Stress generation in depression: A systematic review of the empirical literature and recommendations for future study

Liu, Richard T.; Alloy, Lauren B.

doi:10.1016/j.cpr.2010.04.010

Cited by 562 publications

(561 citation statements)

References 130 publications

(297 reference statements)

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“…Further, the type and severity of adverse events we studied may have influenced the findings. A large body of research finds that individuals with depressive syndromes play an active role in generating stressful life events that are dependent in nature and less severe than those measured in this study (Hammen, 1991;Liu & Alloy, 2010). Thus, a more fine-grained assessment of particular event types than was possible in this study is necessary to test whether PTSD symptoms generate dependent stressful life events (e.g., divorce, job loss) and how such events relate to the progression of symptoms.…”

mentioning

confidence: 95%

Negative emotionality and disconstraint influence PTSD symptom course via exposure to new major adverse life events

Sadeh

Miller

Wolf

et al. 2015

Journal of Anxiety Disorders

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Identifying the factors that influence stability and change in chronic posttraumatic stress disorder (PTSD) is important for improving clinical outcomes. Using a cross-lagged design, we analyzed the reciprocal effects of personality and PTSD symptoms over time and their effects on stress exposure in a sample of 222 trauma-exposed veterans (ages 23 -68; 90.5% male). Personality functioning and PTSD were measured approximately 4 years apart, and self-reported exposure to major adverse life events during the interim was also assessed. Negative emotionality positively predicted future PTSD symptoms, and this effect was partially mediated by exposure to new events. Constraint (negatively) indirectly affected PTSD via its association with exposure to new events. There were no significant effects of positive emotionality nor did PTSD symptom severity exert influences on personality over time. Results indicate that high negative affect and disconstraint influence the course of PTSD symptoms by increasing exposure to stressful life events.Keywords stress exposure; personality; posttraumatic stress; longitudinal; veterans Although most individuals who develop posttraumatic stress disorder (PTSD) after a traumatic life event recover, a substantial minority develop chronic symptoms that persist for years and fluctuate over time (Chapman et al., 2012;Perkonigg et al., 2005;Solomon & Mikulincer, 2006). Chronic PTSD is a dynamic and environmentally-sensitive condition characterized by periods of symptom exacerbation and relative remission. Identifying predictors of stability and change in PTSD is critical for understanding why symptoms persist and reemerge over time, detecting individuals at risk for chronic trajectories, and improving outcomes for intractable cases. To advance understanding of the longitudinal Correspondence to Naomi Sadeh, National Center for PTSD, VA Boston Healthcare System, 150 South Huntington Avenue, Boston, MA 02130. . Naomi.SamimiSadeh@va.gov. U.S. Department of Veterans Affairs VA Author ManuscriptVA Author Manuscript VA Author Manuscript course of PTSD, this study examined the reciprocal and stress-related effects of personality traits and PTSD symptoms over time in a sample of trauma-exposed veterans. Reciprocal Influences of Personality and PTSDPsychopathology researchers have had a long-standing interest in the interplay of personality and psychopathology, including in relation to PTSD. PTSD shows large concurrent relations with neuroticism and negative emotionality (Pearson's r = 0.49; Kotov et al., 2010), which are closely related constructs that refer to the tendency to experience high levels of distress and a range of negative affect. In contrast, personality traits that measure the tendency to have a positive, outgoing disposition (e.g., extraversion/ positive emotionality) or behave in a controlled, cautious manner (e.g., conscientiousness/low disconstraint) show relatively weaker negative associations with PTSD (Pearson's rs = −0.25 and −0.27, respectively; Kotov et al., 2010). Un...

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confidence: 95%

Negative emotionality and disconstraint influence PTSD symptom course via exposure to new major adverse life events

Sadeh

Miller

Wolf

et al. 2015

Journal of Anxiety Disorders

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“…For instance, depressed individuals contribute through their behavior (e.g., Correspondence concerning this article should be addressed to Jeffrey Girard, 210 S. Bouquet St, Department of Psychology, Pittsburgh, PA 15260. Email: j.girard@pitt.edu lack of assertiveness and social withdrawal) to stressful interpersonal circumstances that may overwhelm their coping abilities and lead to vicious cycles of interpersonal stress and further depression (Hammen, 2006;Liu and Alloy, 2010). Similar processes are likely to occur for other disorders as well (e.g., Daley et al, 2000).…”

