Examination of the Effects of Dissociative Tendency on Perceived Loneliness Tendency among Junior High and High School Students

Mori, Ayano

doi:10.2132/personality.26.3.13

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“…Peer problems might result from conduct problems, such as lies and fighting. The present finding that dissociation predicts peer problems indirectly supports Mori's (2018) finding that dissociation predicts loneliness in school. However, for example, Sesar et al (2012) suggested that exposure to bullying tends to be associated with higher dissociation.…”

Section: Discussionsupporting

confidence: 86%

“…For example, Yoshizumi et al (2010) reported that 15.2% of Japanese students had high levels of dissociation. Mori (2018) reported high levels of dissociation (10.1%) in a sample of Japanese adolescents at initial assessment.…”

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confidence: 95%

“…Several studies have reported that past peer relationship problems, such as bullying, are associated with high levels of dissociation (Sesar, Bariši c, Pandža, & Dodaj, 2012;Yamasaki et al, 2016). One study reported that A-DES scores predicted perceived loneliness in school, based on a panel survey conducted over a year and a half among a community sample of adolescents aged 12-16 years (Mori, 2018). Further, Farina and Liotti (2013) reported that early interpersonal relationship trauma contributes to the development of dissociation, which in turn may lead to psychopathological vulnerability.…”

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confidence: 99%

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Does Dissociation Among Adolescents Predict Difficulties? A Panel Study in Japan

Mori

2020

Jpn Psychol Res

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Dissociation has been reported to be associated with emotive-relational and behavioral difficulties; however, the temporal relationship between dissociation and these difficulties is unclear. Accordingly, this study investigated whether dissociation predicts difficulties (including emotional symptoms, conduct problems, hyperactivity, and peer problems) in adolescents. A two-wave cross-lagged panel study (Time 1: September-November 2016, Time 2: February-March 2017) was conducted among 1,773 Japanese junior high and high school students at two private schools (995 boys and 778 girls; M age = 14.79 years at Time 1 and 15.09 years at Time 2). Dissociation was assessed using the Japanese version of the Adolescent Dissociative Experiences Scale and perceived difficulties were assessed via the Strengths and Difficulties Questionnaire. A cross-lagged effects model analysis indicated that high dissociation scores at Time 1 predicted high difficulties scores at Time 2. These findings suggest that dissociation could effectively predict difficulties in junior high and high school students. This study expands the field's understanding of the temporal relationship between behavioral problems and dissociation, which could help prevent problem behaviors.

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Section: Discussionsupporting

confidence: 86%

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confidence: 95%

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confidence: 99%

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