of measures of social phobia scrutiny fear and social interaction anxiety. Behaviour research and therapy, 36(4), 455-470.
8Lutwak, N., & Ferrari, J. R. (1997). Shame-related social anxiety: Replicating a link with various social interaction measures. Anxiety, stress, and coping, 10(4), 335-340.
Social
Anxiety
Thwarted
Belongingness
Shame
.75 .33
c’: β = .26, t = 3.27, p = .001
Social
Anxiety
Perceived
Burdensomeness
Shame
.75 .52
c’: β = .09, t = 1.14, p = .286
• Social anxiety symptoms were also positively correlated with
experiences of shame.
• Interpersonal suicide risk was positively correlated with all experiences
of shame.
Aim 2. Testing the hypothesized mediation models
• Shame partially mediated the relationship between social
anxiety symptoms and thwarted belongingness (see Figure 1).
• Shame fully mediated the relationship between social anxiety
symptoms and perceived burdensomeness. (see Figure 2).
9Van Orden, K. A., Witte, T. K., Cukrowicz, K. C., Braithwaite, S. R., Selby, E. A., & Joiner, T. J. (2010). The interpersonal theory of suicide. Psychological Review, 117(2), 575-600.
10Peters, L. (2000). Discriminant validity of the social phobia and anxiety inventory (SPAI), the social phobia scale (SPS) and the social interaction anxiety scale (SIAS). Behaviour Research
and Therapy, 38(9),
943-950.
11Andrews, B., Qian, M., & Valentine, J. D. (2002). Predicting depressive symptoms with a new measure of shame: The Experience of Shame Scale. British Journal of Clinical Psychology,
41(1), 29-42.
12Van Orden, K.A., Witte, T.K., Gordon, K.H., Bender, T.W., & Joiner, Jr., T.E. (2008). Suicidal desire and the capability for suicide: Tests of the interpersonal-psychological theory of suicidal
behavior among adults. Journal of Consulting and Clinical Psychology, 76, 72–83.
RESULTS