Section: Introductionmentioning

confidence: 99%

Interpersonal Problems Across Levels of the Psychopathology Hierarchy

Girard¹,

Wright²,

Beeney³

et al. 2017

Preprint

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We examined the relationship between psychopathology and interpersonal problems in a sample of 825 clinical and community participants. Sixteen psychiatric diagnoses and five transdiagnostic dimensions were examined in relation to self-reported interpersonal problems. The structural summary method was used with the Inventory of Interpersonal Problems Circumplex Scales to examine interpersonal problem profiles for each diagnosis and dimension. We built a structural model of mental disorders including factors corresponding to detachment (avoidant personality, social phobia, major depression), internalizing (dependent personality, borderline personality, panic disorder, posttraumatic stress, major depression), disinhibition (antisocial personality, drug dependence, alcohol dependence, borderline personality), dominance (histrionic personality, narcissistic personality, paranoid personality), and compulsivity (obsessivecompulsive personality). All dimensions showed good interpersonal prototypicality (e.g., detachment was defined by a socially avoidant/nonassertive interpersonal profile) except for internalizing, which was diffusely associated with elevated interpersonal distress. The findings for individual disorders were largely consistent with the dimension that each disorder loaded on, with the exception of the internalizing and dominance disorders, which were interpersonally heterogeneous. These results replicate previous findings and provide novel insights into social dysfunction in psychopathology by wedding the power of hierarchical (i.e., dimensional) modeling and interpersonal circumplex assessment.

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“…For instance, adolescents may become more sensitive to stress after having experienced child abuse or previous episodes of mental illness (Monroe & Harkness, 2005;Morris, Ciesla, & Garber, 2010;Stroud, Davila, & Moyer, 2008). The relationships between vulnerability and stress are further complicated by the observation that past stressors may increase not only sensitivity to future stress, but also exposure to it, in a process of stress generation (Hammen, 2006;Liu & Alloy, 2010). For instance, exposure to severe stressors such as child abuse increase the risk for depression, which in turn strains interpersonal relationships and performance, resulting in an increased likelihood of future life events involving conflicts, break-ups, or dismissals.…”

Section: The Stress Process As a New Angle To Look At Dropoutmentioning

confidence: 99%

Stressors and Turning Points in High School and Dropout

Dupéré

Leventhal

Dion

et al. 2015

Review of Educational Research

138

103

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High school dropout is commonly seen as the result of a long-term process of failure and disengagement. As useful as it is, this view has obscured the heterogeneity of pathways leading to dropout. Research suggests, for instance, that some students leave school not as a result of protracted difficulties but in response to situations that emerge late in their schooling careers, such as health problems or severe peer victimization. Conversely, others with a history of early difficulties persevere when their circumstances improve during high school. Thus, an adequate understanding of why and when students drop out requires a consideration of both long-term vulnerabilities and proximal disruptive events and contingencies. The goal of this review is to integrate long-term and immediate determinants of dropout by proposing a stress process, life course model of dropout. This model is also helpful for understanding how the determinants of dropout vary across socioeconomic conditions and geographical and historical contexts. There have been repeated calls in the scientific literature to consider high school dropout not as an event but as a process (see Christenson & Thurlow, 2004;Rumberger, 2011). In this view, dropout is the endpoint of a long trajectory of disengagement starting as soon as, and even before, children enter school. This long-term approach has led to breakthroughs in our understanding of the roots of dropout. Longitudinal studies spanning the first two decades of life have illuminated the role that early family circumstances and school experiences play in putting some children on a high-risk trajectory for dropout (e. Beechum, 2014). Understanding the causes of dropout among students who do not follow a clearly identified pathway out of school is necessary to tailor interventions to their needs (Feinstein & Peck, 2008). Among these dropouts, precipitating factors (i.e., situations emerging for high school students not long before the decision to dropout is made) could play an important role (e.g., see Bowers & Sprott, 2012b; America's Promise Alliance, 2014).In addition, even among students already considered at risk when they enter high school, there is considerable heterogeneity in terms of timing and outcomes, with some leaving school later than others and others unexpectedly graduating (Bowers, Sprott, & Taff, 2013;Vitaro, Larocque, Janosz, & Tremblay, 2001). This heterogeneity could be determined in part by circumstances emerging late in students' schooling careers. In fact, improved circumstances in adolescence can close wide achievement gaps established during the elementary school years (Dobbie & Fryer, 2011). Conversely, peak vulnerability could arise when early failure intersects with challenging circumstances in high school, such as when students are under important stress or are offered new opportunities incompatible with schooling (e.g., a full-time job). Attention to such precipitating factors among students following a recognizable long-term problematic path could contribute to a ...

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Stress generation in depression: A systematic review of the empirical literature and recommendations for future study

Cited by 562 publications

References 130 publications

Negative emotionality and disconstraint influence PTSD symptom course via exposure to new major adverse life events

Negative emotionality and disconstraint influence PTSD symptom course via exposure to new major adverse life events

Interpersonal Problems Across Levels of the Psychopathology Hierarchy

Stressors and Turning Points in High School and Dropout

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