Relationship between defense styles, alexithymia, and personality in alcohol-dependent inpatients

Evren, Cüneyt; Cagil, Dilara; Ulku, Muge; Ozcetinkaya, Serap; Gokalp, Peykan; Turan, Çetin; Yiğiter, Sera

doi:10.1016/j.comppsych.2012.01.002

Cited by 38 publications

(27 citation statements)

References 56 publications

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“…Although our studies showed that these associations were mainly determined by genetic factors 10, 25, 26, others have argued on the basis of intervention studies that the development of cognition could potentially be stimulated by early music training 9. Further, both cognition and emotional ability are important for good health 27, 28.…”

Section: Discussionmentioning

confidence: 54%

Predictors of continued playing or singing – from childhood and adolescence to adult years

et al. 2015

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AimMany individuals play an instrument or sing during childhood, but they often stop later in life. This study surveyed adults representative of the Swedish population about musical activities during childhood.MethodsWe asked 3820 adults (65% women) aged from 27 to 54 from the Swedish Twin Registry, who took extra music lessons to those provided at school, to fill in a web‐based questionnaire. Factors analysed were the age they started studying music, the instrument they played, kind of teaching, institution and educational content, number of lessons and perceived characteristics of the lessons, the music environment during their childhood years and their preferred music genre. All variables were dichotomised.ResultsFactors strongly associated with continued playing or singing were male sex, young starting age, cultural family background, self‐selected instrument, attending music classes and more than once a week, church‐related or private education, pop, rock or classical music, playing by ear and improvisation.ConclusionSeveral significant predictors determined whether a child continued to sing or play an instrument as an adult and many could be externally influenced, such as starting at a young age, taking music classes more than once a week, improvisation and the type of music they played.

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Section: Discussionmentioning

confidence: 54%

Predictors of continued playing or singing – from childhood and adolescence to adult years

et al. 2015

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“…52 Strong associations were also found between alexithymia and immature or maladaptive defense styles in students 53 and alcohol-dependent inpatients. 54 Students with negative emotions, such as anxiety or depression, may use the Internet to relieve these emotions externally 55,56 and may have alexithymia as a defense mechanism internally. 53,54 Both moderate/high IA and alexithymia may be utilized to cope with or relieve anxiety and depressive symptoms.…”

Section: Discussionmentioning

confidence: 99%

“…54 Students with negative emotions, such as anxiety or depression, may use the Internet to relieve these emotions externally 55,56 and may have alexithymia as a defense mechanism internally. 53,54 Both moderate/high IA and alexithymia may be utilized to cope with or relieve anxiety and depressive symptoms. Maladaptive and excessive Internet use may also result in or further amplify alexithymia, 1 anxiety, and depressive symptoms 34 ; moreover, anxiety and depression may serve to mediate the relationship between IA and alexithymia.…”

Section: Discussionmentioning

confidence: 99%

Relationship of Internet Addiction Severity with Depression, Anxiety, and Alexithymia, Temperament and Character in University Students

Dalbudak

Evren

Aldemir

et al. 2013

Cyberpsychology, Behavior, and Social Networking

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184

110

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The aim of the study was to investigate the relationship of Internet addiction (IA) severity with alexithymia, temperament, and character dimensions of personality in university students while controlling for the effect of depression and anxiety. A total of 319 university students from two conservative universities in Ankara volunteered for the study. Students were investigated using the Toronto Alexithymia Scale-20, the Temperament and Character Inventory, the Internet Addiction Scale, the Beck Anxiety Inventory, and the Beck Depression Inventory. Of the university students enrolled in the study, 12.2 percent (n=39) were categorized into the moderate/high IA group (IA 7.2 percent, high risk 5.0 percent), 25.7 percent (n=82) were categorized into the mild IA group, and 62.1 percent (n=198) were categorized into the group without IA. Results revealed that the rate of moderate/high IA group membership was higher in men (20.0 percent) than women (9.4 percent). Alexithymia, depression, anxiety, and novelty seeking (NS) scores were higher; whereas self-directedness (SD) and cooperativeness (C) scores were lower in the moderate/high IA group. The severity of IA was positively correlated with alexithymia, whereas it was negatively correlated with SD. The "difficulty in identifying feelings" and "difficulty in describing feelings" factors of alexithymia, the low C and high NS dimensions of personality were associated with the severity of IA. The direction of this relationship between alexithymia and IA, and the factors that may mediate this relationship are unclear. Nevertheless, university students exhibiting high alexithymia and NS scores, along with low character scores (SD and C) should be closely monitored for IA.

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“…Furthermore, alexithymia has been related to several health outcomes, such as hypertension (Jorgensen and Houston, 1986; Grabe et al, 2010), depression, and reduced likelihood of recovery from alcoholism and substance abuse (Picardi et al, 2011; Evren et al, 2012; de Haan et al, 2013). Further, it has been shown that subjects with early stage hypertension have a relatively poor ability to describe feelings (Theorell et al, 1984).…”

Section: Introductionmentioning

confidence: 99%

Musical activity and emotional competence â€“ a twin study

et al. 2014

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The hypothesis was tested that musical activities may contribute to the prevention of alexithymia. We tested whether musical creative achievement and musical practice are associated with lower alexithymia. 8000 Swedish twins aged 27–54 were studied. Alexithymia was assessed using the Toronto Alexithymia Scale-20. Musical achievement was rated on a 7-graded scale. Participants estimated number of hours of music practice during different ages throughout life. A total life estimation of number of accumulated hours was made. They were also asked about ensemble playing. In addition, twin modelling was used to explore the genetic architecture of the relation between musical practice and alexithymia. Alexithymia was negatively associated with (i) musical creative achievement, (ii) having played a musical instrument as compared to never having played, and – for the subsample of participants that had played an instrument – (iii) total hours of musical training (r = -0.12 in men and -0.10 in women). Ensemble playing added significant variance. Twin modelling showed that alexithymia had a moderate heritability of 36% and that the association with musical practice could be explained by shared genetic influences. Associations between musical training and alexithymia remained significant when controlling for education, depression, and intelligence. Musical achievement and musical practice are associated with lower levels of alexithymia in both men and women. Musical engagement thus appears to be associated with higher emotional competence, although effect sizes are small. The association between musical training and alexithymia appears to be entirely genetically mediated, suggesting genetic pleiotropy.

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Relationship between defense styles, alexithymia, and personality in alcohol-dependent inpatients

Cited by 38 publications

References 56 publications

Predictors of continued playing or singing – from childhood and adolescence to adult years

Predictors of continued playing or singing – from childhood and adolescence to adult years

Relationship of Internet Addiction Severity with Depression, Anxiety, and Alexithymia, Temperament and Character in University Students

Musical activity and emotional competence â€“ a twin study

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